Women Studies Course Impact on Students Community College: Becoming more tolerant toward diversity! by Dori Klosi

University “Ismail Qemali” Vlore, Albania

Women Studies Course Impact on Students Community: Becoming more tolerant toward diversity!

Dorjana Klosi University “Ismail Qemali”, Vlorë Lector dklosi@univlora.edu.al

Lulzim Hajnaj University “Ismail Qemali”, Vlorë Docent lhajnaj@univlora.edu.al

Abstract

Providing students with the knowledge of gender equality and equal opportunities among different races, enthinicity, sexual orientation, helps them to analyze and understand the prospect of gender and diversity in planning and implementing activities, policies and projects targeting women and men participation in them. This equality should be manifested in economic, political, and social equality for both sexes.

Womenâ&#x20AC;&#x2122;s Studies course has a direct impact on studentsâ&#x20AC;&#x2122; lives and their social relationships, regarding family and friendship, because it deals with social problems faced by women and girls in Albania, their present status and position. Students, as a social community have the major role in changing gender stereotypes and improving their impact on the position of women and men in family and society, the increasing participation of women in the economy, in decision-making in the field of media, civil society, and above all the institutionalization of "Gender Studies", etc..

Such students report that the greatest impact of their Womenâ&#x20AC;&#x2122;s Studies course is on how they conduct themselves at family, social environment and work. Such students thus function as change agents in the society.

Content: 1. Introduction 2. Objectives 3. Subjects, Methods and Materials 4. Gender integrity 4.1 The importance of gender integrity 4.2 The situation of gender development 5 School and gender integrity 5.1 Present situation of Womenâ&#x20AC;&#x2122;s Studies 5.2 Factors impacting on the institutionalization of Gender Integrity 6 The impact of Gender Studies at the University of Vlora 7 The impact of Gender Studies in society 8 Institucionalization of Gender Studies 9 Conclusions 10 References 11 Appendix

1. INTRODUCTION Gender Studies is the course done at University of Vlora and its main objectives are: women’s roles, contributions and impact in society, as well as women’s position in govermental instituions and other social issues, such as cultural, racial and social diversity.

Gender studies and integiry aim to forge and increase social awareness for the change of social roles of women. Its main objective is to bring and study both genders in nowdays prespective, in the time where we live and act. It is important to look beyond traditional roles of women and girls as merely “house keepers” and boys as “commanders”1.

During the 2009-2010 academic year, the University of Vlora, Human Sciences Department introduced a new compulsory, interdisiplinary course: Women’s Studies. Most 1

Qendra Aleanca Gjinore Për Zhvillim(2007) Paketë Burimore për Përkatësinë Gjinore. f, 3-6.

of the students didn’t have clear ideas what was it and what was the core of the course. Thus, the majority of students who decided to attended the course in the first semester, were intrigued by its title: Women’s Studies; Gender Studies. After an accurate survey, it came out that a great number of students attending the course are from the Faculty of Human Sciences, so they belong to the field of education. However, the number of natural sciences students is increasing. On these grounds, education is an important feature in establishing market labour participation.

Characteristic of this course is the promotion of critical thinking to better understand women’s situation in various domains, such as: economy, politics, the media, arts, literature, employment and other problematic social issues emerging from gender roles and stereotypes defined by society. Gender Studies students learn to develop self-confidence, to be tolerant toward diversity; they are introduced with women’s actual situation in labour markets, politics, women trafficking, domestic violence, etc, in Albania.

2. OBJECTIVES The fundamental objective of the study was to find out how Women’s Studies course affects social mentality toward women’s equal opportunities to men in various domain of life and in the labour market. In pursuing this issue, it should be worked in two directions:

1. Increasing students’ awareness for the exictence of other normal attitudes regarding women and people who are different from us. Students should be taught to look beyond what is considered normal by society and should start to look for new dimension of thinking and living. 2. Illuminating the new generation of teachers, and society where we live; to look under a different perspective the social roles by taking into consideration students’ gender identity, this is the phase and place where the personality of the child is developed.2

3. The institutionalisation of Women’s Studies course and implementation of equal opportunities policies have an impact on women’s professionalisation and equal achievements in the social and labour market;

Qendra Aleanca Gjinore Për Zhvillim(2007) Paketë Burimore për Përkatësinë Gjinore. f, 3-6.

Gender stereotypes and traditional roles affecting women and men position in society and family are the reason for designation of gender studies module. It is addressed to students of social sciences, but it also involves students of other disciplines.

4. SUBJECTS, METHODS AND MATERIALS Subjects Students of Women’s Studies course are subjects of this study. 240 male and female students (fall 2009) and 382 male and female students (spring 2010) of University of Vlora, took part voluntary and genuinely in the one-year study. Methods and Materials For the successful completion of this study the authors used a range of materials and methods such as: 1) Open class discussions; personal interviews. 2) Self-evaluation reports and other written material written by students basing on the units of Women’s Studies. 3) Questionnaire based on different questions regarding various topics of Women’s Studies. 4) Bibliography: studies, books, articles (foreign/national writers).

5. GENDER INTEGRITY AND ITS IMPORTANCE “Gender equality means an equal visibility, empowerment and participation of both sexes in all spheres of public and private life. Gender equality is the opposite of gender inequality, not of gender difference and aims to promote the full participation of women and men in society”.3

This means that gender integrity should become a full and natural part of common policies. a. The importance of gender integrity Gender integrity: ℘ It involves women and men and it fully uses its human resources. This represents a clear shift from equality work undertaken by some women, to the use of all resources and to the involvement of men in gender problems and in achieving gender equality.

Council of Europe, Gender Mainstreaming (1998).

℘ It makes gender equality visible in society. This strategy makes gender equality more

obvious because it requires its integration in all the problems of society. So, it takes into account variability between husband and wife. ℘ Put people at the center of policy making. Politicians should pay more attention

various effects of policies on the lives of citizens; this approach implies a more human and less economic impact in managing contemporary societies. ℘ If gender integrity is included in policy-making, it will rise in a new dimension of governance and it will show that the policies are never neutral about sex. b. The situation of gender integrity in Albania.

Over the last decade4, Albania has given some importance to the factors determining the status of women in society and the quality of her life, such as women's participation in community life and decision making, resource consumption within the family, and personal dignity of women, etc... But most of the ideas are still on paper, because the reality is far from man and women being equal in every field of life.

Gender Development Index for Albania, has measured gaps between women and men under the perspective of skills and living conditions, based on variables such as life expectancy, education and income. According to calculations, Gender Development Index for Albania, based on data of 2009, Albania was ranked 61st in the classification of 173 United Nations countries that account for this index. On this level, Albania belongs to the group of countries with medium level of gender development. Albanian women still don’t have equal access to decision-making at a central and local level, in the areas of education, health care, employment, public services and prevention of domestic violence. Women, in general, are paid special attention in time of elections by increasing the % of women deputes in parliament, but the promised 30% aimed wasn’t reached in the last Albanian polls. As well, for this vision to be achieved, numerous interventions, strategies and “pro gender” policies assuring positive changes in the women’s lives are necessary. 6. SCHOOL AND GENDER INTEGRITY Education and culture have a very important and decisive role in the process of gender equality. Without hyperbolizing the role of education, we should also accept its importance as awareness tool on gender equality issues and its importance towards development of our society where men and women have equal rights and same opportunities.

Ministria e Punës, Çështjeve Sociale e Shanseve të Barabarta (2008) ‘The Albanian Woman and Gender Equality’ Case Study Based on a Nation-Wide Questionnarire on Gender Equality Situation in Albania.

Of course, school is a specific institution which serves not only to educate people, but also to create foundations of gender culture and of equal perception of boys and girls as equal beings with equal rights who are only different from sexual identity. School creates the basis of the culture of a society that is fair, equal from gender perspective, open-minded and in which undifferentiated attitude between boys and girls because of their gender and sexual identity is cultivated. In the area of education, the Strategy on Gender Equality aims at visibly enhancing the gender-based results in the educational system in Albania. The culture of gender equality, created since school time, especially elementary school, becomes a social foundation which helps people to have a fair perception on this equality during their life time. Women’s Studies as a discipline is not fully established in any Albanian university (beside the Department of Social Sciences at University of Tirana, but it’s not interdisciplinary subject). School also is itself a social product of the society and is developed within our environment which still holds masculine mentality that often appears at school programs, textbooks and teaching methods. Many students accept that education in Albania still “produces” inequality between boys and girls. Most of them very often come across wrong thoughts, concepts and ideas that keep alive gender inequality expressed through unequal treatment of boys and girls.

Exactly because even school is not a “purified” institution that is free of attitudes that produce differentiated concepts and practices as well as gender inequality. There is a need to review school programs, textbooks, curricula and teaching methods from gender perspective avoiding any kind of masculine interpretations that cultivate behaviors and culture which keep alive gender inequality. Without this cultural environment which stimulates gender equality is impossible to expect radical changes in education area.

7. THE IMPACT OF GENDER INTEGRITY AT THE UNIVERSITY OF VLORA a- The course "Women's Studies (Gender Studies) offered in 2009-2010 academic year at the University of Vlora, had a huge and positive impact on student community. This claim is also supported by the high number of students who attend the course classes regularly, especially the continuous increase of male students from 242 students, the first semester (fall 2009), to 382 students in the second semester (spring 2010). Autumn 2009-2010 Gender of respondents Female Male Total

Spring 2010

234 8 242

96.7 3.3 100

245 37 282

86 14 100

b- Most female students take it as a module within a traditional discipline and come across Women’s Studies by chance once they are at university. Those who take Women’s Studies are more likely students from humanities and they are willing to work in education field. This is a crucial factor in determining women participation in labor market. But on the other hand, it is increasing the number of natural sciences students who attend the course. Autumn 2009-2010

Spring 2010

Social sciences/ Humanities

128

52.8

140

49.6

Law

14.4

14.5

Management and business

Health sciences

8.6

12.4

Other

11.3

Total

242

100

282

100

Disciplinary fields of the respondents

c. Teaching Women’s Studies at university is a rewarding and great experience. My students range in social class; they range in age from eighteen to forty-five; and social status, from single to married women. They bring an incredible variety of experience to the issues we discuss. The course affects students' awareness of gender situation in the Albanian society, urban and rural areas, such as the city of Tirana, Vlora, Durres, Fier, etc as well as the rural areas of north and south of Albania. Students are offered a range of understangind and exploring gender, through which to read the important interactions of gender, sexual identification, ethnicity, class, and nationality. The rewards are great, but so are the difficulties. Our students are also diverse in academic preparation. Some have read widely and have good academic skills; many have intellectual capacity but only limited opportunity to develop academic skills; and some are very weak and some come from societies where women were and still are behind men in decisionmaking, owning properties of even speaking after their husbands and some students are quite the opposite in family and social status. Table 1. Students’ attitude to Women’s Studies course. Student Perception Questionnaire Semester : fall-spring

Year 2009-2010 Gender: male/female

Total: 524

Strongly agree

Agree

Agree somewha t

Neutral

Disagree somewha t

Disagree

Strongly Disagree

The Women’s Studies Program has improved my understanding of gender systems.

82%

---

The Women’s Studies Program has broadened my thinking about

49%

18%

12%

diversity. 3)

I have used Women’s Studies knowledge, critiques, values or skills in other courses.

34%

13%

27%

The Women’ s Studies Program has prepared me for becoming an informed active citizen

67%

18%

---

I have used Women’s Studies knowledge, critiques, values, or skills in some aspect of my life.

72%

12%

---

As it can be seen by the table, students have had positive attitudes towards Women’s Studies course and topics discussed in classes. 82% of students admitted that the course has improved their understanding of gender system; 67% believed they are informed citizens; 72% have used the Women’s Studies knowledge, critiques, values or skills in some aspect of their lives, but approximately 8% were neutral or disagreed under the pretext that they can change themselves but not their families, partners or friends. Only 27% of students are neutral in using their knowledge, critiques or skills in other courses; but 56% used the information taken at Women’s Studies in other courses and 17% disagreed about using their knowledge and values in other subjects. d. The most important factor is: students attending this course, develop the ability to analyze gender stereotypes and change them (on personal level), this change generates the competence to change other stereotypes such as race/ethnicity or sexuality. In this way, increases the degree of tolerance and ability to deal with diversity. This element is too evident in the Albanian context5. To the question “Women’s Studies Program has broadened my thinking about diversity”, 20% students strongly disagreed about it. The main reason of this answer was “no tolerance” toward sexual diversity (homosexuality), making exception for ethnic, race, religious, and diversity. But, more than 70% have expressed solidarity toward diversity and personal freedom; 6% are neutral but they say: I don’t bias them, and it’s OK as far as they don’t bother me because I can’t tolerate a homosexual in my friendship. A student is expressed as follows6: ℘ Because of this course, and discussions in class, but also because of numerous

course researches we had to do, I understood the clear connection that exists between gender and ethnicity, sexuality, social class and age. However, basing on the lectures, as well as on my experience, I realized that it must be said that sex is the principle or primary element that determine the social structure ... Knowing all this information and life experience, we are given the tools available to position ourselves in the society and family ... I try to share with others, every new lesson I learn from life... 5 6

Bourdieu, Pierre and Jean Claude Passeron (1977) Reproduction in Education. Society and Culture. London: Sage.

http://panketim.univlora.edu.al/1134

The number of female and male students in the courses generated arguments and debates in all lectures. In their endeavor to be dominant, male students attempt to impose their perspective. However, a few weeks later, the voices of male students become quiter and less aggressive and some of them begin to change their attitudes toward women. e. The large number of students attending this course showed curiosity and sensitivity

that students (as members of our society) have toward gender issues in general and the position of women in closer view. Women’s Studies students acquire a significant number of important key knowledge during their training including knowledge of gender and diversity issues, equal opportunities, critical thinking, self-confidence, and the ability to argue effectively. However, students sometimes think that their subject, Women’s Studies and its positive elements still don’t have the right and full echo at the student community. Here are some of the students’ opinions who have attended this course7: A student is expressed thus: “it was a friend of mine who introduced me to Women’s Studies. She was attending this course, main topic of which was gender inequality… I attended a class, and as soon as I heard about male domination, something inside me changed and awoke the interest to attend this course the next semester”. Other opinions are: ℘ First of all, [Women’s Studies] has given me a different knowledge of myself, both at an individual and at a gender level. Indeed, you can get practical knowledge and specific skills, but I don’t know to what extent they are recognized in the labor market. You therefore keep this knowledge to yourself.’ ℘ “I have become much more tolerant to various forms of being a woman, and I’m much more willing to accept things which I didn’t accept before. ℘ “Gender Studies taught me to be more sensitive to other people’s situations, sharing opinions with classmates changed my perspective for women positions”. ℘ “This course is a priority for all those who attend it.”

℘ “It’s a beautiful subject. You can learn a lot by attending it.” ℘ “The course arouses awareness toward human being equality and women integration in society.” ℘ “very nice subject, in which students get integrated to social issues”; ℘ “I congratulate you for this particular subject; it has an immense impact to students. I would consider it as a window to change social mentality and to understand the rights and freedoms of the individual”. ℘ “This subject is very interesting because it has to do with US, men and women, the problem our society face every day”. 7

http://panketim.univlora.edu.al/1134

℘ It is a very beautiful subject; it is particular because of its title, and it’s more attractive to attend it. I have learnt a lot about women and society, and I have suggested to my U.V. friends to take it the next semester. ℘ Etc… 8. THE IMPACT OF GENDER INTEGRITY IN SOCIETY The biggest change of Women’s Studies students’ social life was to establish friendly relations with other women and the unity that they showed during the course. Also, there was positive response of male students of this course assuming that ALL the matters: economic, cultural, social or political-are women's issues because women represent half the human race. It is clear that the opposite is also true: all so-called women's issues (house-keeping, preparation for marriage, rape, pornography, murder of the fetus, etc.) are not just women's issues, but social issues. It is unfortunate that for a long time only women and women’s organizations have shown a real concern about these issues. However, it is encouraging that men and boys, as member of our society, are becoming more sensitive to the so-called women issues. Table 2. Students’ reflection of Women’s Studies knowledge in family and society. Student Perception Questionnaire Semester : fall-spring Year 2009-2010 Gender: male/female Total: 242 +282=524 students Has the W. Studies course made any 64% 25% 7% 5% Neutral Disagree difference to the way you think about Agree Agree somewhat other women? How?

--Disagree

somewhat

Has the W. Studies course encouraged you to take any action to support other women? If so, describe. Did W. Studies course make you rethink your views on power and leadership in family, society?

57% supported their mother/ sister/ female friends

59% Agree

12% positive

How do you describe attitudes towards women in your area?

Which of these issues affect women in your community:

30% domestic violence

25% wanted to do something, but didn’t know how or couldn’t do anything.

13% no action at all

16% Agree somewhat

11% Neutral

7% Disagree somewhat

7% Disagree

56%

mixed

24% negative and abusive

don’t know

other

15% unemployment

5% single parenting

27% financial worries/ poverty

16% Depression/ lack of selfesteem

7% tiredness loneliness or isolation

Are you employed?

Did W. Studies course challenge your own ideas, attitudes and practices towards women in your workplace or community?

15% Full-time

28% part-time

occasionally

17%

40% students

46%

31%

17%

---

Agree

Agree somewhat

Neutral

Disagree somewhat

Disagree

About 70% of students agreed that Women’s Studies affected their way of thinking of their being as female and the way of thinking for other women as well. They hold the idea that female should support each-other and should appreciate themselves. 57% have taken steps in changing their status in family and in supporting their mothers, sisters and female friends. It is important the fact that male students have shown sensibility to their mothers, and girlfriends, but were less comprehensible toward their sisters or fiancée. Many students have expressed that something has changed in their relations with parents, children and society. Above all, they have undergone considerable changes in relation with partners8. About two-thirds (2 / 3) of the respondents indicated that it is necessary to review family and social status, by changing gender equality situation at home (e. g., the division of household between siblings or partners). A request of the respondents was that knowledge of gender must be taken in earlier stages, possibly starting primary school. So, Gender Studies, not only affects students' personal awareness but also their interpersonal relations: family and social life. In many of the past and now days Albanian societies, people did/do not have equal rights in choosing jobs or education; for example, women cannot find work as easily as men because many people think that men are smarter and more capable than women9. Young women are particularly vulnerable due to economic reasons (they are mainly involved in supporting their families) and because of social and cultural attitudes, investment in young women’s education is not a priority. Things are slowly changing: more e more people respect human right to have equal employment opportunities, but discrimination still exist and its impact is greater at home and at work. Such students are functioning as “change agent” in society. The knowledge and skill they acquire at Women’s Studies course (critical thinking, self-confidence, tolerance towards diversity, ability to argue effectively, introducing gender issues into workplace; and being more supportive of female colleagues) is being used in family and work place. More research is needed to understand precisely how they operate in the workplace. Sensitivity toward gender integrity and gender equality is not only expressed in understanding the problem but in taking practical measures, as well. It requires equal

Bourdieu, Pierre and Jean Claude Passeron (1977) Reproduction in Education. Society and Culture. London: Sage.

Bourdieu, Pierre (2001) Masculine Domination. (1998) Trans. Richard Nice. Cambridge: Polity Press.

participation of men and women in various processes such as: decision-taking processes, law-making policies, etc… Lately, in the city of Vlora has been created a new organization: Women Network in Law-Making, gathering a large number of intellectual women of Vlora, pedagogues and students of University of Vlora. 9. INSTITUCIONALIZATION OF GENDER INTEGRITY Even though de jure,10 men and women enjoy equal rights, and while the main difficulty is observation and implementation of these rights in everyday life (de facto), there is always room to further upgrade those legal and institutional mechanisms ensuring gender equality in Albania. It is necessary to arise women consciousness about their strength and to spread the idea that men and women are equal members in family and society. Women’s Studies and Gender Integrity are important because: i. Women’s Studies as a discipline is vital in changing the mentality which governs gender roles in Albania and which serves to curtail women’s ability to participate to the full in the employment market. However, the institutionalization of Women’s Studies is still far away and its full institutionalization should be promoted through the Bologna process and by the Albanian Ministry of Education. ii. At present Women’s Studies as a discipline is predominantly taught in higher education, as part of traditional disciplines at undergraduate level. To maximize its potential impact it is important that all Albanian universities are encouraged to establish Women’s Studies as an autonomous discipline at undergraduate as well as at postgraduate level. 3.2.1 Factors impacting on the institutionalization of Gender Integrity (Women’s Studies) Factors furthering Women’s Studies institutionalization

Factors hindering Women’s Studies institutionalization

High degree of university autonomy in developing curricula

Little autonomy of university to develop curricula

Modularity

Rigid disciplinary structures

Support from women’s alliances towards institutionalization

Anti-institutional attitudes by women’s nonprofitable organizations

State support for the subject:  Financial means,  Human resources (training of policy

Absence of state support for the subject

Braidotti, Rosi, Delhez, Evelien, and Christine Rammrath (1998) The Institutionalisation of Gender Studies / Women's Studies in Europe. Berne: Swiss Science Council.

 

makers on gender issues), Full participation of women in politics and policy making etc.

According to Silius (2002), the process of the institutionalization of Women’s Studies in Europe, followed six phases (though these are not always strictly successive in all countries: 1. Activist phase (individual optional modules appear within traditional degrees) 2. Establishment phase (generic and thematic modules are introduced; interdisciplinary co-teaching units are established) 3. Integration (Women’s Studies modules become part of the core compulsory provision of traditional disciplines) 4. Professionalization (Women’s Studies degree programmes are introduced and Women’s Studies staff including professors are appointed) 5. Disciplinisation (department-like centers for teaching, research and documentation are established) 6. Autonomy (Women’s Studies functions like any other discipline with the same accreditation, funding, and degree awarding rights) 10. CONCLUSIONS 1. This discipline is based on the premise that gender as a defining category affects the

knowledge and experience. Analysis of the meaning and impact of gender as knowledge and experience of/in Gender Studies, defies not only conventional academic and traditional structures, but also socio-cultural assumptions deeply rooted in society, yet feminism and mascimilism. Including this module in the UV structure is essential for promoting new and different knowledge, but also promotes the participation of women in family, society and labor market. 2. At present Women’s Studies as a discipline is predominantly taught in higher education, as part of traditional disciplines at undergraduate level. To maximize its potential impact it is important that Ministry of Education establish Women’s Studies as an autonomous discipline at undergraduate as well as at postgraduate level.

3. Students that attend this course exhibit important changes toward the others, toward who are “different” from them and they are more open to new gender roles and behaviors. Many students have admitted that knowledge taken in Women’s Studies

course, have helped them to better understand their experiences and what changes they want to do in their social relations. 4. Women’s Studies course provide its students (male and female) with knowledge and skills, such as: a. Gender awareness. b. Knowledge of equal opportunities. c. Self-confidence d. Critical thinking ability e. The ability to establish and sustain complex arguments f. Abilities to work in a communicative, open style g. Competence in dealing with diversity. 5. So far, Women’s Studies are not an integrating part of teachers training, considering teachers play an important part in facilitating and changing teaching-learning process, including gender roles.11 6. Women’s Studies is a vital source for the dissemination of equal opportunities knowledge. Since Gender Studies addresses to socio-cultural notions of female and male, notions which are the main contribution to gender inequality and unequal access to the labor market, it is useful to extend gender at all levels of education, starting from elementary school, and this topic should be a compulsory element of training of teachers. 7. Gender studies and gender integration in elementary texts, plays a key role in creating

an acknowledged future-generation about gender and freedom. This aspect of teaching is very important if we consider the fact that through education students learn new behaviors that will ensure a gender balance and challenge to prejudices and stereotypes, concepts about life and the role/s, where individuals are able to improve their social welfare and economic and participate in public life. Education12 is the main tool of society, through which social change can be achieved. 11. REFERENCES

Ministria e Punës, Çështjeve Sociale e Shanseve të Barabarta (2008) ‘The Albanian Woman and Gender Equality’ Case Study Based on a Nation-Ëide Questionnarire on Gender Equality Situation in Albania.

Qendra Aleanca Gjinore Për Zhvillim(2007) Paketë Burimore për Përkatësinë Gjinore. f, 3-6.

Bianchi, Camilla, Gerhard, Ute, Leccardi, Carmen, Magaraggia, Sveva and Marianne Schmidbaur (2003) Comparative Data Report 4: the Relationship between Women’s Studies Training and Women’s Employment Expectations. www.hull.ac.uk/ewsi. Bologna Declaration (1999): http://europa.eu.int/comm/education/socrates/ERASMUS/bologna.pdf Bose, C. and J. Priest-Jones (1980) The Relationship between Women’s Studies, Career Development and Vocational Choice. Washington: National Institute of Education. Bourdieu, Pierre (2001) Masculine Domination. (1998) Trans. Richard Nice. Cambridge: Polity Press. Bourdieu, Pierre and Jean Claude Passeron (1977) Reproduction in Education. Society and Culture. London: Sage. Bowles, Gloria and Renate Duelli Klein, eds. (1983) Theories of Women’s Studies. London: Routledge and Kegan Paul. Braidotti, Rosi, Delhez, Evelien, and Christine Rammrath (1998) The Institutionalization of Gender Studies / Women's Studies in Europe. Berne: Swiss Science Council. Britton, Dana (2000) ‘The Epistemology of the Gendered Organization.’ Gender and Society 14: 418-34. Cameron, Deborah (2000) Good to Talk? Living and Working in a Communication Culture. London: Sage. Dever, Maryanne and Elizabeth Day (2001) ‘Beyond the Campus: Some Initial Findings on Women’s Studies, Careers, and Employers’, Journal of International Women’s Studies (May) 2/2: 53-66. Qendra Aleanca Gjinore Për Zhvillim(2007)Paketë Burimore për Përkatësinë Gjinore. f,3-.

Qendra Aleanca Gjinore Për Zhvillim (2008) ‘Të Drejtat e Grave në Kontekstin e të Drejtave të Njeriut’ 978-99956-18-57-5.

Innovation, Inclusion and Integration, The International Bank for Reconcstruction and Development, 2008, p, 75-89.

12. Appendix a- Student Perception Questionnaire Semester: fall/spring Year 2009-2010

Gender: male/female

The purpose of this questionnaire is to assess student perceptions of the outcomes they gained from the Women’s Studies Program, including knowledge, values, skills, and their applications in life. Please circle the appropriate answer indicating your level of agreement with the following statements. f. The Women’s Studies Program has improved my understanding of gender systems. A. Strongly agree B. Agree C. Agree somewhat D. Neutral E. Disagree somewhat F. Disagree G. Strongly Disagree g. The Women’s Studies Program has broadened my thinking about diversity. A. Strongly agree B. Agree C. Agree somewhat D. Neutral E. Disagree somewhat F. Disagree G. Strongly Disagree h. I have used Women’s Studies knowledge, critiques, values or skills in other courses. A. Strongly agree B. Agree C. Agree somewhat D. Neutral E. Disagree somewhat F. Disagree G. Strongly Disagree i. The Women’ s Studies Program has prepared me for becoming an informed active citizen A. Strongly agree B. Agree C. Agree somewhat D. Neutral E. Disagree somewhat F. Disagree G. Strongly Disagree j. I have used Women’s Studies knowledge, critiques, values, or skills in some aspect of my life. A. Strongly agree B. Agree C. Agree somewhat D. Neutral E. Disagree somewhat F. Disagree G. Strongly Disagree Please write a short paragraph to answer the following questions. Have any Women’s Studies course(s) been particularly helpful or insightful and why? What are your career plans?

Students’ opinions about Women’s Studies in original language:

℘ Një studente është shprehur kështu: “Hera e parë që dëgjova për Studimet Gjinore ishte nga një shoqja ime. Ajo po ndiqte këtë kurs, ku çështja kryesore ishte pabarazia gjinore...ndoqa një leksion dhe sapo dëgjova të flitej rreth dominimit mashkullor, diçka brenda meje lëvizi, dhe më zgjoi interesin për të ndjekur këtë kurs semestrin tjetër”. ℘ “Jam bërë më shumë tolerante ndaj formave të ndryshme të të qënit grua, dhe jam shumë më e gatshme të pranoj gjërat që nuk i pranoja më përpara”; “Studimet Gjinore më kanë mësuar të më e ndjeshme ndaj situatave të njerëzve të tjerë—ndarja e mendimeve me shokët e shoqet e kursit më ndryshoi perspektivën ndaj femrës”; ℘ “KJO LENDE ESHTE NJE PERPARESI PER TE GJITHE ATA QE E KANE ZGJEDHUR ATE.”; ℘ “ESHTE NJE LENDE E BUKUR.MESON SHUM NGA KJO LENDE.”; ℘ “LENDE NDERGJEGJESUESE PER BARAZIN NDAJ MESHKUJVE DHE ITEGRITETIN E FEMRAVE NE SHOQERI.”; ℘ “lend shum e bukur ku studenti intenegrohet n saj t leksjoneve t mesura”; ℘ “JU PERGEZOJ PER KETE LENDE SENSIBILIZUESE,QE KA NJE NDIKIM TE MADH PER STUDENTET.DO EQUAJANJE DRITARE PER PER TE NDRYSHUAR MENTALITETIN DHE PER TEKUPTUAR TE DREJTAT DHE LIRIN E INDIVIDIT.”; ℘

“KJO LENDE ESHTE SHUME INTERESANTE SEPSE KA TE BEJ PER NE FEMRAT DHE MESHKUJT , PER PROBLEMET QE NE DHE SHOQERIA JONE HAS CDO DITE.”; etj.

℘ ESHTE NJE LENDE SHUME E BUKUR DHE E VECANT NGA VETE EMRI I LEDES TE BENE TEREQSE TA NDJEKESH KETE KURS.ME KA MESUAR SHUME GJERA KY KURS QE KAM NDEKUR DHE PSE JO JA KAM SYGJERUAR FHE MIQEVE TE MI STUDENT NE UV.