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Opportunities

Gender, Women, and Sexualities Studies are among the fastest growing academic programs in the nation. The opportunities are endless!


Gender, Women, and Sexualities Studies (GWS) is an interdisciplinary curriculum that utilizes a multicultural lens to better understand the intersectional influences of power and privilege on gender, sexuality, race, class, and other factors of identity. Integral to GWS is the idea that individuals are agents of social change and that they work toward achieving equality for all. The Institute for Women's Studies and Services aims to equip students with the tools they will need to be civically engaged and self-reflective while building the skills needed to believe that they can (and will) change the world!


Graduates of Gender, Women, and Sexualities Studies programs can be found in a variety of career fields. This major not only transforms students’ lives, it provides professional development by cultivating skills in: 

  • Analytical and critical thinking
  • Writing and public speaking
  • Research design and development
  • Leadership, problem solving and conflict resolution
  • Interpersonal and intrapersonal communication

As the workplace becomes increasingly diverse, employers are seeking candidates with sensitivity to multicultural issues that impact individuals, families, communities and the workplace. Many students also go on to do graduate work at both the Master’s and Doctoral level to further explore the unique perspectives offered through studies of women, gender and sexuality.

Within this section of the website, you can explore the multitude of internship opportunities available to students pursuing Gender, Women, and Sexualities Studies, graduate programs that offer degrees and/or certificates in Women's and Gender Studies or related fields, and information about the various careers that are available to Gender, Women, and Sexualities Studies students after graduation.

* Berger, M.T. (2013). Learning from women's studies. Pedagogies: Teaching and Learning, 12(2), 76-79.


 


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