Proposal of Mandated Gender Studies Requirements at Boise State

University: A Recommendation Report

Prepared for: Dr. Reshmi Mukherjee
Interim Director of Gender Studies
Boise State University
Prepared by: Bry Burden
Linda Rosenwinkel
Sarah Rosin
Dorothy Tobin-Sessions
Boise State University
March 1st, 2015

Table of Contents

Introduction....#
List of Figures....#
List of Tables..#
Methods...#
Results.#
Conclusions....#
Recommendation..#
References..#

Proposal of Gender Studies Requirement 2

Introduction
The university setting is descending into a violent and unsafe arena. With increased risk factors,
such as binge drinking, for sexual violence prevalent on university campuses (Gohm, 2006), a
major social crisis is left to the authority of university administrators. In 2012, there were 3,900
reported incidents of forcible sexual assault on college campuses, an increase of 50% over three
years. (Anderson, 2014). Though 3,900 incidents were reported, studies indicate that only one in
five incidents are reported to authorities (Hefling, 2014).
Though the media widely reports sexual assault as a womens issue primarily, the breadth of
assault spans much wider and the terminology surrounding sexual assault often times fails to
incorporate harassment against sexual minorities. Sexual minorities are victimized at a far higher
rate than the majority on campuses (Sanlo, 2004). Andrew S. Hayes writes in the article,
Homophobia Within Schools: Challenging the Culturally Sanctioned Dismissal of Gay Students
and Colleagues,: We conclude that while the weight of American Culture sanctions
homophobia, training educators and personnel about the nuances of institutional homophobia
may provide a fairer environment for gay students and colleagues (Hayes, 1998). Scholars
widely agree that the first step to inclusion and prevention of violence and hate is education at all
levels of the university.
For transgendered students across campuses, recognition has been slow to progress. Literature on
the transgendered college experience is lacking, and college campuses lag on acceptance and
information about the transgendered population (Beyman, 2003).
Statements concerning acceptance and tolerance are virtually absent in the Boise State
Universitys mission statement and in the subsequent Shared Values clause. President Obama
recently used the words lesbian, bisexual, and transgender in his 2015 State of the Union
Address, referring to Americas condemnation of the persecution of women, or religious
minorities, or people who are gay, lesbian, bisexual, of transgender. The culture surrounding
sex and gender identity is becoming inclusive at a national level within politics and workforces
alike. This poses an immediate need for gender education on all campuses across the country.
Understandably, a university would reflect the culture of the state it resides in. However, with
22% enrollment from out of state students (Boise State University, 2014), Boise State University
must evaluate the gender education, and encompassing subject education, offered to its students.
All Boise State University Students, including students of senior standing, transfer students, and
non-traditional students, should be required to accrue a minimum of one credit of gender studies
course(s) and material prior to graduation, or the university at a whole may face a future in which
it fails in graduating well-rounded and sensitive students to an increasingly more progressive
workforce.

Proposal of Gender Studies Requirement 3

Significant findings and recommendations: Our findings support the hypothesis that genderrelated education is limited at Boise State University but that faculty and student attitudes dont
overwhelmingly support the introduction of a gender studies requirement. Our conclusions lead
us to recommend further research and a push for awareness before such implementation could be
considered.
Organization of report: This report serves to explain our research methods as well as the
quantitative and qualitative data gained from such research. The conclusions drawn from the
results of our research and final recommendations for how to move forward are also provided
with appendices that further explain the results of our research.

Proposal of Gender Studies Requirement 4

Figures
Figure 7.1
Figure 7.2
Figure 8.1
Figure 8.2
Figure 9.1
Figure 9.2
Figure 10.1
Tables
Research Methods
The following tasks were completed in accordance with the research proposal to provide an
understanding of campus attitudes about, and the possible limitations of a mandated gender
studies requirement.
Task 1. Completed research addressing the effectiveness and value of mandated gender
studies requirements by investigating similar programs implemented at other universities.
An email questionnaire was created and sent to 13 peer universities with questions regarding
gender studies. (See Appendix C) Out of the 13, I received replies from two universities. In an
effort to gather more information, I called each of the universities to find more appropriate
contacts or other ways to obtain feedback. With suggestions for different contacts, I re-sent
several email messages, still with no feedback. I then went directly to the web sites for each
university and searched for any information regarding gender studies.
Task 2. Completed research addressing the faculty attitudes towards a mandated gender
studies requirement.
To understand the attitudes of faculty towards a gender studies requirement, current
administrators and professors of Boise State University were contacted. Qualitative and
anecdotal research concerning the need, the desired, approach, and the process of creating
mandated gender studies requirements were recorded. The research began by contacting the
current gender studies department to find out what kind of programs and education is currently in

Proposal of Gender Studies Requirement 5

place, and if any of that education is mandated. Additionally, questions concerning the
integration of proposed requirements into existing requirements was addressed in the initial
conversation. The first recommended step in the document Shifting the Paradigm: Primary
Prevention of Sexual Violence, a publication of the American College Health Association, is:
Organizing a meeting of key leaders to discuss how to disseminate (See Key Partnerships in Sexual Violence Prevention and
Spread the Word) and utilize the toolkit for your campus community. Be sure to include representatives from the
president/chancellor's office, faculty, health center, counseling center, health promotion, womens center/studies,
Panhellenic/Interfraternity Councils, athletics, dean of students, student affairs, peer educators, and other interested parties.

As per this suggestion, research was conducted to gauge administration and faculty involvement,
which is paramount to stressing the importance of requiring gender studies education across
campus (American College Health Association, 2008). An email was also sent to the current
chair of the University Foundations department to inquire about the possibility to integrating
proposed requirements.
Subsequently, a survey consisting of six questions to gage the attitudes of current faculty
members was sent to seven faculty members. Each faculty members was encouraged to forward
it their colleagues in their department. Additional faculty members also received the survey via
group member involvement. The survey was live for approximately one week. After this week,
the survey had six responses from four different departments.
Task 3. Completed research addressing the perceived current extent of gender studies
education offered to students including sexual assault prevention, gender/sex
differentiation and attitudes towards adding a gender studies requirement.
A survey was completed and distributed to a wide student base with the help of instructors and
the individual social media outlets of each group member. The questions were designed to be
concise and allow for Yes/No responses, ranges of awareness or ranges of agreement and
concluded with an option to include additional comments. See Appendix B for a list of specific
questions included in the survey.
The decision to request responses from current and past Boise State University students was
made to gain insight into those students that have left the university without such a requirement
to broaden their perspectives regarding gender awareness.
Task 4. Completed research addressing the actual undergraduate requirements relating to
sexual assault prevent of gender studies education currently required of students.
We gathered information concerning the university learning objectives that cover sexual assault
prevention and gender studies education on the Womens Center webpage. This information
helps us understand the extent of education as well as the potential for additional gender-related
course content. We emailed Dr. Martin Orr, the current chair of the sociology department at

Proposal of Gender Studies Requirement 6

Boise State University to find out the extent of gender education offered to undergraduate
students in the required sociology classes.

Results
Our research provided both quantitative and qualitative data relating to other university
programs, faculty and student attitudes, as well as current gender studies education offered at
Boise State University. The surveys provided useful metrics about current attitudes. For
example, student respondents were nearly split in their attitudes for including a gender studies
requirement with 19 indicating they disagree and 22 choosing an agreement statement.
Results of Task 1
The only mandated program that was found after searching online, making phone calls and
receiving email replies was San Francisco State University. According to Luoluo Hong, PhD,
MPH, Vice President & Title IV Coordinator, San Francisco State University:
SF State *requires* every entering new students freshmen, transfer, graduate to participate
in an online education module that addresses the intervention and prevention of gender-based
violence. At this time, the online training does not specifically address gender-identity issues;
however, beginning Fall 2015, we plan to launch a more comprehensive and ongoing campaign
of violence prevention education, and we will incorporate components of social justice education
to help students explore the intersections of identity, including sexual orientation and gender.
While this educational component is not mandatory, we will make good-faith efforts to reach
every student to the best of our ability.
It is not obvious, without further investigation whether any of the other universities have
mandated programs. Also, there were no metrics in place stating that the programs that were in
place brought about any type of success rates in the areas of lowering rape, etc.
In general, all of the universities offer Womens studies with differing degrees of focus. Of the
13 universities, 2 offer only a Minor degree program; 7 offer both Minor and Major degrees; 1
offers Minor, Major and Masters; and 1 offers Minor, Major, Masters and a PhD program. One
university states that they offer a Minor and a Graduate certificate, while 1 offers a Minor &
Concentration.
Results of Task 2
After initial contact with Dr. Reshmi Mukherjee, the chair of the gender studies department at
Boise State University, Dr. Mukherjee responded confirming that she had completed the survey.
However, Dr. Mukherjee did not offer any additional feedback concerning the current standing

Proposal of Gender Studies Requirement 7

of gender studies at the university or the outlook for creating mandating gender studies
requirements for all Boise State University undergraduates.
The results of contact with a member of the University Foundations department provided
feedback from Dr. Caldwell-Okeefe:There is no specific gender studies or sexual assault
prevention requirement in any UF course. Many faculty address issues of gender equity and
include the women's center's bystander intervention workshop, which has been designed
specifically for UF200 and UF300 courses. The women's center can provide more information
about the latter.
Dr. Caldwell-Okeefe additionally suggested researching further the current University Learning
Outcomes in place for Boise State University. ULO 6 states: Apply knowledge of cultural
differences to matters of local, regional, national, and international importance, including
political, economic, and environmental issues. While this statement addresses cultural
differences, gender issues are not included in this statement.
The survey issued to faculty members provided data from six respondents from four different
university departments. The following figures provided detailed results from this survey. The
first figure address the response provided from faculty members concerning student attitudes
towards sexual minorities in their department. Five faculty members responded, while one chose
to skip the question. Overwhelming, the responses indicated that student attitudes towards sexual
minorities do not present an issue in their department.

Figure 7.1: Faculty Survey Question 1

Two comments were included with this specific question from faculty members:

Proposal of Gender Studies Requirement 8

Sometimes it is. It is not specific to any one department since there is lack of ignorance about gender studies on

campus in general.
I'm not sure, but I've not witnessed any issues, nor had any issues reported to me.
Figure 7.2: Faculty Survey Question 1 Comments

The second figure illustrates the faculty response to the question: Do you encounter
discrepancies between students within your department that you feel could be alleviated through
gender studies education? Eight percent of responders replied that they did not feel that
discrepancies between students within the department could be alleviated through gender studies.
One comment was made that the term discrepancies used in this question was, confusing.

Figure 8.1: Faculty Survey Question 2

The third figure illustrates the faculty response to address the attitudes towards the need for a
mandated gender studies requirement. Fifty percent of the responses indicated that faculty
members were neutral towards this question. The other fifty percent of responses indicated that
the responders agreed, or strongly agreed.
One comment was made that the term discrepancy used in the survey was confusing.

Figure 8.2: Faculty Survey Question 3

Proposal of Gender Studies Requirement 9

The fourth included figure addresses whether or not faculty members feel that students graduate from
Boise State University with adequate gender studies education. Seventy percent of responders disagree
that students leave the university with gender studies needed.

Figure 9.1: Faculty Survey Question 4

The final included survey question addresses the adequate presence of sexual awareness education offered
to students at Boise State University. Fifty percent of responders disagreed that students leave with
adequate sexual assault awareness education, while the remaining fifty percent were neutral or disagreed.

Figure 9.2: Faculty Survey Question 5

Furthermore, participants left the following three comments in regard to the questions, and the quality of
the survey:

Proposal of Gender Studies Requirement 10

We are not a post-gender society and there is a definite need for a mandated gender studies curriculum requirement
for all undergraduate students on campus. There is a lack of consciousness about what gender equality means, what is
sexism, how homophobia effects people, how students are discriminated, how misogyny is practiced, and how we can
maintain a healthy and gender neutral atmosphere on campus. Many students are discriminated on the basis of their
gender and/or sexual identity and since there is no formal classroom education, students are not even conscious of it. I
strongly recommend a mandatory Intro to Gender Studies course for all under graduate students for a better campus
environment.
I think you should have tested this survey with a couple of faculty members before sending it out. Questions 5 and 6
are hard for me to answer as a faculty member.
I agree with gender studies being a required element in the curriculum, and I don't think it's possible have too much
education when it comes to avoidance/prevention of sexual assault. Until we have zero instances of sexual assault over
a long period of time (like maybe a decade of zero instances), education on this topic needs to be front and center on
all college campuses -- and elsewhere for that matter.

Figure 11.1: Faculty Survey Comments

Results of Task 3
An online survey was created to capture data about the current level of gender education, as well
as to determine the overall student attitude relating to the proposed gender studies requirement.
The survey hyperlink was distributed to current or past Boise State University students and
garnered 49 responses from students spanning approximately 26 majors or fields of study.
Awareness of sexual assault prevention education on campus appears to be moderately low
overall. While the majority of student respondents claim to be moderately aware of such
education, over 21 percent of respondents claim to be not at all aware of such education.
Figure 2 demonstrates student responses of their awareness.

Proposal of Gender Studies Requirement 11

Figure 10.2 - Student Response for Awareness of Sexual Assault Prevention Education

The majority of respondents (approximately 72 percent) report to be only slightly aware or

not at all aware of gender/sex differentiation education on campus. Figure 2 illustrates these
results.

Figure 11.1

Figure 2 - Student Response for Awareness of Gender/sex Differentiation Education

Proposal of Gender Studies Requirement 12

Regarding how many students feel that either sexual assault prevention education or gender/sex
differentiation education was covered in a previous class, approximately two thirds indicated that
they did not experience such education. The final question requested a rating on the respondents
attitude about adding a gender studies requirement to all majors and the findings are
demonstrated in Table 1.
Table 1 - Student Response for Attitude on Including Gender Studies Requirement

Opposing attitudes were clear regarding students attitudes about including a gender studies
requirement for all majors. 60 percent of those that selected strongly disagree left a comment
to explain their choice of response. All comments provided can be seen in Appendix B; however,
the following comment appears representative of those who disagree with this proposed
requirement: Those who are interested should take those types of classes if available. It's unfair
to make it required for all majors.
Results of Task 4
Although there is not a lot of information available regarding sexual assault prevention at Boise
State, the information available is found on the Womens Center page online. This page gives
viewers information on how to identify, respond to, and prevent sexual assault.
According to Dr. Orr, Sociology students are not required to take any classes that address gender
specifically but that many will take courses that are cross listed with Gender Studies such as
Feminist Theory and Gender & Aging. He also stated that almost every sociology class revolves
around race, gender and class, so students receive a lot of exposure to gender, tolerance and
sensitivity.
There is a Gender Studies minor offered that includes classes such as Introduction to Gender
Studies and Feminist Theory. Other than these and a few other courses, no other classes are
offered at the university.

Conclusions
Drawing conclusions from the data collected from the survey sent to other universities is difficult
due to a lack of responses given in the amount of time allowed. More time would be needed to
complete this survey. However, the few responses gathered from Boise State faculty show that
while a few agree, the majority have a neutral feeling toward a mandated gender studies

Proposal of Gender Studies Requirement 13

requirement. Of the same faculty surveyed, 65% disagreed with the statement that students
graduate with an adequate gender studies knowledge. While surveying students about their
awareness of sexual assault prevention and gender differentiation, the comments section of the
the student survey provided some insight into the confusions of the respondents and more
information about their choices. The respondents were nearly split in their attitudes for including
a gender studies requirement. The question about gender/sex differentiation appeared to be
confusing to some respondents, which they voiced in the comments. This may speak to the lack
of definitions provided on gender-related terms but also to the lack of awareness about such
terms. At this time students are not required to take any gender related courses unless they are
minoring in Gender Studies. Although sociology students are believed to receive classes that
revolve around race, class and gender, thus giving them a basic knowledge of gender, tolerance
and sensitivity.

Recommendations
Recommendations Based on Conclusions From Surveying Other University Programs
With only 2 out of 13 replies from the universities surveyed, I feel that the results of this survey
are inconclusive. There is a lot of good information available on each of the university Web
sites, but to come to any solid recommendations for or against mandated studies . . . I would
like to see further research conducted with peer universities - possibly giving more time for
replies to similar questions.
Recommendations Based on Faculty Response
Based on the inconclusive research findings from Task 3, a recommendation for integrated,
mandated gender studies requirements cannot be made at this time until further research is
conducted providing more conclusive results. The response pool of faculty responders did not
provide enough insight to be able to firmly recommend a need for a mandated gender studies
program based on faculty response. Furthermore, referencing
Recommendations based on conclusions from student attitudes survey:
The student attitudes are widely mixed about whether the requirement should be mandated.
However, we believe that the lack of conclusive support from students may speak to the need for
such a requirement. The lack of awareness about gender studies is evident from the student
survey which points to a need that is not being met. In the least, primary research about student
attitudes should be continued in future discussions about this topic.

Proposal of Gender Studies Requirement 14

Recommendations based on conclusions from actual undergraduate requirements

Proposal of Gender Studies Requirement 15

References
American College Health Association. (2008). Shifting the Paradigm: Primary Prevention of
Sexual Violence. Linthicum, Maryland, United States of America: ACHA.
Anderson, N. (2014, July 1). Sex offense statistics show U.S. college reports are rising. The
Washinton Post .
Badi G. Foster, G. J. (1988). Workforce Diversity and Buisiness (Vol. 42). Training &
Development Journal.
Beyman, B. (2003). Serving the Needs of Transgendered College Students. Journal of Gay and
Lesbian Issues in College Education , 1 (1).
Boise State University. (2014, June 30). Facts and Figures. Retrieved February 1, 2015, from
Boise State University: http://news.boisestate.edu/wpcontent/blogs.dir/1/files/2014/12/ffweb2015.pdf
Breitenbecher, K. H. (2009). Sexual assault on college campuses: Is an ounce of prevention
enough? (Vol. 9). Newark, New Jersey, United States of America: Applied &
Preventitive Psychology.
Brummett, M. C. (1993). Liberal and Radical Sources of Female Empowerment in Sport Media.
(Vol. 10). Milwaukee , Wisconsin, United States of America: Sociology of Sport Journal.
CORE Blueprint. (2014, January 1). Culture of Respect. Retrieved February 1, 2015, from
Culture of Respect: https://cultureofrespect.org/wp-content/uploads/2014/10/COREBlueprint.pdf
Donohue, E. A. (1999). Sexual assault prevention programs: Current issues, future directions,
and the potential efficacy of interventions with women (Vol. 19). Reno, Nevada, United
States of America: Clinical Psychology Review.
Foerty, B. K. (2007). Narratives about violence: The words of college students (Vol. 44).
Atlanta, Georgia, United States of America: The Social Science Journal.
Gohm, A. M. (2006). An Examination of Sexual Violence Against College Women (Vol. 12).
Oxford, Misssissippi, United States of America: Sage Publications.
Hayes, A. S. (1998). Homophobia Within Schools (Vol. 35). San Fransisco , California, United
States of America: Journal of Homosexuality.
Hefling, K. (2014, December 11). ustice Department: Majority of campus sexual assault goes
unreported to police. PBS: The Rundown .
Huang, W.-H. D. (2012). Gender divide and acceptance of collaborative Web 2.0 applications
for learning in higher education (Vol. 7). Urbana-Champaign, Illinois, United States of
America: The Internet and Higher Education.
Ito, S. (2010, Februray 25). New Report Shows 95% of Campus Rapes Go Unreported. (ACLU,
Producer) Retrieved February 1, 2015, from American Civil Liberties Union:
https://www.aclu.org/blog/womens-rights/new-report-shows-95-campus-rapes-gounreported
Longhi, A. (2013, May 2013). Take a hard look at racism, sexism and homophobia on college
campuses. (T. Gaurdian, Producer) Retrieved February 1, 2015, from The Gaurdian :
http://www.theguardian.com/commentisfree/2013/may/21/dartmouth-college-real-talkracism
Payne, B. K. (2008). Challenges responding to sexual violence: Differences between college
campuses and communities (Vol. 36). Atlanta, Georgia, United States of America:
Journal of Criminal Justice.

Proposal of Gender Studies Requirement 16

Rebecca Hayes-Smith, L. M. (2010, December 29). Student Perceptions of Sexual Assault

Resources and Prevalence of Rape Myth Attitudes. Feminist Criminology .
Sanlo, R. (2004). Lesbian, gay and bisexual college students: risk, resilience, and retention.
Berkley , California, United States of America: Baywood Publishing Co.
Torres, V. (Ed.). (2009). Durham, New Hampshire, United States of America: Journal of College
Student Development.
U.S. Bureau of Labor Statistics . (2014, April 1). Occupational Employment Statistics. Retrieved
February 1, 1, from Bureau of Labor Statistis:
http://www.bls.gov/oes/current/oes111021.htm

Appendix A
Memo
To:

Women's Studies, ________________

From:

Dorothy Sessions-Tobin, Student at Boise State University

Subject:

Gender Studies Research

Date:

February 20, 2015

The purpose of this memo is to request your help in a research investigation regarding mandated
gender studies at the university level.
SUMMARY
With increased awareness of Lesbian, Gay, Bisexual, Transgender (LGBT) rights and gender
inequality, we feel that it is critical that university students are graduating with education about
sexual assault prevention, gender tolerance and sensitivity.
In this research, we are investigating which universities currently have gender-related programs
in place, whether or not these programs are mandated, what specific areas are included in these
programs, and what metrics are used to determine their level of success.
PLEASE HELP US by answering the following questions:
Does your university currently have any gender-related programs in place?
If so, what are the main areas of focus?
Are these programs mandatory and if so, to what degree?

Proposal of Gender Studies Requirement 17

How effective are these programs in preventing intolerance and assault? (What metrics, if any,
have you put into place to show the level of success of these programs?)
If you do not currently have gender studies in place, do you have plans for these in the future?
Explain any details you have for future studies in these areas.
Thank you for any information you are able to provide.
Dorothy Sessions-Tobin
Student, Boise State University

The above email message was sent to the following recipients.

o Janet Slagter, www.fresnostate.edu/womensstudies, Fresno State about mandated Gender Studies
Requirements
o Dr. Mary Ellen Waithe, Interim Director, m.waithe@csuohio.edu, Cleveland State about mandate
Gender Studies Requirements
o Susan Talburt, wgss@gsu.edu, Georgia State University, about Gender Studies Requirements
o Catherin A. Dobris, Indiana University-Perdue University via http://liberalarts.iupui.edu/wost/faculty/,
about mandated Gender Studies Requirements
o Portland State University, WGSS@pdx.edu
o Nan Alamilla Boyd, at alamilla@sfsu.edu, San Francisco University

o Carolyn Motley, carolyn.motley@utsa.edu, University of Texas San Antonio, one of the only
university out of our peer universities that offers a full undergraduate degree in womens studies
o Susan A. Mann, samann@uno.edu, the University of New Orleans
o Kathyrn Feltey at kfeltey@uakron.edu,the University of Akron
o Brittany Downey, womens.studies@umb.edu, University of Massachusetts Boston
o Joy Clay, joyclay@memphis.edu, the university of Memphis
o wgs@umkc.edu, the University of Missouri Kansas City
o K Falconer-Hindi(kfalconeralhindi@unomaha.edu), the university of Nebraska Omaha

Proposal of Gender Studies Requirement 18

Appendix B
Faculty Attitudes Survey
Please take a few minutes to complete this anonymous short survey. Results will be used by
students in English 312 to complete a research project.
1. What department do you work in?
2. Do you feel that the student attitude towards sexual minorities is a problem in your
department?
No
Yes
Other (please specify)
3. Do you encounter discrepancies between students within your department that you feel could
be alleviated through gender studies education?
No
Yes
Other (please specify)
4. Do you agree or disagree that there is a need for mandated gender studies requirements for
undergraduate students at Boise State University?
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
5. Do you agree or disagree that students graduate with adequate gender studies knowledge from
Boise State University?
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
6. Do you agree or disagree that there is adequate sexual assault awareness education offered to
students at Boise State University?
Strongly Disagree
Disagree

Proposal of Gender Studies Requirement 19

Neutral
Agree
Strongly Agree
7. Please provide any additional comments below:
The following comments were provided by respondents:

We are not a post-gender society and there is a definite need for a mandated gender studies curriculum requirement
for all undergraduate students on campus. There is a lack of consciousness about what gender equality means, what is
sexism, how homophobia effects people, how students are discriminated, how misogyny is practiced, and how we can
maintain a healthy and gender neutral atmosphere on campus. Many students are discriminated on the basis of their
gender and/or sexual identity and since there is no formal classroom education, students are not even conscious of it. I
strongly recommend a mandatory Intro to Gender Studies course for all under graduate students for a better campus
environment.
I think you should have tested this survey with a couple of faculty members before sending it out. Questions 5 and 6
are hard for me to answer as a faculty member.
I agree with gender studies being a required element in the curriculum, and I don't think it's possible have too much
education when it comes to avoidance/prevention of sexual assault. Until we have zero instances of sexual assault over
a long period of time (like maybe a decade of zero instances), education on this topic needs to be front and center on
all college campuses -- and elsewhere for that matter.

Proposal of Gender Studies Requirement 20

Appendix C
Student Attitudes Survey
Please take a few minutes to complete this five question survey. Results will be used by students
in English 312 to complete a research project.
1. What is your major?

2. Rate your awareness of sexual assault prevention education on campus:

Extremely aware
Very aware
Moderately aware
Slightly aware
Not at all aware

3. Rate your awareness of gender/sex differentiation education on campus:

Extremely aware
Very aware
Moderately aware
Slightly aware
Not at all aware

4. Have any of your classes covered sexual assault prevention and/or gender/sex
differentiation education?
No
Yes
Other (please specify)

5. Rate your attitude on including a gender studies requirement for all majors:
Strongly

Disagree

Neutral

Agree

Strongly Agree

Proposal of Gender Studies Requirement 21

Disagree

6. Please provide any additional comments below:

The following comments were provided by respondents:
Maybe as a part of the university foundations curriculum already in
place?https://www.surveymonkey.com/analyze/browse/QcZuBCREPKZ4ZdLmu_2Fw3
GsQ9a3Id4tdn1xK0P_2Fn3HlE_3D?respondent_id=3794729840
Question 3 is very poorly worded and i don't understand the question.
No one should have to take an extra class that has nothing to do with their major unless
they want
to.https://www.surveymonkey.com/analyze/browse/QcZuBCREPKZ4ZdLmu_2Fw3GsQ
9a3Id4tdn1xK0P_2Fn3HlE_3D?respondent_id=3783861997
I was a student in the 1980s.
I feel like in general, the B.S.U. Campus is safe, because the culture on campus is
respectful of all races and genders. It should be noted that I don't live on campus or
attend night classes.
I graduated in BSME in 1985 at 23 years old. I would have benefited then from a gender
studies class, with specific topics applicable to co-ed life as well as entering the
workforce in a male-dominated field.
Currently not in school - haven't been for over 30 years
I'm not sure how you make sexual assault prevention a part of every class, maybe the
teacher just telling the students where to go if they have experienced sexual assault? I'm
not sure what you mean by gender/sex differentiation education. Is that another term for
discrimination based on gender?
While I think it would be good for all students to take such a course, I don't recommend
requiring it. Partially because if gender studies were required, there are many others that
should be as well (sexual orientation, race, etc), and partially because people tend to
complain and maybe even mock required courses like that. Good topic to look into
though!
All races, genders, and sexually orientated orientation human beings need to be treated
equally respectfully, and fairly.
Need to define what "Gender Studies" and "Gender/sex Differentiation" is. I have no
idea.
I feel there are currently mandatory major-related courses that are a waste of a student's
time and money.
I dont feel its relevant to my major.
While I think being aware of these issues is a good thing, making an extra class
requirement for all majors is not a good idea in my opinion. The burden of requiring

Proposal of Gender Studies Requirement 22

extra classes is too much to justify when so many people already have trouble graduating
on time. Gender/sex differentiation was covered, albeit somewhat tangentially, in my
COMM 101 class, which was required for my major. Maybe a better idea than requiring
a whole separate class would be incorporating it into already existing requirements?
Those who are interested should take those types of classes if available. It's unfair to
make it required for all majors.

Proposal of Gender Studies Requirement 23