Outline

Overview

Adopting a comparative politics perspective, this unit of study explores the relationship between gender and family roles to state development, particularly in the aspects of political participation, human rights, and the transformation/revolution of state forms. The unit will also focus particularly on the impact of two higher order social institutions: religion and the state, and examine how both have influenced women and the family in both capitalist and socialist states.

Unit details and rules

Academic unit	Government and International Relations
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Minglu Chen, minglu.chen@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Literature Review Choose one of the seminar topics and prepare a research essay outline.	25%	Mid-semester break Due date: 03 Oct 2025 at 23:59	1500 words	AI allowed
Outcomes assessed:
Interactive oral	Discussion leadership Prepare a presentation and lead the class discussion on the week's seminar topic.	15%	Ongoing	1000 words	AI prohibited
Outcomes assessed:
Conversation	Reading Questions Raise one or two questions about the required readings each week.	10%	Ongoing	N/A	AI allowed
Outcomes assessed:
Written work	Research essay Complete a research essay that builds on your research essay outline and incorporate the feedback you have received.	50%	Week 13 Due date: 07 Nov 2025 at 23:59	3500 words	AI allowed
Outcomes assessed:

Assessment summary

Discussion Leadership: All students will choose one week to serve as a discussion leader. As the discussion leader of the week, you need to prepare a presentation. The primary objective is to engage your classmates in lively and informed analysis and application of the required readings for that week.
Literature Review: Students will produce a literature review based on any of the seminar topics of this unit of study, which examines a minimum of 10 academic sources (books, peer-reviewed journal articles and book chapterss) relevant to the topic, including the unit readings.
Research Essay: Students will build upon the literature review as a foundation to complete a research essay. In the research essay, students need to develop a clear research question, formulate a central argument addressing this question, and draw upon the reviewed literature pus additional sources if needed and use empirical data to support the argument.
Discussion questions: Every week, every student should submit 1-2 discussion questions about the readings for that week online.

Detailed information for each assessment can be found in the Canvas site for this unit

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Gendering politics	Lecture and tutorial (2 hr)
Week 02	Family	Lecture and tutorial (2 hr)
Week 03	State	Lecture and tutorial (2 hr)
Week 04	Gender, wealth inequality and policy	Lecture and tutorial (2 hr)
Week 05	Gender-based violence and state intervention	Lecture and tutorial (2 hr)
Week 06	Women, reproduction and the state	Lecture and tutorial (2 hr)
Week 07	Gender, care and policy	Lecture and tutorial (2 hr)
Week 08	Transnational gender experiences	Lecture and tutorial (2 hr)
Week 09	Representation 1: descriptive	Lecture and tutorial (2 hr)
Week 10	Representation 2: substantive	Lecture and tutorial (2 hr)
Week 11	Women as leaders	Lecture and tutorial (2 hr)
Week 12	Women as voters	Lecture and tutorial (2 hr)
Week 13	Do women understand politics differently?	Lecture and tutorial (2 hr)

Attendance and class requirements

Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

GOVT6138 Gender, Family and the State - Reading List

Part 1: Concepts

Week 1. Gendering politics

Karen Beckwith, ‘A Common Language of Gender?’, Politics and Gender, 1(1), 2005, 126-137.
Nacy Burns, ‘Finding Gender’, Politics and Gender, 1(1), 2005, 137-141.
Mary Hawkesworth, ‘Engendering political science: An immodest Proposal’, Politics and Gender, 1(1), 2005,141-156.
Mala Htun, ‘What it Means to Study Gender and the State’, Politics and Gender, 1(1), 2005, 157-166.

Week 2. Family

Stephanie Coontz, The Way We Never Were: American Families and the Nostalgia Trap, 1992, Chapter 1.
S.M. Ikin. ‘Gender, the Public and the Private’, in A. Phillips (ed), Feminism and Politics. Oxford: Oxford University Press, 1998, 116-141.

Week 3. State

Iris Marion Young. 2003. ‘The logic of masculinist protection: Reflections on the current security state’. Signs, 29: 1-25.
Frances E Olsen, ‘The myth of state intervention in the family’, Michigan Journal of Law Reform, 1985, 18(4): 835-64.

Part 2: Policy

Week 4. Gender, wealth inequality and policy

Joya Misra, Stephanie Moller and Michelle J. Budig, ‘Work-Family policies and poverty for partnered and single women in Europe and North America’, Gender and Society, 2007, 21(6), 804-827.
Miranda Stewart, ‘Sharing the wealth: tax, justice, gender and care’, Australian Feminist Studies, 2022, 37(114), 404-423.

Week 5. Gender-based violence and state intervention

Poulami Roychowdhury, Capable Women, Incapable State: Negotiating Violence and Rights in India, Oxford University Press, 2020. Chapter 1.
Abby Cordova and Helen Kras, ‘Addressing Violence Against Women: The effect of Women’s Police Stations on Policy Legitimacy’, Comparative Political Studies, 2020, 53(5), 775-808.

Week 6. Women, Reproduction and the State

Alesha E Doan and Corinne Schwarz, ‘Father knows best: “protecting” women through state surveillance and social control in anti-abortion policy’, Politics and Policy, 2020, 48(1), 6-37.
Yun Zhou, ‘The dual demands: gender equity and fertility intentions after the One-China policy’, Journal of Contemporary China, 2019, 28(117), 367-384.

Week 7. Gender, care and policy

Elise Klein, ‘Stolenwealth: Examining the Expropriation of First Nations Women’s Unpaid Care’, Australian Feminist Studies, 2022, 37(144), 442-457.
Ito Peng, ‘Social and Political Economy of Care in Japan and Korea’, International Journal of Sociology and Social Policy, 2012, 32(11/12), 636-649.

Week 8. Transnational gender experiences

Elena Fiddian-Qasmiyeh, ‘ “Ideal” Refugee women and gender equality mainstreaming in the Sahrawi refugee camps: “Good Practice” for Whom?’, Refugee Survey Quarterly, 29(2), 2010: 64-84.
Brandi Lawless and Yea-Wen Chen, ‘Multicultural neoliberalism and academic labor: experiences of female immigrant faculty in the US academy’, Cultural Studies Critical Methodologies, 2017, 17(3), 236-243.
Rocio de Diego-Cordero, Lorena Tarrino-Concejero, Maria Angeles Lato-Molina and M. Angeles Garcia-Carpintero Munoz, ‘COVID-19 and female immigrant caregivers in Spain: Cohabiting during lockdown’, European Journal of Women’s Studies, 2022, 29(1), 123-139.

Part 3. Politics

Week 9. Representation 1: Descriptive

Barnes, Tiffany D., and Stephanie M. Burchard. ‘ “Engendering” politics: The impact of descriptive representation on women’s political engagement in Sub-Saharan Africa.’ Comparative Political Studies, 46(7), 2013: 767-790.
Minglu Chen, 2022. ‘ “Innocent Young Girls”: The Search for female provincial leaders in China’. The China Quarterly, 251, 751-775.

Week 10. Representation 2: substantive

Leslie Schwindt-Bayer. 2006. ‘Still Supermadres? Gender and the policy priorities of Latin American legislators’. American Journal of Political Science, 50(3): 570-585.
Strolovitch, D. Z. 2006. ‘Do interest groups represent the disadvantaged? Advocacy at the intersections of race, class, and gender’. Journal of Politics, 68(4), 894-910.

Week 11. Women as leaders

Minglu Chen. ‘Women’s political leadership and the Party agenda: the coverage of female Politburo members in the People’s Daily’. The China Journal, 91, 44-66.
Katie Tyner and Farida Jalalzai, ‘Women prime ministers and COVID-19: Within-case examinations of New Zealand and Iceland’, Politics and Policy, 2022, 50(6), 1076-1095

Week 12. Women as voters

Inglehart, Ronald and Pippa Norris. 2000. ‘The developmental theory of the gender gap: women’s and men’s voting behavior in global perspective’. International Political Science Review 21(4): 441-463.
Jane Junn, ‘The Trump majority: white womanhood and the making of female voters in the US’, Politics, Groups and Identities, 2017, 5(2), 343-352.

Week 13. Do women understand politics differently?

Dietlind Stolle and Elisabeth Gidengil, ‘What do women really know? A gendered analysis of variety of political knowledge’, Perspectives on Politics, 2010, 8(1), 93-109.
Kolan, Kathleen. 2011. ‘Do women and men know different things? Measuring Gender Differences in Political Knowledge’. The Journal of Politics, 73(1): 97-107.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate a broad-based competency of the main theoretical and conceptual frameworks used to understand gender politics and its impact on modern life
LO2. demonstrate understanding of institutional contexts for gender and family in various societies
LO3. demonstrate awareness of the highly complex relationships between gender, family and the state and other domains such as religion, economic development, and modernisation
LO4. properly choose adequate tools and methodologies to acquire and evaluate new knowledge of gender politics
LO5. demonstrate the capacity to adopt and apply academic good practice
LO6. identify, define, investigate, and solve research puzzles
LO7. think independently, analytically, and originally within strict research discipline
LO8. demonstrate elevated awareness and understanding of contemporary social, cultural and political diversity in the world.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This is the first time this unit has been offered since 2018. I have thoroughly updated the seminar topics and reading list to include key scholarship and more up-to-date topics.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

GOVT6138: Gender, Family and the State

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links