Psychosocial Construction of Identities and Diversities
Code: 106971 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Sociocultural Gender Studies | FB | 1 |
Contact
- Name:
- Joan Pujol Tarres
- Email:
- joan.pujol@uab.cat
Teachers
- Joan Pujol Tarres
- Alejandra Araiza Diaz
- Maria Beatriz San Roman Sobrino
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
There are no prerequisites for this course.
Objectives and Contextualisation
This subject offers significant knowledge related to the following goals:
- To understand the psychosocial factors (personal and interactional, historical and cultural) that intervene in the configuration of gender identity, gender expression and sexual orientation.
- To understand how power relations influence the intersectional constitution of dominant social categories.
- To analyse the processes of subjection and subjectivisation involved in the intersectional construction of identities.
- To analyse the processes of performative constitution of identities in concrete interaction contexts.
- To develop a critical perspective towards the effects of oppression of the normative sex-gender system.
Learning Outcomes
- CM03 (Competence) Put teamwork skills into practice: a commitment to the team, regular collaboration, encouraging problem solving.
- KM06 (Knowledge) Understand the foundations of the social and psychological sciences in order to analyse the relationship between the history of gender relations, the significance of sexual differences and how inequalities are generated, as well as the psychosocial impact they have in the contemporary context of globalisation.
- KM07 (Knowledge) Identify the intersection of different areas of inequality, such as class, race, sexuality, gender expression, age or disability in order to analyse psychosocial problems related to gender in globalised societies.
- KM08 (Knowledge) Integrate the psychosocial scientific knowledge acquired when studying gender-related issues in androcentric and binary societies.
- KM74 (Knowledge) Recognise the resources necessary for the relationship between care programmes for people in a situation of dependency and equality and equity plans in institutions, companies, and public, private and non-governmental organisations.
- SM03 (Skill) Search for examples of psychosocial processes related to gender identity in everyday life found in the main discursive phenomena, and document them.
- SM04 (Skill) Apply knowledge on psychosocial and cultural variability and its genesis in order to avoid gender inequalities and projections in the field of health.
Content
The following contents will be worked on in the course:
- Psychosocial construction of individual and collective identities.
- Psychosocial construction of identity throughout the life cycle.
- Analysis of the construction of identities in intersectional spaces of coexistence.
- Power relations and social categorization.
- Gender diversity and sex-affective diversity.
- Subjection and subjectivization processes.
- Processes of differentiation, normativity and gender-related discrimination.
- Gender performtaivity and queer perspective.
- Intersectional perspective and analysis of identity construction.
- Agencies, resistance and social transformation.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Lectures | 45 | 1.8 | KM06, KM07, KM08, KM74, KM06 |
| Type: Supervised | |||
| Case study analysis | 20 | 0.8 | CM03, KM08, KM74, SM03, SM04, CM03 |
| Oral presentations | 5 | 0.2 | CM03, KM08, SM03, SM04, CM03 |
| Tutorials | 5 | 0.2 | KM08, KM74, SM04, KM08 |
| Type: Autonomous | |||
| Assigments | 30 | 1.2 | CM03, KM06, KM07, KM08, KM74, SM03, SM04, CM03 |
| Readings and analysis of bibliographic material | 30 | 1.2 | KM06, KM07, KM08, KM74, SM03, SM04, KM06 |
| Search for documentation | 15 | 0.6 | KM06, KM07, KM08, KM74, SM03, KM06 |
Based on the orientation and information of the informative classes, students will develop group assignments involving (1) search for documentation; (2) reading and analysis of material; (3) review of practical cases; (4) oral presentations. The assignments are tutored and presented to the class.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Ev1: Exam | 30% | 0 | 0 | KM06, KM07, KM08, KM74, SM04 |
| Ev2a: Group Assigment | 20% | 0 | 0 | CM03, KM08, SM04 |
| Ev2b: Group Assigment | 20% | 0 | 0 | CM03, KM07, KM74, SM04 |
| Ev3: Oral Presentation | 20% | 0 | 0 | CM03, KM06, SM03 |
| Ev4: Online exercises | 10% | 0 | 0 | KM06, SM03 |
Assessment
The assessment for the course "Psychosocial Construction of Identities and Diversity" is structured around five learning outcomes (Ev1-Ev5).
Ev1: Final Exam (30% of the grade): This is an individual assessment consisting of 45 multiple-choice questions, and students have 35 minutes to complete the exam. This component primarily assesses knowledge and understanding of the fundamental concepts, theories, and research covered throughout the course.
Ev2a and Ev2b: Group Work (20% each, for a total of 40% of the grade): These two learning outcomes require students to work in groups to produce a collaborative project, which is submitted in written form.
Ev3: Oral Presentation (20%): This assessment is based on group work to be presented to the entire class. The series "Autodefensa" is analysed to examine how gender identities and diversity are represented and constructed in current popular culture, applying the concepts covered in the course.
Ev4: Online Exercises (10% of the grade): During the course, a series of online exercises will be conducted that will involve participation and the application of concepts.
- To pass, the student must obtain a weighted average of the assessment activities equal to or greater than 5. To be included in the average, EV1 score (Exam) must have a value equal or greater than 4 (on a scale of 0 to 10).
- A course grade will not be earned if less than two Ev2 (assignments) are submitted.
- The student can recuperate failed assignments if it obtains a final mark between 3 and 5. The recuperation will have a similar format, and the maximum total score of the assignment will be 5.
- Evidences with plagiarism will have a null grade and the grade coordinator will be informed so to take appropriate action.
Inthe event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero grade for this activity; regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities, the student will receive a zero as the final grade for the class.
Single assessment
- To opt for Single Assessment, you must apply using the corresponding form following the official calendar.
- The assessment activities will be the same as in the continuous assessment, and group work will be carried out among people taking the single assessment.
Use of Artificial Intelligence
The "Psychosocial Construction of Identities and Diversity" course allows the use of AI as part of your learning process in the preparation of your assignments. AI is a technology that is already redefining many areas of our society, including the professional and academic spheres, and, as professionals, you must learn to interact with these technologies effectively and ethically. The university setting is a good place to become familiar with AI, explore its capabilities, and understand its limitations. The goal is not for AI to replace your critical thinking or reflection, but rather for it to become a tool that enhances your analytical capacity. It is crucial that the use of AI be transparent and accountable, identifying the specific tools you have used and including a critical reflection on how AI has influenced your process and the outcome of the activity. Your personal contribution to the analysis and reflection must be significant.
Bibliography
Basic References:
- Bosson, Jennifer Katherine, Joseph Alan Vandello, y Camille E. Buckner. 2021. The Psychology of Sex and Gender. 2a edició. Thousand Oaks: SAGE Publications, Inc.
- Else-Quest, Nicole M., y Janet Shibley Hyde. 2022. The Psychology of Women and Gender. 9a edició. Los Angeles: SAGE Publications, Inc.
- Spade, Joan Z., y Catherine G. Valentine. 2019. The Kaleidoscope of Gender: Prisms, Patterns, and Possibilities. 6a edició. Los Angeles: SAGE Publications, Inc.
Complementary References:
- Calvo García, G. (2013). La construcción de la identidades sexuales en la adolescencia. Cuatro estudios de caso de mediadoras y mediadores del programa educativo Forma Joven [Doctoral Thesis, Universidad de Cádiz]. http://rodin.uca.es:80/xmlui/handle/10498/18491
- [Cuck Philosophy]. (2019, September 11). What did Baudrillard think about The Matrix? [Video File]. https://www.youtube.com/watch?v=bf9J35yzM3E
- Delgado Morales, J., & Delgado Morales, J. (2016). Identidad psicosocial y género: mujeres en la policía local de la Comunidad de Madrid [Info:eu-repo/semantics/doctoralThesis, Universidad Complutense de Madrid]. https://eprints.ucm.es/37412/
- Duarte López, I. (2014). Marcadores de género en la infancia. Educación y Ciencia, 17, 105–121. http://revistas.uptc.edu.co/revistas/index.php/educacion_y_ciencia/article/view/5280
- Egaña Rojas, L. (2016). Trincheras de carne. Una visión localizada de las prácticas postpornográficas en Barcelona [Ph.D. Thesis, Universitat Autònoma de Barcelona]. https://www.tdx.cat/handle/10803/382641
- Esteva De Antonio, I., Asenjo Araque, N., Hurtado Murillo, F., Fernández Rodríguez, M., Vidal Hagemeijer, Á., Moreno-Pérez, O., Lucio Pérez, M. J., & López Siguero, J. P. (2015). Documento de posicionamiento: disforia de género en la infancia y la adolescencia. Grupo de Identidad y Diferenciación Sexual de la Sociedad Española de Endocrinología y Nutrición (GIDSEEN). Endocrinología y Nutrición, 62(8), 380–383. https://doi.org/10.1016/j.endonu.2015.03.004
- Gandarias-Goikoetxea, I. (2016). Hasta que todas seamos libres: Encuentros, tensiones y retos en la construcción de articulaciones entre colectivos de mujeres migradas y feministas en Euskal Herria [Ph.D. Thesis, Universitat Autònoma de Barcelona]. https://www.tdx.cat/handle/10803/399834
- García Fernández, N. (2017). Difracciones amorosas: deseo, poder y resistencia en las narrativas de mujeres feministas [Ph.D. Thesis, Universitat Autònoma de Barcelona]. https://www.tdx.cat/handle/10803/457570
- García-Santesmases Fernández, A. (2017). Cuerpos (im)pertinentes: Un análisis queer-crip de las posibilidades de subversión desde la diversidad funcional [Ph.D. Thesis, Universitat de Barcelona]. https://www.tdx.cat/handle/10803/402146
- Gartzia, L., Aritzeta, A., Balluerka, N., & Barberá, E. (2012). Inteligencia emocional y género: más allá de las diferencias sexuales. Anales de Psicología, 28(2). http://www.redalyc.org/resumen.oa?id=16723135028
- Grau, J. M. (2017). Del transexualismo a la disforia de género en el DSM. Cambios terminológicos, misma esencia patologizante. Revista Internacional de Sociología, 75(2), e059–e059. https://doi.org/10.3989/ris.2017.75.2.15.63
- Hurtado García,I. (2016). Cuerpos impropios: amputaciones voluntarias y reflejos mediáticos. In Cultura, salud, cine y televisión: recursos audiovisuales en las ciencias de la salud y sociales (pp. 101–122). Publicacions URV. http://www.publicacions.urv.cat/llibres-digitals/antropologia-medica/11-antropologia-medica/598-cultura-salud-cine-y-television
- Lugones, M. (2011). Hacia un feminismo descolonial. La manzana de la discordia, 6(2), 105–117. https://dialnet.unirioja.es/servlet/articulo?codigo=8892964
- Marchante Hueso, A. (Diego). (2016). Transbutch. Luchas fronterizas de género entre el arte y la política [Tesis Doctoral, Universitat deBarcelona]. https://www.tdx.cat/handle/10803/370854
- Monforte, J., & Úbeda-Colomer, J. (2019). ‘Como una chica’: un estudio provocativo sobre estereotipos de género en educación física. Retos, 36, 74–79. https://recyt.fecyt.es/index.php/retos/article/view/68598
- Pérez i Quintana, A. (2013). La influència dels estereotips de gènere en l’emprenedoria: una aplicació en el context de Catalunya [Ph.D. Thesis, Universitat de Barcelona]. https://www.tdx.cat/handle/10803/132694
- Rabasa, A. P. (2018). Los talleres Drag King: Una metodología feminista de investigación encarnada. Investigación Teatral. Revista de artes escénicas y performatividad, 9(13), 55–79. https://doi.org/10.25009/it.v9i13.2555
- Reverter-Bañón, S. (2016). Reflexión crítica frente al neurosexismo. Pensamiento. Revista de Investigación e Información Filosófica, 72(273), 959–979. http://revistas.upcomillas.es/index.php/pensamiento/article/view/7694
- Sabuco, A. (2022). El pensamiento situado y tentacular de donna haraway: aportaciones para una epistemología feminista confluyente. Revista General de Derecho Público Comparado, 31.
- Voria, M. A. (2014). Géneros contingentes. Luchas por el reconocimiento en contextos de crisis social [Ph.D. Thesis, Universitat Autònoma de Barcelona]. https://www.tdx.cat/handle/10803/284402
Software
The UAB statutes states that teaching at the University is developed in a framework of coexistence and solidarity based on the principles and values of an open and democratic society. It is for this reason that, although there is no mandatory software, we recommend using free software.
Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Spanish | first semester | morning-mixed |
| (TE) Theory | 1 | Catalan/Spanish | first semester | morning-mixed |