Semester Offering: January
This course takes a cross-cultural, inter-disciplinary and multi-methodological approach to understand contemporary Gender and Health issues. In particular, the course will explore the gendered, socio-economic-cultural, racial/ethnic, and geographical dimensions that underlie the approaches to understanding public health research, interventions and policies. Students will gain a broad exposure to a number of health issues and the interdisciplinary theorizing of feminists, health communication scholars and practitioners, public health advocates and social scientist. The course is divided in to three interrelated sections with the first third focused on theoretical underpinnings for understanding gender and health issues – including the social construction of health issues and solutions, role of gender norms (femininity and masculinity) and the how structural issues of social roles, class, race, gender, sexual orientation etc. determine health and well-being of individuals. Issues of both women’s and men’s health will be overviewed within this context to understand how gendered norms and social roles impact the everyday lives and health of men and women in different parts of the world. The second section of the course will look at research and interventions related to specific health issues in order to expand on the theoretical approaches and critically examine the role gender plays in health research and promotion. In the final third of the class we will focus on policy perspectives and interrogate Gender Mainstreaming in health policy. 


The student on completion of this course would be able to:
     Identifysocial and structural determinants of health &   gender-associatedfactors
     Analyze howgenderinequitiestranslateintodifferentiatedhealthoutcomes across differing health issues
     Outline basic gender based policy and advocacy responses to health issues.




I.      Understading Gender & Health: Theoretical Approaches
1.   Social Determinant of Health
2.   Gender inequity in health
3.   Women’s empowerment, Rights and Equity based approaches
4.   Women’s Health – Global Agendas
5.   Men’s Health – Understanding the Role of Masculinity in Men’s Health
6.   Gender Transformative Health Promotion

II.     Addressing Gender in Health Issues
1.   Sexual and Reproductive Health
2.   Maternal Health
3.   Violence Against Women
4.   Disaster & Emergency Response
5.   Special Topic 

III.    Gender & Health Policy
1.   Mainstreaming Gender in Health Policy
2.   Health Impact Assessment
3.   Sustainable Development Goals




1.   WGEKW (2007), Unequal, Unfair, Ineffective and Inefficient Gender Inequity in Health: Why it exists and how we can change it. Final Report to the WHO Commission, Geneva: WHO.
2.   Obregon, R. & Waisbord, S. (2012). The Handbook of Global Health Communication. Sussex, UK: Wiley-Blackwell


1.   Barker, G., Ricardo, C., Nascimento, M., Olukoya, A., & Santos, C. (2010). Questioning gender norms with men to improve health outcomes: evidence of impact. Global Public Health, 5(5), 539–53. doi:10.1080/17441690902942464
2.   Chib &  Chen. (2011). Midwives with mobiles: A dialectical perspective on gender arising from technology introduction in rural Indonesia. New Media & Society. 13: 486-501
3.   Creighton, G., & Oliffe, J. L. (2014). Theorising masculinities and men’s health: A brief history with a view to practice. Health Sociology Review, 19(4), 409–418. doi:10.5172/hesr.2010.19.4.409
4.   Doyal, L. (2001). Sex, gender, and health: the need for a new approach. BMJ, 323(7320), 1061–1063. doi:10.1136/bmj.323.7320. 1061
5.   Dudgeon, M. R., & Inhorn, M. C. (2004). Men’s influences on women's reproductive health: medical anthropological perspectives. Social Science & Medicine (1982), 59(7), 1379– 95. doi:10.1016/j.socscimed.2003.11.035
6.   Fikree, F. F., & Pasha, O. (2004). Role of gender in health disparity: the South Asian context.BMJ (Clinical Research Ed.), 328(7443), 823–6. doi:10.1136/bmj.328.7443.823
7.   Hankivsky, O. (2012). Women’s health, men's health, and gender and health: implications of intersectionality. Social Science & Medicine (1982), 74(11), 1712–20. doi:10.1016/j.socscimed.2011.11.029.
8.   Inhorn, M. C. (2006). Defining women’s health: a dozen messages from more than 150 ethnographies. Medical Anthropology Quarterly, 20(3), 345–78.
9.   Lock, K. (2000). Health impact assessment. BMJ/: British Medical Journal, 320(7246), 1395–1398.
10. Ravindran TK1, Kelkar-Khambete A. (2008). Gender mainstreaming in health: looking back, looking forward. Global Public Health. 3 Suppl 1:121-42. doi: 10.1080/17441690801900761.
11. Vlassoff, C. & Garcia Moreno, C. (2002), “Placing gender at the centre of health programming: BMJ (Clinical Research Ed.), 328(7443), 823–6. doi:10.1136/bmj.328.7443.823
12. Young, R. M., & Meyer, I. H. (2005). The trouble with “MSM” and “WSW”: erasure of the sexual-minority person in public health discourse. American Journal of Public Health, 95(7), 1144–9. doi:10.2105/AJPH.2004.046714


     Journal of Health Communication (Taylor and Francis)
     International Journal of Sexual Health (Taylor and Francis)
     Journal of Gender, Culture, and Health (Springer)
     Journal of Men's Health & Gender (Elsevier)
     Reproductive Health Matters (Elsevier)
     Social Science & Medicine (Elsevier)


Total of 40 hours of lecture over the semester plus combined 10 hours of student-led discussions and individual presentations over the course of the semester (equal to 5 hours of lecture). Students are expected to spend at least 6 hours of self-study per week, including required readings and completing the self-guided online course on Gender Transformative Health Promotion ( over the course of the semester.


Lectures combined with student led discussions and presentations. 


    Individual Assignment & Class Presentation  30% (graded on quality of research, Strength of the argument, critical content, coherence, references used & citations & formatting, writing skills, presentation & facilitation skills)
    Group Assignment & Class Presentation 30% (Content: graded on quality of research and strength of argument, critical content, coherence, References used & Citations & Formatting, 2. Presentation of Research: strength of the argument, critical content, coherence, verbal & presentation, moderating and facilitating skills);
    Final exam 25% (entire content – close book).
    Class Participation 15% (graded on quality of participation throughout the semester – keeping up with the class material & timelines, being involved in all class activities and assigned tasks – in other words contributing in a consistent, well-informed and thoughtful manner to class discussion and activities which shows engagement with the class materials and peers and enhances the quality of the class for everyone)

In the exams, an “A” would be awarded if a student can contextualize the knowledge learned in class by presenting case studies from articles or news, and including required readings in their analysis. A “B” would be awarded if a student shows an overall understanding of all topics, a “C” would be awarded if a student meets below average expectation in terms of analysis, and a “D” would be awarded if a student does not meet basic expectations in analyzing or understanding the issues presented in the course.