SOC306(31) American Women: The Changing Image
Fall 2001 Martha
E.Thompson, Ph.D.
MW 4:15 -
5:30 p.m. Office
hours: MW 1-2; 3:15-4:15
Class
location: CLS2056 Phone:
(773) 442-4779
My office
location: CLS 2091 E-mail:
ME-Thompson@neiu.edu
Art--Child
Care--Community--Education--Family--Friendship--Health Care--Language--Media
Military--Music--Politics--Poverty--Religion--Reproduction--Sexuality--Sports--Violence--Work
For over
thirty years, contemporary feminists and others committed to social justice
have made efforts to alter the images and experiences of women in all areas of
social life. In some ways, changes have
been dramatic; in others, the results have been negligible and sometimes
negative. I hope that you will increase your understanding of the following
during this course: (1) How women’s lives have and haven’t changed; (2) how
women’s lives are affected not only by gender but also by age, disability,
race/ethnicity, sexual orientation, and social class; (3) how your assumptions
influence how you see women’s lives, what changes you think are possible, and
what social change strategies, if any, you choose to use; (4) how feminist
activists have worked and continue to work for social justice; and (5) how to
apply feminist theory and action to contemporary issues, events, and
activities.
TEXTBOOK
The book
required for the course is available at Beck's Bookstore in the Village Square.
Susan M.
Shaw and Janet Lee. 2001.Women’s Voices, Feminist Visions: Classic and Contemporary
Readings. Mountain View, CA: Mayfield.
OFFICE
HOURS
Do you want to talk about the
reading, the course, teaching, women’s studies, feminism, activism, sociology,
or yourself? If you would like some
individual time with me to talk or if you just want to say, “hi," come to
my open office hours Mondays and Wednesdays, 1-2 p.m. and 3:15 - 4:15 p.m. You
do not need an appointment to visit me at these times. If these times are not
convenient, please let me know so that we can make other arrangements.
PHONE
CALLS, E-MAIL, AND THE WEB
Sometimes questions or concerns
arise when you can’t reach me in person. I urge you to call me or e-mail me. If
I am not in my office or on another line when you call, my voice mail will
answer. You may leave me a message at any time, 24 hours a day. I check my
messages regularly and will return your call as soon as possible. I also encourage you to e-mail me your
questions, comments, or concerns <ME-Thompson@neiu.edu>. If you misplace
your course materials, you can find them at
<http://www.neiu.edu/~methomps/aw>
COURSE
REQUIREMENTS
Exam I 100 points
Exam II 100 points
Attendance 25 points
Participation
Assignments 25 points
Project 40 points
Discussion
Assignments 75 points
__________
Total 365 points
A =
329-365 (A- =
329-340; A = 341-353; A+ = 354-365)
B =
292-328 (B- =
292-303; B = 304-316; B+ = 317-328)
C =
256-292 (C- =
256-267; C = 268-280; C+ = 282-292)
D =
219-255 (D- =
219-230; D = 231-244; D+ = 245-256)
HAVING
TROUBLE?
If you know you have a learning
disability, poor study habits, poor writing skills, troubles or issues outside
the course which will affect your ability to do your best, then let me know.
You may not be responsible for the situation you are in, but you are
responsible for making an effort to let me know you need help or support.
EXAMS
Exams are an efficient way to
assess aspects of what you have learned.
I think they work best for assessing whether or not you understand key
concepts, ideas, and skills. They are also a way to motivate you to make sense
of the course. For these reasons, the exams in this class will cover key
concepts, ideas, and skills from the texts and from class lectures, class
discussions, films, and activities. The Concept Guide provides a guide to the
key concepts for each class session and the Discussion Assignments provide a
framework for important ideas in the reading. Exams will consist of essays,
multiple choice, and matching questions. To take the exam, you must bring a
#2 pencil with you. Each exam will be worth a maximum of 100 points.
Emergencies, unfortunately,
do arise. If an unavoidable
situation prevents you from taking an exam, then you can demonstrate your commitment
to this course by making every possible effort to contact me prior to the class session in which the exam is
given, by providing third-party documentation (e.g. doctor, court) of the
unavoidable situation, and by being prepared to make-up the exam as soon as you
return to class. In fairness to other students, I do not give make-up exams
unless a student makes these extra efforts to demonstrate her or his commitment
to this course.
Grading
of Exams
A = 90 -
100 points; B = 80-89; C = 70-79; D = 60-69; F = 59 or fewer points.
ATTENDANCE
One of the best ways to learn
something is to hang out with someone who already knows how to do what you need
or want to learn (in this instance--me!).
A person who already has skills you need or want can be a role model and give you feedback.
You can benefit from observing and working with others who are also learning.
They, too, can be role models and provide support. In others words, attending
class is essential for your learning--not just what to learn, but to learn how to use concepts and ideas in everyday life.
Twenty-five points will reflect
overall class attendance. These points will be based on attendance, being
present for the full class time, involvement in class by raising questions and
issues, listening and responding respectfully to others, and participating in
group work. Excellent class attendance
means missing no more than one class, being on time and staying for the full
time for each class attended, and being actively engaged in the class (maximum
25 points); Good attendance means missing
no more than two classes (maximum 20 points). Fair attendance means
missing no more than four classes
(maximum 15 points). Poor attendance means missing five or more classes or
disrupting class by a pattern of being late, leaving early, or stepping out of
the classroom during class (maximum 10 points). Excused absences (e.g. illness
or emergency) are recorded like any other absence, however, you may receive a
higher number of points than indicated by the above maximums if you demonstrate
your commitment to this course by making every possible effort to contact me prior
to your absence and by providing
third-party documentation (e.g. doctor, court) of the unavoidable situation. Employment
conflicts, elective surgery, appointments with advisors or others, and travel,
even if there is notification and documentation, are not considered excused
absences.
PARTICIPATION
ASSIGNMENTS
Participating
in class is a good way for you to learn the content and skills required for the
courses you are taking. I also believe people learn best by involvement with
the subject matter-- active reading and discussing ideas with others. The
success of the course depends upon your preparation for and involvement in
classroom discussion and activities. Five times during the course, you will be
asked to come prepared to talk about a particular topic in class. Each participation assignment is worth 5
points for a total of 25 points possible. To receive credit for the
participation assignment, you must be present in class and participate in class
discussion (these can not be made up at another time).
1.
What’s in your knapsack? 9/10
Read
“Systems of Privilege and Inequality” (pp. 46-56). On page 47 is compilation of intersecting axes of
privilege, domination, and oppression, with a notation about which category is
dominant and which is subordinate in the U.S. Assess where you fall on each
axis. Select five axes you would be comfortable discussing in class. Come to
class prepared to identify yourself in terms of the five axes you’ve selected (if
possible, select a mix of privilege and oppression) and to discuss the privileges associated with
those falling on the dominant side. Also, given the five axes you’ve selected,
consider ways those with privileges could be allies to those with fewer privileges.
2. The sex game 9/24
Read
“Sex, Power, and Intimacy,” pp. 145-157. Do one of the activities described in
the learning activity “Heteronormativity: It’s Everywhere” (p. 152) and come to
class prepared to discuss what you found.
3.
What are the key concepts? 10/15
Prior to
this class session, each of you will be assigned a concept from the Concept
Guide. Be prepared to define the concept, discuss its importance, and provide a
specific example. Please put your name on a 3 x 5 index card along with the
definition of the concept, one sentence about its importance, and a brief
example. Make sure to include the page number where you found the concept in
Shaw and Lee. You will receive full credit for the assignment if you discuss
your concept and turn in a 3 x 5 index card with all the relevant information.
You will lose points for missing information, not discussing the concept in
class, and using a medium other than a 3 x 5 index card.
4. Who does the work? 11/5
Read
“Women’s Work Inside and Outside the Home” (pp.304-317). Do the learning
activity “Who does the work in your home?” (p. 306) and come to class prepared
to discuss what you found. If someone outside the family does any of these
jobs, note that and the sex of the person who does the job.
5. What
have you learned in American Women? 12/5
Prior to
this class session, each of you will be assigned a concept from the Concept
Guide. Be prepared to define the concept, discuss its importance, and provide a
specific example. Please put your name on a 3 x 5 index card along with the
definition of the concept, one sentence about its importance, and a brief
example. Make sure to include the page number where you found the concept in
Shaw and Lee. You will receive full credit for the assignment if you discuss
your concept and turn in a 3 x 5 index card with all the relevant information.
You will lose points for
A NOTE
ABOUT PLAGIARISM
Plagiarism is when you offer someone
else’s ideas as your own. The best way to avoid plagiarism is to put things in
your own words and/or quote, citing page numbers. If you work with other students, make sure you use your own words
to present your ideas. If you have carefully read an essay and copy the answer
from an author, make sure you put the answer in quotes and at the end of the
portion you have quoted, put the page number where the original can be found.
This will demonstrate that you have read carefully and are crediting your
source. If your assignment and another student’s are virtually the same, then
your assignment will be returned to you without credit. Plagiarized assignments
may not be rewritten or made up at another time.
PROJECT
The readings and course activities
do not cover or even touch upon every important issue facing women in the
United States or around the globe. The purpose of this project is to encourage
you to explore a particular interest, concern, or question you might have. The
project will have three parts: a proposal (due October 10), a paper (due November 12), and a class presentation
(November 12 or a date that fits with the topic for another class session).
Proposal
Use Shaw and Lee Women’s Voices,
Feminist Visions as a resource for your paper topic and method. Each
chapter contains learning activities, boxes with information and ideas, activist
profiles, and ideas for activism. Think of a general topic of interest to you
(e.g. racial oppression, transgendered people, eating disorders, birth control,
welfare, prostitution, music videos, talk shows, domestic violence,
spirituality, disability rights), go to the chapter most relevant to your
topic, and read each of the shaded boxes to find a project you could do or
adapt.
For instance, you could analyze
one of the films listed on page 111 for how characters learn and perform
gender or analyze one of the “must-read novels” on page 367. You could propose
to read a book or articles by and about one of the activists profiled in the
text. Your class presentation could be a 3-5 minute “visit” by this activist to
our class with you in costume and character.
You could engage in one of the ideas for activism proposed in the text
and write about it. You could give the body image quiz (p. 190) to a group of
25 women, analyze the results, and compare to the national findings. You could
interview women who participate in a religious community (p. 487) and analyze
the results.
You will need to include the
following in your 1-2 page proposal: (1) discuss what topic interests you and
why you are motivated to focus on it for your project; (2) indicate the page
number of the shaded box you used as inspiration, (3) describe the specifics of
your project --what film, what person, what activity, how you will go about
it, (4) the date when your class
presentation would best fit with the topic for the day, (5) and any special
resources you will provide or need me
to provide for your presentation (e.g. VCR, computer for power point
presentation, tape recorder, CD player). The proposal should be on-time, typed
and double-spaced. If two pages, make sure to
number and staple the pages. The proposal is due October 10.
Paper
Your paper should include (1) an
introduction (an overview of your question, hypothesis, concern, or topic, how it fits with the course material, what
motivated your choice, the controversies or issues to which your topic relates,
how you conducted your investigation),
(2) a body (will vary depending on what you chose to do; could be an
analysis of qualitative or quantitative data, thematic analysis, essay, position
paper, film or book critique, etc.), and (3) conclusions (what you found, how
it relates to this course, what it means for women and social change). The
paper should be on-time, approximately 5-7
pages in length, typed, double-spaced, and with numbered and stapled
pages. The paper is due November 12, even if you are scheduled to present
later.
Class
presentation
Prepare for a 3-5 minute
presentation. Most of you will present on November 12. If your topic fits with
an already scheduled class session , you may propose to present at another
time. You will know in advance on what date you will be presenting.
Rescheduling will be possible only in an emergency situation (I do not consider
being unprepared as an emergency
).
DISCUSSION
ASSIGNMENTS
To encourage analysis and
discussion of the readings, I will provide each of you with opportunities to be
responsible for in depth discussion. Three times during the course, you will
have the opportunity to present or evaluate key ideas in the reading, lead a
discussion based on the reading, and/or offer examples to illustrate key
concepts. To decrease your anxiety about being responsible for class discussion
and to help me plan each class session, I will ask you to decide ahead of time
which days you will be responsible for
discussion and I will give you a list of questions to help you prepare.
Organizing these discussion groups takes a lot of thinking and work on my part
and making the discussions successful requires advance preparation on the part
of your classmates; therefore, to be fair to the rest of the class and me, you
may not reschedule if you are absent or
unprepared for the day you were scheduled.
Each Discussion Assignment will
be worth a maximum of 25 points (total 75 points). Points for the Discussion
Assignments will be based on written preparation, relevant examples, and
classroom presentation. If you prepared for a discussion group, but miss the
day you were to lead discussion because of an illness or emergency and you
notified me, you may turn in your written materials for partial credit (for a
maximum of 20 points for one time only; if it happens a second time, you will
receive a maximum of 10 points; a third time, five). If you lead discussion on
the appointed day, but turn in your written materials late, you may receive no
more than 20 points the first time; if it is late the second time, you will
receive a maximum of 10 points; a third time, five points. You will receive no
credit for being a discussion leader if you do not also turn in a written
assignment.
Writing
The purpose of the discussion
assignments is to increase your ability to participate effectively in
discussion about the reading; however, I also expect you to meet college-level
writing standards. I will subtract points for a paper that has lots of spelling,
grammatical, and other errors that suggest the paper has not been proof-read.
Format
I require
students to pay attention to the format of their assignments. The written
portion of the assignment should be typed, double-spaced, stapled (not paper
clipped), and have numbered pages. To encourage you to follow these guidelines,
I will subtract points for each of the guidelines you do not follow.
Grading
of Discussion Assignments
A = If you receive 23-25 points on a particular assignment, you
have demonstrated an
in-depth understanding of the material in
your written and oral presentations of the assignment.
B = If you receive 20-22 points, you have demonstrated a solid
understanding of the material in your written and oral presentations of the
assignment. This means you mostly demonstrated a thorough understanding, but
had a couple of rough spots.
C = If you receive 17-19 points, you demonstrated an adequate
understanding of the material in your written and oral presentations of the
assignment. This means your assignment
is acceptable or there is unevenness.
For instance, you may have demonstrated only a superficial understanding
of the material or you may have done well in some portions of the assignment but
not in other parts.
D = If you receive 14 - 16
points, it means you have demonstrated an incomplete understanding of
the material. For instance, you may have demonstrated some understanding of the
material, but have left out portions of the assignments.
F = If you receive 13 or fewer
points, it means you have demonstrated a poor understanding of the
material. For instance, you may not
have answered the questions asked or answered them in such a way it appears you
do not understand and/or did not read the material.
Discussion
Assignments (Sign up for one in each group I, II, III)
Discussion
Assignments I
Ia. Unpacking the Knapsack 9/12
Written
Assignment
1.
Visual image
Find a
photograph, cartoon, postcard, advertisement, poster, or other visual image
that suggests to you the idea that women’s experiences are shaped by the
varying conditions in which they live and the varying social statuses they
hold. Briefly describe what about this image expresses the idea that women’s
experiences are not all the same. Be prepared to share the visual image with
the rest of the class and make sure you turn it in with your written
assignment.
2.
Your summary of each of the readings
Write a
short summary (1-2 paragraphs) of each of the readings assigned for today.
3. Key
idea
Briefly
define intersecting axes of privilege, domination, and oppression and briefly
describe Fannie Lou Hamer’s approach (p. 53) to these intersecting axes.
Class
discussion
Participate
in a whole-class discussion of the readings and possibly lead a small-group
discussion.
Ib. Challenging
gender 9/19
Written
Assignment
1.
Visual image
Find a
photograph, cartoon, postcard, advertisement, poster, or other visual image
that captures the idea that gender is a “performance” involving roles, scripts,
costumes, gestures, body language, etc. Briefly describe what about this image
shows that gender is a culturally defined performance.
2.
Your summary of each of the readings
Write a
short summary (1-2 paragraphs) of each of the readings assigned for today.
3. Key
idea
Based on
what you have read, briefly describe what you see as the relationship between
sex (biology) and gender (society) and briefly describe Gloria Steinem’s
approach (p. 113) to women’s issues.
Class
discussion
Participate
in a whole-class discussion of the readings and possibly lead a small-group
discussion.
Ic. The Personal is the Political 9/26
Written
Assignment
1.
Visual image
Find a
photograph, cartoon, postcard, advertisement, poster, or other visual image
that captures the idea that sex, power, and intimacy are related. Briefly
describe what about this image expresses the relationship between sex, power,
and intimacy. Be prepared to share the visual image with the rest of the class
and make sure you turn it in with your written assignment.
2.
Your summary of each of the readings
Write a
short summary (1-2 paragraphs) of each of the readings assigned for today.
3. Key
idea
Based on
what you have read, briefly define the politics of sexuality and briefly
describe Emma Goldman’s approach (p. 150) to the politics of sexuality.
Class
Discussion
Participate
in a whole-class discussion of the readings and possibly lead a small-group
discussion.
Id. When Beauty is the Beast 10/10
Written
Assignment
1.
Visual Image
Find a
photograph, cartoon, postcard, advertisement, poster, or other visual image
that captures your idea of a positive message about women’s bodies. Briefly
describe what about this image expresses a positive image for you. Be prepared
to share the visual image with the rest of the class and make sure you turn it
in with your written assignment.
2.
Your summary of each of the readings
Write a
short summary (1-2 paragraphs) of each of the readings assigned for today.
3. Key
idea
Based on
what you have read, briefly define what it means to inscribe gender on the body
and briefly describe Maggie Kuhn’s approach (p. 186).
Class
Discussion
Participate
in a whole-class discussion of the readings and possibly lead a small-group
discussion.
Discussion
Assignments II
IIa. Our
Bodies, Our Lives 10/24
Written
Assignment
1. Online
resources
Using the
online resource of the California Abortion Rights Action League
<www.choice.org/roevwade/options.html> or the International Planned
Parenthood Federation <www.ippf.org>, follow the directions for one of
the learning activities in “Walk in Her
Shoes” (p. 235) . Briefly summarize what you found and your reaction.
2.
Your summary and analysis of the readings
Identify
a theme of this set of articles about health and reproductive choice and
briefly describe how each article illustrates this theme.
3. What
did you learn?
What is
one thing you learned from Margaret Sanger’s life (p. 230) about advocating for
health and reproductive choice?
Class
Discussion
Participate
in a whole-class discussion of the readings and possibly lead a small-group
discussion.
IIb. Thinking
about Families 10/31
Written
Assignment
1.
Online resources
Using the
online resource of Divorce Law Information <www.divorcelawinfo.com> and
selecting Illinois, find the answer to one of the questions in the learning
activity “Divorce Law: Who Benefits in My State?” (p. 273). Briefly summarize
what you found and your reaction.
2.
Your summary and analysis of the readings
Identify
a theme of this set of articles about families and briefly describe how each
article illustrates this theme.
3. What
did you learn?
What is
one thing you learned from Hannah Solomon’s life (p. 230) about advocating for
families?
Class
Discussion
Participate
in a whole-class discussion of the readings and possibly lead a small-group
discussion.
IIc. The
Politics of Women’s Work 11/7
Written
Assignment
1.
Online resources
Using the
online resource of the AFL-CIO<www.aflcio.org>, click on “Working Women”
and follow the directions for one of
the learning activities in “Working
Women and Unions” (p.313). Briefly summarize what you found and your reaction.
2.
Your summary and analysis of the readings
Identify
a theme of this set of articles about women and work and briefly describe how
each article illustrates this theme.
3. What
did you learn?
What is one
thing you learned from Dolores Huerta’s life (p. 311) about advocating for
working women?
Class
Discussion
Participate
in a whole-class discussion of the readings and possibly lead a small-group
discussion.
Discussion
Assignments III
IIIa. Talking Back 11/19
Written
Assignment
1.
Take a Stand
Draft one
of the letters suggested in Ideas for Activism (p.363).
2. Your
summary, analysis, and evaluation of the readings
Take a
position on whether or not women can confront and create culture and use these
readings for support.
3. Finding
Inspiration
What is
one thing you can draw from Maxine Hong Kingston’s life (pp.366) to inspire
yourself and others to work for social change?
Class
Discussion
Participate
in a whole-class discussion of the readings and possibly lead a small-group
discussion.
IIIb. Stopping Violence Against Women
Written
Assignment
1.
Take a Stand
Find out
the answer to one of the questions in the learning activity “How Safe is Your
Campus?” (p. 400) and write a brief statement to the class concerning what you
found and your recommendations about we could do to support, improve, or implement safety measures for
increasing safety for NEIU students.
2. Your
summary, analysis, and evaluation of the readings
Take a
position on whether or not women can resist violence and use these readings to
support your position.
3. Finding
Inspiration
What is
one thing you can draw from Del Martin’s life (pp.366) to inspire yourself and
others to work for change?
Class
Discussion
Participate
in a whole-class discussion of the readings and possibly lead a small-group
discussion.
IIIc.
Carry It On 12/3
Written
Assignment
1.
Take a Stand
Find out
the answer to one of the topics suggested in Ideas for Activism (p. 55). Write
a brief statement to the class concerning what you found and your
recommendation about what we could do to promote, improve, or implement the
suggested program, policy, or service
2. Your
summary, analysis, and evaluation of the readings
Take a
position on whether or not women can bring about social change and use these
readings for support.
3. Finding
Inspiration
What is
one thing you can draw from Indigo Girls, Emily Saliers and Amy Ray (525-526)
to inspire yourself and others to work for social change?
Class
Discussion
Participate
in a whole-class discussion of the readings and possibly lead a small-group
discussion.
COURSE OUTLINE
8/27 Course
overview and introductions
8/29 Why
Women’s Studies and Feminism?
“Preface”
and “Women’s Studies: Perspectives and Practices,” pp. 1-17
9/3 Labor
Day Holiday No Class
9/5 Shattering
Myths
Rich,
“Claiming an Education”
Chesler,
“Letter One”
Ruth,
“Feminist Activism”
Hooks,
“Revolutionary Feminism”
Lee,
“Beyond Bean Counting”
Johnson,
“Shame, Guilt, and Responsibility”
Rhode,
“Denials of Inequality”
Questions
and suggestions for further reading follow each selection of readings
throughout Shaw and Lee--make sure to check them out.
9/10 Privileges
and Inequalities
“Systems
of Privilege and Inequality in Women’s Lives,” pp. 46-56
Participation
Assignment #1: What’s in Your Knapsack?
9/12 Unpacking
the Knapsack
Hill
Collins, “Toward a New Vision”
Frye,
“Oppression”
Richardson,
“Gender Stereotyping in the English Language”
Pharr,
“Homophobia”
McIntosh,
“White Privilege and Male Privilege”
Yamato,
“Something about the Subject Makes it Hard to Name”
Langston,
“Tired of Playing Monopoly”
Copper,
“Voices”
Wendell,
“The Social Construction of Disability”
Discussion
Assignment Ia
9/17 Learning
to be a girl
“Learning
Gender in a Diverse Society,” pp. 107-118
9/19 Challenging
gender
Gould,
“X”
Lorber,
“The Social Construction of Gender”
Sapiro,
“The Plurality of Gender-Based Realities”
Wong,
“When I Was Growing Up”
Angier,
“Spiking the Punch”
Nelson,
“Boys Will Be Boys and Girls Will Not”
Kimmel,
“What are Little Boys Made Of?”
Discussion
Assignment Ib
9/24 What’s
sexuality got to do with it?
“Sex,
Power, and Intimacy,” pp. 145-157
Participation
#2: The Sex Game
9/26 The
personal is political
Schwartz
and Rutter, “Sexual Desire and Gender”
Wolf,
“Radical Heterosexuality”
Ochs,
“Bisexuality, Feminism, Men, and Me”
Sinclair,
“Coffee Will Make You Black”
Moraga,
“La Güera”
Hugs,
“Pleasures”
Reyes and
Demeulenaere, “Compañeros”
Allen,
“Some Like Indians Endure”
Discussion
Assignment Ic
10/1 Gendered
Bodies
“Inscribing
Gender on the Body,” pp. 185-196
10/3-10/8
Thompson out of town
Work on
Project Proposal
10/10 When Beauty is the Beast
Brumberg,
“Breast Buds and the ‘Training’ Bra”
Steinem,
“If Men Could Menstruate”
Joyce,
“My Fat Lover”
Thompson,
“A Way Outa No Way”
Chambers,
“Dreadlocked”
Miya-Jervis,
“Hold That Nose”
Wendell,
“Feminism, Disability, and Transcendence”
Angelou,
“Phenomenal Woman”
Discussion
Assignment Id and
Project Proposal Due
10/15
Review
for Exam I
Participation
Assignment #3: What are the key concepts?
10/17
Exam I
10/22 Health
and Reproduction
“Health
and Reproductive Rights,” pp. 222-237
Video:
Taking Our Bodies Back
10/24 Our
Bodies, Our Lives
Harvard
Women’s Health Watch, “How Far We’ve Come”
Watkins
and Whaley, “Gender Role Stressors and Women’s Health”
Cool,
“Forgotten Women”
Germain,
“Man-made Threats to Women’s Health”
Ms.,
“Breast Cancer”
Sanger,
“My Fight for Birth Control”
Gorney,
“Caught in the Crossfire”
Roth,
“How Women Pay for Fetal Rights”
Discussion
Assignment IIa
10/29 Families
in Women’s Lives
“Family
Systems, Family Lives,” pp. 268-280
10/31 Thinking
about Families
Kimmel,
“The ‘Constructed Problems’ of Contemporary Family Life”
Goldman,
“Marriage and Love”
Hooks,
“Justice”
Holcomb,
“Friendly for Whose Family?”
Hochman,
“What We Call Each Other”
Cisneros,
“Only Daughter”
Discussion
IIb
11/5 A
Woman’s Work is Never Done
“Women’s
Work Inside and Outside the Home,” pp. 304-317
Participation
Assignment #4: Who does the work?
11/7
The Politics of Women’s Work
Perkins
Gilman, “Women and Economics”
Hesse-Biber
and Carter, “A Brief History of Working Women”
Bravo,
“Go Figure”
Morrison,
White, and Velsor, “Breaking the Glass Ceiling and Hitting the Wall”
Ehrenreich,
“Maid to Order”
Alexander,
“Prostitution”
Enlace,
“The Globetrotting Sneaker”
Discussion
Assignment Iic
11/12
Project Presentations
Projects
due 11/12
11/14
The Changing Image of Women
“Women
Confronting and Creating Culture,” pp. 355-369
11/19Talking
Back
Wolf,
“Thinking about Shakespeare’s Sister”
Lord,
“Poetry is Not a Luxury”
Anzaldúa,
“The Path of the Red and Black Ink”
Hence,
Amble, and Smith, “Construction of the Female Self”
Morgan,
“From Fly Girls to Bitches and Hose”
Fever,
“Averting the Male Gaze”
Sciatic,
“The Oprahification of America”
Harley,
“Confessions of a Feminist Porn Star”
Discussion
Assignment IIIa
11/21
Someday No Will Be Enough
“Resisting Violence Against Women,”
pp. 395-408
Video:
IMPACT Self-Defense
11/26
Stopping Violence Against Women
Women in
Action, “Violence Against Women”
Steinem,
“Supremacy Crimes”
Boswell
and Spade, “Fraternities and Collegiate Rape Culture”
Johnson,
“Her Toughest Case”
Bridges,
“Lisa’s Ritual, Age 10”
Stoltenberg, “Pornography and Freedom”
Hughes,
“The Internet and the Global Prostitution Industry”
Lee,
“Militarism and Sexual Violence”
Discussion
Assignment IIIb
11/28
Envisioning the Future
“Activism,
Change, and Feminist Futures,” pp. 520-531
12/3 Carry
It On
Hogeland,
“Fear of Feminism”
Kimball,
“Real Men Join the Movement”
Schneider,
“From Personal Tragedy to Group Consciousness”
Beijing
Declarations, “The Beijing Declaration and Platform”
Pear,
“Taking the High Road”
Rosen,
“Epilogue”
Joseph,
“Warning”
Discussion
Assignment IIIc
12/5
Review
for Exam II
Participation
Assignment #5
12/10
Exam
II