Women's Studies 98-357Sex Differences in Society Fall 1999 W 1:50-4:50pm A&C S-121

Dr. Helen M. Barman, Director, Women's Studies Phone: 424-0892 E-mail: bannan@uwosh.edu Office: A&C 314 Hours: Tues 1-3, Wed. I 0- 1 land by appointment (call or email first-I am often there)

The purpose of this course is to understand how society elaborates upon the differences between men and women to construct a complex system of gender expectations that shapes people's lives. In particular, we will explore how social scientists examine and explain the physical bases and cultural origins and effects of gender systems, particularly how they shape individual psyches and lives. As a class, we will actively investigate how individuals experience gender and how cultural institutions reinforce gender expectations. We will also focus on intersections of gender with other social categories (race, class, etc.), and discuss how women and men continue to work for self-actualization and social change, challenging sexism. Also, in this millennium year, we will read and analyze two futuristic novels, and think about our own visions of the future of gender.

Throughout the course we will seek to: 1. learn about and respect both the similarities and differences among people.

2. analyze experiences of ourselves and others in ten-ns of concepts: gender, sexism, feminism, social construction, etc.

3. understand the ways social scientists theorize gender and examine its effects in their research.

4. listen and speak thoughtfully, following ground rules regarding respect for self and others.

5. write as clearly and effectively as possible. Papers should be typed, spell-checked and carefully proofread.

6. read carefully and respond thoughtfully to reading assignments.

 The course will combine active data collection and analysis with readings, lectures, videos, and class discussions. In order for this class to be coherent, all of us must attend every class prepared, with daily assignments completed before class. In all written assignments, scrupulously avoid plagiarism; if you quote or paraphrase, always cite the source. In this class, you will be developing your own analytical voice-YOUR ideas are important! Penalties for plagiarism are severe, and I take it very seriously.

Grading Policy:

Attendance and Participation: 70 points maximum (5 MAX per class)

Attendance: 1 point per class session attended, +1 for being punctual and attentive during entire class Participation: up to +3 per session for active, positive, prepared participation, referring to readings Data Collection Assignments: 90 points maximum (I 5 MAX per assignment) lose five points if tamed in one class day late; accepted ONLY FOR 2 CLASS MEETINGS AFTER DUE DATE. Reading Response Cards: PQC Cards: 100 points maximum

You are expected to read ALL assigned pages, but focus on one article per chapter (NOT the editors' introduction) for this special attention.. Prepare a 5 by 7 index card, with your name in upper right hand comer and the author and shortened title of the reading on the top line, for each article you choose. Each PQC card must contain:

POINT: a one or two sentence statement of the main point of this reading;

QUOTATION or QUESTION: either copy a quote you found especially profound, confusing, etc. or ask a question provoked by the reading.

COMMENT: Explain WHY you chose that quote or asked that question, and in one or two sentences, state your response to the article or chapter.

 PQC Cards turned in on the day of the assigrunent are worth 5 points each if checked as complete-less if something is missing or inadequately done. Check plus, for a particularly thoughtful response, adds 2 points. Cards will be accepted for ONLY 2 CLASS MEETTNGS AFTER THE DUE DATE, with 1 less max point per class session late.

Video Response: PIC Cards: 25 points minimum. For your choice of FIVE videos viewed in class, turn in a 5 by 7 index card, with your name in upper right hand comer, and the title of the film on the top line, and the following analysis:

POINT: a one or two sentence statement of the main point of this fihn;

IMAGE or ]IDEA: a few sentences describing a particularly compelling image or idea the fihn included;

COMMENT: Explain WHY you that image or idea struck you, and in one or two sentences, state your response to the film-and thumbs up or down for using it next year!

 PIC Cards turned in at the next class after the film was viewed are worth 5 points each if checked as complete-less if something is missing or inadequately done. Check plus, for a particularly thoughtful response, adds 2 points. Cards will be accepted for ONLY 2 CLASS MEETINGS AFTER THAT, with I less max point per subsequent week. Do extra ones for extra credit.

PAPERS: 4 due this semester: 2 synthesis papers; two responding to specific novels: 200 points maximum. Late papers lose five points per class day beyond deadline. Last paper MUST be in on time.

STUDENT PRESENTATIONS: 50 points max: individual or group presentations on your choice of topics from list provided. DO NOT read a report. Create an interactive 20-30 minute presentation that involves class participation, and delivers new information in an interesting way: role play; quiz or talk show fon-nat; visual aids; skit; "person on the street" interviewing, etc. 5 points for proposal; 30 points for oral portion; 15 points for individually written self-evaluation of presentation goals, planning processes, and outcome, with a bibliography of sources used.

Criteria for Final Grades:

A= 500-535 points A/B= 470-499 points B= 440- 469 points

C= 380-409 points C/D= 350-379 points D= 325-349 points

Required Texts:

Dina L. Anselnii and Anne L. Law, Questions of Gender (1998) Allan G. Johnson, The Gender Knot (1 997)

Sheri S. Tepper, The Gate to Women's Co@ (1988) Marge Piercy, Woman on the Edize of Time (1 976) Sept. 8 Introduction: To the course and each other

Video: "The Gender Tango"

Sept. 15 Defining Gender, Understanding Stereotypes

Read: Anselmi and Law, Questions of Gender, chapters 1 and 5, pp. 1-47; 195-246.

2 PQC response cards, 1 per chapter.

Data Collection: Find contemporary media examples of as many items as you can on lists of masculine/feminine stereotypes generated in class, with additions from readings. Class will compile and interpret.

Video: " The Fairer Sex" Sept. 22 Understanding Patriarchy: Gender Differences in Context Read: Johnson, The Gender Knot, chapters 1 through 4, pp. 1-95. 2 PQC response cards, from different chapters.

Data Collection: Ask 5 people, including yourself.- what are the advantages and disadvantages of your own gender? Of the other gender? We will compile lists and interpret them in class. Do separate positive and negative lists for women about women, women about men, men about men, and men about women.

Video: "The Rape of Artemesia Gentileschi"

 Sept. 28 Take Back the Night March: 7 pm at Park Plaza Hotel, followed by Hedda Nussbaum lecture, 8:30 pm, Reeve Union Square (free with UWO student ID). Up to 5 extra credit pts.for 1-2 pages on your participation and response Sept. 29 Feminism and the Study of Gender Read: Johnson, The Gender Knot, chapter 5, pp. 99-130.

Anselmi and Law, Questions of Gender, chapter 2, pp. 47-109

2 PQC response cards, one on a selection in Q of G, one Johnson chapter.

Data Collection: Ask 5 people, NOT including yourself, what they think of when they hear the word "feminism" and whether or not they consider themselves feminists..

Video: "Step by Step" or excerpts from "The UN Women's Conference: One Year Later"

 Oct. 6 Gender: Biology or Culture? Read: Anselmi and Law, Questions of Gender, chapters 3 and 4, pp. 1 1 1- 194. SYNTHESIS ESSAY DUE: Write a 2-4 page paper on what you consider "Understanding Gender: The Essentials" (ideas for more specific themes will be discussed in class). You will need to cite at least 6 different authors/articles from our readings, as well as any other information you find outside of class materials. 40 POINT MAX. Video: "Adventures in the Gender Trade" MAKE APPOINTMENT TO DISCUSS STUDENT PRESENTATION WITH DR. BANNAN IN HER OFFICE: bring draft of proposal. All group members must attend. Revised proposal due 1 week before presentation. No points for proposal unless your group has met with Dr. Barman. 5 points for each member of group submitting revised proposal.

B/C= 410-439 points

F= 324 points or less

Oct. 13 Gender Identity Development, Behavioral Differences and Schooling

Read: Anselmi and Law, Questions of Gender, chapters 6, 8 and 9, pp. 247-306, 357-482. 3 PQC response cards: one per chapter

Data Collection: go to a store that sells items for children, and gather impressions, backed up by numbers, on one type of merchandise: new baby/child birthday cards, toys, clothes, books, etc. Noting gender cues (colors, pictures on packaging, etc.) list and count: How many items seem geared for "children" and how many for separate girliboy categories? Does age differentiate between gender-free and gender-specific items, or does typing begin at birth? Video: "Failing in Fairness," parts I and II.

 Oct. 20 Gender, Power and Patriarchy Read: Johnson, The Gender Knot, Part II, pp. 133-181.

Ansehni and Law, Questions of Gender, most of chapter 12, pp, 593-600; 607-641

× PQC response cards, one on selection in each book.

Data Collection: At your workplace, or in your major department, list the employees by category and by gender, and analyze in 1-2 pages the pattern that you see as gender intersects with power, money, and prestige.

Video: excerpts from "A Gathering of Men" or "There's No Such Thing as Women's Work" Oct. 27 Gender, Sexuality, and Relationships Read: Anselmi and Law, Questions of Gender, chapters 7 and 10, pp. 307-355; 483-532. × PQC response cards, one per chapter.

STUDENT PRESENTATIONS: possible topics include: sex education in schools; teen relationship violence; crossgender friendships; homophobia and hate crimes; "coming out" stories; teen abstinence programs, etc.

 Nov. 3 Reinventing the Family Read: Ansehni and Law, Questions of Gender, chapter I 1, pp. 533-592 1 PQC response card.

STUDENT PRESENTATIONS: possible topics include: fatherhood: custody; absence, active nurturing; etc; motherhood: single@, teen, delayed, etc.; gay and lesbian marriage, parenting; adoption; surrogate mothers; reproductive technologies; legal issues in cohabitation; international adoptions; day care issues, etc.

 Nov. 10 Gender and Violence: Read: Anselmi and Law, Questions of Gender, part of chapter 12, pp. 600-607, 642-663. 1 PQC response card.

STUDENT PRESENTATIONS: possible topics include: date/acquaintance rape; pornography; serial killers; female offenders; sexual harassment; domestic violence: perpetrator programs, survival stories, shelters; media violence, etc.

 Nov. 17 The Future of Gender: Dystopian Vision Read: Tepper, The Gate to Women's CouBZ

REACTION PAPER DUE: 2-4 pages, addressing a question distributed in class. 25 POINT MAX.

Video: on a relevant issue not previously discussed. Dec. 1 The Future of Gender: Utopian Vision or Illusion?

Read: Piercy, Woman on the Edge of Time

REACTION PAPER DUE: 2-4 page paper, addressing a question distributed in class. 25 POINT MAX.

Video: on a relevant issue not previously discussed.

Dec. 8 Unraveling Patriarchy: Strategies for Social Change

Read: Johnson, The Gender Knot, Part III, pp. 209-253.

Data Collection: Gender Transgression or "Little Risks" (p. 244 ff) ACT OUT: publicly break a rule for your gender or speak out about sexism. Write 1-2 pages explaining what you did and how it felt, and whether you think individual actions make a difference.

Video: on a relevant issue not previously discussed.

Dec. 15 SYNTHESIS ESSAY DUE: "The Future of Gender": responding to the visions of Tepper and Piercy, develop your own ideas of how gender will be constructed and experienced in the next millennium. Refer directly to the two novels and at least three other course readings. 5-7 pages. 60 POINT MAX.