Syllabus: Section 1 - CSUF Anthropology - California State ...

ANTH 316/ WMST 316:
Anthropology of Sex and Gender
Spring 2010
_____________________________________________________________________________
Instructor: Dr. Elizabeth Pillsworth
Office Hours:
Office: MH-426H
Tuesday, 4:00 – 6:00 pm
Office Phone: (657) 278-5603
Wednesday, 11:00 am – 12:00 pm
Email: epillsworth@fullerton.edu
______________________________________________________________________________
I. COURSE DESCRIPTION:
Questions of similarity and differences between the sexes are everywhere. In what ways do men and
women truly differ? Are these differences genetically programmed, or are they determined by the
roles and ideals specified by our cultures? Darwinian theory provides a powerful means of
understanding the origins and nature of human sex differences. In this course we will explore some of
the many ways in which evolution has shaped the bodies and minds of women and men.
II. REQUIRED TEXTS:
(1) Why Sex Matters, by Bobbi Low (2009)
(2) Supplemental Readings (posted on Blackboard). Not to exceed 20 pages per week.
**Syllabus, handouts, articles, and study guides: Posted on Blackboard
III. LEARNING GOALS: After completing this course, students should
• Gain a broad understanding of the sex and gender from an evolutionary perspective
• Be able to articulate the major theoretical frameworks used in evolutionary anthropology
• Become familiar with a selection of literature on sex and gender, and be able to critically
analyze and discuss it using an evolutionary anthropological perspective
IV. OVERVIEW OF ASSIGNMENTS:
(1) Reading Assignments
In addition to the weekly readings from the text book, there may be required supplementary readings
posted on Blackboard and/or films presented in class. All readings are required, and should be read
prior to class on Monday. Information from supplementary readings and films will be included on
the exams.
(2) Pop Quizzes
An unspecified number of pop quizzes will be given at the beginning of lectures, based on that days
readings. Combined these will make up 10% of your grade. These are intended to assist you in
keeping up with the readings on a regular basis – trust me, it works!
V. EXAMS:
There will be two exams, a midterm and a final, which will contain a combination of multiple choice,
short answer, and essay questions. A study guide will be provided a minimum of one week prior to
each exam. Exams will cover lecture, reading assignments, class discussions, and films. The final is
cumulative, and thus worth substantially more points than the midterm.

2
Make-up exam policy: Make-up exams are not automatically given; they may be allowed in certain
circumstances. You are expected to contact me prior to the exam time regarding your illness or other
circumstances. Make-up exams, if allowed, must be taken within one week of the regularly
scheduled exam.
VI. OTHER POLICIES:
Extra Credit: Extra credit opportunities may be provided at my discretion.
Cell Phones: Please turn off anything that makes noise (cell phones, PDAs, etc.) prior to class.
CSUF Policy on Academic Dishonesty: Academic dishonesty will not be tolerated. For the full
details of CSUF policy on academic dishonesty, see
http://www.fullerton.edu/senate/PDF/300/UPS300-021.pdf
CSUF Policy on Disabled Students: The University requires students with disabilities to register
within the first week of classes with the Office of Disabled Student Services (DSS), located in
UH-101 and at (714) 278 – 3112 in order to receive prescribed accommodations and support
services appropriate to their disability. Students requesting accommodations should inform
the instructor during the first week of classes about any disability or special needs that may
require specific arrangements/accommodations related to attending class sessions, completing
course assignments, writing papers or quizzes, tests or examinations. For more information,
see http://www.fullerton.edu/disabledservices/dss_student_Handbook.htm
VII. GE REQUIREMENTS MET:
This course meets the following General Education requirements:
• Lifelong Learning
To accomplish this goal, students would:
1. Further their own critical self-understanding and acquire the knowledge, skills, and attitudes
necessary to engage and reflect in learning and self-development practices.
2. Develop strategies to be integrated physiological, socio-cultural, and psychological beings to
promote a holistic awareness of lifelong learning throughout their lives.
3. Actively apply and participate in developing a lifelong commitment to health for both personal
well being (such as physical, financial, emotional, intellectual, spiritual,
social/interpersonal, and/or environmental aspects) and societal responsibility.
4. Develop themselves as responsible citizens, employees and employers, family members
and members of the global society.
• Cultural Diversity
To accomplish this goal, students would:
1. Demonstrate understanding that culture is socially constructed and fundamental to social
interaction.
2. Demonstrate appreciation of the complex relationships that various factors such as gender,
ethnicity, race, sexual orientation, religion, and class bring to a discussion of society and
culture.
3. Demonstrate understanding that because we live in an inter-connected world, we need to
understand the diversity and relationships within and among cultures.
4. Recognize and evaluate how one’s cultural history affects one’s sense of self and relationship
to others.

VIII. GRADING:
3
Grades are based on % of total points earned
GRADING SCALE:
Quizzes 20 92 – 100 % = A 78 – 79% = C+
Midterm 70
Final 110 90 – 91 % = A- 71 – 77% = C
Total Points Possible 200 88 - 89% = B+ 69 – 70% = C-
82 – 87% = B 60 – 68% = D
80 – 81% = B- Below 59% = F
Schedule
Week 1, Feb 3
Introduction - The basics of evolutionary theory and how it aids us in
understanding similarities and differences between the sexes
Chapters 1 & 2
Week 2, Feb 10
Evolution of the sexes – How differences in reproductive variance have
shaped male and female patterns of mating and parenting effort
Chapter 3
Week 3, Feb 17
Reproductive systems in apes and humans – How ecology shapes
mating systems
Chapter 4
Week 4, Feb 24
Mate choice – What men and women want, and why
Chapter 5
Week 5, Mar 3
Life history theory - Why men and women mature differently, have
different reproductive lifetimes, and age differently
Chapter 6
Week 6, Mar 10
Cross-cultural and Cross-temporal comparisons – Survey of sexual
divisions of labor, control of resources, and gender
Chapter 7

4
Week 7, Mar 17
MIDTERM 4:00 – 5:15 pm
Exam covers Weeks 1-6
Film: TBA
Week 8, Mar 24
The demographic transition – How male and female lifepaths have
changed with economic modernity
Chapter 8
Week 9, Mar 29–Apr 2
Week 10, Apr 7
SPRING BREAK
Cooperation - How male and female sexual strategies can explain
large-scale cooperation in humans
Chapter 9
Week 11, Apr 14
Conflict - Intertwining cultural and natural selection
Chapter 10
Week 12, Apr 21
Coalitions to politics – How reproductive strategies shape male and
female coalitionary psychology
Chapters 11 & 12
Week 13, Apr 28
Sex and war – How sexual selection helped shape early warfare, and
why women warriors are rare
Chapter 13
Week 14, May 5
Sex and war – War and reproductive success today
Chapter 14
Week 15, May 12
The future of sexual strategies – How changes in culture and resources
may be changing female and male strategies
Chapter 15
May 19
FINAL EXAM
5:00 – 6:50 pm

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5
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