This article explores how liberal arts education leads students to critically examine their everyday experience of mass media and to creatively transform their observation into radical knowledge about social norms, especially gender identities. The first part of this article lays out the shared grounds and connections between genre and gender: both are repetitive performances that reflect cultural rationality and gather people into distinct communities. The second part illustrates the significance of relating genre studies with gender issues in the liberal arts classroom through the example of the genre parody assignment in my Mellon-funded course “Race, Gender and Media.” Through showcasing two students’ parodic works, my article shows how liberal arts education can cultivate students’ genre-gender awareness and transform their experience of mass culture into knowledge about social norms.