Executive Summary

This section should explain the reason for the project and provide a summary of our research,
conclusions and recommendations that may serve as a replacement of the entire document.

Introduction of Opportunity
There is a prevalent need for education at Boise State University on the topics of sexual assault
prevention and acceptance of gender/sex differentiation in our diverse student body. Reasons
include increased risk factors for sexual assault, a lack of recognition about gender terminology
and intolerance of sexual minorities, such as homosexual and transgendered students. We
believe that a required gender studies course can alleviate these cultural biases by educating
students about such sensitive issues.
Research Methods
To determine the extent of similar programs as other universities, thirteen peer universities were
contacted with a questionnaire about gender studies education currently offered. Two separate
surveys were distributed to current faculty members and students with the goal of determining
current attitudes towards a gender studies requirement. A student survey also served to
determine the current level of awareness about gender education. Finally, the chair of the
sociology department was contacted to determine the current requirements of gender studies
education at Boise State University.
Results of Research
Only San Francisco State University replied to the questionnaire and advised that every new
student is required to participate in an online education module that they hope to expand a
campaign of violence prevention education. Currently at Boise State University, the Womens
Center provides sexual assault prevention information but no classes are offered that specifically
relate to sexual assault prevention or gender/sex differentiation.
Responses from five faculty members indicate that student attitudes towards sexual minorities do
not present an issue in their departments. Eight percent of responders replied that they did not
feel that discrepancies between students within the department could be alleviated through
gender studies. Fifty percent of responses indicated that the responders agreed or strongly agreed
about the need for a mandated gender studies requirement and seventy percent of responders
disagree that students leave the university with gender studies needed.
Forty-nine responses were received from the student survey and indicate the majority of students
are moderately aware of sexual assault education but not as aware of gender/sex differentiation
education with seventy-two percent choosing slightly aware or not at all aware. Student
attitudes about including a gender studies requirement are split nearly in half with thirty-seven
percent indicating disagreement and forty-three indicating agreement.

Conclusions and Recommendations

Overall, gender studies education is limited at Boise State University as well as other peer
universities but 65% of faculty disagreed with the statement that students graduate with adequate

gender studies knowledge. While student responses were nearly split in their opinion of adding
the requirement, the responses did not indicate adequate knowledge of gender-related topics.
We recommend that additional research be supported and conducted on this topic as the climate
for students and faculty changes about the importance of gender studies. Additional primary
research may include a pilot study to determine a possible curriculum, number of credit hours to
be offered and feasibility of making the mandated study program available.