Women’s and Gender Studies Major Learning Outcomes

• Goal 1: Identify some of the intersecting dynamics of identity, gender, economic status, nationality, race, region, disability and sexuality

  • Students are able to define terms relevant to the field, which might include identity, gender, economic status, nationality, race, region, disability, religion and sexuality
  • Students are able to identify a situation in which these dynamics intersect
  • Students are able to explain how that intersection impacts an individual’s experience

• Goal 2: Demonstrate knowledge of some of the ways existing social inequalities develop, function and change, as well as an understanding of possibilities for social change

  • Students are able to define social inequality
  • Students are able to explain historical, social and/or cultural causes of inequality
  • Students are able to propose a solution or intervention that addresses this inequality

• Goal 3: Analyze gender in relation to the larger world through examination of the similarities and diversities of women historically and in multiple locations

  • Students are able to compare and contrast the experiences of people within a social or cultural category (e.g. women) in different historical periods and/or locations
  • Students use ethical and culturally competent language when discussing the experiences of other social, cultural and/or historical groups
  • Students explain intragroup diversity in relation to social, cultural, and/or historical categories

• Goal 4: Develop some understanding of diversity in feminist and/or social-justice theories, and articulate that understanding through writing, or through other modes of communication

  • Students identify theoretical concepts relevant to analyzing cultural texts, experiences and/or events
  • Students explain the theory relevant to cultural texts, experiences and/or events
  • Students apply the theory to a specific cultural text, experience and/or event
  • Students engage in conversations among a range of perspectives on a cultural text, experience and/or event
  • Students take a clear position on issue(s) and provide reasoning to support that stance