Women’s Studies 201—001 Introduction to Women’s Studies
Fall 2003, TTh 9:40 – 11:10 AM Clow 19
Dr. Helen M. Bannan,
Director and Associate Professor, Women’s Studies
Email:
bannan@uwosh.edu Office
Phone: 920-424-0892
Office: A/C 314 Hours: Tu 1-3, Wed 9:30-11:30, or call for appointment
Course Website: on Blackboard: http://www.uwosh.edu/blackboard WS201BAN
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Course Description:
This course will introduce many of the issues that arise when women become the focus of serious inquiry. We will discuss how our society views women, what concerns women as they navigate life in the 21st century, and what changes women have brought and hope to bring to their daily lives. As we do this, we will discuss who is included when we say “women,” and how women’s experiences are shaped by their class, race, and sexuality, as well as by gender.
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Course Objectives:
1.
To learn about how
oppression works, and empathize with those oppressed by sexism, racism,
poverty, etc.;
2.
To apply course
concepts to analyze the experiences of ourselves and others;
3. To understand how social scientists
theorize gender and research its ramifications;
4.
To read and listen
carefully, interpreting others’ ideas and explanations to build a knowledge
base about women’s lives;
5.
To develop a unique
individual perspective as we interpret course materials and share our ideas,
orally and in writing, presenting evidence to support our conclusions.
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Required Texts:
Susan M. Shaw and Janet Lee, Women’s Voices, Feminist Visions (2001)
Toni Morrison, The Bluest Eye (1970}
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Assessment and
Grading
Papers
and Presentations: 150 points
2 Reading Response Papers— 40 points each Final education/activism paper—30 points each
2 short papers (Letter, Ad)—10 points each 1 group presentation—20 points
2 events papers—1-2 pages analyzing a women’s event on/off campus—5 points each
Preparation for Participation: 120 points
Starting Sept. 11, write a SUBSTANTIVE paragraph in response to EACH day's assigned readings: one required if no reading is starred; if one is starred, respond to that plus one other. Submit responses BEFORE EACH CLASS on Blackboard Discussion Board by 9 AM, or on an index card handed in before class. Read other students’ Blackboard comments; add your comments, don’t just repeat. 40 cards required; not accepted late. Maximum 3 points per response; less for careless work. May do extra readings later to make up for days you miss.
Attendance and Participation: 90 points
Attendance is required; you receive one point for being there, prompt, respectful and attentive; more for active participation, to a maximum of 3 points per class. Participation includes completing Blackboard pre-and post- class surveys; active participation in discussions, completion of in-class writing assignments. MORE THAN 4 ABSENCES WILL BE PENALIZED ONE GRADE STEP, UNLESS MADE UP WITH EXTRA ASSIGNMENTS. TEN OR MORE ABSENCES WILL RESULT IN COURSE FAILURE.
A = 338-360 AB = 317-337 B = 298-316 BC =
280-297 C = 262-279 CD = 245-261
D = 216-244 F =
215 AND BELOW
Plagiarism: Any failure to use quotation marks for a direct quote, or failure to cite quoted or paraphrased material, will result in a ZERO for that assignment, which usually results in a lower course grade. Do NOT risk it. Always cite the source of any idea or wording that you did not yourself create, whether it is from a textbook, other print material, or a website.
Please do not hesitate to come see me if you have any questions or problems with this class. My office hours are listed above, but we can make an appointment if these are not convenient. Students with disabilities needing reasonable accommodation should inform me this week.
Sept 4 Introduction: What is Women’s Studies? WHY Women’s Studies?
Establishing our Learning Community
Assignment: complete Blackboard “pre course survey”
Sept. 9 Claiming an Education: Actively Developing a Critical Perspective
Read: Rich, “Claiming an Education” 18-20
Chesler, “Letter One: Your Legacy” 21-24
Shaw and Lee, Chapter 1, pp. 10-17
Video: “The Fairer Sex”
DUE: Letter Assignment: Write a
1-2 page letter in response to Rich and Chesler, discussing the education YOU
want to claim and the legacy YOU want to leave
Read: Shaw & Lee, 355-365 (bring text to class also)
Data Collection Activity: in class, groups fill in chart p. 364
Summarize group results; share with class; build a class interpretation
Video: “Killing Us Softly 3” analyze ads: key elements and themes, Sexism Scale
Sept. 16 Media Analysis:
Children’s Media
Read: Henke et. al, “Feminist Readings of the Disney Heroine” 376-80
Video: “Mickey Mouse Monopoly”
DUE: Ad
assignment: 2 page paper analyzing gender images in ONE magazine ad, attached
to your paper with its source identified, applying the ideas in readings, video,
and handouts (citing source of all concepts, quotes, etc.).
Sept. 18
Media Analysis: “Adult” Media
Read: Morgan, “From Fly-Girls to Bitches and Hos” 380-3
Hartley, “Confessions of a Feminist Porno Star” 392-94
Stoltenberg, “Pornography and Freedom” 423-27
Video: “Dreamworlds 2”
Event:
Student/Faculty Panel: “The Vagina Dialogues: Possibilities for Activism and
Education” Women’s Studies Welcome to Students, MEC, 7-9pm, Sept. 18,
refreshments!
Sept. 23 Learning Gender in a Diverse Society
Read: *Wong, “When I was Growing Up” 130
Angier, “Spiking the Punch” 131-35
Nelson, “Boys Will Be Boys and Girls Will Not” 135-41
Video: “Gender Tango”
Event: Chancellor’s
Walk for Safety, WAC, 7:30pm?
Sept. 25 Masculinity: Privileges and Constraints
*Kimmel, “What are Little Boys Made Of?’ 141-44
Video: Segments of Oprah Show on Masculinity
Event: Exhibit:
“From Pathbreakers to Partners: 30 Years of Title IX” 9/29-10/3
Exhibit Opening Panel Discussion, Sept. 29, Reeve ?, 6:30pm
Data Collection Assignment: Ask 2 men and 2 women their gender’s 2 MOST IMPORTANT advantages and disadvantages. Report to Blackboard in appropriate boxes by Monday Sept. 29 at 4; collect and print responses your group will work on in class.
Sept 30 From Images to Realities: Perceptions and Gender Differences
Read: Richardson, “Gender Stereotyping in the English Language” 68-73
* Lorber, “The Social Construction of Gender” 121-24
Sapiro, “The Plurality of Gender-Based
Realities” 125-29
Rhode, “Denials of Inequality” 43-45
In-class Activity: Data interpretation: gender advantages and disadvantages
Individual “next step” response paper written in class
Event: Sept. 30, 7pm? “Take Back the Night” March and Speaker, Jonathan Katz
Read: *Frye, “Oppression” 66-68
Yamato, “Something About the Subject Makes It Hard to Name” 86-89
Pharr, “Homophobia” 74-78
Langston, “Tired of Playing Monopoly?” 89-94 Copper, “Voices: On Becoming Old Women” 94-97
Wendell, “The Social Construction of Disability” 97-105
Group discussion/reports on privileges/disadvantages of each of these systems of oppression, and how they affect women and men differently.
Oct. 7 Gender
Differences and Gender Inequalities: At home and abroad
Read: *Unifem, “Assessing Progress in Achieving Gender Equality,” in “Progress of
the World’s Women,” http://www.unifem.undp.org/resources/progressv2/
*Institute for Women’s Policy Research, Status of Women in Wisconsin
Selection on e-reserve
Event: Women’s Center
Speaker, Lt. Gov. Lawton on Status of Women in Wisconsin?
Oct. 9 Beauty Ideals, Self Images, and Women’s Health
Read: Brumberg, “Breast Buds and the ‘Training Bra’” 197-202.
Joyce, “My Fat Lover” 203-5
Thompson, “A Way Outa No Way” 205-12
Video:
“Mirror, Mirror”
DUE: Reading Response Paper: Gender and Oppression: 3-5 page paper responding to questions distributed in class, tying in at least 5 different articles. CITE ALL SOURCES.
DUE Oct. 13 MON by 4pm, on Blackboard: Data Collection Survey on Self Images
Ask 3 women, each in a different decade of life, what they like MOST and LEAST about themselves. Groups download collected statements for assigned age bracket.
Oct. 14 Body Image, Acceptance and Transcendence
Read: Moraga, “LaGuera,” 174-78
Chambers, “Dreadlocked” 212-14
Miya-Jervis, “Hold that Nose” 214-16
*Wendell, “Feminism, Disability, and Transcendence of the Body” 216-20
Data Interpretation Activity: in groups, interpret findings of self image survey
Individual “next step” response paper written in class
Read: Steinem, “If Men Could Menstruate” 202-3
*Harvard Women’s Health Watch, “How Far We’ve Come” 238-43
Cool, “Forgotten Women” 247-49
Ms. “Breast Cancer”
Video: “The Pill”
Oct 21 Social Construction of Women’s Sexuality
Read: *Schwartz and Rutter, “Sexual Desire and Gender” 158
Tanenbaum, Slut! (excerpt at Barnes&noble.com or Amazon.com)
Ochs, “Bisexuality, Feminism, Men and Me” 169-72
Hochman, “What We Call Each Other,” 298-301
Video: “Chicks in White Satin”
Oct. 23 Preparation of Group Presentations on Women’s Health Issues
Groups will meet in class, and then work together to prepare 10-minute presentations for class on Oct. 30
Oct 28 Reproductive Choices
Read: Sanger, “My Fight for Birth Control,” (1931) 255-57
Rothman, “Now You Can Choose,” from Revisioning Gender (on e-rserve)
Video: “18 Ways to Make a Baby”
Oct 30 DUE: Group
Presentations on Women’s Health
Read: *Kimmel, “Constructed Problems of Contemporary Family Life, “ 281-89
Goldman, “Marriage and Love,” (1910) 289-91
Conway et. al, “Women and Family Law” 452-61
Fischer, “Education for Welfare Recipients” http://www.womensenews.org/article.cfm?aid=1495
Event: Musical on Helen Farnsworth Mears, Opera
House downtown: Fri, Sat, Sun
Nov. 6 Myths and Realities
of Motherhood
Read: Crittenden, The Price of Motherhood, excerpt on e-reserve
Thurer, The Myths of Motherhood, excerpt on e-reserve
Berry, “The Crime That Has No Name,” 463-66
Ballard, “I Was A Welfare Mom” 470-3
*Save the Children, “The Complete Mothers’ Index and Country Rankings,”
http://www.savethechildren.org/sowm2003/index.shtml
Event: Reception for Helen Farnsworth Mears
Musical, Pollock House, Nov. 6, 4-6
Read: Shelton, “Battered Women,” 474-477
Johnson, “Her
Toughest Case” 417-22
Guest
speaker: Amanda Metcalf, Christine Ann Center/Campus Violence Prevention
Project
Nov. 13 “Hot Truth” of fiction: Morrison, The Bluest Eye
Groups lead in discussion of specific questions
Read: Boswell and Spade, “Fraternities and Collegiate Rape Culture” 411-17
Guest Speaker: Ann Malain and CARE volunteer(s)
DUE: 4-6 page response paper, analyzing
Pecola’s situation by applying insights from at least 5 other readings, drawn
from at least two class periods since Oct. 9
Nov. 20 Women’s Work: private /public sphere
Read: *Hesse-Biber and Carter, “A Brief History of Working Women” 317-31
Ehrenreich, “Maid to Order” 338-44
Alexander, “Prostitution” 344-48
Nov. 25 Working Toward Equality: on the job
and in politics
Read: *Ruth, “Feminist Activism: Historical Context” 24-32
Anthony, “Constitutional Argument” (1873) 451-2
“Affirmative Action: Myth Versus Reality,” 443-4
Handout: development of women’s rights law in US
Dec. 2 Contemporary
Political and Economic Issues for Women
Read: Bravo, “Go Figure” 331-33
Morrison et. al., “Breaking the Glass Ceiling and Hitting the Wall” 334-7
Enloe, “The Globetrotting Sneaker” 349-53
Video: “Chain of Love”
Dec. 4 Feminism: A
Heritage of Activism Continues Worldwide
Read: Hooks, “Revolutionary Feminism: An Anti-Racist Agenda” 33-36
Hogeland, “Fear of Feminism” 532-35
Kimmel, “Real Men Join the Movement” 536-4
*Rosen, “Epilogue: Beyond Backlash” 552
Dec. 9 Informal
Presentations of Final Response Papers:
Education
and Activism: In a 3-5 page paper,
analyze one organized response to any
feminist issue, citing at least two readings from the text or course as you
address this issue. In addition, explain an action YOU took to promote social
change on this issue. As you write,
explain how you think individual acts can effect social change, and discuss
what other strategies/actions would be necessary to achieve the end you seek on
this issue.
Dec. 11 Final
Response Papers Due
GROUND RULES FOR WOMEN’S STUDIES
CLASS DISCUSSION
Within this course, everyone must
agree to abide by these ground rules to create and maintain a safe atmosphere
for class discussion.
1.
Following the feminist
principle that “the personal is political,” members of this class are welcome
to share relevant information about ourselves, our experiences, and the groups
we belong to, with other members of the class.
2. Acknowledge that one of the mechanisms of
oppression (i.e. racism, sexism, classism, heterosexism) is that we are all
systematically taught misinformation about members of both dominant and
subordinate groups, whether we belong to them or not. Agree not to blame ourselves or others for misinformation we
learned in the past, but accept responsibility for not repeating misinformation
after we have learned otherwise.
3. Agree
to actively combat the myths and stereotypes about our own groups and others so
that we can break down the walls blocking group co-operation.
4. Never
demean, devalue, or in any way "put down" people for their experience
or lack of it.
5.
Even without a formal request
for confidentiality, honor everyone’s confidence by using only vague references
to people when discussing the class. ("someone in my class said . . )
6. Listen
attentively to each class member. Do
not make comments to friends, read, do your homework, etc. during class
discussions or presentations.
7.
If you disagree, focus on the content of the contested statement, not on the
person who said it. Don't criticize
people, but feel free to disagree with what they say.
8. This
class should be an arena for trying out new ideas, questioning old beliefs--and
affirming some, modifying others.
Tentative expressions and questions are welcomed, and will not be mocked
by anyone, but they may be questioned or elaborated on by others, including the
instructor as well as fellow students.
Do not take offense if asked to explain the source of your belief in
something. The "but why" technique, probing the assumptions beneath
what we say and believe, may be used and may be disconcerting at first. Don't be afraid.
9. If
you seem to be talking a great deal, sit back for a while and let others
speak. Don't embarrass people into
participating, even if you know they'd have a story to tell. Ask them first, privately, and encourage
them to share, positively; don't persist if they refuse.
Adapted from Lynn Weber's original, Center for Research on Women, Univ. of Memphis.