Effective: Late Fall 8-Week, 2018/2019

WMST 336: *Gender And Globalization

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  Course Description

Critical analysis of the history and discourse surrounding globalization, with special emphasis on its gendered effect.  Attention is paid to the often invisible micro macro connections between individual lives across the globe.  The distribution of power and its impact on development processes is examined.  The impact of gender dynamics within social institutions: economic, political, and cultural are also examined. Course meet Multicultural graduation requirement. Cross-listed as ANTH 336/WMST 336.

Prerequisite: Junior Standing

Proctored Exams: Midterm


As part of TruitionSM, students will receive their course materials automatically as described below.


  •  Burn, Shawn Megan. (2011). Women Across Cultures: A Global Perspective (3rd ed). McGraw-Hill.  eText
  •  Marchand, M. H. & Runyan, A. S. Eds.. (2011). Gender and Global Restructuring: Sightings, Sites and Resistances (2nd ed). Routledge.  eText

Bookstore Information

Visit https://www.ccis.edu/bookstore.aspx for details.

eText Information

If a course uses an eText, (see Textbook information above) the book will be available directly in Desire2Learn (D2L) and through the VitalSource eText reader the Friday before the session begins, if registered for courses prior to that date.  Students will have a VitalSource account created for them using their CougarMail email address. Upon first login to VitalSource, students may need to verify their account and update their VitalSource password.  More information about how to use the VitalSource platform, including offline access to eTexts, can be found in D2L.  Students that would like to order an optional print-on-demand copy of eligible eTexts can do so through the VitalSource bookshelf at an additional cost.  Once orders are placed, it can take approximately five to seven business days for students to receive their print-on-demand books.

Physical Course Materials Information

Students enrolled in courses that require physical materials will receive these materials automatically at the address on file with Columbia College.  Delivery date of physical materials is dependent on registration date and shipping location.  Please refer to confirmation emails sent from Ed Map for more details on shipping status.

Returns: Students who drop a course with physical course materials will be responsible for returning those items to Ed Map within 30 days of receipt of the order.  More specific information on how to do so will be included in the package received from Ed Map.  See here for Ed Map's return policy. Failure to return physical items from a dropped course will result in a charge to the student account for all unreturned items.

Note: Students who opt-out of having their books provided as part of TruitionSM are responsible for purchasing their own course materials.

  Course Overview

This course analyzes the role of gender in development. You will gain an understanding of key concepts such as colonialism, development, globalization, and neoliberalism, as well as an understanding of asymmetrical power relations between industrialized and developing nations.

This course will describe and explain the emergence of developmental policies, programs, and discourses and their gendered effect. It will provide an overview of theoretical perspectives on the role of gender in globalization and how it intersects with race, class, sexual orientation and cultural, political, economic and legal systems. Key topics include labor, reproductive rights, politics, and violence.

Finally, we will look at the role of the global human rights movement, democratization, and gender in the international anti-globalization resistance movements and transnational movements.

  Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.

  Course Learning Outcomes

  1. Describe and explain the emergence of development policies, programs, and discourses, and their gendered effect.
  2. Critically analyze the theoretical perspectives on gender and globalization.
  3. Critically interrogate the role of the global north in globalization.
  4. Describe and explain the role of gender in the international anti-globalization movement.
  5. Critically analyze development policies/programs, and be able to put critical analysis into a cohesive, written form.


Grading Scale

Grade Points Percent
A 450-500 90-100%
B 400-449 80-89%
C 350-399 70-79%
D 300-349 60-69%
F 0-299 0-59%

Grade Weights

Assignment Category Points Percent
Discussions (17) 100 20%
Papers (3) 200 40%
Midterm Exam 100 20%
Final Exam 100 20%
Total 500 100%

  Schedule of Due Dates

Week 1

Assignment Points Due
Introduction Discussion 4 Wednesday
Discussion 1 6 Wednesday/Sunday
Discussion 2 6 Friday/Sunday

Week 2

Assignment Points Due
Discussion 3 6 Wednesday/Sunday
Discussion 4 6 Friday/Sunday
Paper 1 50 Sunday
Proctor Information N/A

Week 3

Assignment Points Due
Discussion 5 6 Wednesday/Sunday
Discussion 6 6 Friday/Sunday

Week 4

Assignment Points Due
Discussion 7 6 Wednesday/Sunday
Discussion 8 6 Friday/Sunday
Midterm Exam 100 Sunday

Week 5

Assignment Points Due
Discussion 9 6 Wednesday/Sunday
Discussion 10 6 Friday/Sunday
Paper 2 50 Sunday

Week 6

Assignment Points Due
Discussion 11 6 Wednesday/Sunday
Discussion 12 6 Friday/Sunday

Week 7

Assignment Points Due
Discussion 13 6 Wednesday/Sunday
Discussion 14 6 Friday/Sunday

Week 8

Assignment Points Due
Discussion 15 6 Wednesday
Discussion 16 6 Friday
Paper 3 100
Final Exam 100 Saturday
Total Points: 500

  Assignment Overview


Postings should be completed by their respective deadlines (initial posts due on 11:59 pm CT, Wednesday and 11:59 pm CT, Friday) of each assigned week (except during week one due to the introductory post and week eight due to finals). All original posts should be 2-3 paragraphs in length or approximately 500 words. Please make sure each prompt is considered in your initial response. Each original post is worth 5 points (except for introductory post, which is worth 4 points). Two responses to classmate’s postings are required, approximately 1 paragraph in length, for each discussion. All responses are due by 11:59 pm CT, Sunday (except the introduction and Week eight discussions, due on the same day as original posting). Each response is worth .5 each, or 1 point in total. Combined, the original post and response posts make each discussion worth up to 6 points.


You will write three papers in this course. The first and second papers are worth 50 points each, and the third paper is worth 100 points. Each paper will be graded on basis of analytical and critical thinking skills, completeness, correct spelling, correct formatting and citations, and neatness. The papers amount to 40% of your final grade.

Requirements for Papers 1 and 2:

  • Double spaced
  • 12 pt. font, 1” margins
  • 2-4 pages required
  • ASA format required (Refer to the authors in the textbook for theoretical perspectives that you discuss throughout your paper with the year, and include full references at the end of the paper. You do not need title page for this paper.)
  • Due Sunday of week 2 (Paper 1) and 5 (Paper 2)

Requirements for Paper 3:

  • Double spaced
  • 12 pt. font, 1” margins
  • 8 pages required (this includes the title, abstract and reference page)
  • ASA formatting required (this includes title, abstract and reference page)
  • Due Friday of week 8
  • Thesis statement required in bold
  • For Paper 3; You must use at least six academic sources - books or journal articles; if you use popular press articles (such as Time magazine) or online sources other than academic journals which you found online, these are not included as part of your six academic sources.

You are expected to do library research, which can include texts used for this class but must go beyond that.


There are two exams in the course, Midterm and Final, worth 100 points each. Together, at 200 points, the exams comprise 40% of your final grade. The Midterm Exam (with an approved proctor) must be taken between 12:01 pm CT, Tuesday and 11:59 pm CT, Sunday of week 4. The Final Exam must be taken between 12:01 pm CT, Tuesday and 11:59 pm CT, Saturday of week 8. Two hours are allocated to complete each exam. Only the Midterm Exam is proctored. The Final Exam can be taken at home or office.

You must submit the “Student Proctor Information Submission Form” to the Proctor Information Dropbox by the end of Week 2. This form and additional information about Proctoring is in the Content area of the course. The Midterm Exam consists of 12 short answer questions and 3 essay questions. The Final Exam consists of 10 short answer questions and 3 essay questions.

Both exams are taken online in the D2L course environment. . The Midterm Exam will cover material learned in Weeks 1-4 and the Final Exam will cover material learned in Weeks 5-8.

  Course Outline

Click on each week to view details about the activities scheduled for that week.

  • Women Across Cultures: Chapters 1 & 6
  • GGR: Introduction & “Governing gender in neoliberal restructuring: economics, performativity, and social reproduction” p. 66, Suzanne Bergeron.
Introduction Discussion

Introduce yourself in the "Introductions" discussion. Please give us more than your name. Include your profession, hobbies, interests, background in sociology, and any other information that can help us get to know you better. Be sure to tell us what interested you in this course.

Discussion 1

The initial post needs to be 2-3 paragraphs long.  Respond to each of the following prompts.

  • Define and describe colonialism. How does colonialism affect development efforts?
  • In what ways does globalization contribute to global equality and inequality? Provide at least one example of each. How does globalization play a role in your life?
Discussion 2

The initial post needs to be 2-3 paragraphs long. Respond to each of the following prompts.

  • What are the main features of socio-cultural explanations for gender inequality?
  • How does gender and gender inequality play a role in development policies and programs?

Provide at least two examples for both questions using both the Women Across Cultures readings and the essay by Bergeron here.

  • Women Across Cultures: Chapters 5 & 7
  • GGR: “Globalization and its intimate other: Filipina domestic workers in Hong Kong” p.30, Kimberly A. Chang and L.H.M. Ling.
Discussion 3

The initial post needs to be 2-3 paragraphs long. Respond to each of the following prompts.

  • Some researchers argue that paradigms used to explain lower female status may reflect a Western cultural bias that denigrates domesticity and devalues informal power.What do you think? Does the traditional role of homemaker have a lower status and less power than paid laborers?
  • In the global context, does working outside the home necessarily bring empowerment?

Explain your answers, incorporating evidence from the readings.

Discussion 4

The initial post needs to be 2-3 paragraphs long. Respond to each of the following prompts.

  • What do authors Chang and Ling mean by TMC?
  • Describe the regime of “labor intimacy.” How do Filipina domestic workers fit into this model? Describe the various reasons for this development as described by the authors.
Paper 1

Based on your readings from the Women Across Cultures text and the Bergeron and Chang/Ling essays, write a paper analyzing why women “emerged” as a constituency in development. In the first half of the paper, demonstrate a broad understanding of development terminology and colonial history; why women were incorporated into development discourse; how they were incorporated (on very sex-specific terms); and women’s challenges to modernization and development. In the second half, more specifically describe the emergence of WID (Women in Development), particularly the influence of Ester Boserup. What are some critiques of the WID perspective? What is GAD (Gender and Development Approach)? How does it differ from WID?

Proctor Information
Submit your proctor form to the appropriate Dropbox folder by the end of the week. Remember to “Save” the form before placing it in Dropbox. See the Content area for more information.
  • Women Across Cultures: Chapters 3 & 4
  • GGR: “Querying globalization: sexual subjectivities, development, and the governance of intimacy” p. 48, Amy Lind.
Discussion 5

The initial post needs to be 2-3 paragraphs long. Respond to each of the following prompts.

  • The chapter suggests that women’s reproductive health depends on many things, including knowledge and cultural norms. What kind of sex education did you receive? Was it effective in promoting women’s health and reproductive choice? Was it influenced by religion and the government?
  • What is the global gag rule? Do you think countries have a right to make financial aid decisions to another country contingent upon adoption of certain types of family planning programs?
Discussion 6

The initial post needs to be 2-3 paragraphs long. Respond to each of the following prompts.

  • What does Lind mean when she says that neoliberal globalization impacts people’s intimate lives? What four concerns led her to address this subject?
  • Describe heteronormativity in the development context. Describe a site from the readings where these issues are being addressed in the world.
  • Women Across Cultures: Chapters 9
  • GGR: “’Where the streets have no name’: Getting Development out of the (RED)?” p.78, Michelle V. Rowley.
Discussion 7

The initial post needs to be 2-3 paragraphs long. Respond to each of the following prompts.

  • Identify a woman who is a national leader today – a president or prime minister – and post a brief biographical description of her. How did she come to power? Was she an advocate for peace, ethics, or women’s issues? How does gender factor into her success or challenges?
  • Which areas of the world have the highest levels of female political leadership? Which have the least? Provide possible explanations.
Discussion 8

The initial post needs to be 2-3 paragraphs long. Respond to each of the following prompts.

  • Describe the relationship between the global North and global South.
  • Describe Rowley’s critique of profit philanthropy in the haute couture of the global North. Describe the role of political influence and product alignment in what she calls “Bonoization.”
  • How do political and symbolic economies coincide with development to actually exacerbate human suffering rather than resolve it?
Midterm Exam

The Midterm is worth 100 points. It covers reading material from Weeks 1-4. The exam is part short answer and part essay-type questions. It is imperative to answer all short answer questions. They are worth two points each except the last question, which is worth three points. Short answer questions carry 25 points in total.

The essay question section consists of three questions, each worth 25 points. The essay answers are expected to be well written and detailed. You are encouraged to write out the answers to the essay questions in their entirety.

The Midterm is proctored. You will NOT be allowed to use notes, texts, or aids of any kind when taking this exam. This exam is taken online in the D2L course environment. . You are allowed 2 hours to complete the exam.

You must submit the “Student Proctor Information Submission Form” to the Proctor Information Dropbox by the end of Week 2, 11:59 pm CT Sunday. This form and additional information about Proctoring is located in the Content area of the course.

The exam is not auto-graded, so your results will not be available until 24 hours after the exam is due. The exam will be available from 12:01 am CT, Tuesday and will close at 11:59 pm CT, Sunday of Week 4. 

  • Women Across Cultures: Chapter 2
  • GGR: Globalization and gender at border sites: femicide and domestic violence in Ciudad Juárez, p.187, Kathleen Staudt.
  • GGR: The “making women productive” strategy: uncovering gendered sightings, sites, and resistances to global restructuring in rural Mexico, p.163, Rahel Kunz.
Discussion 9

The initial post needs to be 2-3 paragraphs long. Respond to each of the following prompts.

  • Describe how gender status in society is related to violence against women. What ideologies persist in the normalization of violence? What economic and social structures contribute to higher rates of violence against women?
  • Find a recent example of gender-based violence from an international, reputable news source and describe the event and cite the coverage. Describe what gendered ideologies and structures are at play in this specific country (cannot be based in the U.S.).
Discussion 10

The initial post needs to be 2-3 paragraphs long. Respond to each of the following prompts.

  • After reading Staudt’s essay, define and describe femicide.
  • Describe the cultural, social, and economic factors that contribute to such intense rates of gender-based violence in Ciudad Juarez.
Paper 2

After reading Kunz’s article on “Making Women Productive” in rural Mexico, write a paper describing this strategy in development. Explain the background of restructuring in Mexico in regards to funding from the IMF and SAPs, the Mexican state itself, and the political economy. What “neoliberal” assumptions are made about women’s role in the family and economy? What kinds of disciplining occur? In what ways do women find resistance and empowerment in these new strategies? What are remittances and how does this factor into the discussion? Research rural Mexico and cite at least two outside sources relating to any of the subjects discussed. Sources must be credible, peer-reviewed academic sources.

  • Women Across Cultures: Chapter 11
  • GGR: Reclaiming spaces of resistance: women’s human rights and global restructuring, p.201 Laura Parisi.
Discussion 11

The initial post needs to be 2-3 paragraphs long. Respond to each of the following prompts.

  • Engage in outside research and explore the United Nations. Describe when and why it was founded. Describe its major bodies and the development of the Declaration of Human Rights.
  • What are the four world conferences on women and what decisions regarding women were made at the Beijing conference? Describe a specific UN Women project.
Discussion 12

The initial post needs to be 2-3 paragraphs long. Respond to each of the following prompts.

  • Based on Parisi’s essay, describe the human rights approach to development (HRAD). What are some of the issues with the merging of these two ideas (human rights and development)?
  • What are two examples of the gendered implications of this approach? What has been the response of indigenous women?
Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.
  • Women Across Cultures: Chapter 10
  • GGR: Globalization, feminism, and information society, p.223, Gillian Youngs.
Discussion 13

The initial post needs to be 2-3 paragraphs long. Respond to each of the following prompts.

  • What are three major strands of women’s movements found in most countries?
  • How can local political and economic conditions affect the development of women’s movements, both positively and negatively?
  • What are modern transnational feminist networks (TFNs) and how do they differ from early movements? Find an example online of a TFN and briefly describe its work.
Discussion 14

The initial post needs to be 2-3 paragraphs long. Respond to each of the following prompts.

  • Based on Youngs’ essay, describe the ethics of access in relation to globalization, feminism, and the information society.
  • How do information and communication technologies (ICTs) emphasize socio-spatial as well as geospatial understandings of the world and how are ICTs gendered?
  • How does cyber-feminism work to both marginalize and empower on the basis of gender?

GGR Conclusion: Restructuring the intimate and the global: towards “post”-neoliberal imperialism, p.239, Anne Sisson Runyan and Marianne H. Marchand.

Discussion 15

The initial post needs to be 2-3 paragraphs long. Respond to each of the following prompts.

  • Describe what Runyan and Marchand mean by a "post"-neoliberal imperialism. What does this restructuring entail?
  • How does gender factor in? Envision and describe what this world looks like.
Discussion 16

The initial post needs to be 2-3 paragraphs long. Respond to each of the following prompts.

This course has analyzed the role of gender in development in a number of ways: Gender within development discourse and policy, Gender inequality as a socio-cultural and socially constructed phenomenon, Gender analysis within a multicultural context, Women's rights as human rights, and the role of activism and empowerment.

As we wrap up this course, describe any hidden assumptions or culturally embedded perspectives you might now be questioning or re-examining based on this new knowledge. What did you learn that most surprised you in this course?

Paper 3

This paper will focus on women as active agents in their own lives, resisting the exploitation of the global economy. Choose one specific organization resisting globalization and describe the issues and their efforts. 

Potential topics include but are not limited to: 

  • Women and the Global Peace Movement
  • Women and the Anti-Nuke Movement
  • Women fighting Climate Change
  • Women in the Zapatista Movement
  • A specific Environmental Justice Movement
  • Women and the Labor Movement in Bangladesh
  • South Korean Women Workers organizing against Nike

Once you choose a topic, narrow down even more by choosing a specific coalition, organization or group to research. This paper is worth twice as many points as the previous papers, so you are strongly encouraged to get help with proofreading, so that you can turn in a well written and well-researched paper. 

Final Exam

The final exam is worth 100 points. It covers reading material from Weeks 5-8. The exam is part short answer and part essay-type questions. It is imperative to answer all short answer questions. Each question is worth 2.5 points and there is a total of 10 questions. Short answer questions are worth 25 points in total.

The essay question section consists of three questions, each worth 25 points. The essay answers should be well written and detailed. You are encouraged to write out the answers to the essay questions in their entirety.

This exam is taken online in the D2L course environment.  You are allowed 2 hours to complete the exam.

The exam is not auto-graded, so your results will not be available until 24 hours after the exam is due. It will be available from 12:01 am CT, Tuesday and will close at 11:59 pm CT, Saturday of Week 8.

  Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism and Academic Integrity

Academic integrity is a cumulative process that begins with the first college learning opportunity. Students are responsible for knowing the Academic Integrity policy and procedures and may not use ignorance of either as an excuse for academic misconduct. Columbia College recognizes that the vast majority of students at Columbia College maintain high ethical academic standards; however, failure to abide by the prohibitions listed herein is considered academic misconduct and may result in disciplinary action, a failing grade on the assignment, and/or a grade of "F" for the course.

Additionally, all required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.


There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Columbia College is committed to creating a learning environment that meets the needs of its diverse student body. If you anticipate or experience any barriers to learning, communicate your concerns with the instructor. In addition to speaking with the instructor, the following resources are available to ensure an opportunity to learn in an inclusive environment that values mutual respect.

  • For students with disabilities/conditions who are experiencing barriers to learning or assessment, contact the Student Accessibility Resources office at (573) 875-7626 or sar@ccis.edu to discuss a range of options to removing barriers in the course, including accommodations.
  • For students who are experiencing conflict which is impacting their educational environment, contact the Office of Student Conduct at studentconduct@ccis.edu or (573) 875-7877.
  • For students who have concerns related to discrimination or harassment based on sex, gender identity, sexual orientation, pregnancy or parental status, please contact the Title IX Office at titleixcoordinator@ccis.edu. More information can be found at http://www.ccis.edu/policies/notice-of-non-discrimination-and-equal-opportunity.aspx

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussions are accepted. No late work will be accepted unless there is a medical, natural, or family emergency. In case of emergency, please contact the instructor as soon as possible. Cases will be dealt with on an individual basis.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.

Proctor Policy

Students taking courses that require proctored exams must submit their completed proctor request forms to their instructors by the end of the second week of the session. Proctors located at Columbia College campuses are automatically approved. The use of ProctorU services is also automatically approved. The instructor of each course will consider any other choice of proctor for approval or denial. Additional proctor choices the instructor will consider include: public librarians, high school or college instructors, high school or college counseling services, commanding officers, education service officers, and other proctoring services. Personal friends, family members, athletic coaches and direct supervisors are not acceptable.

  Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Technology Solutions Center, or the D2L Helpdesk for assistance. If you have technical problems with the VitalSource eText reader, please contact VitalSource. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.