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• College of Social Sciences and International Studies

Undergraduate Module Descriptor

SOC3108: Sociology of Family and Gender

This module descriptor refers to the 2021/2 academic year.

Module Content

Syllabus Plan

Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following themes:

1. Families in the 21^st century: An overview of recent trends in post-industrialized societies
2. Theories of gender in the context of the family institution
3. Social and political aspects of reproductive behaviour
4. Women’s education and fertility: A dynamic relationship
5. Family policy and the opportunity costs of children
6. ‘Doing gender’ and the division of paid and unpaid labour
7. Who cares? Social aspects of care work
8. Trends in assortative mating and union formation
9. Union stability and the gendered division of labour
10. Gender perspectives of union dissolution
11. The relationship between gender equality and family dynamics

Learning and Teaching

This table provides an overview of how your hours of study for this module are allocated:

...and this table provides a more detailed breakdown of the hours allocated to various study activities:

Online Resources

This module has online resources available via ELE (the Exeter Learning Environment).

How this Module is Assessed

In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.

Formative Assessment

A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.

Summative Assessment

A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.

...and this table provides further details on the summative assessments for this module.

Re-assessment

Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.

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