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 how it has affected women across the globe.  Attention is paid to the often invisible connections between Western women and women in non-Western societies, including the perspectives and experiences of women across the globe.  Topics include development; women, work and poverty within a global society; women, development, and health; women and the state; the global sex trade; and motherhood across the globe. Cross-listed as ANTH 336, SOCI 336, and WMST 336.

Prerequisite: Junior standing

Proctored Exams: Midterm



  • Skrobanek, Siriporn, Nattaya Bookpakdi, Chutima Janthakeer. (1997). The Traffic in Women: Human Realities of the International Sex Trade.Zed Books.
    • [ISBN-978-1-85649-528-8]
  • Croll, Elisabeth. (2000). Endangered Daughters: Discrimination and Development in Asia.Routledge.
    • [ISBN-978-0-415-24765-8]
  • Burn, Shawn Megan. (2011). Women Across Cultures: A Global Perspective (3rd). McGraw Hill.
    • [ISBN-978-0-07-351233-4]

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.

  Course Overview

This class will open your eyes to women’s issues on a global scale and gender equality cross culturally. This course is an overview of women’s status in the world we live in today with specific examination into the intersection between gender, race, class, sexual orientation as well as cultural, political, economic and legal systems. We will develop an understanding of key concepts such as colonialism, development and globalization, and examine the asymmetrical power relations between industrialized and developing nations.  We will investigate gender as hierarchy and look at the problem of the international traffic in women and daughter discrimination in Asia. Finally, we will look at signs of hope in women’s resistance to globalization through grassroots mobilization, transnational movements, democratization, and the significance of the current environmental crisis.

  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 Objectives

  • To understand international development policies, the role of the United States in international development efforts and the effects of such policies globally, particularly on women.
  • To be familiar with development discourse, be able to critically analyze development policies/programs, and be able to put their critical analysis into a cohesive, written form as well as integrating it into classroom discussions.

  Measurable Learning Outcomes

  • Describe and explain the emergence of development policies, programs, and discourses and how these have affected women across the globe.
  • Critically analyze the theoretical perspectives on gender and development.
  • Critically interrogate the role of first world nations in development.
  • Produce written work exemplifying your familiarity with various substantive issues concerning women and development (see topical outline).
  • Describe and explain women as active agents in their lives.
  • Describe and explain women’s role in the international anti-globalization movement.


Grading Scale

Grade Points Percent
A 900-1000 90-100%
B 800-899 80-89%
C 700-799 70-79%
D 600-699 60-69%
F 0-599 0-59%

Grade Weights

Assignment Category Points Percent
Discussions 400 40%
Papers 300 30%
Midterm Exam 150 15%
Final Exam 150 15%
Total 1000 100%

  Schedule of Due Dates

Week 1

Assignment Points Due
Discussion 1 25 Wednesday
Discussion 2 25 Sunday

Week 2

Assignment Points Due
Discussion 3 25 Wednesday
Discussion 4 25 Sunday
Dropbox Assignment 1 75
Proctor Information N/A

Week 3

Assignment Points Due
Discussion 5 25 Wednesday
Discussion 6 25 Sunday

Week 4

Assignment Points Due
Discussion 7 25 Wednesday
Discussion 8 25 Sunday
Midterm Exam 150

Week 5

Assignment Points Due
Discussion 9 25 Wednesday
Discussion 10 25 Sunday
Dropbox Assignment 2: Daughter Discrimination 75

Week 6

Assignment Points Due
Discussion 11 25 Wednesday
Discussion 12 25 Sunday

Week 7

Assignment Points Due
Discussion 13 25 Wednesday
Discussion 14 25 Sunday

Week 8

Assignment Points Due
Discussion 15 25 Wednesday
Discussion 16 25 Saturday
Dropbox Assignment 3: Women Resisting Globalization 150
Final Exam 150
Total Points: 1000

  Assignment Overview


Discussions should be complete by their respective deadlines (Wednesday or Sunday, at midnight) of each assigned week.  Answers should be thorough, detailed, and reflect your understanding of the readings. You should also engage your classmates in discussion, reading all their posts and responding to at least two other students. Discussion postings will be graded according to the rubric in the course Content area. 

Dropbox Assignments

You will write three papers in this class.   The first two will be 3-page papers grounded in your readings for the course; the final paper should be 6-8 pages in length and should include at least six outside sources.


There will be two exams in this course – a midterm and a final exam.  The midterm will be proctored.  The exams will include short answer and essay questions.

  Course Outline

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


Women Across Cultures: Chapters 1, 6 & 7 

Discussion 1

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. Be sure to tell us what interested you in this course.  Please post by midnight on Wednesday.

Discussion 2

How does colonialism affect development efforts? In what ways does globalization contribute to global equality and inequality?  Provide at least one example of each. Please post your answers by midnight on Sunday.


Women Across Cultures: Chapters 2 & 5

Discussion 3

Some researchers have argued that paradigms used to explain lower female status may reflect a Western cultural bias with its denigration of domesticity and the devaluation of informal power. What do you think? Do women really have a lower status and less power than men, or is it just different from men’s? Explain your answer. Please post by midnight on Wednesday.

Discussion 4

What are WMSEs? How are self-employed women in industrialized nations different from those in less-industrialized ones? Please post by midnight on Sunday.   

Dropbox Assignment 1

Based on your readings from Chapter 6 of the Women Across Cultures text, write a 3-page, double-spaced paper analyzing why women “emerged” as a constituency in development. Demonstrate your 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 addition, describe the emergence of WID (Women in Development), particularly the influence of Ester Boserup’s influence on its emergence.  What are some critiques of the WID perspective?  What is GAD (Gender and Development Approach)? How does it differ from WID? This paper is due by midnight on Sunday.

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

Discussion 5

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? Please post by midnight on Wednesday. 

Discussion 6

In addition to the readings in the text this week, explore several of the activist and informational websites listed on page 89. Identify and discuss the kinds of feminist research on women’s sexuality and sexual rights that are being undertaken. You are welcome to do additional research online or to ask around locally or regionally. Who is doing this type of research: women’s bureaus, universities, women-centered NGOs? Is this research helping to improve equality? How will it influence development policy and planning? Please post your response by midnight on Sunday.  


Women Across Cultures: Chapters 8 & 9

Discussion 7

What are the features of religious fundamentalism? How does benevolent sexism and hostile sexism apply to conservative and fundamentalist religions? Does the use of the pronoun “He” to refer to God and the exclusion of women from most religious hierarchies condition women to view themselves as inferior to men? Please discuss in detail. Please post by midnight on Wednesday. 

Discussion 8

Identify a woman who is a national leader today – a president or prime minister – and post a brief 3-6 paragraph biographical description of her. How did she come to power? Was she an advocate for peace, ethics, or women’s issues? Please post your response by midnight on Sunday.  

Midterm Exam

You must take the midterm exam (with an approved proctor) between Wednesday and Sunday of this week.  The exam will be composed of short answer questions and essay questions. I will send out a review sheet in advance. 

Each Columbia College site has its own hours and methods for handling proctoring. Please check the hours of your site so that you can schedule your exam between Wednesday and Sunday of this week.  


Endangered Daughters: Chapters 1-3 

Discussion 9

Croll believes that a study bringing the demographics of missing girls together with ethnographic research is important in order to truly understand this phenomenon, particularly shifting the conversation from ‘son preference’ to ‘daughter discrimination.’  Why does she think this research methodology is essential? Why does she think shifting the conversation in such a way is so essential?  How has Women’s Studies scholarship failed to give adequate research attention to this matter?  Please provide a detailed post by midnight on Wednesday.

Discussion 10

Based on your readings of Croll and chapter 3 of Women Across Cultures, how do you feel about one country making financial aid to another country contingent upon adoptions of population control programs or rejection of certain types of family planning programs (e.g. ones with comprehensive sexual education or referrals for safe abortion)? Do countries have a right to do this? Please post your response by midnight on Sunday.

Dropbox Assignment 2: Daughter Discrimination

Pick one region of the world discussed in chapter 2 of Endangered Daughters and describe at least 3 examples of evidence of daughter discrimination found there and why this nation’s patterns are different from the patterns elsewhere. This paper should be 2-3 pages in length, double-spaced and include a reference page if outside sources are used. Please submit by midnight on Sunday.

Dropbox Assignment 3: Women Resisting Globalization

Begin your work on this paper, due in Week 8.  You can find more details about the assignment below and in the course.


Endangered Daughters: Chapters 4-7

Discussion 11

Explain the approach UNICEF took to specifically address “the girl child.”  How effective has this been?  According to Croll, what are the strengths of this program?  What are its weaknesses?  Please post by midnight on Wednesday.

Discussion 12

How are gender differences hierarchically constructed throughout Asia? Please provide a detailed response, showing familiarity with the assigned text.  Please post this response by midnight on Sunday.  

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.

The Traffic in Women (entire book)

Discussion 13

Reflect on the human realities of the international sex trade.  Were you aware of the magnitude of the sex trade prior to reading this book?  How do you feel about the personal narratives presented in this book?  To what extent is involvement in the sex trade ever voluntary?  Provide a detailed post, showing your familiarity with the text.  Please post by midnight on Wednesday.

Discussion 14

Discuss the history of trafficking in women and the role of governments in this illicit trade.  To what extent is this a global issue?  To what extent is this a feminist issue and why?  Please post your response to this question by midnight on Sunday.


Women Across Cultures: Chapters 10-11

Discussion 15

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? Please post by midnight on Wednesday. 

Discussion 16

While certainly not of the same magnitude, think about ‘son preference’ and ‘daughter discrimination’ in the United States (as described by Croll).  To what extent does a son preference exist in the USA?  What evidence do you have that supports this?  Please post your thoughtful response by midnight on Saturday.

Dropbox Assignment 3: Women Resisting Globalization

This paper will focus on women as active agents in their own lives, resisting the exploitation of the global economy.  This paper should be 6-8 pages in length (double-spaced), following APA format, including a bibliography, with at least six sources beyond the assigned texts for this class.  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, well researched paper.  Potential topics include but are not limited to: 

  • Women and the Global Peace Movement,
  • Women and the Anti-Nuke Movement,
  • Micro-lending Practices,
  • The Environmental Justice Movement,
  • Women and the Labor Movement,
  • South Korean Women Workers organizing against Nike

The paper is due by midnight on Saturday.

Final Exam

You will take your final exam this week. This exam will be an essay exam. The instructor will send a review sheet during Week 6.  You must take the final exam between Wednesday and Saturday of Week 8. This exam does not need to be proctored.

  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.


Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

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

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

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 discussion posts will be accepted.

No late assignments will be accepted.

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 Helpdesk, or the D2L Helpdesk for assistance. 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.