Gender Theory and Social Issues
A.Y. 2025/2026
Learning objectives
Undefined
Expected learning outcomes
Undefined
Lesson period: Second trimester
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Lesson period
Second trimester
Course syllabus
This course provides students with critical theoretical and methodological tools to analyse social issues through the lens of gender and intersectionality. Emphasis is placed on engaging with both classical and contemporary feminist and gender theories, and on developing qualitative research skills capable to adopt gender and intersectional approaches. In particular, the course pursues two primary objectives:
- To equip students with conceptual frameworks to understand and critically analyse gendered social phenomena in their historical and contemporary configurations.
- To introduce students to gender and intersectional qualitative research methods and support them in designing and conducting a small-scale empirical study.
The course is organised into four main parts:
- Part I - Gender theories and social issues: This section introduces foundational and contemporary feminist and gender theories, with particular attention to the concept of gender as a practice. Moving beyond essentialist or static understandings, the course draws on sociological and feminist contributions that conceptualise gender as something that is collaboratively enacted, performed, and situated, rather than something that individuals are or have. In particular, students will become familiar with the epistemological shifts that have shaped gender theory within the social sciences, and they will be introduced to key debates on the construction of gendered identities, institutions, and power relations. This part of the course lays the theoretical groundwork for the analysis of social issues explored in the later parts of the course.
- Part II - Intersectional methodologies: This section introduces students to qualitative research methodologies with a focus on how gender and other intersecting dimensions, such as class, sexuality, disability, age, and migration status, shape both research subjects and research processes. The aim is to equip students with the tools to design and conduct empirical studies that foreground gender as a situated and relational practice. Particular attention will be paid to: the epistemological foundations of feminist and intersectional methodologies; the construction of research questions sensitive to gendered power dynamics; case selection and sampling strategies; ethical considerations and reflexivity in fieldwork; the development of interview guides; data analysis. Students will participate in hands-on workshops focused on the practical aspects of designing a small-scale research project.
- Part III - Empirical fieldwork: In this part of the course recent studies will be presented by invited speakers and discussed in the classroom, in order to illustrate how gender and intersectionality can be operationalised in research practice. These studies serve as substantive case examples to demonstrate the theoretical and methodological approaches introduced in Parts I and II. Discussion of selected studies in the following areas: (i) Intersectionality in gender studies; (ii) precarious labour and subjectivities; (iii) feminist social movements; (iv) gendered experiences of space; (v) AI and algorithmic gender biases. Readings for this part will be assigned at the beginning of the course.
- Part IV - Student research presentations: In the final part of the course, students will present the outcomes of their collaborative research projects. These presentations are an integral part of the learning process, allowing students to reflect on their methodological choices and the theoretical lenses adopted in their studies.
- To equip students with conceptual frameworks to understand and critically analyse gendered social phenomena in their historical and contemporary configurations.
- To introduce students to gender and intersectional qualitative research methods and support them in designing and conducting a small-scale empirical study.
The course is organised into four main parts:
- Part I - Gender theories and social issues: This section introduces foundational and contemporary feminist and gender theories, with particular attention to the concept of gender as a practice. Moving beyond essentialist or static understandings, the course draws on sociological and feminist contributions that conceptualise gender as something that is collaboratively enacted, performed, and situated, rather than something that individuals are or have. In particular, students will become familiar with the epistemological shifts that have shaped gender theory within the social sciences, and they will be introduced to key debates on the construction of gendered identities, institutions, and power relations. This part of the course lays the theoretical groundwork for the analysis of social issues explored in the later parts of the course.
- Part II - Intersectional methodologies: This section introduces students to qualitative research methodologies with a focus on how gender and other intersecting dimensions, such as class, sexuality, disability, age, and migration status, shape both research subjects and research processes. The aim is to equip students with the tools to design and conduct empirical studies that foreground gender as a situated and relational practice. Particular attention will be paid to: the epistemological foundations of feminist and intersectional methodologies; the construction of research questions sensitive to gendered power dynamics; case selection and sampling strategies; ethical considerations and reflexivity in fieldwork; the development of interview guides; data analysis. Students will participate in hands-on workshops focused on the practical aspects of designing a small-scale research project.
- Part III - Empirical fieldwork: In this part of the course recent studies will be presented by invited speakers and discussed in the classroom, in order to illustrate how gender and intersectionality can be operationalised in research practice. These studies serve as substantive case examples to demonstrate the theoretical and methodological approaches introduced in Parts I and II. Discussion of selected studies in the following areas: (i) Intersectionality in gender studies; (ii) precarious labour and subjectivities; (iii) feminist social movements; (iv) gendered experiences of space; (v) AI and algorithmic gender biases. Readings for this part will be assigned at the beginning of the course.
- Part IV - Student research presentations: In the final part of the course, students will present the outcomes of their collaborative research projects. These presentations are an integral part of the learning process, allowing students to reflect on their methodological choices and the theoretical lenses adopted in their studies.
Prerequisites for admission
There are no formal prerequisites. The course is open to students from various disciplinary backgrounds. Prior familiarity with gender studies or qualitative methods is welcome but not required.
Teaching methods
The course will combine lectures, seminar-style discussions, invited talks, film analysis, and workshop sessions. Students will participate in in-class workshops dedicated to research design and methodological practices. Audiovisual material will complement the discussion on using qualitative methods to study gender and society. Students are expected to engage critically with texts, contribute actively to discussions, and present their own research.
Teaching Resources
THEORETICAL FOUNDATIONS:
- Stacey, J., & Thorne, B. (1985). The missing feminist revolution in sociology. Social problems, 32(4), 301-316.
- Scott, J. (1986). Gender: A Useful Category of Historical Analysis. American Historical Review 91:1053-75.
- West, C., & Zimmerman, D. H. (1987). Doing gender. Gender & society, 1(2), 125-151.
- Acker, J. (1992). From sex roles to gender institutions. Contemporary Sociology. 21(5), pp.565-569.
A THEORY OF GENDER PRACTICES
- Poggio, Barbara (2006). Outline of a theory of gender practices. Gender Work and Organization, 13(3), 225.
Doing gender:
- Gherardi, S. (1994). The gender we think, the gender we do in our everyday organizational lives. Human relations, 47(6), 591-610.
- An article of your choice between:
Goffman, Erving (1976) Gender Display. Studies in the Anthropology of Visual Communication, 3, 301-31.
Garfinkel, Harold (1967) Studies in Ethnomethodology. Englewood Cliffs, NJ: Prentice Hall, pp. 116-185.
Performing gender:
A book of your choice between:
- Butler, Judith (1990). Gender Troubles: Feminism and the Subversion of Identity. Routledge.
- Kondo, D. K. (1990). Crafting selves: Power, gender, and discourses of identity in a Japanese workplace. University of Chicago Press.
Positioning gender:
- Alcoff, Linda (1988). Cultural feminism versus post-structuralism: The identity crisis in feminist theory. Signs: Journal of women in culture and society, 13(3), 405-436.
- Davies, Bronwyn and Harrè, Rom (1989) Positioning: The Discursive Production of Selves. Journal of the Theory of Social Behaviour, 20(1), 43-63.
Practicing gender:
- Connell, Robert (1995). Masculinities. University of California Press.
- Martin, Patricia Y. (2001). Mobilizing masculinities': women's experiences of men at work. Organization, 8(4), 587-618.
- Martin, Patricia Y. (2003). "Said and done" versus "saying and doing" gendering practices, practicing gender at work. Gender & Society, 17(3), 342-366.
Post-gender:
- Barad, Karen (2003) Posthumanist Performativity: Toward an Understanding of How Matter Comes to Matter. Signs: Journal of Women in Culture and Society, 28,3: 801-831.
- Cozza, Michela, & Gherardi, Silvia (2023). Posthuman feminism and feminist new materialism: towards an ethico-onto-epistemology in research practices. In Handbook of feminist research methodologies in management and organization studies (pp. 55-71). Edward Elgar.
In addition to the core reading list, two articles per guest speaker will be assigned to accompany the invited talks. These readings will be selected in consultation with the invited speakers and communicated to students at the beginning of the course.
- Stacey, J., & Thorne, B. (1985). The missing feminist revolution in sociology. Social problems, 32(4), 301-316.
- Scott, J. (1986). Gender: A Useful Category of Historical Analysis. American Historical Review 91:1053-75.
- West, C., & Zimmerman, D. H. (1987). Doing gender. Gender & society, 1(2), 125-151.
- Acker, J. (1992). From sex roles to gender institutions. Contemporary Sociology. 21(5), pp.565-569.
A THEORY OF GENDER PRACTICES
- Poggio, Barbara (2006). Outline of a theory of gender practices. Gender Work and Organization, 13(3), 225.
Doing gender:
- Gherardi, S. (1994). The gender we think, the gender we do in our everyday organizational lives. Human relations, 47(6), 591-610.
- An article of your choice between:
Goffman, Erving (1976) Gender Display. Studies in the Anthropology of Visual Communication, 3, 301-31.
Garfinkel, Harold (1967) Studies in Ethnomethodology. Englewood Cliffs, NJ: Prentice Hall, pp. 116-185.
Performing gender:
A book of your choice between:
- Butler, Judith (1990). Gender Troubles: Feminism and the Subversion of Identity. Routledge.
- Kondo, D. K. (1990). Crafting selves: Power, gender, and discourses of identity in a Japanese workplace. University of Chicago Press.
Positioning gender:
- Alcoff, Linda (1988). Cultural feminism versus post-structuralism: The identity crisis in feminist theory. Signs: Journal of women in culture and society, 13(3), 405-436.
- Davies, Bronwyn and Harrè, Rom (1989) Positioning: The Discursive Production of Selves. Journal of the Theory of Social Behaviour, 20(1), 43-63.
Practicing gender:
- Connell, Robert (1995). Masculinities. University of California Press.
- Martin, Patricia Y. (2001). Mobilizing masculinities': women's experiences of men at work. Organization, 8(4), 587-618.
- Martin, Patricia Y. (2003). "Said and done" versus "saying and doing" gendering practices, practicing gender at work. Gender & Society, 17(3), 342-366.
Post-gender:
- Barad, Karen (2003) Posthumanist Performativity: Toward an Understanding of How Matter Comes to Matter. Signs: Journal of Women in Culture and Society, 28,3: 801-831.
- Cozza, Michela, & Gherardi, Silvia (2023). Posthuman feminism and feminist new materialism: towards an ethico-onto-epistemology in research practices. In Handbook of feminist research methodologies in management and organization studies (pp. 55-71). Edward Elgar.
In addition to the core reading list, two articles per guest speaker will be assigned to accompany the invited talks. These readings will be selected in consultation with the invited speakers and communicated to students at the beginning of the course.
Assessment methods and Criteria
Assessment Methods and Criteria
For ATTENDING students, assessment is based on a combination of
1. class participation and posts (20%)
2. in-class presentation of the research work carried out (30%)
3. writing of the final paper (50%)
1.
Attendance will be monitored via the EasyAcademy suite. Students who attend at least 75% of the lectures are considered to be attending; a maximum of 5 absences is therefore permitted.
Students are expected to participate regularly and contribute to class discussions. Please pay attention to group dynamics so that everyone feels comfortable to speak up.
Students are required to complete assigned readings and posts before lectures with invited speakers. Posts must present thoughtful and analytical comments rather than subjective opinions. Submitting by the deadlines is essential for posts to contribute to classroom discussions. Posts submitted late will not be considered. Evaluation of the posts will focus on the students' ability to critically discuss the key concepts and arguments presented in the assigned readings, as well as the ability to craft thoughtful and relevant queries. In particular, students are asked to:
- Analyse the author's approach in providing support for the argumentation.
- Develop one or two questions for each assigned paper. Please avoid general questions or questions that can be answered with a simple "yes" or "no".
Start posts without including general background information or introductions. Adopt a formal discussion style without using bulleted lists or lists. Each post should around 300 words.
2.
The last classes will be devoted to the presentation of the research exercises carried out by the attending students. In particular, through class discussion on how to construct a qualitative research design and interview guide, the course aims to train students to conduct social research aimed at investigating social issue with a gender and intersectional approach, and to be able to present the empirical material collected in class.
3.
The written paper - to be developed in pairs (8,000 words, excluding appendix) - aims to test the students' knowledge and analytical skills in line with the expected learning outcomes. In particular, the paper is to be developed on the basis of a research exercise to be conducted using the qualitative interview technique. The paper is assessed on the basis of the ability to critically discuss the issues addressed during the course. In particular, the paper must consist of five parts:
i. Illustration of the topic to be addressed and the research question to be answered
ii. Description of the research design and the empirical context in which it was conducted
iii. Argumentation of the research method used (offline or online interviews)
iv. Presentation of the main research findings
v. Discussion and conclusions
Finally, the interview guide used, and the informed consent must be included in the appendix.
The assessment takes into account the students' ability to critically illustrate their arguments and the appropriateness of the specific language related to the study of gender and society. The ability to make connections between the concepts addressed during the course and the research exercise carried out constitute further elements of assessment.
--
For NON-ATTENDING students, the assessment is based on a combination of:
1. writing of the final paper (50%)
2. oral examination (50%)
1.
The written paper - to be developed individually (5,000 words excluding appendix) - aims to test students' knowledge and analytical skills in line with the expected learning outcomes. In particular, the paper is to be developed on the basis of a research exercise to be conducted using the qualitative interview technique. The paper is assessed on the basis of the ability to critically discuss the issues addressed during the course. In particular, the paper must consist of five parts:
i. Illustration of the topic to be addressed and the research question to be answered
ii. Description of the research design and the empirical context in which it was conducted
iii. Argumentation of the research method used (offline or online interviews)
iv. Presentation of the main research findings
v. Discussion and conclusions
Finally, the interview guide used, and the informed consent should be included in the appendix.
The assessment takes into account the ability to critically illustrate students' arguments and the appropriateness of the specific language relating to the investigation of gender and society.
2.
The oral examination will take place approximately two weeks after the submission of the paper and will cover both the topics addressed in the paper and the texts indicated in the bibliography of the course.
For ATTENDING students, assessment is based on a combination of
1. class participation and posts (20%)
2. in-class presentation of the research work carried out (30%)
3. writing of the final paper (50%)
1.
Attendance will be monitored via the EasyAcademy suite. Students who attend at least 75% of the lectures are considered to be attending; a maximum of 5 absences is therefore permitted.
Students are expected to participate regularly and contribute to class discussions. Please pay attention to group dynamics so that everyone feels comfortable to speak up.
Students are required to complete assigned readings and posts before lectures with invited speakers. Posts must present thoughtful and analytical comments rather than subjective opinions. Submitting by the deadlines is essential for posts to contribute to classroom discussions. Posts submitted late will not be considered. Evaluation of the posts will focus on the students' ability to critically discuss the key concepts and arguments presented in the assigned readings, as well as the ability to craft thoughtful and relevant queries. In particular, students are asked to:
- Analyse the author's approach in providing support for the argumentation.
- Develop one or two questions for each assigned paper. Please avoid general questions or questions that can be answered with a simple "yes" or "no".
Start posts without including general background information or introductions. Adopt a formal discussion style without using bulleted lists or lists. Each post should around 300 words.
2.
The last classes will be devoted to the presentation of the research exercises carried out by the attending students. In particular, through class discussion on how to construct a qualitative research design and interview guide, the course aims to train students to conduct social research aimed at investigating social issue with a gender and intersectional approach, and to be able to present the empirical material collected in class.
3.
The written paper - to be developed in pairs (8,000 words, excluding appendix) - aims to test the students' knowledge and analytical skills in line with the expected learning outcomes. In particular, the paper is to be developed on the basis of a research exercise to be conducted using the qualitative interview technique. The paper is assessed on the basis of the ability to critically discuss the issues addressed during the course. In particular, the paper must consist of five parts:
i. Illustration of the topic to be addressed and the research question to be answered
ii. Description of the research design and the empirical context in which it was conducted
iii. Argumentation of the research method used (offline or online interviews)
iv. Presentation of the main research findings
v. Discussion and conclusions
Finally, the interview guide used, and the informed consent must be included in the appendix.
The assessment takes into account the students' ability to critically illustrate their arguments and the appropriateness of the specific language related to the study of gender and society. The ability to make connections between the concepts addressed during the course and the research exercise carried out constitute further elements of assessment.
--
For NON-ATTENDING students, the assessment is based on a combination of:
1. writing of the final paper (50%)
2. oral examination (50%)
1.
The written paper - to be developed individually (5,000 words excluding appendix) - aims to test students' knowledge and analytical skills in line with the expected learning outcomes. In particular, the paper is to be developed on the basis of a research exercise to be conducted using the qualitative interview technique. The paper is assessed on the basis of the ability to critically discuss the issues addressed during the course. In particular, the paper must consist of five parts:
i. Illustration of the topic to be addressed and the research question to be answered
ii. Description of the research design and the empirical context in which it was conducted
iii. Argumentation of the research method used (offline or online interviews)
iv. Presentation of the main research findings
v. Discussion and conclusions
Finally, the interview guide used, and the informed consent should be included in the appendix.
The assessment takes into account the ability to critically illustrate students' arguments and the appropriateness of the specific language relating to the investigation of gender and society.
2.
The oral examination will take place approximately two weeks after the submission of the paper and will cover both the topics addressed in the paper and the texts indicated in the bibliography of the course.
Professor(s)
Reception:
Tuesday 17.00-19.00 ; Wednesday 9.00-10.00
Please, get in touch via email to schedule a meeting