Demonstrates knowledge and skills necessary to take responsibility for one’s own life and actions,

Child Development Department

CHLD 333W, Children’s Gender and Sexuality Development

There is no textbook for this class. All readings are posted in Bb Learn in Content Area Folders.

Required Readings: Required readings are located in the links in Blackboard under the corresponding week. You are responsible for making sure that you can open the readings. A complete reading list with assigned dates is in the course schedule on Blackboard.

Required children's book: Oelschlager, V. (2010). A tale of two daddies. Vanita Books. ISBN 0981971466 There is a link in Blackboard to the book so you don’t have to buy it. Read this children’s book by week 3.

Required nonfiction book: Savage, D. (1999). The kid: What happened after my boyfriend and I decided to get pregnant. New York: Penguin Books. ISBN 0452281768 Purchase from your favorite retailer. Read by week 4.

Weekly videos are also posted in Blackboard and are considered course content. These should be viewed during the week the content is covered.

Course Usage of Blackboard

Copies of the course syllabus and major assignments may be found on Blackboard. You are responsible for regularly checking the online resources, which are accessed through the portal at http://portal.csuchico.edu . Plan to log on at least once every day (except holidays). If the portal is down or not working, you can access Bb Learn through the TLP website at this link http://www.csuchico.edu/tlp/

Other Equipment Requirements

Your computer must be equipped with speakers or you will need headphones to listen to the course content. Headphones can be purchased for about $20 at retail stores. Most computers come all ready equipped with this technology, so check before purchasing. If you have any questions please contact the student computing help desk.

Software Required for this Class

The University supports Microsoft Word. University computers are not able to read documents created in WordPerfect or Pages. If you are creating documents on WordPerfect, it may be helpful to save them in Rich Text Format before sending, but this is not always successful and formatting is often not preserved- grades may be lowered for incorrect formatting on written assignments. You can copy and paste your assignments from your word processing into the Blackboard “Write Submission” box.

Dropping and Adding

You are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. found http://www.csuchico.edu/catalog/. You should be aware of the new deadlines and penalties for adding and dropping classes.

How to Contact Your Professors

All email correspondences should be through Blackboard Messages, do not email our CSU Chico emails. You will get a much faster response through Blackboard, as we will recognize your name as a student in our class and give you priority. You can arrange a time to talk on the phone if you need to speak with us, or we can arrange a Zoom meeting.

Attendance in the Course for Online Students

Your instructors understand that online students choose this form of education so that they can attend higher education from a distance, continue to work, raise families, and attend classes simultaneously (or any combination of these). Online students are not required to be logged into the class at a specific time (except for quizzes – see the course calendar); however, summer is a unique situation because the instruction is compacted from 16 weeks to 4; therefore, it is essential that students schedule times to engage in the course content. There are readings that are assigned, and class assignments that are due, so missing one day will put a student very far behind and make it hard to keep up. Daily progress is crucial for success in this class.

Course Description

This topical course is designed for students who wish to develop a broader and deeper understanding of children’s gender and sexuality development. Students study multiple theoretical explanations of gender and sexuality development, and learn how cognitive, social, cultural and influences impact concepts of gender and sexuality. Students examine political and social sources of discrimination and oppression as they relate to children’s psychological adjustment and consequences for parental rights. Students will apply their knowledge to their daily life, including personal identity, gender and sexuality expression.

This course fulfills writing intensive requirement. Writing is designed and broken into smaller chunks to be manageable for a short summer class. No assignment requires more than 2 - 3 pages of writing, and discussion boards require 1 page or less of writing.

Student Learning Objectives

Week One:

During the first week of class, students will discuss the origins of children’s understanding of gender. Students will compare and contrast theories of gender development. Students will identify masculine and feminine psychological characteristics. Students will compare and contrast differences in male and female children’s interaction styles. Students will identify influences of peer segregation on gender development, and explain developmental changes in establishing gender identity.

Week Two:

During the second week of class, students will demonstrate knowledge of androgyny, gender identity disorder, and their impact on development. Students will contrast real and mythical gender differences, and examine gender differences in achievement and health.

Week Three:

During the third week of class, students will apply knowledge of theories of gender development to family and sibling influences on gender development. Students will compare and contrast gender differences in play activities and toy choices. Students will identify biological processes that contribute to sex and gender, including neurodevelopmental, chromosomal and hormonal influences and variations in XX and XY chromosomes.

Week Four:

During the fourth week of class, students will continue to identify biological processes that contribute to sex and gender, including neurodevelopmental, chromosomal and hormonal influences and variations in XX and XY chromosomes. Students will demonstrate comprehension of contemporary professional responses to genetic and biochemical variations in sex. Students will examine family structure and its impact on child adjustment. Students will integrate biological, cognitive, and social influences on gender.

Respectful Interaction with Others

One of the basic tenets (and requirements) of the course is that everybody be both open-minded and respectful of one another’s ideas and that we be non-judgmental while maintaining intellectual rigor. We assume that LGBTQ identities and issues are an important area of study. Regardless of any personal opinions held by professor or class members, we will not engage in the debate over whether they are “right” or “wrong.” Enrolling in this course means you will abide by these statements.

Pathway Description

Gender and Sexuality Studies, is a pathway focused on the exploration of diversity and the development of critical thinking. Few of us are aware of just how complex and fascinating gender and sexuality actually are. Sexuality includes all aspects of our sexual desires, behaviors, and identities. This could include whom we are attracted to and why, what excites us, what we choose to do about that, and anything to do with biological reproduction. Gender, on the other hand, has more to do with social and cultural expectations, and we are bombarded by messages about gender everywhere-from our families, at our schools, and in the media for example. There are many stereotypes and assumptions about gender and sexuality, so we investigate related scientific, intellectual, and creative work. We come to understand how sexuality and gender are related to practically every academic major, profession, and aspect of life. We learn about the significance of promoting gender and sexuality for all people, including those who don’t fit neatly into the mainstream gender and sexuality identities of our culture, for example LGBTQ (Lesbian, Gay, Bisexual, Transgender, Queer/Questioning). Finally, in this pathway we can become more comfortable and sensitive working with a broad spectrum of people, thereby becoming more successful in our diverse world.

Fulfillment of GE Requirements

This course counts as a GE upper division social sciences course and as a writing intensive capstone course in GE.

Gender and Sexuality Studies Pathway SLOs covered by this course Upon completion of this Pathway, students will be able to:

1. Identify, understand and discuss (orally and in written form) various theories, perspectives and methods of studying gender and sexuality.

2. Evaluate (orally and in written form) sexuality and gender as inherently connected to major areas of professional study, including history, politics, the media, sociology/social work, psychology, physical and mental health studies, medicine, scientific research, law and criminal justice, the arts, biology, international relations, cultural and religious studies.

3. Recognize and describe historical and current human rights movements that relate to issues of gender and sexuality.

4. Analyze as socially and ethically unsustainable the historical and current belief systems, institutions, politics and practices that maintain oppression and discrimination regarding gender and sexuality.

6. Apply knowledge of complexity of sexuality and gender in order to make informed decisions in all areas of daily life, including personal identity, gender expression, relationships, family, religion, profession, politics, recreation, and enjoyment of the arts.

7. Comprehend and respect the diversity of sexualities, gender expression, and gender performance in cultures and cultural expression across the globe.

9. Produce unique intellectual/creative work by utilizing technology, performance, artistic expression, scientific inquiry, academic or creative writing, and research.

General Education SLOs The GE Program promotes student learning and engagement with academic course content conducive to developing intellectual and practical skills. This course addresses the following GE student learning objectives (SLOs).
Written Communication GE SLO 2	Demonstrates the ability to question, investigate and draw well-reasoned conclusions and to formulate ideas through effective written communication appropriate to the intended audience. You will have the opportunity to write in various forms of expression for this course, including discussion posts, activities, and an integrative paper. You will have the opportunity to write about your own experiences with gender and sexuality, real world sources of information about gender and sexuality, and to integrate various perspectives of gender and sexuality.
Critical Thinking GE SLO 3	Identifies issues and problems raised in written texts, visual media and other forms of discourse, and assesses the relevance, adequacy and credibility of arguments and evidence used in reaching conclusions. In this course, you will analyze, synthesize, and evaluate perspectives of gender and sexuality, including social, cultural, cognitive, and biological perspectives. You will have the opportunity to evaluate current societal perspectives of gender and apply current social policy to issues of discrimination and oppression. Although you will have opportunities for critical thinking as the course progresses, this SLO is assessed through activities and the capstone assignment.
Personal and Social Responsibility GE SLO 6	Demonstrates knowledge and skills necessary to take responsibility for one’s own life and actions, and to recognize opportunities and responsibilities to become engaged in our various local, regional, national, and international communities. You will have the opportunity to recognize unsustainable values, norms, perspectives, and practices that marginalize individuals as a result of their gender and sexuality. You will identify sources of your own biases and stereotypes and will be given the opportunity to develop a more fluid and inclusive view of gender and sexuality. This SLO will be assessed through selected activities and the oral presentation.

Student Learning Objectives for this course:

1) Students will compare and contrast theories of gender and sexuality development, including real and mythical gender differences.

2) Students will investigate gender role expectations and stereotypes in real world settings and will apply their experiences to personal identity, gender and sexuality expression.

3) Students will compare and contrast cultural values and norms regarding gender and sexuality.

4) Students will identify influences of peer segregation on gender development, and explain developmental changes in establishing gender identity.

5) Students will modify a dichotomous (male versus female) view of gender to include inclusive and fluid expressions of gender.

6) Students will identify biological processes that contribute to sex and gender, including genetic, neurodevelopmental, and hormonal influences and variations in chromosomal expression.

7) Students will demonstrate comprehension of contemporary professional responses to genetic and biochemical variations in sex, and its impact on gender and sexuality development from infancy to adolescence.

8) Students will evaluate current unsustainable political and social sources of discrimination and oppression regarding GLBTQ youth and their families.

9) Students will appraise current social policy movements regarding limiting or expanding rights for GLBTQ parents and the ability of individuals to foster parent and adopt children.

Course Content Learning Outcomes

The following grid tells you how this course meets specific learning objectives of the Gender and Sexuality Studies pathway and the GE program, and how the learning objectives are assessed. Upon successful completion of this course, students will be able to:

Learning Outcomes	Pathway and GE SLOs	Course Assessment
Show comprehension of theories of gender development.	Pathway SLO 1, 2, 9 GE SLO 2, 3	Quizzes Activities
Apply knowledge of cultural diversity regarding gender and sexuality values and norms.	Pathway SLO 2, 7 GE SLO 6	Quizzes Discussion
Apply knowledge of social influences on gender and sexuality development, including media, peer, and family influences.	Pathway SLO 2, 6, 9 GE SLO 2, 6	Quizzes Activities
Apply knowledge of the complexity of gender and sexuality to make informed decisions about personal identity, gender and sexuality expression.	Pathway SLO 6 GE SLO 2, 3, 6	Activities Discussion
Appraise current social policy, including oppressive and discriminative practices regarding gender and sexuality.	Pathway SLO 4, 6, 7, 9 GE SLO 3, 6	Quizzes Discussion
Explain biological influences on gender and sexuality, including genetic, neurodevelopmental, and hormonal influences.	Pathway SLO 4, 7, 9 GE SLO 2	Quizzes Discussion
Synthesize biological, social, cultural, and cognitive influences on gender and sexuality development.	Pathway SLO 1, 2, 7, 9 GE SLO 2, 3	Discussion Assignments

Student Responsibilities

1. Students are responsible for knowing the content of the syllabus and the course schedule. No student work will be accepted after the last day of class.

2. Students are responsible for knowing university policies regarding plagiarism. Students are expected to turn in original work that was completed independently unless otherwise indicated in individual assignment instructions. You may not submit work that you completed for another class.

3. Students are responsible for submitting assignments by the due date. If you anticipate computer problems, make sure to submit before the student computing help desk closes, so they can help you in the event of a problem. Students are responsible for contacting student computing in the event that you experience technical difficulty. This contact information is in Blackboard. We cannot solve your computer problems. Write this number down and keep it near your computer in the event that you can’t access Blackboard. Contact Student Computing Help: 530-898-4357; (800) 780-4837 or email at [email protected]

4. Students are responsible for being aware of announcements and messages that the instructors send to you. You should check Blackboard for announcements and messages on a daily basis, Monday through Thursday, and once on the weekend.

5. Students are responsible for submitting assignments in the format designated by the university. The university supports MS Word, and assignments will be given to you in that format. If your computer does not support this format, then you can submit in .rtf. Do not submit documents in .wps or in Pages. These formats are not supported by the university and submissions in this format will not be graded. These submissions will receive a “0.”

6. Students are responsible for being able to navigate Blackboard to the extent that is required in this course.

Instructor Responsibilities

1. Instructors are responsible for answering your questions in a timely manner. Most Blackboard Messages and phone calls during the week will be answered in 48 hours. Emails and phone calls over the weekend may take up to 72 hours.

2. Instructors are responsible for creating a positive learning environment. We will make every effort to create an atmosphere conducive to student engagement. This includes our interaction with you and student-to-student interaction.

3. Instructors are responsible for grading assignments in a timely manner. In most cases, we will be able to get assignments back to you within 5 days.

Internet communication

Please be respectful of your fellow students. You will be communicating with each other on the discussion board. Do not type in all capital letters; this is interpreted as yelling. Type in sentences and edit before you submit. Please be sensitive and do not communicate sexist, racist, or discriminatory comments. Such conduct will be reported to the Student Conduct Office.

Assignments and Grading Policy

Make-ups, late submissions of student work, and extra credit

Late Submissions: Activities and discussions board postings received after the due date will be penalized 10% per day late up to 48 hours, weekend days are counted. After 48 hours, only up to 70% of the total points for any assignment may be earned. No assignment will be accepted after the last day of class.

Make-ups: Missed quizzes will earn a 0. There are no make-ups for missed quizzes.

Extra Credit: Due to the condensed nature of the course, no extra credit is available.

Total points will be converted to an overall percentage to determine your final course grade.

Discussions: Weekly discussions (accessed through the Discussions tab) involve responding to a topic outlined by the instructors (10 points) and providing a response to a fellow students’ discussion response (5 points).

Weekly assignments will be based on the content covered for that week. Each week, you will complete a 2-page assignment for either Dr. Hibbard (week 1 and 2) or for Dr. Walton (week 3 and 4), based on the course content that the instructor covers that week (35 points each).

Weekly quizzes are non-cumulative, open book, multiple choice and true/false questions based on the course content for each week. For example, quiz one will cover the content for week one, quiz two covers week two, etc. Quizzes are accessed through Blackboard. Students are expected to take quizzes as individuals; collaboration on a quiz or having access to quiz questions from previous students constitutes cheating. Students who cheat on a quiz or any other assignment will earn a 0 and will be reported to student judicial affairs. (25 points each)

Course Requirements Points

Discussions (4 @ 15 points each) 60

Assignments (4 @ 35 points each) 140

Quizzes (4 @ 25 points each) 100

Total 300

Please see specific instructions for each course requirement for information on how to submit and how each assignment is graded.

Please see the course schedule for due dates for course requirements, and alignment with course objectives.

Final grades will be calculated as follows:

A 93% - 100%

A- 90% - 92.9%

B+ 87% - 89.9%

B 83% - 86.9%

B- 80% - 82.9%

C+ 77% - 79.9%

C 73% - 76.9%

C- 70% - 72.9%

D+ 67% - 69.9%

D 60% - 66.9%, 60% or above indicates a passing grade

F less than 60%

University Policies and Campus Resources

Academic Integrity

Have integrity. Unless otherwise indicated on individual assignment instructions, all student work is expected to be original and completed independently. Students are expected to follow university policies for academic honesty, and are expected to report to one of us classmates who violate university policies. Copying another student’s work of any kind, helping another student cheat, cheating on a quiz or assignment, misusing sources, plagiarism, or having unauthorized access to quiz material and assignments constitutes violations, and such students will be reported to university authorities. Plagiarism and misuse of sources involves copying material or ideas and presenting that material as if it were your own, without appropriate citation or quotation marks. This includes internet sources and papers that other students have written. Students who cheat, misuse sources or plagiarize on exams or assignments earn a “0” for that assignment (including discussion boards), and will be referred to judicial affairs. Students who plagiarize, misuse sources, or cheat on 2 or more requirements will earn an “F” for the course. Students are expected to be familiar with the University’s Academic Integrity Policy. Your own commitment to learning, as evidenced by your enrollment at California State University, Chico, and the University’s Academic Integrity Policy requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the Student Conduct, Rights, and Responsibilities office. The policy on academic integrity and other resources related to student conduct can be found at: https://www.csuchico.edu/scrr/integrity.shtml

Please note this wording is taken from the Student Conduct, Rights, and Responsibilities website:

1. All written work is to be individually produced unless otherwise noted in the assignment.

2. Plagiarism is the use of the written work of others (either direct copies or close paraphrases) as one’s own original work. If quotations and/or passages from other works are used in papers, they must be accorded the proper citation in order to avoid any misunderstandings about plagiarism.

When there is evidence that a student has committed plagiarism, copied the work of others, allowed others to copy their work, cheated on an exam, altered class material or scores, or has inappropriate possession of exams, or sensitive material, the incident will be investigated by Student Conduct, Rights, and Responsibilities. The consequences for academic dishonesty are severe.

Title IX: Confidentiality and Mandatory Reporting

As a Chico State instructor, one of my responsibilities is to help create a safe learning environment for Chico State students. It is my goal that you feel able to share information related to your life experiences in classroom discussions, in your written work, and in our one-on-one meetings. I will seek to keep information you share private to the greatest extent possible. However, I am required to share information regarding sexual misconduct with the University.

Students may speak to someone confidentially by contacting the Counseling and Wellness Center (898-6345) or Safe Place (898-3030). Information about campus reporting obligations and other Title IX related resources are available here: www.csuchico.edu/title-ix

Disability Services at the Accessibility Resource Center (ARC)

If you have a documented disability that may require reasonable accommodation, please contact the Accessibility Resource Center (ARC) for coordination of your academic accommodations. They can be reached at 898-5959. Information about their services can be found at http://www.csuchico.edu/arc/students/register.shtml

Accessibility Resource Center online: http://www.csuchico.edu/arc/

Special accommodations for exams require ample notice to the testing office and must be submitted to the instructor well in advance of the exam date. Any student who feels s/he may need an accommodation based on the impact of a disability should contact one of us privately to discuss your specific needs.

Student Services

Student services are designed to assist students in the development of their full academic potential and to motivate them to become self-directed learners. Students can find support for services such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development. Student services information can be found at: http://www.csuchico.edu/5.-studentservices.html .

Student Learning Center

The mission of the Student Learning Center (SLC) is to provide services that will assist CSU, Chico students to become independent learners. The SLC prepares and supports students in their college course work by offering a variety of programs and resources to meet student needs. The SLC facilitates the academic transition and retention of students from high schools and community colleges by providing study strategy information, content subject tutoring, and supplemental instruction. The SLC is online at http://www.csuchico.edu/slc/ . The University Writing Center has been combined with the Student Learning Center.