ECTS credits ECTS credits: 5
ECTS Hours Rules/Memories Student's work ECTS: 85 Hours of tutorials: 5 Expository Class: 15 Interactive Classroom: 20 Total: 125
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Center Faculty of Education Sciences
Call: Second Semester
Teaching: Sin Docencia (Ofertada)
Enrolment: No Matriculable (Sólo Alumnado Repetidor)
Students will handle the different theories on the development of identity and gender identity, as well as the multiple mechanisms involved in the process of construction of gender identities, acquiring critical capacity with respect to the complicated processes of construction of such identities. The student will be able to act educationally with a view to modifying the conditions of socialization that intervene in the processes of construction of gender identities, as well as for the valuation of the specific aspects linked to feminine and masculine identities and their social value.
BLOCK I: Theoretical-explanatory approaches to gender identity construction processes.
• Process of construction of gender identities: multifactorial and complex
• Theoretical explanatory models
• Towards integrative theories
BLOCK II: Gender identity assessment
• Sandra Bem: Assessment of masculinity, femininity and androgyny
• The concepts of Agency/Communality and Instrumentality/Expressiveness
• Assessment of socially valued and unvalued characteristics of gender roles and gender identity.
BLOCK III: Socio-educational intervention in the face of affective-sexual and gender diversity
• Affective-sexual diversity and interconnection between different inequalities.
• Regulatory aspects of affective-sexual and gender diversity: reflections from the socio-educational field.
• Accompaniment and comprehensive care in the face of affective-sexual and gender diversity.
Basic Bibliography
Barberá, E. y Martínez Benlloch, I. (2011). Psicología y género. Pearson Educación.
Fernández, J. (Coord.) (1997). Género y sociedad. Ediciones Pirámide.
García-Mina, A. (2010). Desarrollo del género en la feminidad y la masculinidad. Narcea Ediciones.
Complementary Bibliography
Browne, J. (Ed.) (2007). The future of gender. Cambridge University Press.
Bussey, K. y Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106(4), 676-713.
Colas Bravo, P. (2007). La construcción de la identidad de género: enfoques teóricos para fundamentar la investigación e intervención educativa. Revista de Investigación Educativa, 25(1), 151-166.
Gilligan, C. (1985). La moral y la teoría. Psicología del desarrollo femenino. FCF.
Hermelo Iglesias, M. (2010). Fios violeta. Xunta de Galicia.
Killermann, S. (2017). A guide to gender: The social justice advocate´s handbook (2ª ed.). Impetus Books Austin.
Ley 2/2014, de 14 de abril, por la igualdad de trato y la no discriminación de lesbianas, gays, transexuales, bisexuales e intersexuales en Galicia. (2014). DOG, 79, de 25 de abril.
Ley 4/2023, de 28 de febrero, para la igualdad real y efectiva de las personas trans y para la garantía de los derechos de las personas LGTBI. (2023). BOE, 51, de 1 de marzo.
Lynn, C. y Ruble, D. (2009). Patterns of gender development. Annual Review of Psychology, 61, 353-381.
Lynn, C., Ruble, D. y Szkrybalo, J. (2002). Cognitive theories of early gender development. Psychological Bulletin, 128(6), 903-933.
Missé, M. (2018). A la conquista del cuerpo equivocado (2ª ed.). Egales.
Platero, L. (2014). Transexualidades. Acompañamiento, factores de salud y recursos educativos. Bellalterra.
Skelton, C., Francis, B. y Smulyan, L. (Eds.) (2006). The Sage handbook of gender and Education. Sage.
Xunta de Galicia (2016). Protocolo educativo para garantir a igualdade, a non discriminación e a liberdade de identidade de xénero. https://www.edu.xunta.gal/portal/es/node/18883
Basic and general
• Possess the capacity for comprehension, analysis and synthesis and organizational skills.
• To develop an ethical and deontological commitment.
• That students know how to apply their acquired knowledge and problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study.
• That students are able to integrate knowledge and face the complexity of making judgments based on incomplete or limited information, including reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments.
Transversal
• To be able to carry out evaluations and analysis of public policies and didactic planning from an interconnected and gender mainstreaming perspective.
• To have the ability to promote and manage the implementation of actions favoring gender equality from a gender mainstreaming perspective at the different levels of formal institutional education, that is, early childhood, primary and secondary education, and also in the fields of formal education at the community level.
Specific
• To have a basic and specific scientific training in Education, Gender and Equality and the ability to apply this knowledge in concrete practical actions in multiple areas such as social, educational, cultural, economic, labor, political and administrative.
• To be able to carry out and manage evaluations of multiple social, cultural, educational, economic and political situations from the point of view of scientific knowledge specific to women and gender.
• To be able to analyze empirical data concerning selected elements of the social structure from the point of view of women and gender.
• Lectures: 15 (100% attendance)
• Interactive classes: 20 (100% attendance)
• Tutorials: 5 hours (100% face-to-face)
• Evaluation of assignments: 60%.
• Continuous evaluation: 40%.
• Autonomous student work: 85 hours
- Class attendance is obligatory, so it is not possible to miss more than 20% of classes without justification.
- Students with a teaching exemption must contact the teaching team to agree on the design of the course and the form of assessment. In addition, their maximum grade will be 70% of the total mark, as not all the objectives of the course can be achieved.
- The work done by the students should be submitted, preferably, through the virtual classroom.
- It is recommended to use non-sexist language, both in classroom work and in the assigned academic work.
- The use of the RAI e-mail account is compulsory.
- Institutional technological tools are required: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorised as institutional tools by the university.
- The mobile phone may not be used, except when it is used as a work tool following the instructions of the teaching staff, with students being responsible for the legal and academic consequences that may arise from their own failed work.
- It must be taken into account that teaching-learning (classes/tutorials) is a private process, understood as a process of communication and exchange between the teacher and the student enrolled in the subject.
- It is obligatory to comply with the data protection regulations https://www.usc.gal/es/politica-privacidad-proteccion-datos
| 06.02.2025 16:00-18:00 | Grupo de examen | CLASSROOM 3 (LIFE CAMPUS-Module A) |
| 07.01.2025 16:00-18:00 | Grupo de examen | CLASSROOM 3 (LIFE CAMPUS-Module A) |