| Course Objectives: |
The aim of this course is to critically examine the role, representation, and participation of women and gender-diverse individuals in the game industry. Students will explore structural inequalities, analyze character representation in games, learn about inclusive design practices, and reflect on professional pathways for women and marginalized communities in gaming. By the end of the course, students will be able to recognize key challenges and opportunities in the field and contribute to a more inclusive game culture through their own creative and critical work. |
| Course Content: |
This course explores gender representation, equity, and inclusion in the game industry through an interdisciplinary lens. Students will examine the historical and current roles of women and gender-diverse individuals in gaming, analyze narrative and visual representation in character design, and critique the stereotypes and biases embedded in game culture. Topics include inclusive game development practices, accessibility, labor conditions, and the challenges of workplace discrimination. The course also highlights the contributions of women in both mainstream and indie gaming spaces, with a focus on community-building, mentorship, and advocacy networks. Through theoretical readings, case studies, and creative reflection, students will gain the tools to critically assess gender dynamics in games and develop their own inclusive design or analysis projects. |
| Week |
Subject |
Related Preparation |
| 1) |
Introduction to the Course & Gender in Games |
Read: Shaw (2014), Introduction |
| 2) |
Historical Roles of Women in Games |
Watch: “Women in Gaming: 1980s–Now” video |
| 3) |
Representation in Game Narratives |
Play or watch clips of games with gendered storylines |
| 4) |
Visual Design & Female Characters |
Bir kadın oyun karakteri üzerine vaka hazırlığı |
| 5) |
Masculinity and Exclusion in Gaming |
Read: Excerpt from “Gaming Masculinities” |
| 6) |
Inclusive Game Design Principles |
Read: Inclusive design checklist + analyze 1 game |
| 7) |
Midterm Reflection |
Review all weeks and prepare short reflection essay |
| 8) |
Workplace Inequality & Labor Conditions |
Read: Articles on gender discrimination in studios |
| 9) |
Queer & Feminist Indie Games |
Choose and explore 1 indie feminist/queer game |
| 10) |
Communities & Advocacy in Gaming |
Research: Women-led gaming groups or movements |
| 11) |
Mentorship & Networks in the Industry |
Prepare interview questions for guest / event review |
| 12) |
Final Project Workshop |
Bring project outline or draft for in-class feedbac |
| 13) |
Final Presentations |
Final project submission and prep |
| 14) |
Wrap-up & Reflection |
Write final reflection (optional) |
| |
Program Outcomes |
Level of Contribution |
| 1) |
Has a broad and interdisciplinary perspective on international business and trade by the use of social sciences and mathematics, |
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| 2) |
Possess the knowledge and skills related to different functions and interactions of international business and trade. |
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| 3) |
Possess the knowledge and skills to interpret the data, concepts and ideas in the field of international business and trade with scientific and technological methods. |
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| 4) |
Use different theoretical approaches to understanding and solving various business and trade problems. |
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| 5) |
Explains the competitiveness of the countries with the requirements of international competition and interprets the functioning of the actors and regulatory structures in the international environment. |
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| 6) |
Understands the value of developing new trade projects and generating strategies within international market needs. |
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| 7) |
Solves complex business and global trade problems by using various statistical techniques and numerical methods and makes analyzes by using statistical programs effectively. |
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| 8) |
Uses a foreign language at the B1 General Level in terms of European Language Portfolio criteria according to the level of education. |
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| 9) |
Develops teamwork, negotiation, leadership and entrepreneurship skills. |
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| 10) |
Possess the knowledge of universal ethical values, social responsibility and sufficient legal and regulatory knowledge. |
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| 11) |
Develops positive attitudes related to lifelong learning and identifies individual learning needs and carries out studies to correct them. |
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| 12) |
Students will be able to communicate their ideas and solutions both written and orally, and present and publish them on both national and international platforms. |
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| 13) |
Uses information and communication technologies together with computer software at the advanced level of European Computer Using License required by the field. |
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ISTINYE UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
