Degree | Type | Year |
---|---|---|
Sociocultural Gender Studies | FB | 1 |
You can view this information at the end of this document.
None
The general aim of the course is to introduce students to the sociological perspective, providing a critical understanding of society through the main classical and contemporary sociological theories. The course offers conceptual and methodological tools to analyze social phenomena in their complexity, historical context, and structural interrelations.
Specifically, the course aims to:
Introduce students to classical sociological thought (e.g. Durkheim, Weber, Marx) and contemporary perspectives, understanding how these theories explain the functioning of social institutions, norms, values, and social conflict.
Examine the main forms of social inequality (gender, class, race/ethnicity, sexuality, disability, among others) from a critical and intersectional perspective.
Develop students' ability to identify how these inequalities are produced, reproduced, and legitimized within social, political, cultural, and economic structures.
Focus on sociological contributions from a gender perspective, aiming to equip students with the tools to understand power relations, social roles, and forms of discrimination that permeate contemporary society.
Promote an analytical and reflective attitude that moves beyond common-sense interpretations, allowing students to approach social facts in a systematic and methodical manner.
Strengthen the capacity to observe, describe, and analyze social reality based on empirical data, discourse, and social practices, with particular attention to the tension between structure and agency.
Unit 1: The Sociological Perspective
The sociological perspective
Classical sociological theories
Sociological perspective and gender perspective
Unit 2: Society as Norm and the Socialization Process
Social institutions, norms, and roles
Social identity and social roles
Primary and secondary socialization
Agents of socialization
Unit 3: The Analysis of Inequalities
Social structure, class, status, and mobility
Social class and education
Ethnic-based inequalities
Age-based inequalities
Social classes in the 21st century
Intersectional perspective in theanalysis of inequalities
Unit 4: Sociology of Gender
Key concepts
Gendered division of labor
Current gender inequalities
Cross-cutting theme: Sociological Methodology from a Gender Perspective
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Theoretical sessions | 40 | 1.6 | |
Type: Supervised | |||
Research | 55 | 2.2 | |
Seminaries | 15 | 0.6 | |
Type: Autonomous | |||
Reading at home | 12 | 0.48 |
Courses, reading at home
15' Survey
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.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Exam | 40 | 2 | 0.08 | CM11, CM12, CM13, KM15, KM16, KM17, KM18, SM13 |
Research | 50 | 20 | 0.8 | CM11, CM12, CM13, KM15, KM16, KM17, KM18, SM13, SM14 |
Seminaries | 10 | 6 | 0.24 | CM11, CM12, CM13, KM15, KM16, KM17, KM18, SM13, SM14 |
Assessment Breakdown:
50% group project
40% exam
10% seminars related to the group project
Minimum Requirements:
A minimum score of 4 out of 10 is required in both the group project and the exam for the final average to be calculated.
Resit Policy:
A resit of the exam and/or the group project is mandatory if:
A minimum score of 4 is not reached in either component, preventing the calculation of the final average.
The final average does not meet the minimum required to pass.
Single Assessment:
The course does not allow for single assessment, in accordance with the guidelines established by the Dean’s Office.
Non-Assessable Status:
Students will receive a grade of “Not Assessable” if they fail to submit more than one third of the assessed activities.
Academic Integrity:
If a student commits any irregularity that may significantly affect the grade of an assessment activity, that activity will be graded with a 0, regardless of any disciplinary proceedings that may follow.
In the event of multiple irregularities in the assessment activities of the same course, the final grade for the course will be 0.
For this course, the use of Artificial Intelligence (AI) technologies is permitted exclusively for support tasks, such as bibliographic or information searches, text correction, or translations.
Students must clearly identify which parts have been generated using this technology, specify the tools used, and include a critical reflection on how these tools have influenced the process and the final outcome of the activity.
Failure to be transparent about the use of AI in this assessed activity will be considered a breach of academic integrity and may result in a partial or total penalty in the activity’s grade, or more serious sanctions in severe cases.
T1_01Paradeda, D., Pintos Andrade, E. W., & Ríos, A. (2007). Sociología (2ª ed.). Ituzaingó: Editorial Maipue. 12-16
T1_02. Berger, P. L., & Luckmann, T. (2001).La construcción social de la realidad: Un libro en la sociología del conocimiento. Amorrortu Editores. 21-24
T1_03. Portantiero, Juan Carlos.La sociología clásica: Durkheim y Weber. Estudio preliminar y selección de textos de Juan Carlos Portantiero. 2ª reimpresión. Buenos Aires: Centro Editor de América Latina (CEAL), 1987. 7-33
T2_04. Simkin, Hugo & Becerra, Gastón. (2013).El proceso de socialización. Apuntes para su exploración en el campo psicosocial. Ciencia, Docencia y Tecnología. 14. 119-142.
T2_05. Rivas, E. P. (s.f.). Socialización y aprendizaje social. En Fundamentos de Psicología Social (Cap. XXIV). Universidad del País Vasco. Recuperado de https://www.ehu.eus/documents/1463215/1504276/Capitulo%2BXXIV.pdf
T3_06. García López, E. (2024). La percepción social de la desigualdad en España: una aproximación. En VI Informe sobre la Desigualdad en España 2024 (pp. 167-181). Fundación Alternativas. Recuperado de https://fundacionalternativas.org/wp-content/uploads/2024/05/IDES_2024-3.pdf 50-72
T3_07. Torrents Vilà, D., Merino, R., Garcia, M., & Valls, O. (2018). El peso del origen social y del centro escolar en la desigualdad de resultados al final de la escuela obligatoria. Papers. Revista de Sociologia, 103(1), 31-54.
10. Botia-Morillas, C. (2013). Cómo diseñar una investigación para el análisis de las relaciones de género. Aportaciones metodológicas. Papers. Revista de Sociología, 98(3), 437-468.
Available on Moodle
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 | second semester | morning-mixed |
(TE) Theory | 1 | Spanish | second semester | morning-mixed |