1. MEMOTo: Dr. Reshmi Mukherjee
From: Sarah Rosin
Subject: Proposal of Gender Studies Requirement
Date: February 8, 2015
PURPOSE
The purpose of this memo is to request authorization and funding to research the need for a
mandated gender studies requirement for all Boise State University Students.
SUMMARY
With increased awareness of LGBT rights and gender inequality, it is critical that university students
are graduating with education about sexual assault prevention, gender, tolerance, and sensitivity.
Currently the American Civil Liberties Union estimates that 95% of campus rapes go unreported
(Ito, 2010). Andrew Longi, student at Dartmouth College, editor-in-chief of the Dartmouth Law
Journal, and writer for The Guardian, writes in regards to attitudes towards minorities on campus,
“We passively assume that respect happens. If care were explicitly questioned on campus, then
students would engage in discussing these issues consistently and with respect. We would
understand criticism as an act of caring and a form of investment, rather than separation (Longhi,
2013).” Boise State University must face the issues of sexual assault and intolerance head on by
investing in and creating a mandated gender studies program. Such a program would focus on
sexual assault prevention, acceptance of minorities, encouraging tolerance and sensitivity on campus
and in the workforce, as well as shedding light on current gender issues such as Internet hate
speech, domestic violence, and policy. The following sections of this memo include a description of
the opportunity, the proposed tasks, a visual outline of the anticipated timetable required to
complete the tasks, personal qualifications, a financial budget, and the references cites.
DESCRIPTION OF OPPORTUNITY
The university setting is descending into a violent and unsafe arena. With increased risk factors,
such as binge drinking, for sexual violence prevalent on university campuses (Gohm, 2006), a major
social crisis is left to the authority of university administrators. In 2012, there were 3,900 reported
incidents of forcible sexual assault on college campuses, an increase of 50% over three years.
(Anderson, 2014). Though 3,900 incidents were reported, studies indicate that only one in five
incidents are reported to authorities (Hefling, 2014).

2. Proposal
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Though the media widely reports sexual assault as a women’s issue primarily, the breadth of assault
spans much wider and the terminology surrounding sexual assault often times fails to incorporate
harassment against sexual minorities. Sexual minorities are victimized at a far higher rate than the
majority on campuses (Sanlo, 2004). Andrew S. Hayes writes in the article, “Homophobia Within
Schools: Challenging the Culturally Sanctioned Dismissal of Gay Students and Colleagues,”: “We
conclude
that
while
the
weight
of
American
culture
sanctions
homophobia,
training
educators
and
personnel
about
the
nuances
of
institutional
homophobia
may
provide
a
fairer
environment
for
gay
students
and
colleagues
(Hayes,
1998).”
Scholars
widely
agree
that
the
first
step
to
inclusion
and
prevention
of
violence
and
hate
is
education
at
all
levels
of
the
university.
For transgendered students across campuses, recognition has been slow to progress. Literature on
the transgendered college experience is lacking, and college campuses lag on acceptance and
information about the transgendered population (Beyman, 2003).
Statements concerning acceptance and tolerance are virtually absent in the Boise State University’s
mission statement and in the subsequent “Shared Values” clause. President Obama recently used
the words “lesbian,” “bisexual,” and “transgender” in his 2015 State of the Union Address, referring
to America’s condemnation of “the persecution of women, or religious minorities, or people who are
gay, lesbian, bisexual, of transgender.” The culture surrounding sex and gender identity is becoming
inclusive at a national level within politics and workforces alike. This poses an immediate need for
gender education on all campuses across the country.
Understandably, a university would reflect the culture of the state it resides in. However, with 22%
enrollment from out of state students (Boise State University, 2014), Boise State University must
evaluate the gender education, and encompassing subject education, offered to its students. All
Boise State University Students, including students of senior standing, transfer students, and non-
traditional students, should be required to accrue a minimum of one credit of gender studies
course(s) and material prior to graduation, or the university at a whole may face a future in which it
fails in graduating well-rounded and sensitive students to an increasingly more progressive
workforce.
The solution will not be easy, but the need is apparent. The best place to start, as with many
problems, is education. The following proposed tasks aim to develop a full sense of the need for a
gender studies requirement at Boise State University.
PROPOSED TASKS
Contingent on approval, I would complete the following tasks to implement a mandated gender
studies requirement on campus.
Task 1. Research the effectiveness and value of mandated gender studies
requirements by investigating similar programs implemented at other
universities.
The first step to complete my proposal will be to research, using sources like
CultureofRespect.org and academic journal, the effectiveness of gender

3. Proposal
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3
education in preventing sexual assault and intolerance towards sexual
minorities. According to CultureofRespect.org, creators of the “No Means
No” campaign and the CORE Blueprint, a guide to ending sexual assault on
campuses, one of the most important aspects of a program is education at all
levels of a university (CORE Blueprint, 2014). I will contact comparable, peer
schools and investigate the presence of required gender studies education
and the effectiveness of said programs. As of 2009, only one university had
implemented required attendance to a sexual assault education events
(Breitenbecher, 2009). Knowing that many colleges offer the information, but
very few require attendance to the presentations reveals information about
the effective strategies on college campuses.
Task 2. Research faculty attitudes towards a mandated gender studies
requirement.
To
understand
the
attitudes
of
faculty
towards
a
gender
studies
requirement,
I
will
take
time
to
meet
with
current
professors
and
administrators
of
Boise
State
University.
I
would
record
qualitative
and
anecdotal
research concerning the
need, the desired approach, and the process of creating a mandated gender
studies requirement. I would begin my research by speaking to the current
gender studies department to find out what kind of programs and education
is in place currently, and how this could transition into a credit requirement
for undergraduate students. The first recommended step in the document
“Shifting the Paradigm: Primary Prevention of Sexual Violence,” a
publication of the American College Health Association, is:
Organizing a meeting of key leaders to discuss how to disseminate (See “Key
Partnerships in Sexual Violence Prevention” and “Spread the Word”) and utilize
the toolkit for your campus community. Be sure to include representatives from
the president/chancellor's office, faculty, health center, counseling center, health
promotion, women’s center/studies, Panhellenic/Interfraternity Councils,
athletics, dean of students, student affairs, peer educators, and other interested
parties.
Administration and faculty involvement will be paramount to stressing the
importance of requiring gender studies education across campus (American
College Health Association, 2008).
Task 3. Research the perceived current extent of gender studies education
offered to students including sexual assault prevention, gender/sex
differentiation, sensitivity towards sexual minorities, and
understanding of individual rights.
I
would
conduct
research
to
understand
the
student
body
attitude
towards
a
mandated
gender
studies
requirement
through
the
use
of
an
online
survey
that

4. Proposal
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4
would
ask
quantitative
questions
that
would
gage
the
student
attitudes
towards
to
need
for
such
a
requirement.
I
would
include
questions
such
as,
but
not
limited
to:
• Are
you
aware
of
sexual
assault
prevention
education
on
campus?
• Are
you
aware
of
gender/sex
differentiation
education
on
campus?
• Do
any
of
your
classes
cover
aforementioned
topics?
• Would
you
feel
that
a
mandated
gender
studies
requirement
would
be
beneficial
or
not
beneficial
to
all
undergraduate
students?
This information would allow me to gauge the need for and the attitude
towards a mandate gender studies requirement on campus.
Rebecca Hayes-Smith, author of “Student Perceptions of Sexual Assault
Resources and Prevalence of Rape Myth Attitudes,” writes:
Information in a sexual assault awareness program should be geared toward issues of
alcohol/drug consumption (e.g., Abbey, 2002;Schwartz & Nogrady, 1996), prevalence of
acquaintance sexual assault (e.g., Sampson, 2002), and debunking rape myths (e.g. Choate,
2003). Rape myths are generalized beliefs about victims, perpetrators, or sexual assault
incidents that either suggest that a sexual assault did no occur, or trivi the incident (Burt,
1980; Franiuk, Seefelt, Cepress, & Candello, 2008; Lonsway & Fitzgerald, 1994) and belief
in rape myths has a negative consequences for victims of sexual assault and for society as
a whole (Kahlor & Morrison, 2007; Lonsway & Fitzgerald, 1994). Thus the goal of having
such resources available on campus are to assist victims of sexual assault, reduce the
prevalence of rape myths, and raise awareness about sexual assault issues (Lanier, 2001(.
However, to be effective, the resources must reach the intended population (Rebecca
Hayes-Smith, 2010).
In accordance with Hayes –Smith’s statement, it would be critical to
understand the extent of the reach of current education to provide adequate
research to move forward.
Task 4. Research the actual the undergraduate requirements relating to sexual
assault prevent of gender studies education currently required of
students.
I would gather research and information concerning the university learning
objectives that cover sexual assault prevention, gender studies education, etc.
in order to understand the extent of education as well as the potential for
additional course content that would include the aforementioned topics.
I would meet with Dr. Martin Orr, the current chair of the sociology
department at Boise State University to find out the extent of gender
education offered to undergraduate students in the required sociology
classes.

5. Proposal
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I would also meet with Vicki Steiha, the director of the University
Foundational Studies program to discuss possible collaboration and
integration of sexual assault and gender studies curriculum.
This information would provide insight into the potential niche in university
requirements for mandated gender studies requirements.
Task 5. Draft and submit a proposal of university learn objectives, course
requirements, and recommended changes and implementations.
Finally, I would prepare a cohesive recommendation reports outlining the
anticipated effectiveness of a mandated gender studies requirement, faculty
and student attitudes surrounding the proposal, the anticipate budget
necessary to implement the program, and potential funding options.
Below I have included a detailed outline of the amount of time each task will require (Figure 5.1).
The entire project will require five weeks; four weeks of research and one week to complete the final
draft of the proposal. I will begin by researching the effectiveness of other programs and contacting
other universities to inquire about their current educational model for gender studies and assault
prevention measures. From there I will transition into investigating faculty and administration
opinions and budget/funding information. This research will culminate into the final proposal that
would create a gender studies requirement.
Figure 5.1

6. Proposal
of
Gender
Studies
Requirement
6
QUALIFICATIONS
As a former’s women’s studies minor student, and the recipient of the Idaho State University
women’s studies scholarship in 2011, I feel that the education I received concerning gender
constructs, patriarchal presence, post traumatic stress disorder, and sexual assault lead me to a place
of empathy and understanding the need for universal gender studies education. I feel compelled to
prevent hate and violence against women and sexual minorities. Universities should be a safe space
for all persons to explore and progress in academia; no person should feel alienated, scared, or
threatened.
Undergraduate studies at a university level have prepared and qualified me to complete this project
through intensive research practice and skills, time management, and technical writing. I have
previous experience in managing projects in a non-university setting from my position working as
an Internet marketing manager. I can provide a list of references upon request.
BUDGET
The following is the tentative budget requirement for funding in order to complete the five
proposed tasks to research and develop the need for and the method to create a mandated gender
studies requirement. I expect to spend approximately six hours on each research task totaling 24
hours of research. The final proposal, from start to finish, should require 10 hours of work, bringing
the total hours of compensated time to 34 hours.
According to the Bureau of Labor Statistics, the average wage for general and operations managers,
the encompassing title for project managers and researchers, is $22.21 (U.S. Bureau of Labor
Statistics , 2014). However, to account for lack of experience and lack of a completed undergraduate
degree, the hourly rate will be adjusted. Figure 5.1 details the total funding required to complete the
project.
Figure 6.1
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