Course Schedule Changes Due to Recent University Closings

Updated 2/11, 1:27 p.m.

Please note the following schedule changes to accommodate the recent university closings. I have made these changes to the online version of our course schedule, available on this blog (see the January blog archive).

1. Due: online commentary on the readings for chapter 3, "Learning Gender in a Diverse Society." Please reply to my blog post of the same name, below, by Friday, 2/12, by 5pm EST.

2. During our next class meeting, we will discuss the chapter 3 readings. I expect this to be on Friday, 2/12.

3. We will discuss the introduction and readings for chapter 5, "Inscribing Gender on the Body," on Monday, 2/15.

4. Please note the following assignment date changes. Due:
M 2/15: Learning Activity: Thank a Feminist final paper
F 2/12: Learning Activity: Examining Privilege optional draft
F 2/19: Learning Activity: Tomboys and Sissies optional draft
M 2/22: Learning Activity: Examining Privilege final paper

6. Group Activism Project proposals are due on Wednesday, 2/24. See the January blog archive for the assignment. I will distribute hard copies of the assignment and take questions during our next class meeting. You should begin thinking now about possible group and project forms.

7. As we discussed in class, I have changed the League of Women Voters Learning Activity on the course schedule into a handout. The blog version of the Learning Activity handout reflects this change (see this blog's January archive or search the blog for "Assignments").

Course Description

This course is a cross-disciplinary introduction to theories and scholarship in the study of women’s experiences across history and geography. The course examines various theoretical perspectives on the social constructions of gender and its interlinked relationships with other social constructs of difference (e.g., race, ethnicity, class, sexuality, ability, and age). Our central goal is to read and think critically about these networked systems which have shaped and influenced the historical, cultural, social, political, and economic contexts of women’s and other lives. Specific attention will be given to the ways in which gender affects access to opportunity, and to women’s modes of resistance to gendered inequalities. We will consider the various ways women have worked to create new systems of change by engaging in national and global transformational politics. This interaction between political activism and academic scholarship distinguishes Women’s Studies from other academic disciplines. Accordingly, the goals of this course include not just intellectual analysis, but personal and social change.

The Class as Learning Community

Class attendance and informed participation in class activities is crucial. This class is a learning community, and a key element in fostering community is member responsibility to both the self and the community. Each class member must assume responsibility for his or her learning and support the learning of others. Assuming responsibility means preparing for class, asking for help, responding to classmates, and respecting differences. These expectations also apply to me as your instructor.

I expect you to arrive on time and stay until each class meeting’s conclusion. Arriving late or leaving early disrupts everyone’s learning. If you do not attend class, you miss a crucial element of the community learning experience that is a key premise of this course and, conversely, the class misses your unique contributions. Whatever the reason for an absence, the missed learning experience is irreplaceable. If you miss class, you are responsible for obtaining notes, handouts, and assignments from classmates and not from me. More than three recorded absences (one week) will lower your final course grade by one letter. More than six recorded absences (two weeks) will lower your final course grade to an F.

The classroom community can best learn if everyone participates. I expect you to attend each class prepared to contribute productively to discussion and other class activities. Preparation is your reflection on the assigned readings. Productive participation includes, but is not limited to: informed responses to discussion questions related to the readings; thoughtfully answering questions posed in class discussions; sharing your unique perspective or knowledge of course material with the class; and posing questions or offering comments that demonstrate your comprehension and reflection on assigned readings.

Course Readings, Films, and Online Resources

Required Text: Shaw, Susan, and Janet Lee. Women’s Voices, Feminist Visions, 4th edition.

Required Photocopied Readings (reserved at Carrier Library; see schedule):
Hochschild, Arlie, et al. Global Women: Nannies, Maids, and Sex Workers in the New Economy, Introduction.
Shah, Sonia. “Presenting the Blue Goddess: Toward a National Pan-Asian Feminist Agenda.”
Steady, Filomena Chioma. “African Feminism: A Worldwide Perspective.”
Tlali, Miriam. “Fud-u-u-a.”
Truth, Sojourner. “Ain’t I a Woman?”

Required Online Readings (Terisa Turner. Mau Mau Women. ; see schedule):
Foreword (Interview with Muthoni Likimani), Mau Mau Women
Abstract for “Feminism in the Mau Mau Resurgence.”
Comic: “Nakedness and Power.”

Required Films (reserved at Carrier Library and online via LEO; see schedule):
Killing Us Softly 3 (DVD #1686).
Florence & Robin (videotape #5081).

Required Online Resources:
Daily access to the course blog for assignments, links, discussion, and announcements.
A JMU email account whose inbox and junk folders you check at least every other day.

Required Writing, Exams, and Evaluation

10%: Class Participation and Commentaries. To foster reading comprehension and analytical skills via working together as a group, you will share a written commentary on current course material (film and written texts) at the beginning of our Wednesday class meetings (unless otherwise noted in the schedule). Each commentary must reference at least one current text or film and provide a quotation and proper citation. I will grade commentaries on relevance to the course, clarity of expression, depth of engagement with the material, and adherence to assignment directions. Examples of in-depth engagement with the material are striving for connections across course texts and attempting to answer your own difficult questions. Each week’s commentary will count as one class participation grade.

40% (4 x 10% each): Learning Activities. During the semester, you will complete four (of eight possible) learning activities. You will choose the four learning activities you wish to complete. Each learning activity is listed on the class schedule and must be completed by the listed due date. You may elect to submit a draft of any activity for review and feedback before the final paper is submitted. Optional draft due dates are listed in the syllabus.

30% (2 x 15% each): Exams. Mid-term and Final.

20%: Group Activist Project. During the semester, you will form a group with three others to design and carry out an activist project on campus and/or in the surrounding community that demonstrates your in-depth understanding of a theme or issue from the course. Groups will complete the project during the semester. They will then make a presentation to the class at the end of the semester which outlines (and, if applicable, displays) the project goals, methodology, outcome, and lessons learned. Projects should above all benefit the community, but projects and presentations must also be well planned, relevant, well researched, creative, and intellectually productive. Your project may originate from any of the approved Ideas for Activism lists on pages 139, 184, 241, 323, 388, 436, 507, 569, 623, and 712. More risky, but perhaps more rewarding, the group may elect to design and carry out an original project. Original projects must receive my approval to proceed, but I am happy to consult with students on both original and text-derived projects. Groups must meet with me and present a written project proposal and must receive approval before beginning any collaborative work for credit.

I use JMU’s four-point scale to record and compute grades.

Course Policies

Assignment Format: All written work must be typed, double-spaced, printed legibly in black ink, and follow MLA style. Use The MLA Handbook, 6th edition or later, available in the JMU library and in all local and online bookstores. Do not use online MLA style guides: these are usually incorrect. Unreadable or improperly formatted papers will receive an F.

Due Dates: I do not accept late or emailed work. All work is due in class at the start time. See me before the deadline if you do not understand any assignment or run into any other sort of difficulty. If you will be unable to submit your work at the assigned place or time, make arrangements with me before the deadline to submit it early. Work is submitted when I receive it in-hand, not when it arrives in my mailbox or under my office door.

The JMU Honor Code applies to all work completed in this class. Handing in work constitutes your pledge of academic honesty. Plagiarism will result in failing the course and referral for disciplinary action by the Honor Council and the College of Arts and Letters.

If you have a diagnosed disability, it is your responsibility to notify the Office of Disability Services and me so that we can work together to meet your learning needs.

I encourage all students to access the academic support services available on campus.

Office Hours: Please feel free to drop by or make an appointment to see me.

Inclement Weather: Class meets if the university is open. If I am unable to get to campus, I will notify the class via email and by having a notice posted outside our classroom door.

Course Schedule

This schedule is subject to change according to the needs of the class. You are responsible for all schedule changes announced in class and on this blog. Be prepared to discuss readings on the dates listed. Unless noted as “photocopy” below, readings are from Women’s Voices, Feminist Visions. We will view films in class.

M 1/11 Course Introduction.

Women's Studies: Perspectives and Practices

W 1/13 Women’s Studies, Global Feminisms, and Feminist Education. Chapter 1, pp. 1-24.

F 1/15 Chapter 1, pp. 25-31, 40-42, 54-57: Adrienne Rich, “Claiming an Education;” Jennifer Baumgartner and Amy Richards, “A Day Without Feminism;” bell hooks, “Feminist Politics: Where We Stand;” Deborah Rhode, “Denials of Inequality;” Anna Quindlen, “Still Needing the F Word.” Photocopies: Filomena Chioma Steady, “African Feminism: A Worldwide Perspective;” Sonia Shah, “Presenting the Blue Goddess: Toward a National Pan-Asian Feminist Agenda.”

M 1/18 Martin Luther King, Jr., Holiday. No class.

W 1/20 Chapter 1 and photocopied readings continued. Due: Commentary.

F 1/22 Chapter 1 and photocopied readings continued.

Systems of Privilege and Inequality in Women's Lives

M 1/25 Difference, Hierarchy, Oppression. Chapter 2, pp. 59-75. Due: Learning Activity (handout): Thank a Feminist optional draft.

W 1/27 Chapter 2, pp. 76-122: Patricia Hill Collins, “Toward a New Vision: Race, Class, and Gender as Categories of Analysis and Connection;” Marilyn Frye, “Oppression;” Lois Keith, “Tomorrow I’m Going to Rewrite the English Language;” Suzanne Pharr, “Homophobia: A Weapon of Sexism;” Peggy Mcintosh, “White Privilege and Male Privilege;” Gloria Yamato, “Something About the Subject Makes It Hard to Name;” Donna Langston, “Tired of Playing Monopoly?” Baba Copper, “Voices: On Becoming Old Women;” Susan Wendell, “The Social Construction of Disability;” June Jordan, “Report from the Bahamas.” Due: Commentary.

F 1/29 Chapter 2 readings continued.

M 2/1 Chapter 2 readings continued.

Learning Gender in a Diverse Society

W 2/3 Biology, Culture, and Gender Performance. Chapter 3, pp. 124-139. Due: Commentary.

F 2/5 University Closed -- snow day.

M 2/8 University Closed -- snow day.

W 2/10 Chapter 3, pp. 140-168: Anne Fausto-Sterling, “Two Sexes Are Not Enough;” Judith Lorber, “The Social Construction of Gender;” Pamela J. Bettis and Natalie Guice Adams, “Short Skirts and Breast Juts: Cheerleading, Eroticism and Schools;” Natalie Wong, “When I Was Growing Up;” Judy Wajcman, “Virtual Gender;” Debra Rosenberg, “(Rethinking) Gender;” “R. W. Connell, “Masculinities and Globalization.”

Inscribing Gender on the Body: Sex, Power, and Intimacy

F 2/12 Finish discussion of Chapter 3 readings. Due: Blog commentary on Chapter 3 readings by 5pm EST. Due: Learning Activity (handout): Examining Privilege optional draft.

M 2/15 Constructing “Beauty.” Chapter 5, pp. 223-243, 244-285: Amy Bloom, “Hermaphrodites with Attitude;” Joan Brumberg, “Breast Buds and the ‘Training’ Bra;” Gloria Steinem, “If Men Could Menstruate;” Lisa R. Rubin et al., “Body Ethics and Aesthetics Among African American and Latina Women;” Rose Weitz, “What We Do for Love;” Lisa Miya-Jervis, “Hold That Nose;” Courtney E. Martin, “Love Your Fat Self;” Maya Angelou, “Phenomenal Woman.” Due: Learning Activity: Thank a Feminist final paper.

W 2/17 Film: Killing Us Softly 3. Chapter 5 readings continued. Due: Commentary.

F 2/19 Heteronormativity, Race, and Class. Chapter 4, pp. 170-185. Due: Learning Activity (p. 125): Tomboys and Sissies optional draft.

M 2/22 Chapter 4, pp. 186-203, 204-208, 211-212: Pepper Schwartz and Virginia Rutter, “Sexual Desire and Gender;” bell hooks, “Romance: Sweet Love;” Jennifer Baumgartner, “What Is Bisexuality?” Cherrie Moraga, “La Guera;” Paula Gunn Allen, “Some Like Indians Endure.” Due: Learning Activity: Examining Privilege final paper.

W 2/24 Chapter 4 readings continued. Due: Commentary. Due: Group Activism Project proposal.

F 2/26 Mid-term Exam.

Family Systems, Family Lives

M 3/1 Film: Florence & Robin. Due: Learning Activity: Tomboys and Sissies final paper.

W 3/3 What Makes a “Family”? Chapter 7, pp. 378-395. Due: Commentary. Due: Learning Activity (handout): Read a Romance Novel optional draft.

F 3/5 Chapter 7, pp. 396-404, 408-418: Emma Goldman, “Marriage and Love;” Miranda Kennedy, “Cheaper than a Cow;” Lisa Miya-Jervis, “Who Wants to Marry a Feminist?” Charlene Gomes, “Partners as Parents: Challenges Faced by Gays Denied Marriage;” Audre Lorde, “Man Child: A Black Lesbian Feminist’s Response.”

M-F 3/8-12 Spring Break. No class.

Women’s Work Inside and Outside the Home

M 3/15 Gendering “Jobs” and the Risks of Transgression. Chapter 8, pp. 426-447. Due: Learning Activity: Read a Romance Novel final paper.

W 3/17 Chapter 8, pp. 451-464, 483-493: Sharlene Hesse-Biber and Gregg Lee Carter, “A Brief History of Working Women;” Martha Burk, “Power Plays: Six Ways the Male Corporate Elite Keeps Women Out;” Carrie N. Baker, “The Women’s Movement Against Sexual Harassment.” Photocopy: Arlie Hochschild and Barbara Ehrenreich, Introduction from Global Woman. Due: Commentary.

F 3/19 Chapter 8 and photocopied readings continued. Due: Learning Activity (handout): What Makes a Family optional draft.

M 3/22 Chapter 8 and photocopied readings continued.

Resisting Violence Against Women

W 3/24 Violent Relationships, Date Rape, and Violence Based on Race, Class, and/or Sexual Orientation. Chapter 10, pp. 555-577. Due: Learning Activity: What Makes a Family final paper. Due: Commentary.

F 3/26 Chapter 10, pp. 590-606: Debra Anne Davis, “Betrayed by the Angel: What Happens When Violence Knocks and Politeness Answers?” Joetta L. Carr, “Campus Sexual Violence;” Grace Caroline Bridges, “Lisa’s Ritual, Age 10;” John Stoltenberg, “Pornography and Freedom;” Helen Clarkson, “War Crimes.” Photocopy: Miriam Tlali, “Fud-u-u-a.”

M 3/29 Chapter 10 and photocopied readings continued. Due: Learning Activity (p. 427): Housework and Technology optional draft.

W 3/31 Chapter 10 and photocopied readings continued. Due: Commentary.

State, Law, and Social Policy

F 4/2 Government Representation, Affirmative Action Mythology, the Legal System, and Reproductive Rights. Chapter 11, pp. 611-649, 656-658: Susan B. Anthony, “Constitutional Agreement;” Catharine A. MacKinnon, “Law in the Everyday Life of Women;” Ellen Bravo, “What This Nation Really Thinks of Motherhood: Welfare Reform;” Bay Fang, “The Talibanization of Iraq.”

M 4/5 Chapter 6, pp. 296-325, 360-376: Jael Silliman, et al., “Women of Color and Their Struggle for Reproductive Justice;” Eleanor Cooney, “The Way It Was.” Due: Learning Activity: Housework and Technology final paper.

W 4/7 Chapter 11 and Chapter 6 readings continued. Due: Commentary.

F 4/9 Chapter 11 and Chapter 6 readings continued. Due: Learning Activity (handout): Looking Good, Feeling Sexy, Getting a Man optional draft.

Women Confronting and Creating Culture

M 4/12 Identifying, Reading, and Resisting Cultural Scripts for “Woman.” Chapter 9, pp. 498-514.

W 4/14 Chapter 9, pp. 515-527, 534, 549-553: Virginia Woolf, “Thinking About Shakespeare’s Sister;” Audre Lorde, “Poetry Is Not a Luxury;” Gloria Anzuldúa, “The Path of the Red and Black Ink;” Ariel Levy, “Female Chauvinist Pigs;” Aya de Leon, “If Women Ran Hip Hop;” Jessica Valenti, “Pop Culture Gone Wild.” Online: Terisa Turner, Foreword to Mau Mau Women (interview with Muthoni Likimani); the abstract for “Feminism in the Mau Mau Resurgence;” comic: “Nakedness and Power.” Due: Commentary.

F 4/16 Chapter 9 and online readings continued. Due: Learning Activity: Looking Good, Feeling Sexy, Getting a Man final paper.

M 4/19 Chapter 9 and online readings continued. Due: Learning Activity (handout): The League of Women Voters optional draft.

Activism, Change, and Feminist Futures

W 4/21 Feminist Education, Avenues for Activism. Chapter 13, pp. 707-721. Due: Commentary.

F 4/23 Chapter 13, pp. 722-725, 729-754: Lisa Hogeland, “Fear of Feminism: Why Young Women Get the Willies;” Michael Kimmel, “Real Men Join the Movement;” Dazón Dixon Diallo, “Reflections of a Human Rights Educator;” Alice H. Eagly and Lida L. Carli, “Women and Leadership;” Ruth Rosen, Epilogue: “Beyond Backlash;” Jenny Joseph, “Warning.” Photocopy: Sojourner Truth, “Ain’t I a Woman?”

M 4/26 Chapter 13 and photocopied readings continued.

W 4/28 Chapter 13 readings and photocopied continued. Due: Learning Activity: The League of Women Voters final paper.

F 4/30 Final Exam.

W 5/5 8:00-10:00 a.m. Group Activist Project Presentations. Course wrap-up, reflection.