Guías Académicas




Curso 2022/2023

1. Subject Information

(Date last modified: 06-06-22 11:11)
Second semester
Sociología y Comunicación
Virtual platform

Campus Virtual de la Universidad de Salamanca

Professor Information

Julián Alejandro Martínez Ramos
Fac. Derecho
Área de Ciencia Política, Facultad de Derecho.
Office hours
Web address
923294500 ext: 1678

2. Association of the subject matter within the study plan

3. Prerequisites

There are no specific or extra requirements to take this course.

4. Learning objectives

This course does not attempt to cover in depth all the open debates in the field of Gender Studies. Rather, its aim is to supply the students with the tools for theoretical and empirical analysis with a look at the main actual debates in the field. Some of the readings include more technical components, but it does not presuppose any extra requirements for taking the course.

5. Contents


The course is designed to introduce the students into the main actual debates on the field of Gender Studies. The approach in intended to bring not only a theoretical perspective, but also to examine empirical research on the field. Therefore, the course is structured in two main sections. The first departs from a theoretical approach. It starts with an introduction to the actual debate from the sociological perspective and then traces it back to the main authors and texts of these actual discussions. The second part complements the former with the empirical approach. On this section students will examine studies that match some of the theoretical debates from the empirical and applied perspective.


First part will include the topics of Definitions and Frameworks of the Sociology of Gender (Individual, Interactional and Institutional). Within these topics, we will discuss the problems of Sex vs Gender debate, Gender Socialization, the ‘Doing Gender’ perspective, and Gendered Organizations.

The second part will consist in critical reviews and debates of empirical studies and research about five main issues within the field of Gender Studies. These issues are: Gender and Work; Gender and unpaid work and care; Gender and Politics; Gender Beyond Binarism; and G ender and Violence.

6. Competences acquired

Basic / General.

Students are expected to enroll into an active learning process. They will be able to analyze and apply different perspectives about the main debates on the field of Gender Studies from a critical reasoning. They will be able to build strong arguments within the discipline (CB2). Also, students will be qualified to understand and interpret relevant data to elaborate insightful judgments within the field of Gender Studies (CB3) and solve specific problems in larger and multi-disciplinary contexts (CG1). Finally, the acquisition of these skills will be relevant and necessary for those students interested in advancing their careers and pursuing postgraduate studies (CB5).


More specifically, students will be able to recognize historical elements of social and political processes (CE2) which are relevant to identify and describe contexts of inequality related to gender differences (CE10).

7. Teaching methods

Although the first sessions will be mostly conducted by the professor, the course will have the ‘seminar’ format. Therefore, participation will be critical for the appropriate development of the course. Presentations and discussion in the class will be part of the evaluation.

8. Anticipated distribution of the use of the different teaching methods

9. Resources

Reference books.

  • Wharton, A (2005) The Sociology of Gender: An Introduction to Theory and Research. Blackwell, Oxford
  • Saltzman Chafetz, J. (2006) Handbook of the Sociology of Gender. Springer, USA
  • Risman, B. et al (2018) Handbook of the Sociology of Gender. Springer
  • Butler, J. (2004) Undoing Gender. Routledge, London.

Other bibliographic references, electronic or other types of resources.

  • West, C & Zimmerman, D. (1987) Doing Gender. Gender and Society, 1(2), 125-151.
  • Acker, J. (1990) Hierarchies, Jobs, Bodies: A Theory of Gendered Organizations. Gender and Society, 4(2), 139-158
  • Hakim, C. (2006) Women, careers, and work-life preferences. British Journal of Guidance & Counselling. 34(3):279-294
  • Blanhette, T y Da Silva, A. P. (2018) Classy Whores: Intersections of Class, Gender, and Sex Work in the Ideologies of the Putafeminista Movement in Brazil. Contexto Internacional, 40(3)
  • Sevilla-Sanz, A. et al (2010) Gender Roles and the Division of Unpaid Work in Spanish Households. Feminist Economics. 16(4). 137-184. Paxton, P et al. (2007). Gender in Politics. Annual Review of Sociology, 33(1), 263–284.
  • Beall, V. & Barnes, T. (2020): Mapping Right-Wing Women’s Policy Priorities in Latin America, Journal of Women, Politics & Policy
  • Darwin, H. (2017) Doing Gender Beyond the Binary: A Virtual Ethnography. Symbolic Interaction, (40)3, 317-334

10. Assessment

General considerations.

Although the first sessions will be mostly conducted by the professor, the course will have the ‘seminar’ format. Therefore, participation will be critical for the appropriate development of the course. Presentations and discussion in the class will be part of the evaluation.

Assessment criteria.

Evaluation will consist in two exams (20% each, 40% total), one class presentation (20%), three brief responses (5% each, 15% total), and one final written assignment (25%).

Students will be evaluated according to the following criteria:

  • Implication in the learning process
  • Critical thinking and ability of argumentation
  • Ability to identify and differentiate concepts.
  • Ability to integrate theoretical approaches into empirical discussions.
  • Ability to bring new information and resources to class discussions.

Assessment tools.

Exams (40%)

  • Two exams (20% each), one middle term and one final.
  • Multiple choice format.

Presentation (20%)

  • One of the readings assigned for the session.
  • Individual
  • 10 minutes max.
  • Must include at least 3 questions posted in Studium no later than Monday 1:00 pm. Questions should promote discussion in class.

Responses (15%)

  • Three in total, not in the same reading (5% each).
  • Responses in the discussion panel of Studium.
  • Brief responses: 1-2 paragraphs max.

Short written assignment (25%)

  • 6 pages long
  • Essay format or research paper.
  • Depth discussion of one or more topics covered in the course. Must include: Question, a theoretical framework, cases of study (only if necessary) or discussion, conclusions, bibliography.

Assessment recommendations.

Read all the texts and attend to class.

11. Weekly teaching organization