phd research topics in gender studies

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65 Amazing Gender Dissertation Topics – A List of Well Researched Topics

Published by Owen Ingram at January 2nd, 2023 , Revised On August 15, 2023

The concept of gender describes the differences in characteristics, behaviours, and responsibilities between males and females. Gender studies explore the complicated concerns that arise from the interaction of men and women.

It is essential that you thoroughly understand the subject before you begin writing your dissertation . It is imperative that you choose an interesting topic for your thesis in order to get a decent grade. As you progress through your dissertation, an excellent topic will provide you with direction and help you jump-start the process.

Below is a list of excellent gender studies dissertation topics you can learn and research. We provide a wide range of topics for you to use as is or modify as you wish. Getting a great grade on your dissertation has never been simpler.

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Gender Dissertation Topics Ideas & Examples

• Are multicultural companies fostering racial unity and, as a result, gender disparities?
• Will women’s empowerment result in oppositional gender discrimination?
• A balanced examination of women’s freedom and participation in large corporations and competitive sports
• How correct were our forefathers in changing the power imbalance toward patriarchy?
• Examine the disadvantaged status of rural women and the tainted treatment of infertile women
• Is racism or superstition more prevalent in Africa: the effect of gender discrimination?
• The impact of children in homes with a purely patriarchal society
• Explore the disparities in women’s perspectives in industrialized and developing nations
• Examine the dynamics of female objectification in films throughout the world
• The criminal syndicate’s inhumane treatment of women
• Gender diversity’s role in creativity and scientific discovery
• How can cities be made safer for women and girls?
• The role of schools in teaching children gender-appropriate behaviours
• Feminism in social interactions brings women and men together as groupings
• Why are females more vulnerable to sexual abuse and exploitation?
• Examine the glass ceiling in management and the role of ideology in shaping sex relations
• Obstacles to females’ access to decent education in UK nations
• The effects of gender differences on the human brain
• How can we teach boys and girls that they have the same rights as females?
• Discuss gender-neutral management methods
• Promotion of equal sporting opportunities for men and women
• The real-life materialization of the YouTube beauty community
• Stress and eating pathology in transgender adolescents: a feminist scientific investigation
• Gender discrimination’s implications and effects on the human brain
• Identifying and examining patriarchal attitudes and stereotypes in family relationships
• What factors make it difficult for girls in African and Asian nations to obtain a quality education?
• Toy segregation and sex education: should boys and girls be treated differently?
• What is feminism’s role in strengthening social relationships between men and women?
• Plaintiffs’ role in restoring legal arguments for same-sex marriage
• Understanding gender subjectivity in the lesbian culture somewhere over the rainbow nation
• The lesbian and gay movement’s agitation and the countermovement’s response in the United Kingdom
• Addressing the global decline in women’s political participation, both formally and informally
• Stereotypical images of women’s effects on implied cognition
• The social construction of multiple births in the 20th century
• How the working woman deals with social binaries
• Why should parents support the education of girls?
• What aspects of sex discrimination exist?
• What factors lead to workplace inequality?
• What motivates discrimination against women in developing nations?
• How do misconceptions about gender impact behaviour?
• What functions do films play in challenging gender stereotypes?
• Is there a way to end gender inequality through education?
• Women’s childhood trauma as a result of nationalist subjectivity
• Youth, gender, and citizenship in women’s colleges during World War i: “what can a woman do?”
• What parental actions should be taken to achieve gender parity?
• Absence of women in leadership positions
• Telling the truth of refugee and immigrant women: witnessing memory
• The experiences of males in traditionally feminine jobs
• Work-life balance of men and women has changed after the feminist movement
• A feminist viewpoint on women’s divorce counselling
• A behaviour guide for feminist family therapists
• The debate over black feminist theory
• An analysis of the anti-violence campaign by black feminists
• Sex segregation and emotional labour in women’s and men’s workplaces
• Women and men are on par: Workplace discrimination, gender roles, and public policy
• The ramifications for oneself of equating a slender feminine ideal with success in life
• Influences of the media, as well as social and individual differences, on women’s body esteem
• In the direction of a theory of women’s body image resilience
• In college women, body image and appearance management practices
• Review of body image and eating disorders in older persons
• Premenstrual syndrome and our female criminal companions: a feminist problem
• Why do women commit suicide at lower rates than men?
• Men being harmed by women is a significant societal issue
• Differences between men’s and women’s hourly wages
• A comparison of the career growth of male and female managers

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How to Pick a Great Gender Dissertation Topi c:

Thinking about what you want in a topic before looking at the list is crucial. Selecting a topic that interests you or piques your curiosity will make the research process easier. Check out the guidelines below on how to select and narrow a dissertation topic .

As you begin your brainstorming process, note all the options you can think of for your gender essay themes. To learn what will fascinate the audience the most, keep up with the most recent news and trends. 

Even if certain subjects could be debatable, you can nonetheless list them and study them afterwards. Most importantly, pick a subject you are passionate about to make the process enjoyable. Out of the cases on the list, pick the one you believe is the most appropriate.

•   Focus on a certain subject area so you may proceed the right way. To make your dissertation engaging to the audience, it is important to be detailed and original with your topic. Do extensive study on the subject you plan to write about. To gather the most recent information about your subject, browse the internet, the newspaper, and books.
• Once you have decided on a topic, frame it as a query. It will be simpler to conduct the necessary research if you define the issue as a question. Additionally, the topic will assist you in realizing the solutions you want.

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Frequently Asked Questions

How to find gender dissertation topics.

To find gender dissertation topics:

• Study recent gender debates.
• Examine gaps in research.
• Explore cultural, social aspects.
• Analyze historical context.
• Consider intersectionality.
• Opt for a topic resonating with your passion and academic field.

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Gender Studies, PHD

On this page:, at a glance: program details.

• Location: Tempe campus
• Second Language Requirement: No

The Gender Studies doctoral program accepts applications for incoming cohorts in odd years only. The next admit term is Fall 2025 (applications due in December 2024). Please contact [email protected] with questions.

Program Description

Degree Awarded: PHD Gender Studies

The PhD program in gender studies is housed in the nation's first School of Social Transformation. The inclusive gender studies doctoral program empowers tomorrow's scholars and community leaders by immersing students in:

• creative and critical knowledge production
• deep fluency in feminist theory, methodology and praxis
• publicly engaged academic research

Courses in the gender studies program examine key topics related to gender. These include gendered dimensions of social structures, institutions and organizations; the ways in which policies and laws affect gender relations; the intersections of race, gender, sexualities and citizenship in a transnational world; historical and contemporary representations of gender across genres (e.g., popular culture; social media; scientific, medical, historical and legal discourse); and processes of social change, social movements and community development.

Students can choose to specialize in a wide variety of topic areas:

• activism and social movements
• BIPOC feminisms
• critical globalization and development studies
• critical refugee studies
• feminist social reproduction theory
• immigration and migration
• popular culture studies
• queer of color critique
• reproductive justice
• transnational feminisms

Degree Requirements

84 credit hours, a written comprehensive exam, an oral comprehensive exam, a prospectus and a dissertation

Required Core (12 credit hours) WST 601 Critical Concepts of Gender (3) WST 602 Mapping the Intersections of Gender (3) WST 603 Engendering Methodology (3) WST 701 Research Design and Proposal Development in Gender Studies (3)

Elective Coursework in Methodology (6 credit hours)

Elective Coursework in Specialization (12 credit hours)

General Electives (30 credit hours)

Research (12 credit hours)

Dissertation (12 credit hours) WST 799 Dissertation (12)

Additional Curriculum Information When approved by the student's supervisory committee and the Graduate College, this program allows 30 credit hours from a previously awarded master's degree to be used for this degree. If students do not have a previously awarded master's degree, they select 30 hours of elective coursework with academic unit approval to reach the required 84 credit hours.

Students should see the academic unit for a complete list of approved electives.

Students must maintain an average GPA of 3.50 (scale is 4.00 = "A") in their courses.

The gender studies doctoral program is designed to provide students with the transdisciplinary training in theory and methods needed to conduct original research and scholarship about gender. Thus, students also take two research methods courses relevant to their dissertation, chosen in consultation with their faculty advisor.

Admission Requirements

Applicants must fulfill the requirements of both the Graduate College and The College of Liberal Arts and Sciences.

The gender studies program welcomes applications from qualified students without regard to race, creed, color, religion, sex or national origin. Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree in any field from a regionally accredited institution.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program.

All applicants must submit:

• graduate admission application and application fee
• official copies of all undergraduate and graduate transcripts
• resume or curriculum vitae
• statement of purpose
• three letters of reference, preferably from faculty or other researchers
• writing sample (10 to 15 pages)
• proof of English language proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency.

Students should see the ASU Admission Services website for mailing addresses and further admission information.

For additional financial information, students should consult the tuition and aid website.

Next Steps to attend ASU

Learn about our programs, apply to a program, visit our campus, application deadlines, learning outcomes.

• Integrate and apply the core theories of gender in the field of Women and Gender Studies.
• Evaluate and apply core methodologies in the field of Women and Gender Studies.
• Examine and apply intersectionality as a foundational framework in the field of Women and Gender Studies.

Career Opportunities

Graduates of the program have gone on to careers at universities, research and policy institutes, government organizations and nonprofit organizations.

Global Opportunities

Global experience.

With over 250 programs in more than 65 countries (ranging from one week to one year), study abroad is possible for all ASU students wishing to gain global skills and knowledge in preparation for a 21st-century career. Students earn ASU credit for completed courses, while staying on track for graduation, and may apply financial aid and scholarships toward program costs. https://mystudyabroad.asu.edu

Program Contact Information

If you have questions related to admission, please click here to request information and an admission specialist will reach out to you directly. For questions regarding faculty or courses, please use the contact information below.

• [email protected]
• 480/965-7682

• Women’s, Gender, & Sexuality Studies

The Program in Women’s, Gender, & Sexuality Studies (WGSS) offers a combined PhD in conjunction with five departments and programs: African American Studies, American Studies, Anthropology, English, and Sociology. Students pursuing the combined PhD in WGSS will determine their research and doctoral foci in coordination with the directors of graduate studies in WGSS and the partnering department or program.

• Programs of Study
• PhD - Doctor of Philosophy
• Combined PhD

Dara Strolovitch

Director of Graduate Studies

• [email protected]

Maureen Gardner

Departmental Registrar

• [email protected]
• 203-432-7737

Admission Requirements

Standardized testing requirements.

GRE is optional. 

English Language Requirement

TOEFL iBT or IELTS Academic is required of most applicants whose native language is not English.

You may be exempt from this requirement if you have received (or will receive) an undergraduate degree from a college or university where English is the primary language of instruction, and if you have studied in residence at that institution for at least three years.

Combined Degree Program Application Deadline

*The deadline to submit an application to a combined program is always the earlier deadline of the two individual programs, or December 15, whichever comes first.

Academic Information

Combined phd information.

Women’s, Gender, & Sexuality Studies offers a combined PhD in conjunction with several other departments and programs including: African American Studies , American Studies , Anthropology , English Languages and Literature , and Sociology .

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The Graduate School's academic calendar lists important dates and deadlines related to coursework, registration, financial processes, and milestone events such as graduation.

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Students must register every term in which they are enrolled in the Graduate School. Registration for a given term takes place the semester prior, and so it's important to stay on top of your academic plan. The University Registrar's Office oversees the systems that students use to register. Instructions about how to use those systems and the dates during which registration occurs can be found on their registration website.

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Phd stipend & funding.

PhD students at Yale are normally full-funded for a minimum of five years. During that time, our students receive a twelve-month stipend to cover living expenses and a fellowship that covers the full cost of tuition and student healthcare.

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Feminist Studies Doctoral Program

The Graduate Program in Feminist Studies has a strong interdisciplinary orientation. Intersectional, Decolonial, Indigenous, Queer and Transnational feminisms foreground our studies of gender, sex, and sexuality in the US and elsewhere. Our core faculty specializes in research informed by Black Studies, Latina/o Studies, Asian American Studies, Latin America, East Asia and South Asia Studies and the disciplines including Anthropology, Cultural Studies, History, Political Science, Psychology and Sociology. In addition to our core faculty, nearly 100 adjunct and affiliate faculty from departments across the university offer courses and expertise to our students.

See Faculty for additional information about our doctoral program faculty and their research interests.

Our History

The Department of Gender, Women and Sexuality Studies at the University of Washington will celebrate its 50th anniversary in 2020. We started as a program in Women Studies in 1970 and became a department, with our own tenure lines in 1996. Our doctoral program, which began in 1998, awarded its first PhDs in 2006. Since then 29 students have successfully completed their PhDs in Feminist Studies. In 2011, we changed our name to Gender, Women and Sexuality Studies to better describe the scope and direction of the program.

Applying to the Program

Students applying to this program must have a strong academic background in Women, Feminist, Sexuality or Gender Studies.  Applicants may have a bachelors or masters degree in any interdiscipline or discipline but should have a record of academic coursework or activism that includes study of such subjects as feminist theory and/or empirical and/or theoretical analysis of race, class, sexuality, and gender.

Program Requirements

Students pursuing the Ph.D. must complete at least 60 credits of course work, which include 20 credits of core seminars: GWSS 501: History of Feminism; GWSS 502: Cross Disciplinary Feminist Theory; and GWSS 503: Feminist Research and Methods of Inquiry, taken sequentially; GWSS 504: Philosophies and Techniques of Teaching, and 40 credits of coursework in research methods and the student's areas of concentration.

Ph.D. students take a written and oral General Examination at the end of course work, usually in the third year of study. Within four weeks of the exam students are expected to submit a dissertation proposal and present it to their committee for discussion and approval. On successful completion of the exam and proposal defense, students are admitted to candidacy for the PhD. This marks the beginning of more intensive dissertation research.

Students must complete a minimum of 30 credits of dissertation research culminating in a publishable dissertation.

Preparing for Your Future

Our Ph.D. program is designed to prepare students for scholarly careers in feminist research and teaching interdisciplinary gender, women, and sexuality studies and/or related disciplines at the university/college level. Graduates of our Ph.D. program may also find employment with governmental agencies, non-governmental agencies (NGO's) and non-profit organizations working on social issues.

In recent years, our graduates have taken tenure-track positions at major universities, postdoctoral fellowships, research positions, directorships of Women’s Centers, and leadership positions in international organizations. 

Our Departmental Expertise

The UW department of Gender, Women and Sexuality  is reputed for scholarly expertise in women of color and transnational feminisms. We have growing foci in digital humanities, where we are well-known for innovative experimental exchanges with communities through music, dance, and visual cultures, and in queer studies, especially queer of color and transnational queer scholarship.

Funding Your Graduate Studies

Incoming students, domestic and international, are typically offered at least a twelve-quarter funding package comprised of a combination of department-based research and teaching assistantships and University-wide fellowship funding secured through the department, subject to satisfactory performance (which is reviewed annually). Because of our desire to work intensively with each of our doctoral students and to fund our students through the majority of their graduate training, admission to the graduate program is highly competitive. We typically admit about two to four new students each year. Students with disabilities, as confirmed by Disabilities Resource Services, may qualify for additional funding.

Feminist Studies Doctoral Program Pamphlet (PDF)

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Sexuality and Gender Studies PhD/ MA by Research (On-Campus or by Distance Learning)

Annual tuition fee 2024 entry: UK: £4,778 full-time, £2,389 part-time International: £21,840 full-time; £10,920 part-time (distance learning only) More detail .

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Postgraduate research in Sexuality and Gender Studies is a truly interdisciplinary collaboration, led by leading international academics from a range of disciplines, each bringing their specific expertise to the subject. 

Research can focus on topics including: feminist theory, masculinity studies, queer theory, postcolonial theory, psychoanalysis, ethnography, sexology, and criminology. 

AHRC funding for PhD students

The University of Birmingham is part of the Midlands4Cities Doctoral Training Partnership (M4C), offering Arts and Humanities Research Council PhD studentships for campus-based programmes. These include a number of Collaborative Doctoral Award opportunities. Each studentship includes research fees, a substantial maintenance grant and additional research training support. Applications are open until 12:00 (noon), 13 January 2021.

Find out more

Scholarships for 2024 entry

The University of Birmingham is proud to offer a range of scholarships for our postgraduate programmes. With a scholarship pot worth over £2 million, we are committed to alleviating financial barriers to support you in taking your next steps.

Each scholarship has its own specific deadlines and eligibility criteria. Please familiarise yourself with the information on individual scholarship webpages prior to submitting an application.

Explore our scholarships

Virtual Open Day: Postgraduate opportunities in Modern Languages - 27 April 2020, 10:00-11:00

Join us online to watch a range of staff and student videos, and take part in our online chat where Emma Tyler and Lorraine Ryan will be answering your questions about postgraduate study.

Find out more and register

Wolfson Scholarships available

The College of Arts and Law has been awarded a number of prestigious Wolfson Scholarships, available to doctoral research students in Modern Languages. Each scholarship provides for fees, a maintenance grant, and some research and training costs. Applications are now open.

Find out more and apply now

We offer two postgraduate research-only programmes, whether you are looking to complete your academic studies with a PhD or pursue your research at Masters level. Find out more about what to expect from a PhD and MA by Research .

At Birmingham, Postgraduate Taught and Postgraduate Research students also have the opportunity to learn graduate academic languages free of charge, to support your studies.

• Graduate School Language Skills

My supervisors are extremely supportive and understanding, while there is a great sense of community on campus. The research culture here at Birmingham is thriving and it is exciting to be part of that. Daisy

Why study this course?

• Cutting-edge work : Academic staff and postgraduate students at Birmingham engage in cutting-edge work in the areas of gender theory and feminism; LGBT and queer studies; and the critical history of medicine and sexual science (sexology, psychiatry). Since we are particularly interested in interdisciplinary and cross-disciplinary work, it is possible to arrange joint supervision involving staff from other departments, thereby giving you access to a broader knowledge base and maximising the quality and originality of your work.
• Outside the academy : We engage with policy-making, activism and social justice work outside the academy.
• Research opportunities : You will develop your research project within an active and friendly postgraduate community. Postgraduates are offered opportunities to present work-in-progress at Departmental Research Seminars and at the School Postgraduate Forum. Roles is a popular reading and research group that brings together postgraduate students from across the University with an interest in Sexuality and Gender Studies. For several years, Roles has hosted a successful annual conference, organised by postgraduate students.

The postgraduate experience

The College of Arts and Law offers excellent support to its postgraduates, from libraries and research spaces, to careers support and funding opportunities. Learn more about your postgraduate experience .

We charge an annual tuition fee. Fees for 2024 entry are as follows:

• UK: £4,778 full-time; £2,389 part-time *
• International: £21,840 full-time; £10,920 part-time (distance learning only)

The same fees apply to both campus-based and distance learning study. The distance learning programme also includes one fully-funded visit to campus in the first year of study.

The above fees quoted are for one year only; for those studying over two or more years, tuition fees will also be payable in subsequent years of your programme.

* For UK postgraduate research students the University fee level is set at Research Council rates and as such is subject to change. The final fee will be announced by Research Councils UK in spring 2024.

Eligibility for UK or international fees can be verified with Admissions. Learn more about fees for international students .

Paying your fees

Tuition fees can either be paid in full or by instalments. Learn more about postgraduate tuition fees and funding .

How To Apply

Please note.

Research for this subject area takes place within the Department of Modern Languages. When you select ‘Apply Now’ you will need to select your preferred mode of study from the Modern Languages choices available. 

Application deadlines

Postgraduate research can start at any time during the year, but it is important to allow time for us to review your application and communicate a decision. If you wish to start in September 2024, we would recommend that you aim to submit your application and supporting documents by 1 June 2024.

If the programme has a Distance learning option then students will usually attend a residential visit in September or January, and those students wishing to attend the September residential are also encouraged to apply by 1 June 2024. The visit will take place at the end of September/beginning of October and you will receive further details once you have accepted your offer.

Six easy steps to apply for a postgraduate research course in the College of Arts and Law

Six steps to apply for our Postgraduate Research courses

Do you have an idea for an interesting research project? You can follow our six easy steps to apply to study for our postgraduate research courses . These include guidance on identifying funding opportunities and writing your research proposal .

Please also see our additional guidance for  applicants to the PhD Distance Learning study mode .

Please note: While our PhD programmes are normally studied in three years full-time or six years part-time, and Masters-level research programmes one year full-time or two years part-time, many programmes have a longer length listed in course or funding applications. This is because the course length is defined as the maximum period of registration, which includes a period of supervised study plus a thesis awaited period. The maximum period of registration for a full-time PhD is four years (three years supervision plus one year thesis awaited). For a full-time Masters-level research programme, it is two years (one year supervision plus one year thesis awaited). For part-time programmes, the periods are double the full-time equivalent.

Making your application

• How to apply

To apply for a postgraduate research programme, you will need to submit your application and supporting documents online. We have put together some helpful information on the research programme application process and supporting documents on our how to apply page . Please read this information carefully before completing your application.

Our Standard Requirements

Our requirements for postgraduate research are dependent on the type of programme you are applying for:

• For MRes and MA by Research programmes, entry to our programmes usually requires a good (normally a 2:1 or above) Honours degree, or an equivalent qualification if you were educated outside the UK, usually in a relevant area.
• Applicants for a PhD will also need to hold a Masters qualification at Merit level or above (or its international equivalent), usually in a relevant area.

Any academic and professional qualifications or relevant professional experience you may have are normally taken into account, and in some cases, form an integral part of the entrance requirements.

If you are applying for distance learning research programmes, you will also be required to demonstrate that you have the time, commitment, facilities and experience to study by distance learning.

If your qualifications are non-standard or different from the entry requirements stated here, please contact the admissions tutor.

International students

IELTS 6.5 with no less than 6.0 in any band is equivalent to:

• TOEFL: 88 overall with no less than 21 in Reading, 21 Listening, 22 Speaking and 21 in Writing
• Pearson Test of English (PTE): Academic 59 in all four skills
• Cambridge English (exams taken from 2015): Advanced - minimum overall score of 176, with no less than 169 in any component

Learn more about international entry requirements

International Requirements

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 14/20 from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Holders of the Licenciado or an equivalent professional title from a recognised Argentinian university, with a promedio of at least 7.5, may be considered for entry to a postgraduate degree programme. Applicants for PhD degrees will normally have a Maestria or equivalent

Applicants who hold a Masters degree will be considered for admission to PhD study.

Holders of a good four-year Diplomstudium/Magister or a Masters degree from a recognised university with a minimum overall grade of 2.5 will be considered for entry to postgraduate research programmes.

Students with a good 5-year Specialist Diploma or 4-year Bachelor degree from a recognised higher education institution in Azerbaijan, with a minimum GPA of 4/5 or 80% will be considered for entry to postgraduate taught programmes at the University of Birmingham.

For postgraduate research programmes applicants should have a good 5-year Specialist Diploma (completed after 1991), with a minimum grade point average of 4/5 or 80%, from a recognised higher education institution or a Masters or “Magistr Diplomu” or “Kandidat Nauk” from a recognised higher education institution in Azerbaijan.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 3.0/4.0 or 75% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with a CGPA of 3.0-3.3/4.0 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Students who hold a Masters degree from the University of Botswana with a minimum GPA of 3.0/4.0 or 3.5/5.0 (70%/B/'very good') will be considered for Postgraduate Diplomas and Masters degrees.

Please note 4-year bachelor degrees from the University of Botswana are considered equivalent to a Diploma of Higher Education. 5-year bachelor degrees from the University of Botswana are considered equivalent to a British Bachelor (Ordinary) degree.

Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

A Licenciatura or Bacharelado degree from a recognised Brazilian university:

• A grade of 7.5/10 for entry to programmes with a 2:1 requirement
• A grade of 6.5/10for entry to programmes with a 2:2 requirement

Holders of a good Bachelors degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes.  Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good post-2001 Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Students with a minimum average of 14 out of 20 (or 70%) on a 4-year Licence, Bachelor degree or Diplôme d'Etudes Superieures de Commerce (DESC) or Diplôme d'Ingénieur or a Maîtrise will be considered for Postgraduate Diplomas and Masters degrees.

Holders of a bachelor degree with honours from a recognised Canadian university may be considered for entry to a postgraduate degree programme. A GPA of 3.0/4, 7.0/9 or 75% is usually equivalent to a UK 2.1.

Holders of the Licenciado or equivalent Professional Title from a recognised Chilean university will be considered for Postgraduate Diplomas and Masters degrees. Applicants for PhD study will preferably hold a Magister degree or equivalent.

Students with a bachelor’s degree (4 years minimum) may be considered for entry to a postgraduate degree programme. However please note that we will only consider students who meet the entry guidance below.  Please note: for the subject areas below we use the Shanghai Ranking 2022 (full table)  ,  Shanghai Ranking 2023 (full table) , and Shanghai Ranking of Chinese Art Universities 2023 .

需要具备学士学位（4年制）的申请人可申请研究生课程。请根据所申请的课程查看相应的入学要求。 请注意，中国院校名单参考 软科中国大学排名2022（总榜） ，  软科中国大学排名2023（总榜） ，以及 软科中国艺术类高校名单2023 。  

Business School    - MSc programmes (excluding MBA)  

商学院硕士课程（MBA除外）入学要求

School of Computer Science – all MSc programmes 计算机学院硕士课程入学要求

College of Social Sciences – courses listed below 社会科学 学院部分硕士课程入学要求 MA Education  (including all pathways) MSc TESOL Education MSc Public Management MA Global Public Policy MA Social Policy MA Sociology Department of Political Science and International Studies  全部硕士课程 International Development Department  全部硕士课程

  All other programmes (including MBA)   所有其他 硕士课程（包括 MBA）入学要求

Please note:

• Borderline cases: We may consider students with lower average score (within 5%) on a case-by-case basis if you have a relevant degree and very excellent grades in relevant subjects and/or relevant work experience. 如申请人均分低于相应录取要求（5%以内），但具有出色学术背景，优异的专业成绩，以及（或）相关的工作经验，部分课程将有可能单独酌情考虑。
• Please contact the China Recruitment Team for any questions on the above entry requirements. 如果您对录取要求有疑问，请联系伯明翰大学中国办公室   [email protected]

Holders of the Licenciado/Professional Title from a recognised Colombian university will be considered for our Postgraduate Diploma and Masters degrees. Applicants for PhD degrees will normally have a Maestria or equivalent.

Holders of a good bachelor degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes.  Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good Bacclaureus (Bachelors) from a recognised Croatian Higher Education institution with a minimum overall grade of 4.0 out of 5.0, vrlo dobar ‘very good’, or a Masters degree, will be considered for entry to postgraduate research programmes.

Holders of a Bachelors degree(from the University of the West Indies or the University of Technology) may be considered for entry to a postgraduate degree programme. A Class II Upper Division degree is usually equivalent to a UK 2.1. For further details on particular institutions please refer to the list below.  Applicants for PhD level study will preferably hold a Masters degree or Mphil from the University of the West Indies.

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised institution with a minimum overall grade of 6.5 out of 10, or a GPA of 3 out of 4, and will usually be required to have completed a good Masters degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Bakalár from a recognised Czech Higher Education institution with a minimum overall grade of 1.5, B, velmi dobre ‘very good’ (post-2004) or 2, velmi dobre ‘good’ (pre-2004), or a good post-2002 Magistr (Masters), will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised institution with a minimum overall grade of 7-10 out of 12 (or 8 out of 13) or higher for 2:1 equivalence and will usually be required to have completed a good Masters/ Magisterkonfereus/Magister Artium degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

Holders of the Licenciado or an equivalent professional title from a recognised Ecuadorian university may be considered for entry to a postgraduate degree programme. Grades of 70% or higher can be considered as UK 2.1 equivalent.  Applicants for PhD level study will preferably hold a Magister/Masterado or equivalent qualification, but holders of the Licenciado with excellent grades can be considered.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 3.0/4.0 or 75% from a recognised institution. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Bakalaurusekraad from a recognised university with a minimum overall grade of 4/5 or B, or a good one- or two-year Magistrikraad from a recognised university, will be considered for entry to postgraduate research programmes.

Students who hold a Masters degree with very good grades (grade B, 3.5/4 GPA or 85%) will be considered for Postgraduate Diplomas and Masters degrees. 

Holders of a good Kandidaatti / Kandidat (old system), a professional title such as Ekonomi, Diplomi-insinööri, Arkkitehti, Lisensiaatti (in Medicine, Dentistry and Vetinary Medicine), or a Maisteri / Magister (new system), Lisensiaatti / Licenciat, Oikeustieteen Kandidaatti / Juris Kandidat (new system) or Proviisori / Provisor from a recognised Finnish Higher Education institution, with a minimum overall grade of 2/3 or 4/5, will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a should hold a Bachelors degree and will usually be required to have completed a Masters/Maîtrise with a minimum overall grade of 13 out of 20, or a Magistère / Diplôme d'Etudes Approfondies / Diplôme d'Etudes Supérieures Specialisées / Mastère Specialis, from a recognised French university or Grande École to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a Magister Artium, a Diplom or an Erstes Staatsexamen from a recognised university with a minimum overall grade of 2.5, or a good two-year Lizentiat / Aufbaustudium / Zweites Staatsexamen or a Masters degree from a recognised university, will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0 Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Applicants for postgraduate research programmes should hold a good four-year Ptychio (Bachelor degree) with a minimum overall grade of 6.5 out of 10, from a recognised Greek university (AEI), and will usually be required to have completed a good Metaptychiako Diploma Eidikefsis (Masters degree) from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

4-year Licenciado is deemed equivalent to a UK bachelors degree. A score of 75 or higher from Universidad de San Carlos de Guatemala (USAC) can be considered comparable to a UK 2.1, 60 is comparable to a UK 2.2.  Private universities have a higher pass mark, so 80 or higher should be considered comparable to a UK 2.1, 70 is comparable to a UK 2.2

The Hong Kong Bachelor degree is considered comparable to British Bachelor degree standard. Students with bachelor degrees awarded by universities in Hong Kong may be considered for entry to one of our postgraduate degree programmes.

Students with Masters degrees may be considered for PhD study.

Holders of a good Alapfokozat / Alapképzés or Egyetemi Oklevel from a recognised university with a minimum overall grade of 3.5, or a good Mesterfokozat (Masters degree) or Egyetemi Doktor (university doctorate), will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with a 60% or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of the 4 year Sarjana (S1) from a recognised Indonesian institution will be considered for postgraduate study. Entry requirements vary with a minimum requirement of a GPA of 2.8.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a score of 14/20 or 70% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree from a recognised institution, with 100 out of 110 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Students who hold the Maitrise, Diplome d'Etude Approfondies, Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees (14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2).

Students with a Bachelor degree from a recognised university in Japan will be considered for entry to a postgraduate Masters degree provided they achieve a sufficiently high overall score in their first (Bachelor) degree. A GPA of 3.0/4.0 or a B average from a good Japanese university is usually considered equivalent to a UK 2:1.

Students with a Masters degree from a recognised university in Japan will be considered for PhD study. A high overall grade will be necessary to be considered.

Students who have completed their Specialist Diploma Мамаң дипломы/Диплом специалиста) or "Magistr" (Магистр дипломы/Диплом магистра) degree (completed after 1991) from a recognised higher education institution, with a minimum GPA of 2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, will be considered for entry to postgraduate Masters degrees and, occasionally, directly for PhD degrees.  Holders of a Bachelor "Bakalavr" degree (Бакалавр дипломы/Диплом бакалавра) from a recognised higher education institution, with a minimum GPA of  2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, may also be considered for entry to taught postgraduate programmes.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/50

Holders of a good Postgraduate Diploma (professional programme) from a recognised university or institution of Higher Education, with a minimum overall grade of 7.5 out of 10, or a post-2000 Magistrs, will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a score of 16/20 or 80% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Holders of a Bachelors degree from a recognised university in Libya will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved score of 70% for 2:1 equivalency or 65% for 2:2 equivalency. Alternatively students will require a minimum of 3.0/4.0 or BB to be considered.

Holders of a good pre-2001 Magistras from a recognised university with a minimum overall grade of 8 out of 10, or a good post-2001 Magistras, will be considered for entry to postgraduate research programmes

Holders of a good Bachelors degree from a recognised Luxembourgish Higher Education institution with a minimum overall grade of 16 out of 20, or a Diplôme d'Études Supérieures Spécialisées (comparable to a UK PGDip) or Masters degree from a recognised Luxembourgish Higher Education institution will be considered for entry to postgraduate research programmes.

Students who hold a Masters degree will be considered for Postgraduate Diplomas and Masters degrees (70-74% or A or Marginal Distinction from a well ranked institution is considered comparable to a UK 2.1, while a score of 60-69% or B or Bare Distinction/Credit is considered comparable to a UK 2.2).

Holders of a Bachelors degree from a recognised Malaysian institution (usually achieved with the equivalent of a second class upper or a grade point average minimum of 3.0) will be considered for postgraduate study at Diploma or Masters level.

Holders of a good Bachelors degree from the University of Malta with a minimum grade of 2:1 (Hons), and/or a Masters degree, will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor degree (Honours) from a recognised institution (including the University of Mauritius) will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2:1).

Students who hold the Licenciado/Professional Titulo from a recognised Mexican university with a promedio of at least 8 will be considered for Postgraduate Diplomas and Masters degrees.

Students who have completed a Maestria from a recognised institution will be considered for PhD study.

Applicants for postgraduate research programmes should hold a Bachelors degree, licence or Maîtrise and a Masters degree, with a score of 14/20 or 70% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Students with a good four year honours degree from a recognised university will be considered for postgraduate study at the University of Birmingham. PhD applications will be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with 60-74% or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Doctoraal from a recognised Dutch university with a minimum overall grade of 7 out of 10, and/or a good Masters degree, will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor degree (minimum 4 years and/or level 400) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised institution with a minimum GPA of B/Very Good or 1.6-2.5 for a 2.1 equivalency, and will usually be required to have completed a good Masters, Mastergrad, Magister. Artium, Sivilingeniør, Candidatus realium or Candidatus philologiae degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with a CGPA of 3.0/4 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a Bachelors degree from a recognised university in the Palestinian Territories will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3/4 or 80% for 2:1 equivalency or a GPA of 2.5/4 or 70% for 2:2 equivalency.    

Holders of the Título de Licenciado /Título de (4-6 years) or an equivalent professional title from a recognised Paraguayan university may be considered for entry to a postgraduate degree programme. Grades of 4/5 or higher can be considered as UK 2.1 equivalent.  The Título Intermedio is a 2-3 year degree and is equivalent to a HNC, it is not suitable for postgraduate entry but holders of this award could be considered for second year undergraduate entry or pre-Masters.  Applicants for PhD level study will preferably hold a Título de Maestría / Magister or equivalent qualification, but holders of the Título/Grado de Licenciado/a with excellent grades can be considered.

Holders of the Licenciado, with at least 13/20 may be considered as UK 2.1 equivalent. The Grado de Bachiller is equivalent to an ordinary degree, so grades of 15+/20 are required.  Applicants for PhD level study will preferably hold a Título de Maestría or equivalent qualification.

Holders of a good pre-2001 Magister from a recognised Polish university with a minimum overall grade of 4 out of 5, dobry ‘good’, and/or a good Swiadectwo Ukonczenia Studiów Podyplomowych (Certificate of Postgraduate Study) or post-2001 Magister from a recognised Polish university with a minimum overall grade of 4.5/4+ out of 5, dobry plus 'better than good', will be considered for entry to postgraduate research programmes.

Holders of a good Licenciado from a recognised university, or a Diploma de Estudos Superiores Especializados (DESE) from a recognised Polytechnic Institution, with a minimum overall grade of 16 out of 20, and/or a good Mestrado / Mestre (Masters) from a recognised university, will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised Romanian Higher Education institution with a minimum overall grade of 8 out of 10, and will usually be required to have completed a Masters degree/Diploma de Master/Diploma de Studii Academice Postuniversitare (Postgraduate Diploma - Academic Studies) or Diploma de Studii Postuniversitare de Specializare (Postgraduate Diploma - Specialised Studies) to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Диплом Специалиста (Specialist Diploma) or Диплом Магистра (Magistr) degree from recognised universities in Russia (minimum GPA of 4.0) will be considered for entry to taught postgraduate programmes/PhD study.

Students who hold a 4-year Bachelor degree with at least 16/20 or 70% will be considered for Postgraduate Diplomas and Masters degrees.   

Students who hold a Maitrise, Diplome d'Etude Approfondies,Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees. A score of 14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2

Students who hold a Bachelor (Honours) degree from a recognised institution with a minimum GPA of 3.0/4.0 or 3.5/5.0 (or a score of 60-69% or B+) from a well ranked institution will be considered for most our Postgraduate Diplomas and Masters degrees with a 2:1 requirement.

Students holding a good Bachelors Honours degree will be considered for postgraduate study at Diploma or Masters level.

Holders of a good three-year Bakalár or pre-2002 Magister from a recognised Slovakian Higher Education institution with a minimum overall grade of 1.5, B, Vel’mi dobrý ‘very good’, and/or a good Inžinier or a post-2002 Magister from a recognised Slovakian Higher Education institution will be considered for entry to postgraduate research programmes.

Holders of a good Diploma o pridobljeni univerzitetni izobrazbi (Bachelors degree), Diplomant (Professionally oriented first degree), Univerzitetni diplomant (Academically oriented first degree) or Visoko Obrazovanja (until 1999) from a recognised Slovenian Higher Education institution with a minimum overall grade of 8.0 out of 10, and/or a good Diploma specializacija (Postgraduate Diploma) or Magister (Masters) will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor Honours degree (also known as Baccalaureus Honores / Baccalaureus Cum Honoribus) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (70%) or a distinction (75%).

Holders of a Masters degree will be considered for entry to postgraduate research programmes.

Holders of a Bachelor degree from a recognised South Korean institution (usually with the equivalent of a second class upper or a grade point average 3.0/4.0 or 3.2/4.5) will be considered for Masters programmes.

Holders of a good Masters degree from a recognised institution will be considered for PhD study on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with 7 out of 10 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with 60-74% or a CGPA 3.30/4.0 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Kandidatexamen (Bachelors degree) or Yrkesexamen (Professional Bachelors degree) from a recognised Swedish Higher Education institution with the majority of subjects with a grade of VG (Val godkänd), and/or a good Magisterexamen (Masters degree), International Masters degree or Licentiatexamen (comparable to a UK Mphil), will be considered for entry to postgraduate research programmes.

Holders of a good "PostGraduate Certificate" or "PostGraduate Diploma" or a Masters degree from a recognised Swiss higher education institution (with a minimum GPA of 5/6 or 8/10 or 2/5 (gut-bien-bene/good) for a 2.1 equivalence) may be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 3.0/4.0, 3.5/5 or 75% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Bachelor degree (from 75% to 85% depending upon the university in Taiwan) from a recognised institution will be considered for postgraduate Masters study. Holders of a good Masters degree from a recognised institution will be considered for PhD study.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2.1) Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Holders of a good Masters degree from a recognised institution will be considered for entry to our postgraduate research programmes.

Holders of a good Masters degree or Mphil from a recognised university will be considered for entry to postgraduate research programmes.

Students with a Bachelors degree from the following universities may be considered for entry to postgraduate programmes:

• Ateneo de Manila University - Quezon City
• De La Salle University - Manila
• University of Santo Tomas
• University of the Philippines - Diliman

Students from all other institutions with a Bachelors and a Masters degree or relevant work experience may be considered for postgraduate programmes.

Grading Schemes

1-5 where 1 is the highest 2.1 = 1.75 2.2 = 2.25 

Out of 4.0 where 4 is the highest 2.1 = 3.0 2.2 = 2.5

Letter grades and percentages 2.1 = B / 3.00 / 83% 2.2 = C+ / 2.5 / 77%

Holders of a postdoctoral qualification from a recognised institution will be considered for PhD study.  Students may be considered for PhD study if they have a Masters from one of the above listed universities.

Holders of a Lisans Diplomasi with a minimum grade point average (GPA) of 3.0/4.0 from a recognised university will be considered for postgraduate study at Diploma or Masters level.

Holders of a Yuksek Diplomasi from a recognised university will be considered for PhD study.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (2.1) or GPA of 3.5/5.0

Applicants for postgraduate research programmes should hold a good Bachelors degree / Диплом бакалавра (Dyplom Bakalavra), Диплом спеціаліста (Specialist Diploma) or a Dyplom Magistra from a recognised Ukrainian higher education institution with a minimum GPA of 4.0/5.0, 3.5/4, 8/12 or 80% or higher for 2:1 equivalence and will usually be required to have completed a good Masters degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

The University will consider students who hold an Honours degree from a recognised institution in the USA with a GPA of:

• 2.8 GPA (on a 4.0 scale) for entry to programmes with a 2:2 requirement 
• 3.2 GPA (on a 4.0 scale) for entry to programmes with a 2:1 requirement 

Please note that some subjects which are studied at postgraduate level in the USA, eg. Medicine and Law, are traditionally studied at undergraduate level in the UK.

Holders of the Magistr Diplomi (Master's degree) or Diplomi (Specialist Diploma), awarded by prestigious universities, who have attained high grades in their studies will be considered for postgraduate study.  Holders of the Fanlari Nomzodi (Candidate of Science), where appropriate, will be considered for PhD study.

Holders of the Licenciatura/Título or an equivalent professional title from a recognised Venezuelan university may be considered for entry to a postgraduate degree programme. Scales of 1-5, 1-10 and 1-20 are used, an overall score of 70% or equivalent can be considered equivalent to a UK 2.1.  Applicants for PhD level study will preferably hold a Maestria or equivalent qualification

Holders of a Bachelors degree from a recognised Vietnamese institution (usually achieved with the equivalent of a second class upper or a grade point average minimum GPA of 7.0 and above) will be considered for postgraduate study at Diploma or Masters level.  Holders of a Masters degree (thac si) will be considered for entry to PhD programmes.

Students who hold a Masters degree with a minimum GPA of 3.5/5.0 or a mark of 2.0/2.5 (A) will be considered for Postgraduate Diplomas and Masters degrees.   

Students who hold a good Bachelor Honours degree will be considered for Postgraduate Diplomas and Masters degrees. 

Enquiries about PhD Sexuality and Gender Studies in the Humanities (e.g. Cultural Studies, History, Literary/ Film Studies, etc.) should be addressed to Prof. Lisa Downing:

• Professor Lisa Downing Professor of French Discourses of Sexuality Tel: +44 (0) 121 414 5981 Email: [email protected]

Enquiries about PhD Sexuality and Gender Studies in the Social Sciences (e.g. Politics, Sociology, Psychology, etc.) should be addressed to Dr Emma Foster.

Dr Emma Foster , Lecturer in International Politics and Gender Email:  [email protected]

Academic staff with interests in sexuality and gender studies include:

• Dr Francesca Berry Lecturer in Art History, Film and Visual Studies Email: [email protected]
• Dr Amy Brosius Lecturer of Musicology Email: [email protected]
• Professor Leslie Brubaker Professor of Byzantine Art Email: [email protected]
• Dr Shelley Budgeon Senior Lecturer in Political Science and International Studies Email: [email protected]
• Dr Anissa Daoudi Associate Professor in Arabic and Translation Studies Email: [email protected]
• Emma Foster Lecturer in International Politics and Gender Email: [email protected]
• Dr Elystan Griffiths Senior Lecturer in German Email: [email protected]
• Dr Deryn Guest Senior Lecturer in Biblical Hermeneutics Email: [email protected]
• Dr Rosie Harding Professor of Law and Society Email: [email protected]
• Dr Louise Hardwick Reader in Francophone Postcolonial Studies Email: [email protected]
• Professor Matt Houlbrook Professor of Cultural History Email: [email protected]
• Dr Kate Ince Reader in French Film and Gender Studies Email: [email protected]
• Dr Monica Jato Senior Lecturer in Hispanic Studies Email: [email protected]
• Dr Iain Law Senior Lecturer in Philosophy Email: [email protected]
• Dr Elizabeth L'Estrange Lecturer in History of Art Email: [email protected]
• Dr Deborah Longworth Senior Lecturer, Department of English Email: [email protected]
• Dr Charlotte Ross Senior Lecturer in Italian Studies Email: [email protected]
• Dr Camilla Smith Lecturer in Art History, Film and Visual Studies Email: [email protected]
• Dr Nicola Smith Senior Lecturer in Political Science Email: [email protected]
• Dr Nicki Ward Lecturer in Applied Social Sciences Email: [email protected]
• Dr Ruth Whittle Senior Lecturer in German Studies Email: [email protected]
• Dr Jessica Woodhams
• Reader in Forensic Psychology Email: [email protected]
• Dr Simon Yarrow Senior Lecturer in Medieval History Email: [email protected]

The University of Birmingham is the top choice for the UK's major employers searching for graduate recruits, according to The Graduate Market 2024 report .

Your degree will provide excellent preparation for your future career, but this can also be enhanced by a range of employability support services offered by the University and the College of Arts and Law.

The University's Careers Network  provides expert guidance and activities especially for postgraduates, which will help you achieve your career goals. The College of Arts and Law also has a dedicated  careers and employability team  who offer tailored advice and a programme of College-specific careers events.

You will be encouraged to make the most of your postgraduate experience and will have the opportunity to:

• Receive one-to-one careers advice, including guidance on your job applications, writing your CV and improving your interview technique, whether you are looking for a career inside or outside of academia
• Meet employers face-to-face at on-campus recruitment fairs and employer presentations
• Attend an annual programme of careers fairs, skills workshops and conferences, including bespoke events for postgraduates in the College of Arts and Law
• Take part in a range of activities to demonstrate your knowledge and skills to potential employers and enhance your CV

What’s more, you will be able to access our full range of careers support for up to 2 years after graduation.

Postgraduate employability: Modern Languages

Our Modern Languages postgraduates develop excellent communication skills, cultural awareness and foreign language skills - all highly sought after by employers at home or abroad. Postgraduates in Modern Languages also have a range of transferable skills including the ability to gather and interpret information, organisational skills and the ability to work well with others.

Many of our graduates enter roles for which their programme prepared them, such as language teaching oe translation. Others use their transferable skills in a wide range of occupations including publishing, executive research and project management. Employers that graduates have gone on to work for include Language Connect, RWS Group, TransPerfect Global Business Solutions, University of Birmingham, University of Cambridge and University of Oxford.

The department has an excellent employability record, and the majority of graduates go on to successful careers. Find out about how our alumni, have used the skills they developed studying Modern Languages at postgraduate level within their careers.

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• Fees and Funding
• The Bell Scholar
• PhD overview
• Academic Visitors overview
• The Diane Middlebrook and Carl Djerassi Visiting Professorship overview
• The Diane Middlebrook and Carl Djerassi Visiting Professor Michaelmas 2023
• Previous Visiting Professors
• Leverhulme Visiting Professor
• Post-doctoral Researchers overview
• Visiting Scholar Scheme overview
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• Gender & Technology Research Project overview
• Christina Gaw, Gaw Capital
• Dr Eleanor Drage
• Dr Kerry Mackereth
• The Good Robot Podcast
• Personality Machine by Group Lima
• Previous Events, Seminars and Workshops

PhD Overview

• Events and Seminars
• Academic Visitors
• Gender & Technology Research Project

Introduction

The University of Cambridge Centre for Gender Studies offers a full-time and part-time PhD programme in Multi-disciplinary Gender Studies. Through lectures, seminars, workshops, public events, and especially work with a supervisor from any department or faculty at the University of Cambridge, students will develop both general knowledge of the field(s) of gender studies as well as specific knowledge related to their own research project. Students will gain advanced methodological training suitable to conduct their own research from both in-house seminars and workshops and from supporting programmes around Cambridge. PhD students receive training in a wide variety of academic skills such as engagement with other scholars in seminars, and preparation for academic publishing and the job market. They will also have the opportunity to gain teaching skills, to organise their own conferences, and to participate in various forms of public engagement and other aspects of academic life as part of a lively and supportive community of scholars from UCCGS, and around the University and beyond. 

The PhD in Multi-disciplinary Gender Studies is structured as a three year programme with an expectation that PhD students will submit a full draft of their thesis at the end of the third year or soon after. Students should submit their thesis for examination by viva during their 4th year, if not before. From 2023, the PhD in Multi-disciplinary Gender Studies will also be offered as a part-time programme, which students will be expected to complete over the course of 5-7 years.

The PhD in Multi-disciplinary Gender Studies programme includes a PhD seminar, a Multi-disciplinary gender research seminar, a series of speaker events and for those who have not read the MPhil in Multi-disciplinary Gender Studies, two further courses:

• Theory, Controversy and Methodology (MGS 1)
• Gender and Methods (MGS 2)

Theory, Controversy and Methodology is organised as a set of lectures that will focus on examples of key thinkers. The lectures will be followed by seminars organised around group discussion of texts that either draw methodologically on the approaches portrayed in the lectures, or texts that critique them. In this way, and across the course, the aim is for students to see how ideas travel through texts, theoretical debates and disciplines enabling development of innovative approaches.

Gender and Methods  provides students with practical training for their thesis research. This element of the programme is organised as a combination of both internal and centrally run methods sessions tailored to research interests.

 [NB: Students who have completed the MPhil in Multi-disciplinary Gender Studies need not follow MGS 1 and MGS 2]. 

Each PhD student will work with a Principal Supervisor who will guide their research. Students are required to successfully complete their first year assessment in order to register fully for the PhD programme and are required to undergo two further annual reviews.

PhDs in Multi-disciplinary Gender Studies emerge prepared for a wide variety of careers in academia and related fields such as governments, NGOs, media, advocacy, and more.

Throughout the programme, students are encouraged to debate ideas and concepts and will have the opportunity to interact with world-leading experts in gender theory including the  Diane Middlebrook and Carl Djerassi Visiting Professorship.

In addition to the two core courses above, the Multi-disciplinary Gender Research Seminar will convene at least four times a term Michaelmas (Autumn) and Lent (Spring) only. The purpose of this seminar series is to present front-line research in the multi-disciplinary study of Gender by senior scholars within and beyond Cambridge, as well as by junior academics, post-doctoral research fellows and advanced graduate students. These seminars will also be a compulsory component of the PhD. 

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• Department of Global Gender and Sexuality Studies >
• Graduate >

PhD in Global Gender Studies

For priority consideration, PhD applicants should submit their fall application by  December 15th . Master's applicants should submit their fall application by the first Friday in February . Fall MA applications are considered through August 15 and spring MA applications are considered through January 24.

• 11/17/22 Graduate Admissions
• 10/28/19 Financial Aid and Assistantships

GGSs students touring the Albright Knox Art Gallery

UB's Department of Global Gender and Sexuality Studies is one of only 12 doctoral degree-granting Women/Gender Studies departments in the U.S., and offered the first  doctoral program in women's studies in the SUNY system. We build collaborations among faculty and students by exploring the intersections of gender, race, class, and disability to produce innovative scholarship.

About the PhD Program

Global Gender and Sexuality Studies attracts a wide range of PhD students into a welcoming and diverse community. Students work on their dissertations in close collaboration with hands-on faculty mentors who represent a diverse array of disciplines, and take advantage of opportunities outside the classroom such as conferences, community activism, and writing workshops .

PhD students experience a competitive doctoral program with particular strengths in the areas of literary analysis, gender and global citizenship, gender and public policy, art and cultural production, sexuality studies, and feminist and queer theories. Our department has successfully placed PhDs in Global Gender Studies in academic careers as well as jobs in public policy, the non-profit sector, government, and more.

The faculty at GGS took incredible time to mentor me. I took classes in research methods and ultimately conducted my own study that was later published.

About Applying

All of our graduate programs' applications require a personal statement, which is both a life narrative and a statement of research interests.  On our application, you will be asked to respond to this essay prompt: Please tell us about yourself, your history, and your academic interests. Describe your motivations and preparation for pursuing this graduate degree. Outline the questions, areas of specialization, and/or methodologies that you intend to pursue. How would our department help you to achieve your goals? Your statement should describe how your education (both inside and outside of the classroom) has prepared you to undertake this graduate degree, and the kinds of questions, subjects, and angles of approach you would like to focus on in your graduate studies.  You should also give your reasons for applying to UB and to this department; what resources are here that would support your scholarly and professional goals? This statement of your academic interests does  not  commit you to this specific project or specialization in any way; rather, it should give a sense of your intellectual trajectory--where you're coming from, and where you intend to go next.  We want to see that you can articulate a field (or fields) of academic inquiry, and how you situate yourself within and among the different disciplinary methdologies that make up the diverse inter-discpline of feminist, gender, and sexuality studies.

Degree Requirements

Coursework A total of 72 credits are required for the PhD degree in Global Gender Studies, out of which at least 36 credits must be taken in the Department of Global Gender and Sexuality Studies. Students usually take between five and seven years to complete the doctoral program.

Core Requirements All doctoral students are required to complete the following:

• One 3-credit theory course such as GGS 518 – Readings in Feminist Theory
• One 3-credit quantitative methods (Quantitative Research Methods) or  one 3-credit qualitative methods (Ethnographic Methods)
• An additional six seminars in Global Gender Studies
• Comprehensive exams, a dissertation prospectus, and an oral defense of the written dissertation

Major Concentration The PhD program requires a student to design, in consultation with their academic advisor(s), a coherent interdisciplinary program. Students can take courses from a wide range of other UB departments and schools.

For additional guidelines and specific information regarding academic planning, doctoral students should consult the GGSs Graduate Student Handbook and their academic advisors.

Meet Our Students

With questions about the PhD program, please contact:

1025 Clemens Hall

Phone: (716) 645-0790

[email protected]

1030 Clemens Hall

Phone: (716) 645-0797

[email protected]

Comprehensive Examinations

The goal of this exam is that the student demonstrates a comprehensive, broad knowledge of the field(s) on which their dissertation will focus. As this degree program is interdisciplinary in nature, the student should also demonstrate the ability to make interconnections with other fields of study. All doctoral students must successfully complete a comprehensive examination involving both written and oral components.

For more information regarding comprehensive examinations, doctoral students should consult the Graduate Handbook and their academic advisors.

The following forms are required:

Dissertation Committees

The Dissertation Committee is composed of at minimum three members of the UB graduate faculty. Students may add additional non-UB faculty members. Students work closely with their Dissertation Committee in the fulfillment of all major degree requirements. 

For specific information regarding academic planning, dissertation preparation, and defense, doctoral students should consult the graduate handbook and their academic advisors.

Study Postgraduate

Phd in women's and gender studies (2024 entry).

Course code

30 September 2024

3-4 years full-time; Up to 7 years part-time

Qualification

University of Warwick

Find out more about our PhD in Women's and Gender Studies.

Extend your understanding of societal and cultural issues on PhD in Women's and Gender Studies. Ranked 9th in the UK (The Guardian University Guide 2022), Warwick's Sociology Department offers you a well-established and vigorous PhD programme to extend your research skills and knowledge.

Course overview

The doctoral programme in Women’s and Gender Studies provides access to a vibrant and welcoming community of international and interdisciplinary researchers and supports you in developing your independent research project.

As well as being part of an active and exciting research culture, you will receive specialist training in undertaking doctoral study at the beginning of your course and dedicated and expert supervision throughout.

Teaching and learning

All first year PhD students undertake a two-term course called Research Process and Research Design. Provided by the Department, this course supports students with the fundamentals of PhD study and life and prepares them for their upgrade from MPhil to PhD. All doctoral students have access to dedicated PhD study rooms with computers and printers.

General entry requirements

Minimum requirements.

A Master’s degree (or equivalent) in Sociology or a related subject; a strong research proposal.

English language requirements

You can find out more about our English language requirements Link opens in a new window . This course requires the following:

• IELTS overall score of 7.0, minimum component scores of two at 6.0/6.5 and the rest at 7.0 or above.

International qualifications

We welcome applications from students with other internationally recognised qualifications.

For more information, please visit the international entry requirements page Link opens in a new window .

Additional requirements

There are no additional entry requirements for this course.

Our research

Research within our department covers a broad span of the discipline and is organised into three main themes:

• Economy, Technology, Expertise
• Inequalities and Social Change
• Justice, Authority and the Geopolitical

The Department hosts the Social Research Centre and the Centre for the Study of Women and Gender.

We have considerable expertise in areas such as:

• Gender and sexuality studies
• Social and cultural theory
• Race and racism
• Criminology
• Work and employment
• Political sociology
• Markets and capitalism
• Methodologies

Full details of our research interests are listed on the Sociology web pages .

You can also read our general University research proposal guidance.

Find a supervisor

Find your supervisor using the link below and discuss with them the area you'd like to research.

Explore our Sociology Staff Directory.

You can also see our general University guidance about finding a supervisor.

Tuition fees

Tuition fees are payable for each year of your course at the start of the academic year, or at the start of your course, if later. Academic fees cover the cost of tuition, examinations and registration and some student amenities.

Find your research course fees

Fee Status Guidance

We carry out an initial fee status assessment based on the information you provide in your application. Students will be classified as Home or Overseas fee status. Your fee status determines tuition fees, and what financial support and scholarships may be available. If you receive an offer, your fee status will be clearly stated alongside the tuition fee information.

Do you need your fee classification to be reviewed?

If you believe that your fee status has been classified incorrectly, you can complete a fee status assessment questionnaire. Please follow the instructions in your offer information and provide the documents needed to reassess your status.

Find out more about how universities assess fee status

Additional course costs

As well as tuition fees and living expenses, some courses may require you to cover the cost of field trips or costs associated with travel abroad.

For departmental specific costs, please see the Modules tab on the course web page for the list of core and optional core modules with hyperlinks to our  Module Catalogue  (please visit the Department’s website if the Module Catalogue hyperlinks are not provided).

Associated costs can be found on the Study tab for each module listed in the Module Catalogue (please note most of the module content applies to 2022/23 year of study). Information about module department specific costs should be considered in conjunction with the more general costs below:

• Core text books
• Printer credits
• Dissertation binding
• Robe hire for your degree ceremony

Scholarships and bursaries

Scholarships and financial support

Find out about the different funding routes available, including; postgraduate loans, scholarships, fee awards and academic department bursaries.

Sociology Funding Opportunities

Find out more about the various funding opportunities that are available in our department.

Living costs

Find out more about the cost of living as a postgraduate student at the University of Warwick.

Sociology at Warwick

We have an international reputation for research excellence, a global and cosmopolitan perspective, and high-quality teaching. Our curriculum offers a comprehensive and up-to-date foundation with a diverse range of specialist options.

What does it mean to understand the world in which you live? What will your contribution be to this changing world? How do your own experiences and life chances compare to those of others?

Sociology – the study of humans in society – attempts to capture the rich variety and complexity of human social life. Indeed, it is difficult to think of any area of social existence that a sociologist wouldn’t be interested in examining, from the most intimate of personal relationships to the worldwide circulation of ideas, beliefs, products and people.

Find out more about us on our website. Link opens in a new window

Our Postgraduate courses

• Gender and International Development (MA)
• Gender and Sexuality (MA)
• Social and Political Thought (MA)
• Social Inequalities and Research Methods (MSc)
• Sociology (MA)
• Sociology (PhD)
• Women's and Gender Studies (PhD)

How to apply

The application process for courses that start in September and October 2024 will open on 2 October 2023.

For research courses that start in September and October 2024 the application deadline for students who require a visa to study in the UK is 2 August 2024. This should allow sufficient time to complete the admissions process and to obtain a visa to study in the UK.

How to apply for a postgraduate research course  

After you’ve applied

Find out how we process your application.

Applicant Portal

Track your application and update your details.

Admissions statement

See Warwick’s postgraduate admissions policy.

Join a live chat

Ask questions and engage with Warwick.

Warwick Hosted Events Link opens in a new window

Postgraduate fairs.

Throughout the year we attend exhibitions and fairs online and in-person around the UK. These events give you the chance to explore our range of postgraduate courses, and find out what it’s like studying at Warwick. You’ll also be able to speak directly with our student recruitment team, who will be able to help answer your questions.

Join a live chat with our staff and students, who are here to answer your questions and help you learn more about postgraduate life at Warwick. You can join our general drop-in sessions or talk to your prospective department and student services.

Departmental events

Some academic departments hold events for specific postgraduate programmes, these are fantastic opportunities to learn more about Warwick and your chosen department and course.

See our online departmental events

Warwick Talk and Tours

A Warwick talk and tour lasts around two hours and consists of an overview presentation from one of our Recruitment Officers covering the key features, facilities and activities that make Warwick a leading institution. The talk is followed by a campus tour which is the perfect way to view campus, with a current student guiding you around the key areas on campus.

Connect with us

Learn more about Postgraduate study at the University of Warwick.

We may have revised the information on this page since publication. See the edits we have made and content history .

Why Warwick

Discover why Warwick is one of the best universities in the UK and renowned globally.

9th in the UK (The Guardian University Guide 2024) Link opens in a new window

67th in the world (QS World University Rankings 2024) Link opens in a new window

6th most targeted university by the UK's top 100 graduate employers Link opens in a new window

(The Graduate Market in 2024, High Fliers Research Ltd. Link opens in a new window )

About the information on this page

This information is applicable for 2024 entry. Given the interval between the publication of courses and enrolment, some of the information may change. It is important to check our website before you apply. Please read our terms and conditions to find out more.

• USF Research
• USF Libraries

Digital Commons @ USF > College of Arts and Sciences > Women's and Gender Studies > Theses and Dissertations

Women's and Gender Studies Theses and Dissertations

Theses/dissertations from 2023 2023.

Social Media and Women Empowerment in Nigeria: A Study of the #BreakTheBias Campaign on Facebook , Deborah Osaro Omontese

Theses/Dissertations from 2022 2022

Going Flat: Challenging Gender, Stigma, and Cure through Lesbian Breast Cancer Experience , Beth Gaines

Incorrect Athlete, Incorrect Woman: IOC Gender Regulations and the Boundaries of Womanhood in Professional Sports , Sabeehah Ravat

Transnational Perspectives on the #MeToo and Anti-Base Movements in Japan , Alisha Romano

Theses/Dissertations from 2021 2021

Criminalizing LGBTQ+ Jamaicans: Social, Legal, and Colonial Influences on Homophobic Policy , Zoe C. Knowles

Dismantling Hegemony through Inclusive Sexual Health Education , Lauren Wright

Theses/Dissertations from 2020 2020

Transfat Representation , Jessica "Fyn" Asay

Theses/Dissertations from 2019 2019

Ain't I a Woman, Too? Depictions of Toxic Femininity, Transmisogynoir, and Violence on STAR , Sunahtah D. Jones

“The Most Muscular Woman I Have Ever Seen”: Bev FrancisPerformance of Gender in Pumping Iron II: The Women , Cera R. Shain

"Roll" Models: Fat Sexuality and Its Representations in Pornographic Imagery , Leah Marie Turner

Theses/Dissertations from 2018 2018

Reproducing Intersex Trouble: An Analysis of the M.C. Case in the Media , Jamie M. Lane

Race and Gender in (Re)integration of Victim-Survivors of CSEC in a Community Advocacy Context , Joshlyn Lawhorn

Penalizing Pregnancy: A Feminist Legal Studies Analysis of Purvi Patel's Criminalization , Abby Schneller

A Queer and Crip Grotesque: Katherine Dunn's , Megan Wiedeman

Theses/Dissertations from 2017 2017

"Mothers like Us Think Differently": Mothers' Negotiations of Virginity in Contemporary Turkey , Asli Aygunes

Surveilling Hate/Obscuring Racism?: Hate Group Surveillance and the Southern Poverty Law Center's "Hate Map" , Mary McKelvie

“Ya I have a disability, but that’s only one part of me”: Formative Experiences of Young Women with Physical Disabilities , Victoria Peer

Resistance from Within: Domestic violence and rape crisis centers that serve Black/African American populations , Jessica Marie Pinto

(Dis)Enchanted: (Re)constructing Love and Creating Community in the , Shannon A. Suddeth

Theses/Dissertations from 2016 2016

"The Afro that Ate Kentucky": Appalachian Racial Formation, Lived Experience, and Intersectional Feminist Interventions , Sandra Louise Carpenter

“Even Five Years Ago this Would Have Been Impossible:” Health Care Providers’ Perspectives on Trans* Health Care , Richard S. Henry

Tough Guy, Sensitive Vas: Analyzing Masculinity, Male Contraceptives & the Sexual Division of Labor , Kaeleen Kosmo

Theses/Dissertations from 2015 2015

Let’s Move! Biocitizens and the Fat Kids on the Block , Mary Catherine Dickman

Interpretations of Educational Experiences of Women in Chitral, Pakistan , Rakshinda Shah

Theses/Dissertations from 2014 2014

Incredi-bull-ly Inclusive?: Assessing the Climate on a College Campus , Aubrey Lynne Hall

Her-Storicizing Baldness: Situating Women's Experiences with Baldness from Skin and Hair Disorders , Kasie Holmes

In the (Radical) Pursuit of Self-Care: Feminist Participatory Action Research with Victim Advocates , Robyn L. Homer

Theses/Dissertations from 2013 2013

Significance is Bliss: A Global Feminist Analysis of the Liberian Truth and Reconciliation Commission and its Privileging of Americo-Liberian over Indigenous Liberian Women's Voices , Morgan Lea Eubank

Monsters Under the Bed: An Analysis of Torture Scenes in Three Pixar Films , Heidi Tilney Kramer

Theses/Dissertations from 2012 2012

Can You Believe She Did THAT?!:Breaking the Codes of "Good" Mothering in 1970s Horror Films , Jessica Michelle Collard

Don't Blame It on My Ovaries: Exploring the Lived Experience of Women with Polycystic Ovarian Syndrome and the Creation of Discourse , Jennifer Lynn Ellerman

Valanced Voices: Student Experiences with Learning Disabilities & Differences , Zoe DuPree Fine

An Interactive Guide to Self-Discovery for Women , Elaine J. Taylor

Selling the Third Wave: The Commodification and Consumption of the Flat Track Roller Girl , Mary Catherine Whitlock

Theses/Dissertations from 2010 2010

Beyond Survival: An Exploration of Narrative Healing and Forgiveness in Healing from Rape , Heather Curry

Theses/Dissertations from 2009 2009

Gender Trouble In Northern Ireland: An Examination Of Gender And Bodies Within The 1970s And 1980s Provisional Irish Republican Army In Northern Ireland , Jennifer Earles

"You're going to Hollywood"!: Gender and race surveillance and accountability in American Idol contestant's performances , Amanda LeBlanc

From the academy to the streets: Documenting the healing power of black feminist creative expression , Tunisia L. Riley

Developing Feminist Activist Pedagogy: A Case Study Approach in the Women's Studies Department at the University of South Florida , Stacy Tessier

Women in Wargasm: The Politics of Womenís Liberation in the Weather Underground Organization , Cyrana B. Wyker

Theses/Dissertations from 2008 2008

Opportunities for Spiritual Awakening and Growth in Mothering , Melissa J. Albee

A Constant Struggle: Renegotiating Identity in the Aftermath of Rape , Jo Aine Clarke

I am Warrior Woman, Hear Me Roar: The Challenge and Reproduction of Heteronormativity in Speculative Television Programs , Leisa Anne Clark

Theses/Dissertations from 2007 2007

Reforming Dance Pedagogy: A Feminist Perspective on the Art of Performance and Dance Education , Jennifer Clement

Narratives of lesbian transformation: Coming out stories of women who transition from heterosexual marriage to lesbian identity , Clare F. Walsh

The Conundrum of Women’s Studies as Institutional: New Niches, Undergraduate Concerns, and the Move Towards Contemporary Feminist Theory and Action , Rebecca K. Willman

Theses/Dissertations from 2006 2006

A Feminist Perspective on the Precautionary Principle and the Problem of Endocrine Disruptors under Neoliberal Globalization Policies , Erica Hesch Anstey

Asymptotes and metaphors: Teaching feminist theory , Michael Eugene Gipson

Postcolonial Herstory: The Novels of Assia Djebar (Algeria) and Oksana Zabuzhko (Ukraine): A Comparative Analysis , Oksana Lutsyshyna

Theses/Dissertations from 2005 2005

Loving Loving? Problematizing Pedagogies of Care and Chéla Sandoval’s Love as a Hermeneutic , Allison Brimmer

Exploring Women’s Complex Relationship with Political Violence: A Study of the Weathermen, Radical Feminism and the New Left , Lindsey Blake Churchill

The Voices of Sex Workers (prostitutes?) and the Dilemma of Feminist Discourse , Justine L. Kessler

Reconstructing Women's Identities: The Phenomenon Of Cosmetic Surgery In The United States , Cara L. Okopny

Fantastic Visions: On the Necessity of Feminist Utopian Narrative , Tracie Anne Welser

Theses/Dissertations from 2004 2004

The Politics of Being an Egg “Donor” and Shifting Notions of Reproductive Freedom , Elizabeth A. Dedrick

Women, Domestic Abuse, And Dreams: Analyzing Dreams To Uncover Hidden Traumas And Unacknowledged Strengths , Mindy Stokes

Theses/Dissertations from 2001 2001

Safe at Home: Agoraphobia and the Discourse on Women’s Place , Suzie Siegel

Theses/Dissertations from 2000 2000

Women, Environment and Development: Sub-Saharan Africa and Latin America , Evaline Tiondi

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Research Areas

Research across many domains + themes.

Our faculty models excellent research protocols and methodologies, writing books and articles that are recognized internationally as among the very best in the field. Their opinions are frequently featured in the media, too. Gender Studies research spans the social and natural sciences, humanities, business, and the arts, with publications and presentations in areas such as these:

Queer theory

Sexed bodies and health

American rural South

Eastern European history

Gender identity and sexuality studies

Embodiment and scientific practice

Mass media and popular culture

The state, national identity, and citizenship

Gendered knowledge formations

Social, institutional, and legal discourses of gender

Literary and artistic constructions of gender and sex

Cross-cultural, transnational, and historical perspective on sex and gender

Research faculty at the Kinsey Institute

Two of our core faculty, Justin Garcia and Stephanie Sanders , serve as research faculty at the Kinsey Institute. Since 1947, the Kinsey Institute has fostered and promoted a greater understanding of human sexuality, gender, and reproduction through research, outreach, education, and historical preservation.

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Main navigation 4plus items

• Gender Studies

PhD Program

The four-year Gender Studies PhD program sustains our program focus on critical race, gender, and sexuality studies while offering advanced training in applications of Gender Studies research within work for social change.

Gender Studies at Queen’s distinctively foregrounds critical race conceptual frameworks at all levels of our undergraduate and graduate degree programs. Students examine gender, our key category of analysis, in terms of its interdependence with race, class, nation, sexuality, disability, age, religion, colonialism and globalization. Students conduct research in Canada and internationally and articulate their scholarship with local and global action for social justice. Students produce scholarship that is directly applicable to work for social change and to a wide variety of academic and nonacademic careers.

The PhD in Gender Studies is a four-year program. Full-time PhD students complete three (3.0 credit) required courses, one (3.0 credit) elective course, one (0.0 credit) Proseminar course, and the (3.0 credit) PhD Practicum. Students advance to candidacy for the PhD after completing all coursework, syllabus, and practicum requirements and having successfully defended their dissertation proposal.

Queen's Gender Studies MA graduates may be admitted with revised course requirements in the Gender Studies PhD program.

Professional applicants with the BAH/BA may apply to receive direct entry to the PhD program who demonstrate exceptional and relevant professional experience and achievement in an appropriate field.

How to Apply

Please review the admission deadlines and requirements.

PhD Grad Map

View the Grad Map for the Gender Studies PhD

PhD Handbook

The  PhD handbook  that follows provides detailed direction and outline expectations of doctoral students in the Gender Studies PhD program. Please note that students and supervisors are expected to familiarize themselves with the School of Graduate Studies’ general regulations, guide to graduate supervision, and degree completion requirements available through the  School of Graduate Studies website .

PhD Degree Checklist

View the degree checklist for the Gender Studies PhD program

Unless otherwise indicated in the student’s offer letter, PhD students are required to complete 4 required 3.0 credit courses (GNDS 801, 802, 903, 950), 1 required 0.0 credit course (GNDS 815), and 1 elective 3.0 credit course.

Fall, Year 1

• GNDS 801/3.0: Theories in Gender Studies
• GNDS 802/3.0: Methodologies in Gender Studies
• GNDS 815/0.0 Proseminar: Professional Development in Gender Studies

Winter, Year 1

• GNDS 903/3.0: Applications of Gender Studies
• One elective course (3.0)

Fall and Winter, Year 2

• GNDS 950/3.0: PhD Practicum

The elective course may be selected from Gender Studies graduate courses, graduate courses in other departments, independently organized Directed Readings (GNDS 940/3.0, GNDS 941/3.0), or a practicum (GNDS 850/3.0). Directed Readings and Practicums are subject to the availability and permission of a supervising instructor and the student’s PhD supervisor. Students should consult with their PhD supervisor on course selection prior to enrollment.

Requests to add or drop a course must be approved by the student's PhD supervisor and the Grad Chair; this can be done through the Course Enrolment Request Form in the student's Dashboard.  Course instructor approval is required if the student wishes to add a directed reading or practicum course, or a graduate course outside of Gender Studies.

Students advance to candidacy for the PhD after completing:

• All required coursework;
• The syllabus, which is initiated in GNDS 903, and subsequently finalized and approved by the PhD supervisor and Grad Chair;
• The GNDS 950 PhD practicum proposal approved by the PhD supervisor and Grad Chair; 
• The GNDS 950 PhD practicum report as approved by the PhD supervisor; and
• The successful defense of their dissertation proposal.

Supervision and Committee

Phd supervisor.

Prior to submitting an application to the PhD program in the Department of Gender Studies, prospective PhD applicants should consult with department faculty to seek out and identify a potential PhD supervisor. Students are then assigned a confirmed PhD supervisor at the time of admission.

Working closely with a supervisor in the development of a research project is an integral part of a PhD student’s studies. Clear understanding of expectations can help maintain the productivity of this essential relationship. Queen's offers several resources to help manage this important relationship, including handbooks and advisory services. The PhD student works with their supervisor to envision a research project that matters to the student and the field, and that reflects the form of scholarship the student wishes to pursue. 1

Both core and cross-appointed faculty in the Department of Gender Studies are eligible to serve as supervisors. Students may request or may be assigned co-supervisors (important note: when a student has co-supervisors, these two individuals count as ‘one’ on the supervisory and examining committees).

Supervisory Committee

The Supervisory Committee is comprised of three faculty members, who are determined in spring of the first year. Potential committee members may be recommended at the time of admission. Students should consult with their PhD supervisor/s to secure two additional faculty members who would be appropriate members of the committee; if the supervisor is not a core faculty member of GNDS, then one of these committee members must be a core faculty member to serve as the Head’s Delegate. The student and PhD supervisor should work together to identify potential committee members, determine the final composition of the Supervisory Committee, and decide how each potential committee member is approached and invited to join.  Committee members normally will be core or cross-appointed faculty in Gender Studies. With permission of the PhD supervisor and Graduate Chair, one committee member may be from outside the department. 

The committee should be confirmed no later than June 30 of the first year of study.  The first Supervisory Committee Meeting is held by the end of the first year of study, or no later than September 30th at the start of the second year (details below). 

The student’s Supervisory Committee is thus comprised of three members:

• Supervisor/Co-supervisors
• Committee Member

*At least one of those in place #1-3 must be a core faculty member from GNDS

The Supervisory Committee is confirmed by submission of Form P1 – Supervisory Committee Confirmation in the student's Dashboard. This form should be submitted by the student as soon as the Supervisory Committee is established and in advance of the first Supervisory Committee Meeting. The Supervisory Committee’s membership is expected to remain the same for the PhD Proposal Defense.

1 From time to time, PhD students and supervisors may experience problems in their relationship. Resolution of an issue should first be sought through discussion between the student and supervisor and/or with the Supervisory Committee. If the issue cannot be resolved there, the student should consult the Grad Chair to seek possible resolution (or the Department Head, if necessary). If a satisfactory resolution is not reached, further assistance is available through the Associate Dean(s) of SGS. All consultations in GNDS and SGS are kept confidential and no direct action is taken without the prior consent of the student. Resolution of the issue can also be sought through the University’s Grievance Procedures. Students may wish to contact the Office of the University Ombudsperson and/or seek the advice and counsel from the SGPS Advisors.

Annual Progress Report

Each year, by June 30, PhD students are responsible for submitting an  SGS Annual Progress Report  through the SGS Forms portal. Once submitted, the supervisor will add comments, the student reviews the supervisor’s comments, and then the report will be reviewed and approved by the Graduate Chair. This report details progress since the last report and the plan/objectives for the next year. This report is required by the School of Graduate Studies. Other reporting requirements may also be necessary related to funding (i.e., SSHRC Annual Progress Report). Students on leave are not required to complete this form.

Before PhD students advance to candidacy, the Department has instituted that all students are required to develop a Syllabus, intended as a 3rd Year Undergraduate course or an equivalent teaching activity in a non-academic instructional setting that is relevant to their course of study and research program.

To be completed by July 15 of Year 1.

• Skills in syllabus preparation and pedagogy will be delivered within GNDS 903 in the winter term of Year 1, and it is intended that the student will complete a preliminary draft of the syllabus as part of their required work for this course.
• The student presents a first draft to their PhD supervisor by May 15 of Year 1.
• The supervisor completes the assessment and documents any required revisions by May 30 of Year 1.
• The student has one month to complete any required revisions and submits them to their supervisor by June 30.
• The supervisor reviews and approves the final version and sends it to the Graduate Chair for approval by July 15 of Year 1.
• If upon reviewing the syllabus, the Grad Chair (or Grad Committee delegate) requests revisions, the PhD supervisor and student are contacted by July 31 of Year 1, revisions are outlined, and the syllabus is resubmitted for final approval to the Graduate Chair by August 31 of Year 1.

The student creates a syllabus that is relevant to their course of study and research program. The syllabus may be designed for any instructional setting. If students wish to propose a university course syllabus, it should be designed as a third-year special topics course. Or it may be designed as an equivalent teaching activity in a non-academic instructional setting. The syllabus must demonstrate command of an area of study within the field of Gender Studies and the capacity to communicate and apply this knowledge in an instructional setting. The student must write a narrative rationale (approximately 6-10 double spaced pages, exclusive of cited references) addressing these factors, which is submitted alongside the syllabus to complete the assignment.

Exceptions to this guideline can be requested by the student and must be approved by their PhD supervisor and the Grad Chair. The PhD supervisor may require the student to access additional resources during Syllabus preparation (for instance, the Center for Teaching and Learning or the School of Graduate Studies courses or workshops). 

Given that the purpose of this activity is to develop the PhD student’s command of an area of study within the field of Gender Studies, there may be an opportunity – but no guarantee – that during the course of their PhD program they may be able to teach the course for the Department as part of their funding package, if it is developed as a 3rd Year Undergraduate Course Syllabus. Teaching allocations, however, are at the discretion of the Department Head and are based on need, capacity, enrollment, and funding. 

The syllabus will be evaluated by the supervisor and the Graduate Chair according to the following criteria and the above-noted timeline:

• The relevance of its topic to the student’s course of study and research program.
• The level of topical knowledge demonstrated by the course design.
• The appropriateness of the course content, pedagogy, assignments, and learning outcomes for the target audience and level of instruction.

Once the review is complete, the supervisor and Grad Chair (or Grad Committee delegate) complete Form P2 – Syllabus Approval in the student's Dashboard.  A copy of the completed, signed form is returned to all parties, and the original is kept on file in the Graduate Office.

Research to Action Plan

The Research to Action Plan (RtAP) is undertaken within GNDS 903; in it students develop a preliminary description of how their doctoral research will be designed and pursued. This description will include discussion of how each element of a student’s PhD is situated within work for social change, and should articulate how the research program and its applications interrelate – practically, methodologically, politically. 

There are five elements of the PhD addressed within the plan:  1) the syllabus, 2) practicum research, 3) post-candidacy research, 4) the dissertation format, and 5) potential research applications. 

While the plan is evaluated within GNDS 903, it will serve, with the benefit of feedback given within the course, as the basis for a revised Research-to-Applications Plan to be shared with the supervisor and supervisory committee.  

First Supervisory Meeting

The first Supervisory Committee Meeting is to be held by the end of the first year of study, and no later than September 30th at the start of the second year. The student and PhD supervisor should work together to decide who will contact each committee member to determine a compatible meeting date. The student is encouraged to seek advice from individual members of the committee before and after this preliminary meeting.

Two weeks prior to the meeting date, the student delivers to all committee members and the Graduate Assistant: (1) the final approved Syllabus, (2) the Research to Applications Plan written in GNDS 903 (in original or revised form) and (3) the final approved GNDS 950 Practicum Proposal (described below).

At this meeting, all committee members will discuss the student's proposed and in-progress plans for doctoral research (as outlined in the RtAP) and will advise the student on the preparation of the PhD Proposal. The committee also may advise the student's planned conduct in the program-approved GNDS 950 Practicum and the potential practice of the program-approved Syllabus. This meeting is also to include a discussion concerning the student’s preferred thesis format. 

The School of Graduate Studies requires that the thesis conform to one of two formats: the Traditional format (monograph style), or the Manuscript, Project and Portfolio-based format (a compilation of several related or ‘stand-alone’ components), as described in the General Forms of Theses, School of Graduate Studies .

The supervisor chairs this first committee meeting and records any instructions that committee members require of the student before their submission of the final Proposal; these instructions are noted on Form P3 – First Meeting in the Student’s dashboard and shared with the supervisory committee and student within three days of the meeting. A copy is kept on file in the Graduate Office. This meeting may take up to two hours; it is the responsibility of the supervisor to organize the date and time of the meeting. Once the date and time are set, the supervisor communicates this information to the Graduate Assistant who is responsible for booking the location of this meeting. 

Practicum (GNDS 950)

In GNDS 950, PhD students complete preparatory doctoral research engagement that explores or initiates applications of their project within work for social change. Activities conducted in GNDS 950 may focus on (for example) visiting a research site and/or seeking and initiating relationships with research partners, collaborators, and/or participants – drawn from communities involved in the study, scholars, activists, or cultural workers (among other contexts) – that may enable specific applications of the project within work for social change.

To be completed during fall term of Year 2.

• A plan for GNDS 950 research is prepared during winter of Year 1 as part of coursework in GNDS 903, forming a key component of the ‘Research to Applications’ Plan.
• The components of the GNDS 903 Research to Applications Plan that address the GNDS 950 Practicum are revised during spring/summer of Year 1 as a GNDS 950 Proposal and submitted in final form to the supervisor. 
• Once the GNDS 950 Proposal is approved by the supervisor, the student submits the syllabus into the Student’s dashboard for Grad Chair review and approval no later than August 1. If the Practicum research involves human participants and the student wishes to use those interactions as data, an application to the Queen’s General Ethics Board should be initiated at this time.
• Once the GNDS 950 Proposal also receives approval from the Grad Chair (or a Grad Committee delegate), no later than August 31, the Grad Chair completes Form P4 – Practicum Proposal Approval in the Student’s dashboard. A copy of the form is returned to all parties and kept on file in the Graduate Office. 
• The student will then be enrolled in GNDS 950 and will begin preparatory research engagement in fall of Year 2.
• After conducting a planned course of research engagement, GNDS 950 concludes with the submission of a Practicum Report in the Student’s dashboard (details below).

Practicum Proposal

The GNDS 950 Practicum Proposal will plan preparatory research engagement to be conducted during the two terms corresponding to the period of enrollment. If the research engagement proposed for GNDS 950 bridges with inquiry previously undertaken, or with inquiry that will continue after enrollment, the GNDS 950 Practicum Proposal should clarify what new areas of inquiry the student will conduct during the enrollment period, and the GNDS 950 Final Report should focus on learning gained from the inquiry undertaken during the enrollment period. The Practicum Proposal should be approximately 6-10 double spaced pages (exclusive of cited references).  

While the Practicum normally takes place during the fall and winter of the second year of the program, it is a three credit course, and the appropriate course hours should be distributed over the two terms.

If any inquiry during the GNDS 950 practicum will involve human participants and the student wishes to use those interactions as data, approval of their Queen’s General Research Ethics Board application is required before they are to proceed with their practicum. 

While completing GNDS 950, it is expected that the student simultaneously prepares a first draft of the Dissertation Proposal. Experience gained and new activities or relationships formed during GNDS 950 will allow the student to augment or alter prior research plans, and thus will inform the writing of the Proposal.

Practicum Report

Students have completed GNDS 950 after they have conducted the planned course of preparatory research engagement and submitted a Practicum Report in the Student’s dashboard. The Report consists of:

• What preparatory research engagement was completed or left incomplete, and what was learned from these efforts;
• What research relationships or research applications were explored or formed; and,
• How has the research experience newly informed the student’s understanding of the substance, theories, methods and applications of their doctoral project, as they will be presented in the Dissertation Proposal.
• Relevant academic and grey literature.
• Approximately 6-10 double spaced pages (exclusive of cited references).

Once the student conducts the planned course of preparatory research engagement and submits a Practicum Report, and if both are evaluated as satisfactory by the supervisor, the student is assured of being assigned a passing grade. GNDS 950 is graded Pass/Fail. This grading method emphasizes that the purpose of GNDS 950 is to provide students experience with research and its applications, in order to productively inform the preparation of the Dissertation Proposal and their plans for full-time doctoral research.

Dissertation Proposal

To be completed by the end of spring term of Year 2.

• The Dissertation Proposal is drafted during the fall and winter terms of Year 2 while completing GNDS 950.
• A draft of the Dissertation Proposal is submitted to the supervisor by March 1 of Year 2.
• The supervisor reviews the draft and provides feedback no later than April 1 of Year 2.
• The Dissertation Proposal is revised during April and May of Year 2; the student is also welcome (not required) to consult with individual members of their Supervisory Committee during their drafting phase.
• The revised draft of the Dissertation Proposal is submitted to to the Student’s dashboard during the summer of Year 2, at least three weeks prior to the Defense date. 
• The Supervisory Committee has two weeks to review the Dissertation Proposal and file their report (Form P6 – Dissertation Proposal Evaluation Report) via the Student’s dashboard. This report indicates: Proceed to Dissertation Proposal Defense or Schedule Second Supervisory Committee Meeting, and includes a brief report on the proposal, as well as one or two questions to be posed during the Defense.
• If one or more reports indicate the need to Schedule a Second Supervisory Committee Meeting, the Defense Chair consults with the PhD Student and Supervisor as to whether they wish to proceed with the Defense or to schedule a Second Committee Meeting. If two or more reports indicate the need to Schedule a Second Supervisory Committee Meeting, a Second Supervisory Committee Meeting will be held instead of the Defense and the Defense Chair conveys this to the PhD Student and Committee. Otherwise, the Defense Chair provides the examination questions to the PhD Student three days before the Defense and the Dissertation Proposal Defense proceeds as planned.
• The Dissertation Proposal is defended by the end of that summer.

The Dissertation Proposal should be approximately 30 double spaced pages, excluding list of references cited. It should include a minimum of 30 academic sources (articles, monographs). Normally, the dissertation proposal has eight sections: a research overview that summarizes the student’s proposed program; problem statement and key questions that will be framing the student’s dissertation; a comprehensive review of research and debates that inform the student’s research topic (this section could be divided into sub-sections with headings); methodology and methods; ethical considerations; anticipated contributions; timeline; and budget.

NB: These guidelines apply to monograph, manuscript, or portfolio options of the dissertation except where noted. 

Research Overview

A summary (approximately 250 words) of the student’s proposed research program (this would typically involve a short introduction to the problem, the research questions, the methodology and methods of data collection and analysis, the anticipated contributions and impact).

Problem Statement and Key Questions

A statement of an issue or a problem that delineates why the research topic is important to explore. The problem may be theoretical (e.g. extending or complementing to specific concepts and theoretical questions) and/or methodological (e.g. attending to key methods in gender studies that clarify, extend, or complement a student’s area of study). This section includes 3-4 key questions that will inform the student’s dissertation research. The problem statement and the key questions delineate the significance of the study. This section should be about 1-2 pages.

Review of Research and Debates

In this section, the student provides a literature review, including key themes and ideas that inform their research. The student must demonstrate that they are familiar with their area of research and also show how their literature relates to key themes in gender studies. Put plainly: what body or bodies of theory speak to their dissertation? What theoretical questions are guiding their project? Students are welcome to present their review of research in sections. This section should include and extend the key texts that informed the student’s syllabus and/or practicum. The literature review should be about 10-15 pages.

Methodology and Methods of Data Collection and Analysis

This section will outline the student’s methodology (e.g., case study, phenomenology, grounded theory, ethnography, narrative inquiry, community-based participatory research, etc.) as well as their research method(s) and their data analysis method(s). Where appropriate, the student’s study site(s) should be included in this section.

Students are encouraged to discuss their methodology and appropriate methods to fit their research goal with their supervisor. For those students who intend to engage with human research participants, they may wish to develop their Queen’s General Research Ethics Board application alongside writing this section as it will help ensure ethical compliance (see next section). The methodology and methods section should be divided into sub-sections and it should be about 5-8 pages long.

Ethical Considerations

Depending on the method(s) of data collection, this section can run from one line (“no ethical considerations”) to about 1-2 pages if the student intends to engage with human research participants. 

Anticipated Contributions

If the student is writing a monograph dissertation, provide a chapter breakdown. If the student is writing a manuscript dissertation consisting of publishable journal articles, provide 2-3 sentences about each article. If the student is writing a dissertation portfolio, provide details about each component of your research program. This should be approximately one page.

Provide a timeline that spans from “writing proposal” (Fall Year Two) to “dissertation defense” (Spring/Summer Year Four). This section should be one page and can include research trips, conferences, and other potential sites that will complement the student’s dissertation studies.

Important: While there are several reference books on “How to Write a Dissertation Proposal” at Stauffer Library and online materials that are really helpful. If a student is struggling, they should remember to check in with their supervisor on an agreed-upon basis (e.g., once a month).

Where applicable, provide a budget of expected costs associated with conducting the research. This can include, for example: travel to/from field site and/or conferences (airfare, ground transportation), accommodation, meals, compensation for research participants, honoraria for community advisors, conference fees, etc. Indicate where funding is secured (e.g., through a supervisor’s grant funds where eligible, SGS funding, and/or a student’s own grant or contract) and where it is not. Where funding is not secured, indicate where funding will be sought and/or a Plan B to complete the proposed work.

The Dissertation Proposal defense serves as the PhD Qualifying Examination in Gender Studies. The defence is chaired by the Grad Chair (or a Grad Committee delegate), and all members of the Supervisory Committee are expected to attend. 

To initiate the Dissertation Proposal defence process, the following steps are required: 

• When the Supervisor and student agree that the proposal is ready for defence, the Supervisor notifies the Graduate Office by submitting Form P5 – Dissertation Proposal Defense to the Student’s dashboard at least one month prior to the defense. It is the responsibility of the Supervisor to organize the date, time, and location of the defense by confirming availability with the Proposal Defense Chair and the Supervisory Committee.  The Graduate Assistant can assist the Supervisor as needed.
• At least three weeks prior to the defense, the student submits an electronic copy of the proposal to the Student’s dashboard.  This document is then shared with their supervisor, members of the supervisory committee, the Graduate Chair, and the Graduate Office. The student should be prepared to provide Supervisory Committee members with a hard copy if requested.
• Each Supervisory Committee member is to complete a Dissertation Proposal Evaluation Report (Form P6) at least 5 working days before the exam. 
• The Evaluation form includes a brief report on the Proposal (a paragraph or two), and if the Proposal is deemed ready to defend, will also include one or two key questions the Committee member wishes to pose during the Defense. Committee Members’ questions will be compiled and shared with the student 3 working days in advance of the defense by the Defense Chair. Students are permitted to prepare speaking notes to refer to during the defense.
• If one or more of the examiner reports indicate ‘not ready’, then the Proposal Defense Chair will consult with the PhD student and Supervisory Committee as to whether they wish to proceed with the Defense, or instead to a second committee meeting. 
• If two or more examiner reports indicate ‘not ready’ then the Proposal Defense Chair will communicate to the PhD student and Supervisory Committee that a second committee meeting will be held in place of the Dissertation Proposal defense. 
• At that second committee meeting, the examiners’ concerns are raised and the student is given time to make revisions before scheduling a new Dissertation Proposal defense date. The student should complete revisions within two weeks to two months. The program will not normally allow revisions to proceed past four months. 
• o    It is the responsibility of the supervisor to follow the same protocol as noted above for scheduling a new Dissertation Proposal Defense date.

At the Dissertation Proposal defense, the Supervisory Committee determines whether the defense was successful with respect to both the oral and the written components. 

The Dissertation Proposal Defense Chair does not vote; their role will be to ensure a respectful and fair process, and to record highlights of the general discussion. The Dissertation Proposal Defense Chair does not ask questions, unless seeking clarification for record-keeping purposes. The Dissertation Proposal defense proceed as follows:  

• The Chair introduces everyone at the defense and reviews the process.
• The Chair asks the student to leave the meeting while the Chair review the reports from the Supervisory Committee and an order of questions from the Supervisory Committee is established (usually the member furthest removed from the student begins and the supervisor is last to ask any questions).
• The Chair asks the student to come back into the meeting, reports on the decisions made about order of questions, and answers any questions the student may have about the process before getting the round of questions underway. It can be anticipated that two rounds of questions may be necessary, but the defense should take no more than two hours. 
• Once the line of questions is complete, the Chair asks the student to leave the meeting while the committee deliberates on the outcome of the Dissertation Proposal defense: Pass, Minor Revisions Required, Major Revisions Required, or Fail. Details associated with any required revisions, or in the unlikely event of a fail, are identified and recorded, including timeline to complete. While it is ideal for the Committee to come to consensus, it may not always be possible. In instances where consensus is not reached, the defence chair will call a vote. 
• The Chair asks the student to return, conveys the Supervisory Committee’s decision on the outcome of the defense, and provides any instructions to the student. 
• Further informal discussion as necessary is allowed before the meeting is adjourned. 

   Note: After the examination, students or faculty members may speak with the Grad Chair and/or the Department Head if they have any concerns about its conduct.

Within five business days, the Dissertation Proposal Defense Chair will complete and submit Form P7 – Dissertation Proposal Defense Outcome to the GNDS Grad Chair, supervisor, and student.  Copies of the completed, signed Form P7 and all Form P6’s are given to all parties, and kept on file in the Graduate Office.

As noted above, the Supervisory Committee determines whether the defense was successful with respect to both the oral and the written components. Both components must be passed in order to progress. The outcome of the oral component is either Pass or Fail. The outcome of the written component can fall into one of four Categories described below. 

If the student receives “Pass”, they transition from PhD student to PhD Candidate and are cleared to proceed with their doctoral research as described in their proposal, provided they have all other necessary approvals (e.g., institutional ethics clearance, community-based ethics clearance), and they continue to work with their supervisor and Supervisory Committee for the duration of their program. 

If the student receives "Minor Revisions Required" for the written component, they will have designated time to complete the revisions and resubmit to the PhD supervisor for review and final approval. All revisions should be highlighted for the reviewer (minor revisions should take no more than two weeks to complete). The PhD supervisor would convey approval to proceed by completing Form P8 - Dissertation Proposal Revisions Outcome. 

If the student receives “Major Revisions Required” for the written component,” they will have designated time to complete the revisions and resubmit to all members of the Supervisory Committee for review and final approval. All revisions should be highlighted for the reviewers (major revisions should take no more than eight weeks to complete). The Supervisory Committee would convey approval to proceed by completing Form P8 - Dissertation Proposal Revisions Outcome. 

If the student receives “Fail” for the written component or the oral component, the Chair will provide a written report synthesizing comments from the Examining Committee that outline the reason for the decision. At this juncture, the student can be re-examined for the written component and/or the oral component. They also have the choice of voluntarily withdrawing from the program by completing the SGS Academic Change Form . It is expected that the Second Proposal Defense will take place within four months of the First Proposal Defense date. The second Dissertation Proposal defense will entail only the component that was failed in the first defense. The Supervisory Committee’s direction must be explicitly stated in Form P7 – Dissertation Proposal Defense Outcome. The second attempt is the final attempt and there are only two possible outcomes: Pass or Fail. 

Should the student Fail a second time, then the student will be withdrawn from the PhD program on general academic grounds. Withdrawal from the program will be initiated two weeks following the program’s announcement to the student of the defense outcome. During this two week period, the student may choose to voluntarily withdraw from the program by completing the SGS Academic Change Form . After two weeks, if they have not voluntarily withdrawn, then the Grad Chair will recommend the student’s withdrawal to the Chair of the Faculty Graduate Council and the Grad Chair shall inform the student in writing that this recommendation is being made and outline the grounds for this recommendation. Such a recommendation may be appealed by the student (see SGS General Regulations ).

Doctoral Candidate's Research and Final Evaluation

• After successfully completing all coursework, including GNDS 950, and the Syllabus, Dissertation Proposal and Proposal Defence, a PhD student transitions to ‘PhD candidate’, and completes their doctoral research and dissertation.
• During Years 3 and 4, PhD candidates conduct original research and prepare written components of the dissertation under the guidance of their PhD supervisor.
• PhD candidates preparing a Manuscript or Portfolio Dissertation submit the first chapter / component for supervisory review in Winter Year 3, the second in Spring/Summer Year 3, the third in Fall Year 4, and the complete dissertation in Winter Year 4.
• PhD candidates preparing a Monograph Dissertation submit a rough draft of the complete dissertation in Fall Year 4, and the complete dissertation in Winter Year 4.
• The dissertation moves to defence in Spring / Summer term of the Year 4. The PhD examination follows the regulations of the School of Graduate Studies.

Dissertation Examining Committee

The Dissertation Examining Committee is comprised of at least six members. After the student advances to candidacy and before a completed dissertation is submitted, the PhD candidate and PhD supervisor begin to plan the composition of the Dissertation Examining Committee. The PhD candidate and PhD supervisor should work together to identify potential committee members, determine the final composition of the Dissertation Examining Committee, and decide how each potential committee member is approached and invited to join. Normally the supervisor extends these invitations. Supervisory committee members may continue onto this committee, but they may withdraw, or the student and supervisor may choose to ask other or additional faculty members to serve.

All members of the Dissertation Examining Committee, except the supervisor, must be at arm’s length from the PhD candidate and the thesis content so as not to be in conflict of interest with the PhD candidate (examples include co-authorship with the student on manuscripts that form part of the thesis; a personal or family relationship with the student; a person with a vested interest in the thesis/research for personal/financial gain). The external examiner must be a person with whom the PhD candidate has not previously studied with, collaborated with, or have a personal or family relationship. The Chairperson is appointed by the School of Graduate Studies and conducts the defence in accordance with the policies and procedures of the School of Graduate Studies. Please refer to  Doctoral Oral Thesis Examinations  for details.

The student’s Dissertation Examining Committee is thus comprised of at least six members:

• Chairperson - (selection made by the SGS Thesis Coordinator)
• Head of the Department (or delegate)
• Supervisor(s)
• At least one other member of the Department (may have been on the Supervisory Committee)
• At least one faculty member from another Department (cannot have been on the Supervisory Committee) 
• External Examiner from outside Queen's University

With the exception of the Chairperson for Doctoral Programs, it is the responsibility of the Department to select, verify eligibility, and invite all members of the Thesis Examining Committee.

Dissertation Defense

Once the dissertation is considered ready to defend, the supervisor works with the PhD candidate and members of the Dissertation Examining Committee to set a date, time, and location for the defence meeting.  

To initiate the dissertation defense process, the following steps are required:

• The supervisor should submit the completed and signed SGS PhD Oral Thesis Examination Form to the Graduate Office no later than 30 working days (i.e., 30 days not including the date of submission, the date of defence, holidays, or weekends) before the examination date.  The Graduate Office will coordinate the details with SGS.
• The PhD candidate is responsible for reviewing the SGS requirements for Degree Completion and providing copies of the thesis/project to their committee members - in their preferred format - no less than 25 working days prior to the date of defence (i.e., 25 days not including the date of submission, the date of defence, holidays, or weekends). At some point before the deadline for distributing the thesis, the PhD candidate should confirm with each committee member if they would prefer to receive the thesis as a hard copy, a PDF, or a Word document. 
• The PhD candidate is to submit a PDF copy of the thesis to the School of Graduate Studies ( [email protected] ), for format review. The SGS Thesis Coordinator will notify the PhD candidate if any corrections are required before the final version of the thesis is submitted to QSpace. Note: if the thesis is too large to send by email, QShare is the best option.

The Chair is appointed by SGS and conducts the defence in accordance with the policies and procedures of the School of Graduate Studies. Please see Doctoral Oral Thesis Examinations . 

View a complete list of resources and forms

Gender and Sexuality Studies

• Terminology
• Background Info
• Search Tips
• Google Scholar
• Reviews of Research and Books
• Data and Statistics
• Archives Beyond Bobst
• Internet Resources
• Organizational Tools
• Trans Studies

Human Rights Campaign (HRC) Resources

• Press Release: HRC Declares "State of Emergency" for LGBTQ+ Americans HRC’s first-ever Emergency Declaration comes after more than 75 anti-LGBTQ+ bills signed into law this year (more than double the number from last year), creating an imminent threat to the health and safety of LGBTQ+ people and families nationwide.
• State of LGBTQ+ Rights: Know Before You Go HRC assesses LGBTQ+ rights and anti-LGBTQ+ laws in all 50 U.S. states.
• LGBTQ+ Americans Fight Back: A Guidebook for Action This HRC guidebook aims to arm LGBTQ+ people with resources and information to help ensure safety in all 50 states. It includes health and safety resources, a summary of state-by-state laws, “know your rights” information, and resources designed to support LGBTQ+ travelers as well as those already living in hostile states.

Book Ban Resources

• Playbook to Fight Against Book Bans EveryLibrary and GLAAD have partnered on this guide to help communities fight against book bans that are uniquely targeting LGBTQ+ Americans.
• Fact Sheet: Actions to Protect LGBTQI+ Communities In 2023, the Biden-Harris Administration announced new actions to protect LGBTQI+ communities from attacks on their rights and safety. On such action includes the appointment of a new coordinator by the Department of Education to address the growing threat that book bans pose for the civil rights of students.

Subject Librarian

Introduction

This guide gives an overview of resources and materials available at NYU Libraries (and beyond!) for research and instruction in gender and sexuality studies. Use the menu in the sidebar to navigate this guide.

Ready to jump in? Here are the top 4 things to know about starting your research in gender and sexuality studies:

• Scholarly articles are indexed by two core databases:
• GenderWatch
• LGBTQ+ Source
• Background information  and broad overviews of a topic can be found in reference works, such as:
• International Encyclopedia of Human Sexuality
• International Encyclopedia of Social and Behavioral Sciences
• Manage all materials  you find from various sources using a bibliographic management tool like RefWorks or Zotero to save, organize, and format all your citations.
• Ask me when you get stuck or have a question! I'm here to help with your research needs--just  email me at [email protected] .

Judith Butler On Gender

Gender and Sexuality Studies at NYU

Scholars of gender and sexuality studies are situated across schools, departments, and other academic structures at NYU.  Below is a selection of programs where there is a large concentration and/or explicit focus.

• Program in Gender and Sexuality Studies The undergraduate Program in Gender and Sexuality Studies, administered through the Department of Social and Cultural Analysis, offers a broad interdisciplinary investigation of gender and sexuality as keys to understanding human experience, fully integrating the study of gender and sexuality in its core curriculum, and insistently extending the view beyond U.S. borders.
• Center for the Study of Gender and Sexuality (CSGS) The Center for the Study of Gender and Sexuality (CSGS) at NYU facilitates a broad interdisciplinary investigation of gender and sexuality as keys to understanding human experience. The Center organizes events throughout the academic year, including seminars, panel discussions, film screenings, and conferences.
• Beyond a Boundary: Intersectional Feminist/Queer Studies Collective at NYU The Intersectional Feminist/Queer Studies Collective is a three-year initiative funded by the Andrew W. Mellon Foundation. Building on Black feminist theorizations of intersectionality, the Collective functions as a forum for feminist/queer scholars, activists, and cultural workers throughout New York City and the Tri-State region.

Gender & Sexuality Resources at NYU

• LGBTQ+ Center The NYU LGBTQ+ Center creates a welcoming environment for students, faculty, staff, and alumni to engage with and develop their understanding of LGBTQ+ communities through programs, events, learning and development, support, resource sharing, and consultation.
• Trans@NYU Trans@NYU is dedicated to providing up-to-date policies, services, and resources for transgender, gender non-conforming, nonbinary, and gender-questioning students, faculty, staff, and alumni at NYU.
• Pride@Work Pride at Work is an affinity group for lesbian, gay, bisexual, transgender, queer, questioning, intersex, asexual/aromantic, and allied (LGBTQIA+) staff and faculty at NYU. Pride at Work fosters a visible network to build community, enhance personal and professional skills, and advocate for LGBTQIA+ staff and faculty at NYU.
• NYU LGBTQ+ Alumni Network This alumni group serves as a network for members of the LGBTQ+ community and its allies through various events, educational programming, and community service opportunities.

Additional Research Guides

This guide is a gateway into gender and sexuality studies more broadly. For resources on specific topics or related disciplines, please browse the guides is this list or check out our other research guides .

• Anarchist Collections in the Tamiment Library
• Asian/Pacific/American Studies
• Caribbean Studies
• Data Sources
• Downtown Collection at the Fales Library
• Latin American Studies
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Doctoral study in Gender Studies

Why study with us.

As a doctoral candidate, you'll benefit from: financial support for research expenses through PReSS funding; high-calibre supervision practices; and the networks and expertise of our world-class academic researchers.

Research opportunities

You will be supervised by our researchers and have access to a range of resources to assist you in your academic and professional development.

We welcome PhD research proposals in areas such as:

• Critical gender and development
• Critical mental health
• Feminist political theory
• Gender and culture
• Gender and Pacific development
• Gender and reproduction
• Gender and sexuality in comparative literature
• Gender and sexuality in writing and media
• Gender, sexuality and religion
• Intersectionality studies
• Queer ecologies
• Queer theoretical approaches to the study of religion
• Queer theory
• Sex work politics and policies
• Sexual violence
• US social movements and popular culture
• Women and politics

There are a broad range of supervisors available across the University to supervise your postgraduate research in Gender Studies.

Scholarships and awards

There are several scholarships you may be eligible for when you decide to pursue your PhD in Gender Studies:

• University of Auckland Doctoral Scholarships
• Faculty of Arts Doctoral Scholarship

Help and advice

Our friendly staff will provide you with advice on enrolling in your PhD at Student Hubs .

If you would like to discuss your plans for your doctoral research you can contact our  PhD Adviser .

Apply for doctoral study

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Psychology of the Gendered Body - Thursdays 12:00-2:45pm with Professor Nicole Noll

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100 Gender Research Topics For Academic Papers

Gender research topics are very popular across the world. Students in different academic disciplines are often asked to write papers and essays about these topics. Some of the disciplines that require learners to write about gender topics include:

Sociology Psychology Gender studies Business studies

When pursuing higher education in these disciplines, learners can choose what to write about from a wide range of gender issues topics. However, the wide range of issues that learners can research and write about when it comes to gender makes choosing what to write about difficult. Here is a list of the top 100 gender and sexuality topics that students can consider.

Controversial Gender Research Topics

Do you like the idea of writing about something controversial? If yes, this category has some of the best gender topics to write about. They touch on issues like gender stereotypes and issues that are generally associated with members of a specific gender. Here are some of the best controversial gender topics that you can write about.

• How human behavior is affected by gender misconceptions
• How are straight marriages influenced by gay marriages
• Explain the most common sex-role stereotypes
• What are the effects of workplace stereotypes?
• What issues affect modern feminism?
• How sexuality affects sex-role stereotyping
• How does the media break sex-role stereotypes
• Explain the dual approach to equality between women and men
• What are the most outdated sex-role stereotypes
• Are men better than women?
• How equal are men and women?
• How do politics and sexuality relate?
• How can films defy gender-based stereotypes
• What are the advantages of being a woman?
• What are the disadvantages of being a woman?
• What are the advantages of being a man?
• Discuss the disadvantages of being a woman
• Should governments legalize prostitution?
• Explain how sexual orientation came about?
• Women communicate better than men
• Women are the stronger sex
• Explain how the world can be made better for women
• Discuss the future gender norms
• How important are sex roles in society
• Discuss the transgender and feminism theory
• How does feminism help in the creation of alternative women’s culture?
• Gender stereotypes in education and science
• Discuss racial variations when it comes to gender-related attitudes
• Women are better leaders
• Men can’t survive without women

This category also has some of the best gender debate topics. However, learners should be keen to pick topics they are interested in. This will enable them to ensure that they enjoy the research and writing process.

Interesting Gender Inequality Topics

Gender-based inequality is witnessed almost every day. As such, most learners are conversant with gender inequality research paper topics. However, it’s crucial to pick topics that are devoid of discrimination of members of a specific gender. Here are examples of gender inequality essay topics.

• Sex discrimination aspects in schools
• How to identify inequality between sexes
• Sex discrimination causes
• The inferior role played by women in relationships
• Discuss sex differences in the education system
• How can gender discrimination be identified in sports?
• Can inequality issues between men and women be solved through education?
• Why are professional opportunities for women in sports limited?
• Why are there fewer women in leadership positions?
• Discuss gender inequality when it comes to work-family balance
• How does gender-based discrimination affect early childhood development?
• Can sex discrimination be reduced by technology?
• How can sex discrimination be identified in a marriage?
• Explain where sex discrimination originates from
• Discuss segregation and motherhood in labor markets
• Explain classroom sex discrimination
• How can inequality in American history be justified?
• Discuss different types of sex discrimination in modern society
• Discuss various factors that cause gender-based inequality
• Discuss inequality in human resource practices and processes
• Why is inequality between women and men so rampant in developing countries?
• How can governments bridge gender gaps between women and men?
• Work-home conflict is a sign of inequality between women and men
• Explain why women are less wealthy than men
• How can workplace gender-based inequality be addressed?

After choosing the gender inequality essay topics they like, students should research, brainstorm ideas, and come up with an outline before they start writing. This will ensure that their essays have engaging introductions and convincing bodies, as well as, strong conclusions.

Amazing Gender Roles Topics for Academic Papers and Essays

This category has ideas that slightly differ from gender equality topics. That’s because equality or lack of it can be measured by considering the representation of both genders in different roles. As such, some gender roles essay topics might not require tiresome and extensive research to write about. Nevertheless, learners should take time to gather the necessary information required to write about these topics. Here are some of the best gender topics for discussion when it comes to the roles played by men and women in society.

• Describe gender identity
• Describe how a women-dominated society would be
• Compare gender development theories
• How equally important are maternity and paternity levees for babies?
• How can gender-parity be achieved when it comes to parenting?
• Discuss the issues faced by modern feminism
• How do men differ from women emotionally?
• Discuss gender identity and sexual orientation
• Is investing in the education of girls beneficial?
• Explain the adoption of gender-role stereotyped behaviors
• Discuss games and toys for boys and girls
• Describe patriarchal attitudes in families
• Explain patriarchal stereotypes in family relationships
• What roles do women and men play in politics?
• Discuss sex equity and academic careers
• Compare military career opportunities for both genders
• Discuss the perception of women in the military
• Describe feminine traits
• Discus gender-related issues faced by women in gaming
• Men should play major roles in the welfare of their children
• Explain how the aging population affects the economic welfare of women?
• What has historically determined modern differences in gender roles?
• Does society need stereotyped gender roles?
• Does nature have a role to play in stereotyped gender roles?
• The development and adoption of gender roles

The list of gender essay topics that are based on the roles of each sex can be quite extensive. Nevertheless, students should be keen to pick interesting gender topics in this category.

Important Gender Issues Topics for Research Paper

If you want to write a paper or essay on an important gender issue, this category has the best ideas for you. Students can write about different issues that affect individuals of different genders. For instance, this category can include gender wage gap essay topics. Wage variation is a common issue that affects women in different countries. Some of the best gender research paper topics in this category include:

• Discuss gender mainstreaming purpose
• Discuss the issue of gender-based violence
• Why is the wage gap so common in most countries?
• How can society promote equality in opportunities for women and men in sports?
• Explain what it means to be transgender
• Discuss the best practices of gender-neutral management
• What is women’s empowerment?
• Discuss how human trafficking affects women
• How problematic is gender-blindness for women?
• What does the glass ceiling mean in management?
• Why are women at a higher risk of sexual exploitation and violence?
• Why is STEM uptake low among women?
• How does ideology affect the determination of relations between genders
• How are sporting women fighting for equality?
• Discuss sports, women, and media institutions
• How can cities be made safer for girls and women?
• Discuss international trends in the empowerment of women
• How do women contribute to the world economy?
• Explain how feminism on different social relations unites men and women as groups
• Explain how gender diversity influence scientific discovery and innovation

This category has some of the most interesting women’s and gender studies paper topics. However, most of them require extensive research to come up with hard facts and figures that will make academic papers or essays more interesting.

Students in high schools and colleges can pick what to write about from a wide range of gender studies research topics. However, some gender studies topics might not be ideal for some learners based on the given essay prompt. Therefore, make sure that you have understood what the educator wants you to write about before you pick a topic. Our experts can help you choose a good thesis topic . Choosing the right gender studies topics enables learners to answer the asked questions properly. This impresses educators to award them top grades.

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Department of Economics

College of social & behavioral science, main navigation, research in gender.

Gender inequalities have been persistent and pervasive in all economies. Until recently, the importance of gender inequalities was not well-appreciated in economic theory or policies. Today, gender-equitable approaches to economic policy-making are becoming increasingly common. In 2015, with the adoption of Sustainable Development Goals, the United Nations declared achieving gender equality as a central goal in economic development outcomes to be achieved by 2030.

Commitment to Gender Equality

We are one of a handful of Ph.D.-granting economics departments in the world with a core strength in feminist economics. We use gender as a central category of analysis alongside, class and race.

TOPICS OF RESEARCH

Our feminist economics research focuses on theory, empirical work and economic policy, addressing the causes and consequences of gender inequalities in economic life and development of economic policies that aim to eradicate gender inequalities. Topics include

• Gender and macroeconomics
• Gender and international trade
• Gender differences in income and time poverty
• The interface of paid and unpaid work
• Gender differences in labor market behaviors and outcomes
• Causes and consequences of violence against women
• Care policies
• Role of institutions in promoting gender equality

COURSE WORK THROUGH A GENDER LENS

Since 1995 we have offered undergraduate and graduate students the opportunity to study economics through a gender lens.

Undergraduate and Master's Level

• ECON 5170/6170
• ECON 5560/6560/GNDR 5560 
• ECON 2040/GNDR 2040

Ph.D. Field Courses

• ECON 7150
• ECON 7180

Faculty Focusing on Gender Equality

We would love to hear from you! Our faculty would be happy to share more about their current projects.

Diksha Arora

Diksha Arora's current research focuses on the relationship between climate change, macro policy and gender disparities in access to decent work in Latin America. She has also conducted research examining gendered time poverty and its impact on household income and resilience to climate change, and gender-based constraints to adoption of climate-smart practices. 

Besides academic research, she has worked with local- and national-level policymakers in several Latin American countries to promote uptake of gender considerations in their local development programs and climate-change adaptation policies. She has also worked with several international organizations such as the World Bank, FAO and CGIAR. Most recently, her work with World Bank and Canada Caribbean Resilience Fund helped promote gender mainstreaming in disaster risk management policies in Caribbean countries.

Günseli Berik

Günseli Berik ’s research examines gender inequalities in livelihood and well-being outcomes—earnings, working conditions, training, population sex ratios, time use in the household. Her empirical research has focused on Turkey, Taiwan, Korea, Bangladesh, the US, and Utah. In recent research she examines aggregate well-being measures that incorporate unpaid work and the environment; street harassment in South Asia; and the feminist project in economics. She served as editor of the journal  Feminist Economics  between 2010 and 2017. 

Haimanti Bhattacharya

Haimanti Bhattacharya's research falls under the broad rubric of applied microeconomics and has three specific themes: environment, resource & food, psychology & economics, and gender. Her gender research examines different aspects of violence against women, including the relationship between engaging in paid work and spousal violence. She has also engaged with interdisciplinary research teams to examine perceptions and implications of sexual violence against women. The main geographic focus of her research is India.

Pavitra Govindan

Pavitra Govindan is a behavioral and experimental economist specializing in the topics of social norms and behavioral change, gender differences in self-promotion, and role of institutions in promoting gender diversity.  She has conducted lab experiments with university students, lab-in-the-field experiments in rural India, and online experiments on Qualtrics and Amazon Mechanical Turk. She has been a faculty member in the Economics department at the University of Utah since 2018.

Eunice Han is a labor economist, specializing in labor relations and educational policy. Her research focuses on workers’ well-being and inequality. Because the goals of labor unions are aligned with these topics, many of her studies examine the relationship between unions and labor market outcomes in both the private and public sectors. In particular, she is interested in understanding gender differences in employment, labor earnings, and other labor market conditions, as well as identifying tools to close the gender gap.

Codrina Rada

Codrina Rada is a macroeconomist with an interest in issues of growth and income distribution. She uses theoretical and empirical tools to study trends in income inequality in modern economies and the effect of rising inequality on economic activity within the context of global economic integration. Her gender research uses computable general equilibrium (CGE) framework to examine the impacts of gender inequality on food security in Mozambique and Ethiopia.

Catherine Ruetschlin

Catherine Ruetschlin studies labor market inequalities and public policy. Her current research is focused on markets for childcare and the labor market for childcare workers. In 2021 and 2022, she worked with Utah’s Department of Workforce Services Office of Child Care to evaluate access to and affordability of childcare services across the state. She also contributed to a forthcoming interdisciplinary study with the US Department of Veterans Affairs examining the labor market challenges facing female veterans. Catherine has taught at the University of Utah since 2018.  

Sarah Small

Sarah Small’s research falls under the broad umbrella of feminist economics. Her current research focuses on a variety of topics including intrahousehold bargaining, care work, the occupational crowding hypothesis, and history of feminist economic thought. Much of her work aims to understand how households allocate unpaid labor in the United States, especially within couples facing differences in income, union membership, and business ownership. She also studies how economics courses can be made more inviting to women. Before joining the University of Utah in 2022, she was a Feminist Economics Fellow and a postdoctoral researcher at the Center for Women and Work at Rutgers University. 

Current PhD Student Research

Latest department publications.

Utah 2021 Child Care Market Rate Study

Author: Catherine Ruetschlin and Yazgi Genc

Published: Utah Department of Workforce Services Office of Child Care

The Routledge Handbook of Feminist Economics

Author: Günseli Berik and Ebru Kongar (PhD, 2003, U of Utah)

Published: Routledge International Handbooks , 2021

Gender norms and intra-household allocation of labor in Mozambique: a CGE application to household  and agricultural economics

Authors:  Diksha Arora  and Codrina Rada

Published: Agricultural Economics, 2020

The Effects of Teachers' Unions on the Gender Pay Gap among US Public School Teachers

Authors: Eunice Han

Published: Industrial Relations A Journal of Economy and Society,2020

What is Eve Teasing? A Mixed Methods Study of Sexual Harassment of Young Women in the Rural Indian Context

Authors:  Haimanti Bhattacharya with Sharon Talboys, Manmeet Kaur, Jim VanDerslice, Lisa Gren, and Steve Alder

Published:  Sage Open , 2017

A Gendered Model of the Peasant Household: Time Poverty and Farm Production in Rural Mozambique

Authors:  Diksha Arora  (Ph.D. 2016, U of Utah) and Codrina Rada

Published:  Feminist Economics , 2017

Rape Myth Acceptance among College Students in the United States, Japan and India

Author: Haimanti Bhattacharya et. al.

Published: Sage Open, 2016

Spousal Violence and Women's Employment in India 

Author: Haimanti Bhattacharya

Published: Feminist Economics , 2015

Utah's Labor Market for Child Care Professionals

Author: Catherine Ruetschlin

Forthcoming: Utah Department of Workforce Services Office of Child Care

The Cost of Quality Childcare in Utah

The gender gap in labor market self-promotion: discrimination, beliefs, and norms: An experiment 

Author: Pavitra Govindan

Forthcoming: Working Paper

Do Meritocracies Increase Females Selecting Into Male-dominated Environments?

Selected Recent Publications from Alumni

Adem elveren.

Ph.D. 2008, Associate Professor at Fitchburg State University

Militarization and Gender Inequality: Exploring the Impact  

Co-author: Valentine M. Moghadam

Journal of Women, Politics & Policy, 2022

Ph.D. 2010, Assistant Professor, Fitchburg State University

Expanding Understanding of Poverty: Time Poverty Revealed Time-Use Data

Harnessing Time-Use Data for Evidence-based Policy, the 2030 Agenda for Sustainable Development and the Beijing Platform for Action: A Resource for Data Analysis , United Nations ESCAP, 2021

Nursel Aydiner-Avsar

Ph.D. 2011, Associate professor  at  Akdeniz University

The Gender Impact of Unemployment on Mental Health: A Micro Analysis for the United States

Forum for Social Economics, 2021

  Chiara Piovani  

Ph.D. 2011, Associate Professor, University of Denver

Gender and Development Programme

Work Time Matters for Mental Health: A Gender Analysis of Paid and Unpaid Labor

Review of Radical Polical Economics, 2021

Ph.D. 2016, PostDoctoral Fellow, Colorado State University

Gender norms and intrahousehold allocation of labor in Mozambique: A CGE application to household and agricultural economics

Agricultural Economics, 2020

Jacqueline Strenio

Ph.D. 2018, Assistant Professor of Economics at Norwich University

Time Heals All Wounds? A Capabilities Approach for Intimate Partner Violence

Feminist Economics, 2020

Emel Memis  

Ph.D. 2007, Associate Professor, Ankara University

“Changes in Global Trade Patterns and Women’s Employment in Manufacturing, 1995-2011”

Feminist Economics, 2018

Ph.D. 2011, Assistant Professor, Istanbul University

Engendering Welfare States: How Fa(i)r are Scandinavian Welfare States

Journal of Economic and Social Thought, 2017

Ph.D. 2011, Associate Professor at University of Wisconsin, Whitewater

“Gender Empowerment and Educational Attainment of US Immigrants and their Home-Country Counterparts”

Feminist Economics, 2017

Ebru Kongar

Ph.D. 2003, Associate Professor at Dickinson College

Gender and Time Use in a Global Context

Co-Author: Rachel Connelly

Palgrave, 2017

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• A Research Guide
• Research Paper Topics

40 Ideas for Women Issues and Gender Research Paper Topics

Read also: A Guide to Buying Term Papers Online

• The history of gender
• The difference between sex and gender
• Women erased from history: who they were and what they did?
• Gender imbalance in China and India: the causes of it
• Stereotype gender roles: why did society need them and does it need them now?
• Sexual revolution and the concept of gender
• Can gender be changed during a person’s life?
• Intergender relations
• The development and goal of gender studies
• How many genders exist in humanity?
• The #MeeToo movement and its consequences
• Gender discrimination laws all over the world
• What is sexism and gender discrimination?
• Does the backwards discrimination exist?
• Expected gender traits: nature versus nurture
• The physiological differences and gender
• Gender transitioning
• Gender and family issues
• Gender and sexual harassment
• Sex, gender and leadership
• Gender and parenting
• Gender roles in media and literature
• Feminism movement
• Do men need to fight for their rights as feminist women do?
• Does sex still sell? Gender in advertising
• Gender and pornography. Fem-porn: does it exist?
• Gender and prostitution
• Cognitive differences between genders
• Typically male and typically female nonverbal communication
• Women and “glass ceiling”
• Maternity and paternity leaves. Are they equally important for the baby?
• Abortions, pregnancy and gender
• Internal misogyny and misandry: causes and ways to overcome
• Childfree movement and gender
• Sexual behaviour, marriage strategies and gender
• The toys segregation and sexual education: shall it still be different for boys and girls?
• Gender dysphoria
• Beauty standards and gender
• Gender and power: male and female bosses
• Sexual orientation and gender

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Thesis Helpers

Find the best tips and advice to improve your writing. Or, have a top expert write your paper.

131 Gender Research Topics To Attain Top Grades

Are you looking for a gender topic to use for your research project, research proposal, thesis, or dissertation? You are definitely at the right place. We have 131 diverse gender research topics that will lead you to a point of research to get to the bottom of a certain phenomenon.

As students in college, you need to provide high-quality assignment output to increase the possibility of getting top grades.

These topics can help you dive more into research and even provide a bridge for your career. While doing research you might meet different stakeholders that can help you get a better understanding. You can also get thesis help from us online.

What Is Gender?

Gender is portrayed by the socially constructed characteristics found in males and females. Gender defines the behaviors, norms, and gender roles of males and females. However, it differs in certain societies. However, gender can lead to specific social and economic inequalities in society.

The other popularly confusing phenomenon is sex which refers to the unique biological and psychological characteristics of males, females, and intersex persons. Hugely, gender influences people’s experiences and access to different social amenities.

If gender issues interest you, you can consider doing gender development and gender studies courses or units in college. You will get a better understanding of the relationships between one’s gender and society.

The Different Parts Of A Thesis

A thesis has three major parts which include the introduction, body, and last part.

• Introductory Part The thesis introductory party should entail the cover page, description page, table of contents, list of figures, and list of tables. This may differ based on the kind of thesis that you are doing.
• Body The body content can vary based on the topic of gender that you are doing. If you are doing a research report topic; it should contain the introduction of the topic, theoretical basis, project implementation, research results, and discussion. If you are doing a development project report the body should contain the introduction, objectives, project background, theoretical basis, project implementation, and discussion.
• The last part This part should contain a list of references and appendices.

Gender Research Topics

Are you searching for ideal topics on gender? You can consider using any of these for your research paper, project, or assignment. You can’t miss an ideal one to use for your paper:

• General impacts of globalization on experiences around gender.
• Dynamics found in gender development.
• Effects of discrimination based on gender at jobs and careers.
• Promotion of gender equality in the world in the 21 st
• The known social construction of gender roles.
• Discuss whether gender is natural or acquired from the surrounding.
• Is gender a role, biological sex, or culturally acquired?
• How does gender impact social media interactions?
• Evaluate the changing gender roles in families.
• How are gender roles portrayed in cartoons?
• Effects of gender biases in the workplace.

Topics About Gender

Do different topics about gender interest you? Then consider any of these for your research project, research paper, proposal, and much more:

• The best modes to use to teach students about gender equality.
• Evaluate women’s empowerment in society.
• Common challenges faced by women in the workplace.
• Classification of gender dysphoria.
• Evaluate sex, gender, and inequalities
• Evaluate gender stereotypes and misunderstandings.
• Importance of mass media in solving gender issues.
• How does society portray gender and sexuality?
• Influence of gender stereotypes in individuals.

Gender Topics

Equality should be achieved in schools, workplaces, and social places. We are social beings and need to find a way to boost equality in society to prevent anyone from feeling left out:

• Gender disparity in science.
• Evolution of discrimination in society in the previous centuries.
• Similarities between racism and gender inequality.
• Social roles men and women.
• Gender roles in the current society.
• Why is discrimination dominant in certain places?
• How has LGBT evolved?
• The rights of single mothers in society?
• Gender role definition.
• The advantages of feminism in the growth of society.

Gender-Related Topics

Here are any gender-related topics which you can use for your thesis, dissertation, proposal, or project. If you have an interest in the field, what are you waiting for?

• The relation between culture and body self-image.
• Forms of gender violence in society.
• Gender role in medicine and science.
• Role of women in the progress of the world economy.
• The possibility of reaching gender equality in modern society.
• The kind of stereotypical depictions of women in the media.
• Role of women on Earth.
• How does religion diminish male roles in society?
• Division of labor for different genders in the workplace.
• Does gender influence income inequality?

Gender Studies Research Topics

Gender studies courses and the unit have gained popularity in different universities. The world is growing with each passing day, and it is important to understand how different genders interact in different institutions:

• The reality of the gender pay gap in the current society.
• Relation between culture and gender stereotypes.
• The root of gender stereotypes.
• Gender stereotypes are found on TV.
• How does gender inequality affect kids’ upbringing?
• Gender barriers faced by women in educational establishments.
• Causes of gender-based violence in the world.
• Family issues are caused by the gender disparity globally.
• The attitudes towards gays and lesbians.
• The Importance of maternal and paternal leaves for the newborn baby.

Gender Inequality Research Paper Topics

The world should provide a safe space for everyone. Therefore, you can use these gender inequality research paper topics to dig deeper into the kind of inequalities people go through:

• Gender concepts integrated into Artificial Intelligence.
• Gender diversity roles in scientific discovery.
• Major causes of gender imbalance.
• Relation between sports, women, and media institutions.
• The advantages and disadvantages of being a feminist.
• Importance of parents’ investment in girls’ education.
• Factors that cause inequality in the workplace.
• How gender misconceptions affect behavior.
• Steps that can be taken by parents to achieve gender parity.

Sociology Research Topics On Gender

Sociology entails the study of social interactions. If that interests you then these sociology research topics on gender will do the trick:

• The genderized occupations in society.
• Gender stereotypes in different regions.
• How are men and women treated differently in law?
• The known gender roles in the family.
• Women’s rights history in different countries.
• Advantages and disadvantages of gender identification in society.
• Mental perception of gender in society.
• Legalization of LGBT in families.
• How does gender studies impact self-esteem?
• The origin and dangers of feminism.

Gender Topics For Research

Gender equality, and achievement will play a huge role in improving productivity in the workplace, school, and social places. Advocating for gender equality for both men and women is crucial:

• Why are girls more likely to fall victim to sexual exploitation?
• Key obstacles that prevent girls from accessing quality education.
• Methods that can be used to promote equal opportunities for women and men in society.
• Impact of gender diversity in scientific innovations.
• Common gender-neutral management practices.
• The contrast of the wage gap between both genders.
• Evaluate gender roles in society.
• Can men fight for their rights as feminists do?
• Evaluate gender discrimination and promotion over time.
• Can education help solve inequality issues?

Gender Issues Topics For Research Paper

What resources do you use for research? You can search on the internet, and use scholarly articles, documentaries, books, and PDFs to get the information that you need:

• Evaluate work-home conflict as a result of gender inequality.
• Factors influencing inequality in developing countries.
• Best way to address gender-based issues at the workplace.
• Relation between gender and leadership in education.
• Bullying issues in education based on gender.
• A social perspective on gender issues and sexuality.
• Best modes of addressing gender equality.
• Relation between globalization, liberalization, and gender equality.
• Major gender issues in international relations.
• How does gender influence the recruitment of individuals in the workplace?

Best Gender Research Paper Topics

Which gender issues have you encountered in society? These are some other topics that can bring you into the limelight. Attaining gender equality in society is important:

• Scarcity of water and effect on gender inequality.
• Unequal division of economic growth in society.
• Factors that lead to gender inequality in the workplace.
• Gender inequality in retirement and employment.
• Relation between poverty and gender.
• Gender inequalities that lead to women’s rights movements.
• Gender stereotypes issue and contribute to gender inequality.
• Effects of gender inequality in economic development.
• Dire consequences of gender inequality.
• The importance of women fighting for gender equality.

Gender Research Paper Topics

You can use any of these gender research paper topics to make your proposal, project, thesis, or dissertation, which will help to make your paper really good. But if this whole writing process is difficult for you, you can find dissertation writers for hire .

• Manifestation of gender inequality in society.
• From your perspective is it possible to fully achieve gender equality?
• Future outcomes of the present gender inequality.
• How does gender blindness impact gender inequality?
• Economic aftermaths of gender inequality.
• Relation between gender equality and politics.
• Evaluate gender inequality from a psychological perspective.
• Best modes to tackle gender inequality at home.
• How is gender inequality portrayed in sports?
• Should women and men perform specific roles?

Women And Gender Studies Research Topics

When it comes to gender issues, women are the most affected. Therefore, there is a need to balance the issue so that both men and women can share the same rights:

• Women’s views on long-existing gender stereotypes.
• How are gender roles portrayed in movies, news, and TV shows?
• Gender stereotypes in children
• Evaluate gender as portrayed in literature
• Gender mainstreaming in institutions.
• Gender role effects on childhood development.
• How are gender stereotypes developed in families?
• Parents’ gender roles and children’s aspirations.
• Emotional perception of gender inequality.
• The disparity between gender stereotypes in the Eastern and Western culture

Research Topics On Gender Inequality

If you are planning to do a research paper on gender. These are the perfect topics to start with. You can find data for different topics easily on the internet:

• Gender stereotypes in athletic management.
• Effect of globalization on gender norms and experiences.
• Feminization and gender issues in education
• Relation between gender equality and women’s rights.
• The global perception of female leadership and gender equity.
• The effects of gender discrimination in social media and how it affects individuals.
• Transgender and gender non-conforming in children.
• Race and Gender public relations.
• Gender socialization and ageism.
• Gender differences in financial knowledge acquisition.

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• 15 May 2024

Neglecting sex and gender in research is a public-health risk

• Sue Haupt 0 ,
• Cheryl Carcel 1 &
• Robyn Norton 2

Sue Haupt is an honorary senior research fellow at Peter MacCallum Cancer Centre in Melbourne, Australia, and a research associate at The George Institute for Global Health, Women’s Health Program, Centre for Sex and Gender Equity in Health and Medicine, University of New South Wales (UNSW) Sydney, Australia.

You can also search for this author in PubMed   Google Scholar

Cheryl Carcel is the head of the brain health programme at The George Institute for Global Health UNSW Sydney, Australia.

Robyn Norton is a founding director of The George Institute for Global Health, a professor of public health at UNSW Sydney and chair of global health at Imperial College London, UK.

Illustration: Sophi Gullbrants

You have full access to this article via your institution.

In 2022, clinical trials indicated that a drug called lecanemab could slow cognitive decline in people with Alzheimer’s disease; soon after the results were published, the global Alzheimer’s community heralded lecanemab as a momentous discovery. However, closer inspection of the data by independent investigators revealed that the drug might significantly help men, but not women 1 .

The finding is a reminder that, even though tremendous advances are being made in the clinical application of cutting-edge technologies, such as gene editing and artificial intelligence (AI), there is a remarkable lack of understanding about how many aspects of human health are affected by variables as seemingly basic as sex and gender.

Sex and gender in science

Over the past decade or so, funders and publishers have made extensive efforts to encourage researchers to address the effects of sex and, in human studies, gender where appropriate. Thanks in part to these efforts, more insights are beginning to emerge. For Alzheimer’s and many other diseases that are common causes of death, including cardiovascular diseases, cancer, chronic respiratory conditions and diabetes, a person’s sex and gender can influence their risk of developing the disease, how quickly and accurately they are diagnosed, what treatment they receive and how they fare.

But even for the most-studied conditions, many questions remain. Few investigators have begun to probe the interrelationships between sex and gender , for example. And in cases in which researchers are managing to unpick the multifaceted effects of sex, this knowledge is not being sufficiently incorporated into the design of clinical trials or adequately changing the practice of medicine.

The consideration of sex and, where appropriate, gender in biological research must become routine — especially as molecular genetics, biomedical engineering and AI open up possibilities for treatments that are better tailored to the needs of individuals. Likewise, the culture of medicine must be transformed so that approaches to treatment evolve in response to the data. This will require further engagement from funders and publishers, but action from many other players, too. Pharmaceutical companies and intergovernmental organizations, among others, must acknowledge three things: how sex and gender can have huge effects on health outcomes; how these effects are often disregarded in basic research and clinical trials; and that change can come only through increasing awareness among all stakeholders of the importance of shifting the dial.

Health outcomes affected

In most human clinical records so far, sex is reported by physicians or participants in studies ticking one of two boxes: ‘female’ or ‘male’. In those clinical studies in which data are collected on chromosomes, hormone levels, reproductive anatomy or other sex characteristics, these features will frequently reflect a person’s sex assigned at birth. But this is not always the case. Added to this, sex and gender have often been used interchangeably, but they are not the same and they do not always align. Current definitions of gender include the social, psychological, cultural and behavioural aspects of being a man or woman (whether cisgender or transgender), non-binary or identifying with one or more other evolving terms 2 .

In several countries, new recommendations about how researchers should obtain data on people’s sex and gender should mean that, in the future, investigators will be able to more-accurately probe the roles of both in human health. But in general, there has been incomplete capture of information for sex and gender so far, including for individuals whose sex characteristics and/or gender identities don’t fall into a binary categorization scheme.

Women are more likely to die after a severe heart attack than are men. Credit: Simon Dawson/Reuters

In this article, consistent with much of the published population-wide data, we refer to a woman as someone who identifies with that gender and was assigned female sex at birth (a cis woman), and a man as someone who identifies with that gender and was assigned male sex at birth (a cis man). But we recognize that participants in the studies we describe might not have been asked about both their gender and their sex.

For all sorts of non-communicable diseases, there are differences between men and women in the average age at which they are diagnosed, the average age at which they die and even in their rates of death.

We need more-nuanced approaches to exploring sex and gender in research

Such variations, from the earlier onset of cardiovascular diseases in men to the more frequent occurrence of Alzheimer’s disease in women, might stem from differences in biology, which can affect people’s likelihood of developing a disease and how they respond to treatment. Or these discrepancies might stem from variation in people’s exposure to the environmental factors that trigger the disease, how they manage their condition, how they are treated by carers and so on, all of which can be influenced by a person’s gender. Often, a combination of factors will be at work.

Take heart attacks. Studies conducted over the past decade have revealed extensive sex differences in the expression of certain genes in heart tissue, which in turn affect the type and function of the cells that make up the heart.

Such variation could help to explain why men are likely to have a heart attack for the first time around six years earlier than women — in the United States, at 65.6 years old in men compared with 72 years old in women 3 — and why (in Australia, at least) heart attacks are at least twice as common in men relative to women of comparable ages (see go.nature.com/3qbvrxq ). Likewise, although mechanisms are yet to be fully understood, it is plausible that differences in people’s biology help to explain why women are more likely to experience pain between their shoulder blades, nausea or vomiting and shortness of breath during a heart attack; why men are more likely to experience chest pain and increased sweating; and why women are nearly twice as likely as are men to die after a severe heart attack.

Yet, when it comes to the risk of dying, social and environmental factors — shaped by gender — also seem to be important.

Tobacco consumption increases a person’s risk of having a heart attack, and smoking is much more common among men globally. Worldwide, around 37% of men smoke compared with around 8% of women . Also, in part because health-care professionals and others are more familiar with the heart attack symptoms commonly seen in men, when women have a heart attack, they are more likely to delay seeking help, and carers are often slower to intervene 4 . In fact, in a study of more than 500,000 people who experienced a heart attack and were admitted to hospital in the United Kingdom between 2004 and 2013, women were 37% more likely to receive an incorrect initial diagnosis after a severe heart attack than were men 5 . Even when women tell their physicians that they have chest pain, they are two to three times less likely to be referred to a cardiologist than are men 6 .

A similarly complicated picture has been emerging in relation to strokes 7 — another cardiovascular disease — and, in the past few years, in relation to cancer.

Smoking is more common among men than women globally. Credit: Behrouz Mehri/AFP/Getty

Most cancers that occur in non-reproductive organs develop earlier in men than they do in women. In the United States, oesophageal cancer is 4.5 times more likely to occur and cause death in men than in women, for example, and lung cancers, the most common drivers of cancer-associated deaths worldwide, kill around 40% more men than women 8 .

Just as with heart disease and stroke, some of this variation seems to stem from behavioural differences. Tobacco consumption increases a person’s risk of developing several cancers 7 . For thyroid cancers, however, women are more likely to develop the disease than are men — three times more likely in some places — which suggests that other factors might drive the different rates of this particular cancer in women and men 9 . But tumours typically arise because of problems with cells’ genetic-repair systems, together with inadequate damage clearance, and genetic differences between men and women that affect cancers are beginning to emerge.

Male–female comparisons are powerful in biomedical research — don’t abandon them

Much more research is needed to understand how sex affects the rate at which genes mutate, cells’ capacities to repair and clear damaged DNA, and when genetic damage starts causing disease. Yet research led by one of us (S.H.) on lung adenocarcinoma, the most common type of lung cancer, suggests that women can survive for longer than men after they are diagnosed, in part thanks to cancer-defence genes in women driving more-robust immune responses 10 . X chromosomes encode many genes that are linked to immunity, and women with two X chromosomes might express these genes at higher levels than men with XY chromosomes.

Responses to cancer treatments also differ between men and women. Chemotherapies tend to work better in women than in men. This could be because it can take longer for women’s bodies to clear certain drugs, which could partly explain why women are also 34% more likely than men to experience harmful side effects 11 . Moreover, women with lung cancer typically have better outcomes after surgery, which they undergo more often than men 8 . This is probably due, at least in part, to women having less advanced disease when they are diagnosed than men do 12 . But the generally stronger immune responses in women might also help their recovery 8 .

Too often ignored

Despite these compelling indications that sex and gender matter, when it comes to many diseases that are leading causes of death, many researchers and health practitioners still fail to adequately take sex and gender into account. They might also be influenced by conscious or unconscious bias.

In the case of heart disease, the differences in gene expression and cellular make-up and activity found in men and women’s hearts highlight the need for sex-specific cardiac tissue models, sustained by sex-appropriate vasculature 13 . (Women on average have smaller hearts with narrower vessels compared with men.) Currently, researchers tend to construct heart models using either animal or human cells, but without necessarily ensuring that cells are sourced from individuals of only one sex per model. In fact, identifying sex disparities in basic heart biology is crucial to engineering relevant heart models with stem cells, for example, which investigators are now developing to aid the study of heart disease 13 .

For both heart disease and stroke, because of decades of under-representation of women in clinical trials, many of today’s standard treatments are based on studies of what happens in men who weigh around 70 kilograms. In clinical trials conducted for stroke and heart conditions between 2010 and 2017, women worldwide were under-enrolled relative to the prevalence of these diseases in the general population — by around 20% 14 . There is also significant underfunding of research for many conditions that are more prevalent in women compared with those that are more common in men (see ‘Disparities in health and disease’).

Source: A. A. Mirin J. Womens Health 30 , 956–963 (2021).

Basic research on cancer is similarly riddled with problems. Take the sex of the cell lines that are stored in commercial cell banks, which have been studied for decades and are the source of much of today’s textbook knowledge. For lung cancers, male lines outnumber female lines by two to one. For liver cancers, the ratio is seven to one. Until a few years ago, few researchers studying cancer in cultured cells in the lab even considered the sex of the cells they were studying. Also, the standard media in which cells are grown is frequently supplemented with fetal calf serum from a mixture of male and female calves, and so contains both male and female sex hormones. And phenol red, a dye commonly used to monitor the pH of tissue culture media mimics the hormone oestrogen 8 .

To add to the difficulties, research findings that emerge from the use of these cell lines are often tested in mice of only one sex. The results of these studies are then used to guide human trials that include both men and women participants. And in oncological clinical trials, just as with stroke and heart disease, women are still under-enrolled relative to the burden of disease they experience 7 .

Inclusivity in human trials will ensure the best possible outcomes for all participants, including cis and trans women and men, gender-diverse and intersex people (see ‘Inclusivity in practice’). Studies are showing, for example, that circadian rhythms — which can affect heart function and might impact how drugs are metabolized — differ between men and women 15 . So how might they compare in non-binary or transgender people? Likewise, knowledge about the immune responses of people with atypical numbers of sex chromosomes is likely to be crucial when it comes to the use of immune checkpoint inhibitors and other immune therapies for treating cancer. Those with Klinefelter syndrome, for example, who, similar to cis women, are at a higher risk of developing breast cancer than are cis men, have multiple X chromosomes that are rich in genes involved in the immune response.

Inclusivity in practice

How researchers include diverse groups of people in clinical trials with enough participants to be able to uncover between-group differences is a challenge.

Women represent nearly half of the population, but they are still under-represented in many clinical trials for numerous diseases, even in cases in which disease prevalence for women has been measured. For smaller population groups, such as transgender people, there are not enough data to even know what representative inclusion looks like. In fact, even if participation does reflect the prevalence of disease in the broader population in any one trial, teasing out effects might require combining the results of multiple studies in meta-analyses.

Advisory governing boards for pharmaceutical companies, such as the International Council for Harmonisation of Technical Requirements for Pharmaceuticals for Human Use, funders and regulatory agencies could help with this by ensuring that terminology is adequately and consistently defined, and that populations are properly profiled.

Heightened awareness

Routinely taking sex and gender into account in research and using that knowledge to change health care could benefit billions of people. So what’s needed to make this happen?

Policy changes — such as the US National Institutes of Health’s 2016 call for the inclusion of male and female sexes in studies involving cells, tissues and animals — are crucial. But for many researchers, such calls seem burdensome, especially because studying more than one sex can increase costs. ( Sample sizes might need to be increased to achieve sufficient statistical power when comparing groups.)

Alongside initiatives from funders and publishers, awareness must be built — among students, researchers, clinicians, medical ethics committees, research governance bodies and community groups — of the ramifications of failing to consider sex and gender, and how to correct the problem.

Accounting for sex and gender makes for better science

Efforts led by the Canadian Institutes of Health Research (CIHR) are encouraging. Even though the permeation of knowledge from research to health care has been glacial, between 2011 and 2019, the proportion of all research grant applications submitted to the CIHR that took sex into consideration increased from around 22% to 83%. Gender as a variable is now also included in many of the human studies funded by the CIHR .

Several initiatives have contributed to this. As an example, as well as asking grant applicants to include a section in their research proposals on whether they are considering sex and gender and how they will do so, or why this is not considered applicable, the CIHR has provided training for scientists and organized workshops involving researchers and specialists in sex and gender. Applicants are more likely to receive funding if they provide a satisfactory rationale for their choices.

Convincing people in leadership roles — in governments, laboratories, medical ethics boards, education and so on — of the importance of including sex and gender in research is especially crucial. More studies demonstrating the financial costs of not doing so could help. Between 1997 and 2000, for instance, eight prescription drugs were retracted from the US market because inadequate clinical testing in women had failed to identify that the drugs put women at greater risk of developing health problems than men. This error cost pharmaceutical companies and taxpayers an estimated US$1.6 billion per drug 16 .

The scale of transformation needed will also require more engagement from global players.

Even as far back as 2007, the 60th World Health Assembly — the decision-making body of the World Health Organization (WHO) — passed a resolution to urge researchers to split their data according to sex and to include gender analyses where appropriate. Steps to improve care for transgender people or those with diverse genders are also starting to be taken; in December last year, the WHO established a Guideline Development Group, to provide recommendations on how to address the health of transgender and gender-diverse people . But more extensive efforts, comparable to all United Nations member states committing to target 5.b of the 2015 Sustainable Development Goals by 2030, will be crucial. (This target is to “enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of women”.)

Lastly, under the guidance of regulatory bodies such as the European Medicines Agency and the scientific entrepreneur community, the pharmaceutical industry must do more to ensure that preclinical work is robust, and that products are tested on enough people of different sexes and genders. Many leading pharmaceutical companies acknowledge on their websites the importance of including diverse groups in clinical trials , but evidence of actions to address the issue is only just emerging.

Awareness of the problems around sex and gender is growing fast. And although many are concerned that medical applications of AI will perpetuate already existing biases 17 , promising developments are emerging in the use of machine learning to make diagnoses that are appropriate for people’s sex and gender.

For decades, for instance, physicians worldwide have been determining whether a person has had a heart attack by using the Global Registry of Acute Coronary Events (GRACE) score, which was derived from trials mainly involving men. In 2022, the application of machine learning to data that had been split for men and women refined the predictors for women. And these revised predictors did a better job of matching individuals to appropriate interventions 18 .

Greater awareness, the wealth of data now emerging and the possibilities presented by new tools, from AI to gene editing, could mean a new era for research and medicine.

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May 20, 2024

This article has been reviewed according to Science X's editorial process and policies . Editors have highlighted the following attributes while ensuring the content's credibility:

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Gender gaps remain for many women scientists, study finds

by Sherri Buri McDonald, University of Oregon

As more women have entered the biomedical field, they're getting a bigger share of research grants, and the gender gap in research funding appears to be narrowing, but the gains have been uneven.

That's because, at U.S. universities, most of those research dollars are going to senior women scientists, and their younger counterparts are missing out on the large grants that can advance science and careers, according to a new study by a University of Oregon researcher and collaborators.

Their findings were published May 17 in Nature Biotechnology .

"As the resources are increasingly flowing toward women, the disparity between senior men scientists and senior women scientists is closing," said co-author Chris Liu, an associate professor of management with the UO's Lundquist College of Business. "But the gap is persisting between junior men and women."

Liu collaborated with Andy S. Back, assistant professor in management and strategy at the University of Hong Kong Business School, and two researchers at the University of Maryland's Robert H. Smith School of Business: Waverly Ding, associate professor of management and organization, and Beril Yalcinkaya, a doctoral candidate in strategic management and entrepreneurship.

They examined the distribution of 2.3 million U.S. National Institutes of Health grants to biomedical scientists from 1985 to 2017.

Also, the researchers were struck by the contrast between two different sets of data. The first shows a steady climb in the percentage of life sciences doctoral degree recipients who are women, from roughly 30% in 1985 to 55% in 2020.

The second shows a persistent gender gap in the probability of holding a full-time tenured academic position in biomedicine. For the past three decades, the probability has been about 20% for women and nearly 40% for men.

"This is an important trend that has been overlooked," Liu said. "To fully realize the benefits of diversity, it is important that disadvantaged groups achieve the academic freedom afforded by grant funding and tenure. Our study reveals a systemic issue that needs to be addressed for young women scientists to advance through the ranks and have the greatest possible impact on science and society."

Possible solutions could include earmarking research funding for young women scientists and offering grant-writing assistance and other supports, Liu said.

Journal information: Nature Biotechnology

Provided by University of Oregon

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MIT News | Massachusetts Institute of Technology

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Four from MIT named 2024 Knight-Hennessy Scholars

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MIT senior Owen Dugan, graduate student Vittorio Colicci ’22, predoctoral research fellow Carine You ’22, and recent alumna Carina Letong Hong ’22 are recipients of this year’s Knight-Hennessy Scholarships. The competitive fellowship, now in its seventh year, funds up to three years of graduate studies in any field at Stanford University. To date, 22 MIT students and alumni have been awarded Knight-Hennessy Scholarships.

“We are excited for these students to continue their education at Stanford with the generous support of the Knight Hennessy Scholarship,” says Kim Benard, associate dean of distinguished fellowships in Career Advising and Professional Development. “They have all demonstrated extraordinary dedication, intellect, and leadership, and this opportunity will allow them to further hone their skills to make real-world change.”

Vittorio Colicci ’22

Vittorio Colicci, from Trumbull, Connecticut, graduated from MIT in May 2022 with a BS in aerospace engineering and physics. He will receive his master’s degree in planetary sciences this spring. At Stanford, Colicci will pursue a PhD in earth and planetary sciences at the Stanford Doerr School of Sustainability. He hopes to investigate how surface processes on Earth and Mars have evolved through time alongside changes in habitability. Colicci has worked largely on spacecraft engineering projects, developing a monodisperse silica ceramic for electrospray thrusters and fabricating high-energy diffraction gratings for space telescopes. As a Presidential Graduate Fellow at MIT, he examined the influence of root geometry on soil cohesion for early terrestrial plants using 3D-printed reconstructions. Outside of research, Colicci served as co-director of TEDxMIT and propulsion lead for the MIT Rocket Team. He is also passionate about STEM engagement and outreach, having taught educational workshops in Zambia and India.

Owen Dugan, from Sleepy Hollow, New York, is a senior majoring in physics. As a Knight-Hennessy Scholar, he will pursue a PhD in computer science at the Stanford School of Engineering. Dugan aspires to combine artificial intelligence and physics, developing AI that enables breakthroughs in physics and using physics techniques to design more capable and safe AI systems. He has collaborated with researchers from Harvard University, the University of Chicago, and DeepMind, and has presented his first-author research at venues including the International Conference on Machine Learning, the MIT Mechanistic Interpretability Conference, and the American Physical Society March Meeting. Among other awards, Dugan is a Hertz Finalist, a U.S. Presidential Scholar, an MIT Outstanding Undergraduate Research Awardee, a Research Science Institute Scholar, and a Neo Scholar. He is also a co-founder of VeriLens, a funded startup enabling trust on the internet by cryptographically verifying digital media.

Carina Letong Hong ’22

Carina Letong Hong, from Canton, China, is currently pursuing a JD/PhD in mathematics at Stanford. A first-generation college student, Hong graduated from MIT in May 2022 with a double major in mathematics and physics and was inducted into Sigma Pi Sigma, the physics honor society. She then earned a neuroscience master’s degree with dissertation distinctions from the University of Oxford, where she conducted artificial intelligence and machine learning research at Sainsbury Wellcome Center’s Gatsby Unit. At Stanford Law School, Hong provides legal aid to low-income workers and uses economic analysis to push for law enforcement reform. She has published numerous papers in peer-reviewed journals, served as an expert referee for journals and conferences, and spoken at summits in the United States, Germany, France, the U.K., and China. She was the recipient of the AMS-MAA-SIAM Morgan Prize for Outstanding Research, the highest honor for an undergraduate in mathematics in North America; the AWM Alice T. Schafer Prize for Mathematical Excellence, given annually to an undergraduate woman in the United States; the Maryam Mirzakhani Fellowship; and a Rhodes Scholarship.

Carine You ’22

Carine You, from San Diego, California, graduated from MIT in May 2022 with bachelor’s degrees in electrical engineering and computer science and in mathematics. Since graduating, You has worked as a predoctoral research assistant with Professor Amy Finkelstein in the MIT Department of Economics, where she has studied the quality of Medicare nursing home care and the targeting of medical screening technologies. This fall, You will embark on a PhD in economic analysis and policy at the Stanford Graduate School of Business. She wishes to address pressing issues in environmental and health-care markets, with a particular focus on economic efficiency and equity. You previously developed audio signal processing algorithms at Bose, refined mechanistic models to inform respiratory monitoring at the MIT Research Laboratory of Electronics, and analyzed corruption in developmental projects in India at the World Bank. Through Middle East Entrepreneurs of Tomorrow, she taught computer science to Israeli and Palestinian students in Jerusalem and spearheaded an online pilot expansion for the organization. At MIT, she was named a Burchard Scholar.

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