Kalinga State University: Syllabus

Doc. Ref No.
: CCJE – S – 03
Kalinga State University Effectivity Date: 01- 22-19
COLLEGE OF CRIMINAL JUSTICE EDUCATION Revision No.: 01
SYLLABUS Pages: Page 1 of 21
COURSE CODE: SS ELECT 11

COURSE TITLE: Gender and Society
SEMESTER: First Semester
CREDIT: 3 Units
HOURS/WEEK: 3 Hours/Week
DATE UPDATED: n/a
I. COURSE DESCRIPTION:
Gender is an integral part of an individual’s identity which forms part of the society’s identity as well. The main question which this course deals with is the
difference of gender to sex since they are often used interchangeably.
This course will look at the social and political context in which gender is played out. The exploration of key social institutions such as family, state and
workplace will be considered so as to give a deeper understanding of the social, economic, and cultural factors that shape our lives as women and men. It will also
tackle how various forms of media provide gendered messages that reflect and reproduce gender inequality as well as empowering each one to change.
The course begins with an introduction to sex, gender, and sexuality as an exploration of their differences and how they are supposed to be used in everyday
conversation. By exploring these topics, students are encouraged to go beyond the typical understanding of the three categories. The course then proceeds to
survey the ways in which gender is developed through the different social institutions which leads to the understanding of the relationship between gender and the
social structure. It will then discussed how gender inequality is manifested in the society and even in the university. The diverse experiences of men and women
will also be surveyed to examine gender biases and other gender – based violence.
II. VISION, MISSION
VISION: A Knowledge and Technology hub in Asia Pacific Region.
The only controlled copy of this document is the online version maintained in the University Official Website. The reader must ensure that this or any other copy of a controlled document is current
and complete prior to use. The original copy of this document is with the Office of the College of Criminal Justice Education. The user should secure the latest revision of this document from the Office
the College of Criminal Justice Education. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref No.: CCJE – S – 03
MISSION: Kalinga State University shall primarily provide higher and advanced education professional instruction and training in the arts, agriculture, forestry,
social and natural sciences and technology, and other relevant fields of study. It shall also promote and undertake research and extension services, and provide
progressive leadership in its areas of specialization.
III. KSU QUALITY POLICY

Kalinga State University is committed to provide quality education and engage in relevant researches, effective extension services and viable income –
generating projects that satisfy the needs of its stakeholders and other interested parties towards sustainable development through good governance;
Steadfast to develop human resource of Kalinga, the Philippines and the Asia Pacific; and,
United to comply with the statutory and regulatory requirements and to continuously implement a monitoring and evaluation system to improve the effectiveness of
its Quality Management System.
PROGRAM QUALITY OBJECTIVES:

Instruction:
The college of Criminal Justice Education shall aspire to accomplish the following quality objectives by 2024;
1. To enhance curriculum by 2019 based on clients’ needs and recommendations as well as new issuances;
2. To maintain 150 maximum first year students every year;
3. To maintain 65 % to 80% retention rate of those enrolled students;
4. To maintain an average of 60 t0 80 percent graduate in the prescribed period of four years;
5. To achieve 85% school passing rate in the Board Examination for Criminologists;
6. To monitor employment rate of graduates within two years after graduation;
7. To ensure Faculty development through professional standing, seminars, training and other relevant academic enhancement;
8. To ensure Instructional resources, facilities and laboratory equipment compliant with the requirement of CMO 21, s. 2005 and CMO 05, s. 2018;
9. To let faculty produce one (1) IM per year related to their course specialization;
10. Sustain verticality of faculty;
11. To be level four (4) accredited status by 2022 and COD by 2024;
12. Inter nationalization of the CCJE program through international research convention, internship collaboration and cooperation by 2022;
13. To offer Bachelor of Science in Forensic science by 2020;
COURSE OBJECTIVES: At the end of the course, the students are able to:
1. Discuss and differentiate sex, gender, and sexuality.
2. Determine how gender is constructed as a “social fact”
3. Examine how gender relations are fundamentally relations of inequality
4. Explore how gender inequality remains structurally embedded in a systemic patriarchy.
5. Determine how gender inequality intersects with other bases of inequality such as race, ethnicity, class, and sexuality.
6. Describe how gendered inequalities as social exclusions are differently expressed across different institutional domains.
IV. COURSE REQUIREMENTS:

1. Researches on prescribed special topics
2. Reaction/ Reflection Papers/ Compilation of Activities online or hard copy
3. Periodic Examination
a. Midterm Examination
b. Final Examination
V. EVALUATION AND GRADING

1. EVALUATION
1. Paper and Pencil Test
a. Seat works
b. Quizzes
c. Examinations
2. Researches and Reports
3. Activity Portfolio (Either online or Hard copy)
2. GRADING SYSTEM
Midterm Grade= (Class Standing x 60%) + (Midterm Exam x 40%)
Final Grade= Tentative Grade x 2) + Midterm Grade

3
VI. TEACHING APPROACHES/METHODS/STRATEGIES

a. Deductive Teaching
b. Inductive Teaching
c. Interactive Learning (For online and face to face groups)
d. Collaborative Group dynamics (For Face to face group)
e. Research
f. Reflective Teaching & Learning
g. Concept Mapping
VII. COURSE OUTLINE COURSE OUTLINE AND TIMEFRAME:
Timeframe Topics
Week 1 – 6 *Sex, Gender & Sexuality
*Gender and sexuality across time
*Gender and sexuality as a subject of inquiry
*Anatomy and physiology of reproduction
*The process of reproduction
*Sexual health and hygiene
*Risky behavior of adolescent
*Gender and sexuality as psychosocial issue
*Love, intimacy, and relationship
Week 7 – 12 *Sex and senses
*Sexual behaviors
*Stereotype, prejudice and discrimination
*LGBT+ Psychology
*Men and masculinities
MIDTERM EXAM
*Gender - based Violence: Survivor, victim, perpetrator, and human rights
*Gender - based Violence: Power, use of force, and consent
*Women and the Law
*”Violence against Women and Their Children Act”
**Laws and Policies on Violence and Discrimination of the the members of
LGBTQ+
Week 13 – 18 *Discrimination on the Basis of Sexual Orientation, Gender Identity, and
Expression (SOGIE) in the Philippines
*Understanding Sexual Harassment
*Women’s Issues in Development
*Gender Inequality in Marriage and Criminal Laws
*Critique on the RA No. 10354 also known as RH Law
*Gender and Labor
*Gender and Media
*Gender and Activism
*Gender and other Cross - cutting issues
FINAL EXAMINATION
Specific Objectives Learning Outcome Subject Matter & Time Activity Assessment Procedure
Frame
*Differentiate sex, gender, and 1. Distinguish sex, Sex, Gender & Sexuality Lecture Small group activity (Concept
sexuality; gender, and sexuality Contemplating activities check)
*Discuss the implication of 2. Provide examples on 2 Hours (individual)
these differences; how sex, gender, and
*Reflect about one’s own sexuality are manifested in Self - guided learning (For Essay comparing how books
sexuality; and real life situations modular group) and articles chosen define
*Appreciate the importance of 3. Appreciate own sexual sex, gender, and sexuality.
sexual diversity identity
Creative about own sexual
identity
Concept - to - reality
connection
*Define patriarchy and 1. Discuss the historical Gender and Sexuality Across Lecture Concept check through online
feminism; roots of the study on gender Time Timeline Mapping interview
*Study and summarize the and sexuality Historical Roots of Gender Self - guided learning
historical views on gender; 2. Show appreciation oh and Sexuality (Modular group) Quiz
*Look into how the study on how this understanding
gender and sexuality begun evolved through time, affected 2 Hours Creative work showing the
and developed over time; various aspects of human life progression of human
*Discuss the effects of understanding and attitude on
understanding gender and gender and sexuality in
sexuality to different aspects modern societies
of life; and
*Reflect and appreciate the
salient points that feminism
demands.
*Define gender studies, social 1. Define gender studies. Gender and Sexuality as Lecture Concept hunt (Look for books
research, research approach, 2. Discuss its historical Subject of Inquiry Research online or articles with gender and
and ethics in research; origins. Gender Studies and Research Self - guided learning sexuality as its focus and
*Define gender/sex roles and 3. Explain its importance Ethics in Gender and (Modular group) identify what research method
given some examples; in society. Sexuality Research was used)
*Study various research 2 hours Quiz

approaches in gender studies;
*Discuss the different ethics in Self - check
gender and sexuality
research; and
*Identify queries or matters
which are within the scope of
gender studies.
*Define key terms in relation to
1. Compare and contrast Biomedical Perspective of Lecture Quiz
reproductive system; the female and male Reproduction Research online
*Recall or get abreast with thereproductive systems. The Biological Male and Contemplating Activity Mind map construction
anatomy of female and male 2. Discuss the Female (Individual)
reproductive system; and physiologic processes in Puberty Stage Self - guided learning
*Discuss the female and male females and males. Hormones (Modular group)
secondary characteristics. 3. Draw a mind map
showing the progression of the 3 Hours
male and female from birth,
puberty and adulthood.
*Define fertilization, 1. Discuss the phases of The Process of Reproduction Lecture Quiz
conception and pregnancy; pregnancy. Ovulation Self - guided learning
*Discuss how pregnancy 2. Identify various ways Pregnancy (Modular group) Research Output Presentation
occurs and its prevention; and to prevent pregnancy. Think - Pair - and - Share (For (For face to face and online
*Identify the complications of 3. Compare and contrast 2 Hours face to face and online groups)
early pregnancy in the growing the different contraceptives. groups)
adolescent. 4. Discuss the Group Research (For face to Essay
advantages and face and online groups)
disadvantages of the different
contraceptives.
*Define health, hygiene, 1. Discuss the important Sexual Health and Hygiene Small group discussion (For Quiz
sexual health, reproductive health habits for the face to face and online
health; developing adolescents. 2 Hours groups) Small Group Heath Care
*List down myths in health and 2. Adopt and apply good Self - guided learning Check
hygiene practices; habits in maintaining good (Modular group)
*Identify ways in maintaining hygiene. Lecture
proper hygiene; and 3. Identify situations
*Determine cases wherein when to seek help from a
intervention from health care health care professional.
professionals is needed
*Define risk and risk - taking; 1. Discuss the risky Risky Behaviors of Lecture Quiz
*Identify the different sexual behaviors of the growing Adolescents Self - guided learning
risks among the growing adolescents Trouble Signs (Modular group) Essay
adolescents; 2. Identify the trouble Drugs Think - Pair - and - Share (For Mind Map Drawing
*Name various teen female signs that can lead to risky face to face and online
and male harmful sexual behaviors and its 2 hours groups)
practices and their complications
complications; 3. Determine and discuss
*Identify the different trouble ways on how to avoid risky
signs among teens; and behaviors
*Determine the different drugs
abused by young people and
their harmful effects.
*Define psychosocial, 1. Define psychosocial. Psychosocial Perspective in Lecture Group work (For face to face
psychosocial issues, 2. Discuss the Gender and Sexuality Contemplating Activity and online groups)
reproductive role, and psychosoccial dimension of (Individual)
productive role; gender and sexuality. 2 Hours Self - guided learning Infographic making
*Determine and discuss the 3. Reflect upon one’s (Modular group)
different psychosocial aspects; responsibility in ensuring in Quiz
*Explain well - being as a ensuring psychosocial

psychosocial goal; wellness in the aspect of
*Enumerate and discuss the gender and development.
dimensions of well - being;
*Appreciate the value of self -
awareness; and
*Reflect on the the influence of
your sex to other people’s
expectation from you.
*Define terms such as love, 1. Identify a theory of love Love, Intimacy and Lecture Quiz
attraction, relationship, and which one is most interested Relationship Contemplating Activity
other related terms; with and explain the theory (Individual) Mind Map Drawing
*Discuss different theories of thru infographic or other 3 Hours Self - guided learning
love; artistic graphics. (Modular group) Interview Output Presentation
*Identify needs, issues, and 2. Draw a mind map Interview - Pair - Share (For (For face to face and online
concerns experienced by showing the progression of face - to - face and online groups)
people who are in a romantic intimate relationships and Groups)
relationship; and essential factors affecting Creative work about love,
*Reflect upon one’s attitude each stage. intimacy and relationship
towards love, intimacy, and
relationship.
*Define terms such as 1. Discuss the human Sex and Senses Lecture Quiz
sensorium, olfaction, tactile, senses in the context of Self - guided learning
pheromone, and major sexual; 3 Hours (Modular group) Research Output
histocompatibility complex; 2. Articulate appreciation Collaborative Discussion (For
*Explain how each of the on how the sensorium online and face to face Group Interview Output
senses link to human contributes to our experiences groups) Presentation
sexuality; of human’s sexuality through Group Interview
an essay.
*Look into some research Contemplating Activity

articles which gives updated (Individual)
information about a particular
sense organ; and
*Write down a brief review
emphasizing the similarities
and different in the findings
found in research articles.
*Define sexual behavior, 1. Discuss the variety of Sexual Behaviours Lecture Presentation of Observation
erotic, sexual response cycle, sexual behaviors in human. Pair Observation (For face to and Research Output
sexual dysfunction, copulatory 2. Explain atypical sexual 2 Hours face group only)
behavior, and paraphilia; variations. Self - guided learning Quiz
*Discuss the sexual response 3. Compare and contrast (Modular group)
cycle; models of the human sexual Pair Research Work (For Review of articles
*Determine the different response cycle. online and face to face emphasizing human sexual
sexual response dysfunctions; 4. Show appreciation of groups) response cycle
and the diversity of human sexual
*Identify characteristics of expressions.
pharaphilias and some
paraphilic disorders.
*Define stereotype, prejudice, 1. Differentiate Stereotype, Prejudices and Lecture Quiz

and discrimination; stereotype, prejudice, and Discrimination Collaborative Group Essay on how to make TV
*Compare and contrast discrimination. Discussion (For online and shows or advertisement
stereotype, prejudice, and 2. Assess situations that 1.5 Hours face to face groups) inclusive
discrimination; manifest stereotyping, Self - guided learning Group Discussion Output
*Enumerate examples of prejudice and discrimination. (Modular group)
negative and positive
stereotypes;
*Cite examples of prejudice 3. Be critical and

and discrimination in school, sensitive with their words and
community and in Filipino actions towards other persons.
society; 4. Be aware of the
*Reflect and suggest on how freedom and equality as two of
can an individual, family and the basic rights of every
the community change the person.
negative stereotype.
*Get abreast with different 1. Familiarize oneself LGBT Psychology Lecture Quiz
terminologies related with with key terms related with Pair and share (For face to
LGBTQIA+; LGBTQIA+. 1.5 hours face group) Reflection Paper
*Look into the history of LGBT; 2. Be abreast of the Contemplating Activity
*Determine the characteristics characteristics of (Individual)
of a transgender; transgenders.
*Identify other sexualities 3. Be sensitive in dealing
which are under transgender; with the members of the
and LGBTQIA+ so as to ensure
*Reflect on the transitioning equality.
process one undergoes.
*Define key terms related with 1. Discuss how being a Men and Masculinities Lecture Quiz
men and masculinities; man or being masculine is Group Discussion (For online
*Determine the different defined by the society as to 2 hours and face to face groups) Matrix Construction
constructs of masculinity; their roles, characteristics, Self - guided learning
*Relate masculinity with the attitudes, behaviors, (Modular group) Group output presentation
concepts of well - being, family expectations, and values.
formation, fathering, 2. Comprehend
caregiving and domestic roles; hegemonic, protest, and
caring masculines.
*Connect the concept of 3. Provide instances

masculinity with alcohol and wherein masculinity exists.
drug use; and
*Identify the features,
characteristics, advantages
and disadvantages of
hegemonic, protest, and
caring masculinity; and
*Assess the relevance to the
family, community and the
society.
MIDTERM EXAMINATION - 1.5 HOURS
*Define gender - based 1. Discuss the Gender - based Violence: Lecture Quiz
violence; characteristics of gender - Survivor, Victim, Perpetrator, Self - guided learning Group Output Presentation
*Cite examples of gender - based violence victim, and Human Rights (Modular group) Online Surfing Output
based violence; survivors, and perpetrators. Collaborative Group Presentation
*Characterize survivor, victim 2. Make a clear point of 2 hours Discussion (For face to face
and perpetrator of gender - view on gender - based and online groups)
based violence; violence as a human rights Contemplating Activity
*Discuss the consequences of issue. (Individual)
gender - based violence; and 3. Determine the
*Recall or get abreast with the relationship between human
gist of the basic human rights. rights and gender - based
violence.
*Identify the relationship 1. Discuss the sources Gender - based Violence: Lecture Matrix Construction (Per
between abuse of power and and impact of power, violence Power, Use of Force, and Self - guided learning group, for face to face and
gender - based violence; and informed consent. Consent (Modular group) online groups)
*Comprehend that the term
“violence” in the context of 1.5 hours Quiz
gender - based violence 2. Cite examples of Collaborative Group

means using some type of power violence and informed Discussion (For face to face
force that may or may not consent. and online groups)
include physical force; 3. Discuss the Contemplating Activity
*Define “informed consent” relationship of power and (Individual)
and relate it to gender - based violence with gender - based
violence; and violence.
*Discuss the cycle of violence.
*Define Magna Carta of 1. Discuss the gist of the Women and The Law Lecture Quiz
Women and nation building; Magna Carta of Women. 1 hour Self - guided learning
*Recall the key parts of the 2. Explain ways and (Modular group) Essay
1987 constitution which national strategies in Collaborative Group
emphasize the role of women empowering women in the Discussion (For face to face Group output1
in nation - building and their country. and online groups)
right for equality; 3. With the laws,
*Get abreast with the different programs and rights of women
laws that promote gender discussed, make a clear stand
equality; whether Filipino women are
*Be informed of the national truly empowered or not.
programs that cater gender
equality in the country; and
*Enumerate and explain the
different basic rights of
women.
*Define protection orders and 1. Discuss the important VAWC Act or RA 9262 Lecture Quiz
public crime; provisions of VAWC Act or RA Self - guided learning
*Discuss the important 9262. 2 hours (Modular group) Essay
provisions of VAWC Act or RA 2. Explain the details of
9296; its commission. Group output1
*Enumerate and explain the 4 3. Comprehend actual Collaborative Group

features of the RA 9262; cases involving the said law. Discussion (For face to face
*Provide instances of physical, and online groups)
psychological, sexual, and
economic abuses as provided
by the law;
*Enumerate the persons who
can file the complaint of
VAWC aside from the victim -
survivor;
*Name the protection orders
which can be granted to victim
- survivors, the issuing
authority and the period of
protection;
*Determine the duties of
national and local government
offices in addressing VAWC;
and,
*Study actual cases of VAWC
and make a stand whether to
agree or disagree with the
ruling of the court.
*Define SOGIE and Anti - 1. Determine the issues Discrimination on the Basis of Lecture Reflection write - up
Discriminatory Bill; on human rights violations and SOGIE in the Philippines Self - guided learning
*Look into the national and discrimination on the basis of (Modular group) Quiz
local policies in relation with SOGIE. 2 Hours Pair - interview - share (For
discrimination of LGBTQ face to face and online
members; groups)
*Name the effects of state 2. Assess the impact of

discrimination in the society; human rights violations and
*Cite instances where discrimination to the society.
members of the LGBTQ are 3. In the student’s
discriminated; and, perspective, formulate
*Acknowledge the possible activities or programs
contributions of the members to address these human rights
of the LGBTQ in different field. violations and discrimination
on the basis of SOGIE.
*Define sexual harassment; 1. Get abreast and be Understanding Sexual Lecture Quiz
*Compare and contrast the familiar with the various Harassment Collaborative Group
theoretical perspectives of theoretical perspectives on Discussion Discussion Output
sexual harassment; sexual harassment. 2 hours Self - guided learning
*Explain the relevance of 2. Distinguish the various (Modular group) Actual Case Analysis
sexual harassment theories; theoretical perspectives on
*Cite scenarios where these sexual harassment from each
theories are applied; other.
*Study the Philippine laws on 3. Comprehend the laws
sexual harassment; and of the Philippines on sexual
*Identify the acts and harassment in the academe
scenarios punishable by the and in the workplace.
Civil Service Commission.
*Define development, WID, 1. Familiar with the Women’s Issue in Research Work (For online Quiz
WAD, and GAD; principle, model, and concept Development and face to face groups)
*Compare and contrast WID, of WID, WAD and GAD. Lecture Interview Output
WAD, and GAD; and 2. Distinguish WID, WAD, 2 hours Group Interview
*Enumerate and explain the and GAD from each other. Self - guided learning
practical approaches to the (Modular group)
development of women.
3. Explain the importance

of these three principles to
national development.
*Define marriage; 1. Comprehend fully Gender Inequality in Marriage Lecture Quiz
*Study the proposed “Same gender inequality in marriage and Criminal Laws Research Work (For online
Sex Marriage” legislation and and criminal laws. and face to face groups) Research Output
examine its provisions; 2. Determine the status of 2 hours Self - guided learning
*Determine the effects of the gender inequality in selected (Modular group)
discussed articles of the provisions of the laws.
Family Code to the lives of the 3. Assess provisions on
family members; the proposed same - sex
*Suggest possible ways to marriage legislation and make
address any negative effect of a clear stand as to whether
the articles to the lives of the agree or disagree with it.
family members;
*Assess some criminal laws
and look for gender
inequalities manifested; and,
*Suggest necessary
amendments to make these
laws gender equal.
*Study the rationale of the RH 1. Comprehend fully the Responsible Parenthood and Lecture Quiz
Law; background, rationale, salient Reproductive Health Act of Contemplating Activity
*Enumerate the elements of provisions and potential 2012 or RA 10354 (Individual) Group Discussion Output
the said law; impacts of the “Responsible Online debate (For online
*Explain the salient provisions Parenthood and Reproductive 2 hours group) Debate write - up
of the law; Health Act of 2012” or the RA Collaborative Group
*Determine the prohibited acts 10354. Discussion (For face to face
stipulated in the law; and group)
*Surf the internet for issues, 2. Make a stand on Self - guided learning
concerns, and relevant whether to agree or disagree (Modular group)
matters about the law and on the existence and legality
make their own stance or of the said law.
position.
*Define labor and workforce; 1. Discuss the Gender and Labor Lecture Interview Output
*Examine the status of gender relationship of gender, gender 1.5 hours Self - guided learning
equality in various equality and labor. (Modular group) Position Paper
employment sectors; 2. Assess the status of Group Interview (For online
*Study the salient policies on gender equality in various and face to face groups) Quiz
gender equality in the labor sectors of the labor market.
market; and 3. Get abreast and
*Discuss the contributions of explain salient policies on
women, LGBTQ+, and men in gender equality in the labor
the world of work. market.
*Define communication and 1. Discuss the Gender and Media Lecture Quiz
media; importance of media Individual Contemplating
*Explain media representation representation. 1.5 hours Activity Reflection Paper
and media stereotypes; 2. Show appreciation in Self - guided learning
*Reflect how the portrayal of the progress of gender in (Modular group)
women, men and the LGBTQ+ media representation.
in the media influence 3. Reflect how media
people’s views and attitudes effectively influences people
towards each sector. towards gender equity.
*Define activism, participation, 1. Discuss Gender and Activism Lecture Quiz
and collaboration; heteronormativity and its Individual Contemplating
*Get abreast with manifestations. 1.5 hours Activity Essay
heteronormativity and its Self - guided learning
manifestations; (Modular group)
*Explain the impact of activism 2. Explain the

to heteronormativity; and contributions of activism to
*Establish their possible social change.
contribution in nation building,
amking reforms, and in
shaping how gender is viewed
in the modern world.
*Define social services, 1. Discuss how and why Gender and Other Cross - Lecture Quiz
education, health, and mental gender lens is understanding cutting Issues Individual Contemplating
health; other social issues. Activity Reflection Paper
*Contemplate if gender should 2. Explain and show 2 hours Self - guided learning
be a deciding factor for people appreciation of the (Modular group) Interview Output
to access education; intersectionality among Interview
*Assess how does the gender, education and health.
educational system of the
country address the gender
needs;
*Explain how the needs of
women, men, and LGBTQ+
addressed through the health
services in the country;
*Identify issues arsing from
the context of gender and
sexuality;
*Look into programs of the
school and of their own
community concerning mental
health; and,
*Suggest activities or
programs that can address the
needs of adolescents in terms
of mental health and gender
issues.
FINAL EXAMINATION - 1.5 HOURS
Output:
1. Portfolio (compilation of activities)
2. PowerPoint Presentations (Report)
3. Reflection and Reaction Papers
VIII. REFERENCES:
Ackerman, Courtney (2018). Psychoanalysis: A brief History of Frued’s Psychoanalytic Theory. https://positivepsychology.com
Alata, Eden Joy P. et. al. (2018). Understanding the Self. First Edition. Rex Bookstore
Bandura, A. (1999(. Social Cognitive Theory of Personality. In Pervin and John (eds) Handbook of Personality Theory and Research. 2nd edt. Guilford
Press 134 – 194
Cherry, Kendra. (2019). Freud’s Psychosexual Stages of Development. https://www.verywellmind.com
Galbin, A. (2014) An Introduction to Social Constructionism. https://www.researchgate.net
Harding, Sandra (2003). The Feminist Standpoint Theory Reader: Intellectual and Political Controversies. London: Routledge. ISBN 978 - 0 – 415 –
94501 – 1.
Peralta, Eric Paul D. et. Al. (2019). Gender and society: a Human Ecological Approach. Rex Bookstore Inc. ISBN 978-621-04-0099-1
Zevallos, Z. (2014). Sociology of Gender. https://othersociologist.com/sociology-of-gender
http://www.lawphil.net
http://sc.judiciary.giv.ph
http://www.pcw.gov.ph
IX. ACCOMODATION FOR DIFFERENTIATED INSTRUCTION:

A. Students Needing Special Attention
1. Tutoring during consultation hours
2. Specialized Instructions for activities (Small Group, Peer Tutoring and other specialized accommodations as needed)
X. COURSE POLICIES:
A. Course Policies:
1. New and regular students should follow the sequence of subjects in the syllabus.
2. Transferees and shifters will be dependent on the evaluation of the program chairman.
B. Classroom Policies:
1. Students under face to face mode are encouraged for regular attendance. Online and modular groups will be assessed through group participation and
individual output.
2. Students under face to face mode should observe punctuality in attending their classes. As to the online and modular groups, punctuality or on time
submission of outputs is encouraged.
3. Students are mandated to wear the prescribed uniform of the day while inside the school premises.
4. In case of absences, the students under face to face mode are advised to present an admission slip in case of valid and excusable reasons.
CONSULTATION HOUR
One hour consultation per week during faculty free time.
Prepared by: Checked by:
IRENE M. DAGUASI JAMES S. GUIDANGEN, Ph. D.

Instructor University Chairman, Social Science
Noted by: Approved by:
JULIENNE S. LEYALEY, MSCrim JOY GRACE P. DOCTOR, Ph. D.

Dean, CCJE VP for Academics and Student Development

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Doc. Ref No.

COURSE CODE: SS ELECT 11

II. VISION, MISSION

VISION: ​A Knowledge and Technology hub in Asia Pacific Region.

III. KSU QUALITY POLICY

PROGRAM QUALITY OBJECTIVES:

IV. COURSE REQUIREMENTS:

V. EVALUATION AND GRADING

Final Grade=​ Tentative Grade x 2) + Midterm Grade

VI. TEACHING APPROACHES/METHODS/STRATEGIES

VII. COURSE OUTLINE COURSE OUTLINE AND TIMEFRAME:

*Study various research 2 hours Quiz

*Explain well - being as a ensuring psychosocial

*Look into some research Contemplating Activity

*Define stereotype, prejudice, 1. Differentiate Stereotype, Prejudices and Lecture Quiz

*Cite examples of prejudice 3. Be critical and

*Connect the concept of 3. Provide instances

gender - based violence 2. Cite examples of Collaborative Group

*Enumerate and explain the 4 3. Comprehend actual Collaborative Group

*Name the effects of state 2. Assess the impact of

3. Explain the importance

*Explain the impact of activism 2. Explain the

IX. ACCOMODATION FOR DIFFERENTIATED INSTRUCTION:

One hour consultation per week during faculty free time.

Prepared by: Checked by:

IRENE M. DAGUASI JAMES S. GUIDANGEN, Ph. D.

Noted by: Approved by:

JULIENNE S. LEYALEY, MSCrim JOY GRACE P. DOCTOR, Ph. D.

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VISION: A Knowledge and Technology hub in Asia Pacific Region.

Final Grade= Tentative Grade x 2) + Midterm Grade