Main Content
Syllabus
The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date. SOC 456: Gender, Occupations, and Professions (3): The role of gender in shaping contemporary North American patterns of employment, occupational roles, and statuses.
Overview
Welcome to SOC 456 Gender, Occupations and Professions! What do we mean by "gender?"; This will be defined in more detail in Lesson 2; however, gender refers to the roles, responsibilities, attitudes and opportunities that society assigns to us because we are male or female.
This course will examine the impact of gender as a variable on occupations and professions, primarily in the United States. Gender affects access to and choice of occupation and profession, income potential, job-advancement opportunities, the work environment, and much more. Understanding the impact of gender on society and ourselves is critical to decision-making at all levels individual, organizational, and governmental hence this course. Here are a few facts. First, overwhelmingly, men and women work in different spheres throughout the world. Second, experts agree: women and men have unequal access to, control of, and benefits from the workplace. Third, across occupations and professions, women face problems unique to them as women. Finally, in most situations where men and women have equal education, training, and experience, males still receive higher salaries, benefits, and levels of authority. Despite considerable advances in the past 50 years, for example, the gap between men's and women's salaries remains substantial. We've all heard the figures: in the United States, at the turn of the century, women earned 59 cents for every dollar men earned. That figure reached 79 cents in the mid 1990s. Internationally, female-male pay ratios average 60-70 percent; the figure varies by how it is measured and by country.
The closing of the gap between men's and women's earnings has occurred largely since 1900. Now, however, it seems that progress has slowed, and new trends are emerging in the workplace; the impact of these trends is uncertain. For example, more and more employers are hiring part-time and temporary employees. Also, U.S. women increasingly seem to be opting out of the corporate system, creating their own employment. Only time will tell the impact of these trends on men's and women's income, authority, and quality of life.
As this information suggests, this course is about "gender," occupations, and professions. The focus is not only on women; it is about differences in men's and women's experiences in the world of work. Explanations for those differences vary considerably, and they have changed over time. The preponderance of research in this area examines institutional structures, the economic underpinnings of the situation, and socialization. There is also a large body of writing that investigates the role of biology on gender differences ("Is biology destiny?" asks this perspective). We will look at all of these to varying degrees, and you can decide which theory makes most sense to you.
Having traveled, worked, and lived around the world, I have personally seen the enormous differences in men's and women's roles and find this subject both important and fascinating. In some parts of Africa, for example, women build housing for their families while males are frequently employed for household work. In other parts of Africa, the roles are reversed. In the United States and other Euro-centric countries, women typically do the food shopping for the family while in parts of North African and the Middle-East, men are responsible for going to market. As these examples indicate, differences abound. Yet in many places, most people believe their way is the only "correct" one. Given this certainty among so many cultures, it seems that all this might be looked at not only with intellectual rigor and discernment but also with compassion and generosity.
Course Objectives
As the title suggests, this course will provide a basis for understanding gender issues in relationship to the working world. It will also offer a lens through which to interpret your own work experience, as well as other aspects of life. I encourage you to begin to pay attention to differences in expectations' your own, those of family and friends, and those of the larger culture around you whether you are male or female. Then bring the results of your observations to papers and projects for this course.
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
Using the Library
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
For this course we recommend the minimum World Campus technical requirements listed below:
| Operating System | Windows Vista, Windows 7, Windows 8*; Mac OS X 10.5 or higher *Windows 8 support excludes the tablet only RT version |
|---|---|
| Processor | 2 GHz or higher |
| Memory | 1 GB of RAM |
| Hard Drive Space | 20 GB free disk space |
| Browser | We recommend the latest ANGEL-supported version of Firefox or
Internet Explorer. To determine if your browser fits this criterion,
and for advice on downloading a supported version,
please refer to the following ITS knowledge base article: Supported Browsers and Recommended Computers.
Note: Cookies, Java, and JavaScript must be enabled. Pop-up blockers should be configured to permit new windows from Penn State websites. Due to nonstandard handling of CSS, JavaScript and caching, older versions of Internet Explorer (such as IE 6 or earlier) do not work with our courses. |
| Plug-ins | Adobe Reader [Download from Adobe]
Flash Player (v7.0 or later) [Download from Adobe] |
| Additional Software | Microsoft Office (2007 or later) |
| Internet Connection | Broadband (cable or DSL) connection required |
| Printer | Access to graphics-capable printer |
| DVD-ROM | Required |
| Sound Card, Microphone, and Speakers | Required |
| Monitor | Capable of at least 1024 x 768 resolution |
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Grading
Your assignments will be given the following weighting:
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Assignment
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Total Points
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| Reading and Study Guide Commentary Comprehension Questions |
20 points x11
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220
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| Reflective Questions |
15 points x 11
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165
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| Outside Event Assignments |
15 points x 2
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30
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| Final Project (research paper) |
85
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| Total |
500
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Final grades will be assigned as follows:
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Approximate
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Percent
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Grade
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95-100
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A
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90-94.9
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A-
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87.7-89.9
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B+
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83.33-87.6
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B
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80-83.32
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B-
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75-79.9
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C+
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70-74.9
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C
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60-69.9
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D
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below 60
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F
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The World Campus follows the same grading system as the Penn State resident program. The system is as follows.
Grades of A, B, C, D, and F indicate the following qualities of academic performance:
| A (Excellent) | Indicates exceptional achievement |
| B (Good) | Indicates extensive achievement |
| C (Satisfactory) | Indicates acceptable achievement |
| D (Poor) | Indicates only minimal achievement |
| F (Failure) | Indicates inadequate achievement necessitating a repetition of the course in order to secure credit |
Please refer to the University Registrar's information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.
Academic Integrity
According to Penn State policy G-9: Academic Integrity (for undergraduate students in undergraduate courses) and policy GCAC-805 Academic Integrity (for graduate students and undergraduate students in graduate courses), an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity or GCAC-805 Academic Integrity as appropriate). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal
integrity; respect other students' dignity, rights, and property; and help
create and maintain an environment in which all can succeed through the
fruits of their own efforts. An environment of academic integrity is
requisite to respect for oneself and others, as well as a civil community.
In cases where academic integrity is questioned, procedures allow a student to accept or contest/appeal the allegation. If a student chooses to contest/appeal the allegation, the case will then be managed by the respective school, college or campus Academic Integrity Committee. Review procedures may vary by college, campus, or school, but all follow the aforementioned policies.
All academic integrity violations are referred to the Office of Student Accountability and Conflict Response, which may assign an educational intervention and/or apply a Formal Warning, Conduct Probation, Suspension, or Expulsion.
Information about Penn State's academic integrity policy is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page.
University Policies
Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.
In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Students with disabilities participating in internship, practicum, student teaching, or other experiential learning opportunities as part of their degree requirements may also be eligible for reasonable accommodations to ensure equal access and opportunity. These accommodations are determined through an interactive process involving the student, their University supervisor, and the site supervisor. Student Disability Resources can assist students with identifying potential barriers, facilitating accommodation requests, and coordinating with University supervisors to promote inclusive learning experiences.
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.