The faculty member is a citizen, a member of a learned profession, and a representative of this University. When the faculty member speaks or writes as a citizen, the faculty member shall be free from institutional censorship or discipline, but the special position in the community held by the faculty member imposes special obligations. As a person of learning and an educator, the faculty member is expected to remember that the public may judge the profession and institution by his/her utterances. Hence, the faculty member agrees at all times to be accurate, to exercise appropriate restraint, to show respect for the opinions of others, and to make every effort to indicate that he/she is not an institutional spokesman.

AS RELATED TO THE UNIVERSITY:

The efficient operation of any institution requires cooperation among its personnel. The faculty member agrees, therefore, to abide by the regulations of the University, and to perform to the best of his/her ability such reasonable duties as are assigned by authorized University officials.

IN RESEARCH AND PUBLICATIONS:

The faculty member is entitled to full freedom in research or other services of his/her own undertaking, and in the publication of the results, subject to the adequate performance of other academic duties. Research conducted for this University shall be in harmony with the provisions set forth in the official document of the institution, Policy and Procedures in Research, or in memoranda of agreement entered into between the University and industries or other agencies.

IN THE CLASSROOM:

The faculty member is entitled to freedom in the classroom in discussing his/her subject. The faculty member is, however, responsible for the maintenance of appropriate standards of scholarship and teaching ability. It is not the function of a faculty member in a democracy to indoctrinate his/her students with ready-made conclusions on controversial subjects. The faculty member is expected to train students to think for themselves, and to provide them access to those materials which they need if they are to think intelligently. Hence, in giving instruction upon controversial matters the faculty member is expected to be of a fair and judicial mind, and to set forth justly, without supersession or innuendo, the divergent opinions of other investigators.

No faculty member may claim as a right the privilege of discussing in the classroom controversial topics outside his/her own field of study. The faculty member is normally bound not to take advantage of his/her position by introducing into the classroom provocative discussions of irrelevant subjects not within the field of his/her study.

APPEALS:

If a faculty member feels that his or her academic freedom rights have been violated, the procedure listed in the policy entitled, "Faculty Rights and Responsibilities" HR76 may be used.

http://guru.psu.edu/POLICIES/OHR/hr64.html

American Studies Program

Syllabus for the Course: Introduction to American Studies

American Studies 100 Office: N159 Burrowes Bldg.

Dr. M. P. Wilkins Phone: 865-4381

Fall 2005 Hours: T, 12:45-2:15 and by

appointment

That we do not simply stand within [our] boundaries, but by virtue of our awareness of them have passed beyond them—this is the sole consideration which can save us from despair over them, over our limitations and finitude. ...The moral task of man is to overcome himself. ...As an ethical agent, man is the limited being that has no limit.

--Georg Simmel, ON INDIVIDUALITY AND SOCIAL FORMS

I can't help but dream about a kind of criticism that would not try to judge, but to bring an oeuvre, a book, a sentence, an idea to life; it would light fires, watch the grass grow, listen to the wind, and catch the sea-foam in the breeze and scatter it. It would multiply, not judgments, but signs of existence; it would summon them, drag them from their sleep. Perhaps it would invent them sometimes—all the better. All the better. Criticism that hands down sentences sends me to sleep; I'd like a criticism of scintillating leaps of the imagination. It would not be sovereign or dressed red. It would bear the lightning of possible storms.

--Michel Foucault, "The Masked Philosopher"

REQUIRED TEXTS:

COLUMBUS CHAPEL AND BOAL MANSION MUSEUM (field trip)

ETHICS: SOURCES AND THOUGHTS ON THE GOOD LIFE, ed. Davin Carr-Chellmann.

MIDDLE PASSAGE, Charles Johnson.

LIES MY TEACHER TOLD ME, James W. Loewen.

THE WAY TO RAINY MOUNTAIN, N. Scott Momaday.

THIS IS THE WAY THE WORLD ENDS, James Morrow.

IN THE LAKE OF THE WOODS, Tim O'Brien.

This course is an introduction to the study of American Culture, which involves an interdisciplinary look at the identity of America as it works itself out in the imaginations of those who tell her story. Interesting ideas to consider:

--Who's telling the story, why that story, and who benefits?

--What are the differences between moral and ethics?

--How does quantum thinking work?

--What does it mean to betray a paradox?

--Is an ethical panic possible?

--What is transcendence?

--What's the answer?, to wit: What meaning will we assign to the next few weeks of learning? What's our story? Who's telling it? Why? Who will benefit? Who won't?

ZAMANI: Distant Memory

8/30-9/15: Loewen, Intro and Chapter 1

The American Dream

Morals and Ethics

Puritan Theology

Moral Panics

9/20-29: Loewen, Chapters 2, 3, and 4

Momaday, THE WAY TO RAINY MOUNTAIN

Native Americans

10/4-20: Loewen, Chapters 5, 6, and 7

Johnson, MIDDLE PASSAGE

Civil War, Poverty and Race Relations

10/25: MIDTERM

SASHA: Living Memory

10/27-11/17: Loewen, Chapters 8 and 9

Immigration and the Progressives; Carnegie; The Johnstown Flood

O'Brien, IN THE LAKE OF THE WOODS

Vietnam

THE LIVING:

11/29-12/9: Loewen, Chapters 10 and 11

Morrow, THIS IS THE WAY THE WORLD ENDS

Syllabus for the Course: American Studies Seminar

AMSTD 591 , Section 001: SEMINAR

Faculty Information

Title	Associate Professor of Humanities and Writing
Instructor	Dr. Matthew Wilson
Office Phone	948-6191
Office Address	W356
Office Hours	M & W: 1:00 - 3:00; Th: 5:00 - 6:00 & by appointment
E-mail	mtw1@psu.edu

Course Information

Credits	3
Course	591
Section	001
Location	353E
Times	Th 6:15 - 9:00

Required Text

Cable, Old Creole Days (1879)
— . The Grandissimes (1880)
Twain, The Adventures of Huckleberry Finn (1885)
— . Pudd’nhead Wilson (1894)
Chesnutt, The House Behind the Cedars (1900)
— . The Marrow of Tradition (1901)
— . Paul Marchand, F.M.C. (1921; 1998)
— . Selected Writings (2001)

Tentative Schedule

9/1: Davis, Creating Jim Crow http://www.jimcrowhistory.org/history/creating2.htm
Cable, Old Creole Days
http://docsouth.unc.edu/cablecreole/menu.html

9:8: Cable, Grandissimes 1 - 204

9/15: Grandissimes t conclusion

9/22: Cable, “The Freeman’s Case in Equity” “The Silent South” “The Negro Question”

9/29: Twain, Huck Finn

10/6: “The Life of Samuel Clemens and the Reception of Huckleberry Finn,” 19 - 26.
“The Controversy over Race . . .” 356 - 470

10/13: Twain, Pudd’nhead Wilson

10/20: Pudd'nhdead Wilson (continued);
Morris (381); Porter (395); Jehlen (411); Rowe (426); Gillman (445);
"The United States of Lyncherdom" (1901) http://www.angelfire.com/mn3/mixed_lit/twain_lyncherdom.htm
Pudd'nhead Wilson Homepage
http://etext.lib.virginia.edu/railton/wilson/pwhompg.html

10/27: Chesnutt, “What Is a White Man,” (Selected Writings 24 - 32 ) “The Future American” (Essays The Conjure Woman (1899) and “Dave’s Nickliss” (Selected Writings 118 - 198); Page "In Ole Virginia" http://docsouth.unc.edu/pageolevir/page.html#page1

11/10: Chesnutt, The House Behind the Cedars
Ferguson, "Rena Walden: Chesnutt's Failed 'Future American'" in Critical Essays
Sedlack, "The Evolution of Charles W. Chesnutt's The House Behind the Cedars" in Critical Essays

11/17: Chesnutt, The Marrow of Tradition

12/1: Marrow of Tradition 331 - 444
Najmi, Samina. “Janet, Polly, and Olivia: Constructs of Blackness and White Femininity in Charles Chesnutt’s The Marrow of Tradition.” Southern Literary Journal 32 (1999): 1-19. Available online through PSH library

Matthew Wilson, "The Marrow of Tradition: Living to Tell the Tale" Chapter 3 in Whiteness in the Novels of Charles W. Chesnutt

12/8: Chesnutt, “The Disfranchisment of the Negro,” “Race Prejudice” It’s Causes and Cures”

12/12: Chesnutt, Paul Marchand, F.M.C.

Syllabus for the Course: Work in America (Berks Campus)

American Studies 100: Work in America

Monday: 6:30-9:00

Franco 109

Dr. Ray Mazurek

Franco 117

Email (the best way to reach me): ram2@psu.edu

610-396-6176

Office hours: MW 1-2, other times by appt.

American Studies 100 (Introduction to American Studies) is a variable content course. This semester, American Studies 100 will explore work in America in the 19^th and 20^th centuries, with an emphasis on the last 40 years. Readings in history, literature, and social criticism will help us to ask and answer many questions about work in America, including: How have Americans felt about the work that dominates their everyday lives? How have class, gender, and race been related to work in America—throughout history, and today? What happened to unions—why is America by far the least unionized of industrial democracies? As industrial society has been replaced by a postindustrial, service economy, is the U.S. going to experience increasing economic inequality for the foreseeable future? Or does the new high tech workplace offer new possibilities for human potential? Many other questions will be raised in the course of our discussion.

The course functions as an introduction to the major in American Studies and asa humanities elective in general education.

The following are the books. There will also be a few materials on online reserve.

Oresick, Peter, and Nicholas Coles. Working Classics

Ehrenreich, Barbara. Nickel and Dimed.

Douglass, Frederick. My Bondage and My Freedom.

Le Blanc, Paul. A Short History of the U.S. Working Class.

Terkel, Studs. Working

Ross, Andrew. No Collar.

Schedule

The following is a rough guide to the schedule we will follow. It will change, and the later parts of the schedule will be filled in in more detail as we go along, but please be sure to come to class prepared to discuss the assigned work.

January 9: Introduction. We will discuss the course, and use some of the poems from Oresick & Coles Working Classics to illustrate themes from the course. (Bring Working Classics with you each week. We will discuss poems that relate to the themes we are exploring in the other reading. Each student is invited to bring to our attention poems that are particularly striking for any reason. The request that you do so is an ongoing one each week).

January 16: Martin Luther King Day (no class).

January 23: Have read Ehrenreich’s Nickeled and Dimed. Because we have a week off and because the book is so readable, come to class having finished the book. Consider the following question: What is the basic problem that low wage workers face, according to Ehrenreich? What can be done to solve it?

January 30: Finish discussion of Ehrenreich, if we have any more to say. Have read Le Blanc, A Short History of the U.S. Working Class, 9-42. Have begun the Douglass book also.

February 6: Douglass, My Bondage and My Freedom. Try to have finished part one, to page 195. I know not everyone will be that far.

February 13. Douglass, part two, to page 244.

February 20. First Test (first hour of class). Le Blanc, Short History, 43-93.

February 27: Online reserve: Have read Montgomery and Zweig essays from the online reserve. We will also continue discussion of Le Blanc.

Spring Break

March 13: Le Blanc, Short History, 93-133.

March 20: Second Test (first hour of class). Have read, in Terkel, “Introduction” (Xiii-xxx); Interviews with Mike LeFevre (1-10), Carl Murray Bates (17-24). Pierce Walker (25-9); Robert Acuna (30-8); Sharon Atkins (57-60); Frances Swenson (61-4); Terry Mason (72-81); Jill Torrance (84-90); Roberta Victor (91-103); Barbara Herrick (104-111); John Fortune (112-17). Also, read around; consider other interviews that strike you. Note: Editions of the Terkel book, and page numbers, vary. Pay attention to the interviews assigned, not the page numbers.

March 27: Read the following interviews, all on the auto industry, in Terkel: Phil Stallings (221-26); Jim Grayson (227-231); Hobart Foote (232-38); Ned Williams (239-242); Tom Brand (243-48); Wheeler Stanley (249-55); Gary Bryner (256-65).

Also have read the following in Terkel: Grace Clements (384-8); Dolores Dante (389-95); Ray Wax (438-447); Charlie Blossom (571-582). : James Carson (431-435); Thomas Rush (380-384); David Reed Glover (436-437);); Ward Quaal (511-514); Dave Bender (515-520); Steven Simonyi_Gindele ((583-587); Ken Brown (601-606); Kay Stepkin (607-612); Kathleeen Moran (613-624). Continue reading around in the book as well.

April 4: The final section in Terkel, on “Fathers and Sons,” is recommended. Bring in a good draft of oral history essay for peer review.

April 11: Oral History essay due. Begin Ross, No Collar. Come in with at least enough read to have definite questions to ask. (The Ross book is the most difficult we will read, so I expect you to have questions).

April 18: Continue Ross, No Collar.

April 25: Finish Ross, conclusion.

May 1: Final Exam.

African and African American Studies Program
http://aaas.la.psu.edu/programs.htm

From the program’s website:

This interdisciplinary major is designed to give students an integrated and critical understanding of the experiences and contributions of peoples of African descent. Students are encouraged to do research and evaluate the relationship between the political, social, and economic developments in Africa and the African Diaspora. An African American Studies Option, African Studies Option, and a Law and Social Justice Option are available within the major. The methodology requirements of the proposed program would enable our students to engage in social science research. It would also prepare them better for graduate programs in the social sciences.

AFRICAN AMERICAN STUDIES OPTION: This emphasis provides students with the opportunity to explore the experiences of African Americans using theories and methods originating in the field along with those adopted from the various disciplines. Students are also made aware of the potential to apply this knowledge to the solution of social, political, and economic problems. The curriculum also promotes greater understanding of the relationship between African American and other ethnic groups in the shaping of American society and culture.

AFRICAN STUDIES OPTION: This option provides students with the opportunity to examine the geographical, cultural, historical, political, and economic aspects of Africa.

LAW AND SOCIAL JUSTICE OPTION: This multi-disciplinary program would provide students with the opportunity to study the politics, culture, economics, and history of African Americans in our society and link this understanding with an in depth study of criminal justice and the legal system. Issues that students will focus on will be areas such as, Are African Americans discriminated against in criminal justice decision-making? What is the historic connection between race and punishment in the US legal system? How do issues of class, race, and gender impact policy decisions about crime and punishment? What is the socioeconomic impact of high incarceration rates on the African American community? The program is designed to encourage students to think systematically about the relationship among public policy, the criminal justice system, and shifting notions of social justice that have characterized debates over the workings and goals of the prison system in American life and thought. The proposed program would enable us to foster a cadre of students who will be particularly suited to pursue graduate work in the area.

Syllabus for the Course: Inequality in America

AAAS 409 SECTION 002

INEQUALITY IN AMERICA

Darryl C. Thomas AAAS 409

T & R 1-2:15 pm 319 Sackett

Office hrs: Wed: 4-5 205 Willard Bldg

Course Syllabus Office no. 814 863-2427

Email: dct10@psu.edu Fall Term 2006

“An imbalance between rich and poor is the oldest and most fatal ailment of all republics.” Plato

Course Description:

More than two millennia after Plato made the above observation; extreme economic and financial inequality continues to be a source of civil conflict and a major stumbling block in the pursuit of life, liberty and happiness. An inquiry into wealth distribution and poverty is imperative for all inquiries revolving around economic and social justice. This course will examine the history and science of wealth distribution in modern capitalist societies, emphasizing public policy and the impact of poverty in the United States. One of the primary objectives of the course is to equip students with key concepts and theoretical debates on class and class division. It will also provide an introduction to the ways in which race and gender interact with class stratification that more often than not, result in distant social conditions, consciousness, and politics. Hence, we will survey major policy initiatives (e.g. the New Deal, the War on Poverty, tax relief, debates revolving around immigration reform and the New Welfare Reforms, etc.) that sought to address poverty and influenced the distribution of wealth in the 20^th century United States. Taking advantage of the global initiative on the Millennium Development Goals, we will ask questions such as who are the poor in US and what is the relationship to the increasingly insurmountable escalation of global poverty as a result of economic and financial globalization? Course material will be conveyed through scholarly writings, creative narratives (textual, oral and visual), lectures and class discussions. Students are encouraged to think and study wealth distribution and poverty at the local, national and global levels and stay informed about world affairs that have direct consequences on poverty and/or wealth creation.

Required Books:

John Iceland, eds. Poverty in America: A handbook, University of California Press, 2006

Second edition, paperback

Elizabeth Hull, eds. The Disenfranchisement of Ex-Felons. Temple University Press, 2005

Ruth Sidel, eds. Unsung Heroines: Single Mothers and the American Dream. University of California Press, 2006 paperback

Thomas Shapiro, eds. The Hidden Cost of Being African American: How Wealth Perpetuates Inequality. New York: Oxford University Press paperback edition

Recommended:

Nancy McLean, eds. Freedom is not Enough: The Opening of the American Workplace. Harvard University Press, 2006

Patricia Hill-Collins, eds. Black Sexual Politics: African Americans, Gender, and the New Racism. Taylor and Francis, 2001

Course Outline:

Introduction and Overview: September 5-7

*Nancy MacLean, Freedom Is Not Enough, Prologue

*John Iceland, Poverty in America, Introduction

*Ruth Sidel, Unsung Heroines, Introduction

*Patricia Hill-Collins, Black Sexual Politics, Introduction

*Elizabeth A. Hull, The Disenfranchisement of Ex-Felons, Chapter 1

*Thomas M. Shapiro, The Hidden Cost of Being African American, Introduction

Understanding History ---Class & Status September 12-14

Slavery and the Constitution

*Cedric Robinson, Black Movements in America, Chapter 2

*Rhonda F. Levine, Social Class and Stratification, (pp. 1-9, 11-42)

*Howard Zinn (2003) “Slavery Without Submission,” and “The Other Civil War,” from A People’s History of the United States: 1492-Present

*John Iceland, Poverty in America, Chapter 2

*Linda F. Williams, The Constraint of Race, Chapter 1

Class Structures & Class Analysis September 19-21

*Nancy MacLean, Freedom Is Not Enough, Chapter 2

*L.F. Williams, The Constraint of Race, Chapters 2

*Elizabeth Hull, The Disenfranchisement of Ex-Felons, Chapters 2-3

* Rhonda F. Levine, Social Class & Stratification, pp. 43-85, 86-112

*James Boggs and Grace Lee Boggs (2001), “Racism and the Class Struggle: Further Readings from a Black Worker’s Notebook,” from Racism: Essential Readings, edited by Ellis Cashmore & James Jennings.

Race, Gender, Class & Structuring Wealth

Gender & Inequality September 26

*Patricia Hill-Collins, Black Sexual Politics, Chapter 2-3

*Rhonda Levine, Social Class & Stratification (pp. 169-207)

*Ruth Sidel, Unsung Heroines, Chapters 2-3

*Ellen Reese, Backlash Against Welfare Mothers, Chapters 1-2

Race, Racism & Stratification September 28

*Rhonda Levine, Social Class & Stratification, (231-260)

*Cedric Robinson, The Anthropology of Marxism, Chapter 4

*Thomas Shapiro, The Hidden Cost of Being African American, Chapters 2-3

*Melvin Oliver & Thomas Shapiro, Black Wealth/White Wealth, Chapters 1-6

Race, Gender & Class October 3

*Rhonda Levine, Social Class & Stratification (208-230)

*Jacquelyn Jones (1986) “The Harder Times: the Great Depression,” from Labor of Love, Labor of Sorrow: Black Women, Work and the Family, From Slavery to Present

*Ellen Reese, Backlash Against Welfare Mothers, Chapter 3

*Carol Anderson, Eyes Off The Prize, Chapters 1-3

Economic Inequality & Civil Strife

Persistence of Poverty October 5

*Cynthia Duncan (1999), “Blackwell” from Worlds Apart: Why Poverty Persists in Rural America.

*John Iceland, Poverty in America, Chapter 3-4

Relief, Labor & Disorder October 10

*Piven & Cloward, Regulating the Poor, (xiii-42)

*Fred Block, R.A. Cloward, et. al., The Mean Season, Chapter 1

Karl Polanyi, The Great Transformation, skim

MIDTERM QUESTIONS AVAILABLE AT END OF CLASS

The Great Depression and New Deal Politics October 12

Crisis of Capitalism & Mass Unemployment

*Piven & Cloward, Regulating the Poor, (80-119

John Iceland, Poverty in America, Chapter 4

*Fred Block, et. al., The Mean Season, Chapter 2

MIDTERM DUE BEGINNING OF CLASS

The Emergence of the Welfare State October 17

Piven & Cloward, Regulating the Poor, (80-119)

*John Iceland, Poverty in America, Chapter 5

*Ellen Reese, Backlash Against Welfare Mothers, Chapters 5-6

The War on Poverty & Low Wage Work October 19

*Piven & Cloward, Regulating the Poor, (120-180)

Ruth Sidel, Unsung Heroines, Chapters 3-4

Politics of Relief

Expansion of Welfare October 24

*Piven & Cloward, Regulating the Poor, (181-221)

*Ruth Sidel, Unsung Heroines, Chapter 5

*Thomas Shapiro, The Hidden Cost of Being African American, Part II

Urbanization & Urban Crises October 26

*Piven & Cloward, Regulating the Poor, (222-284)

*Nancy MacLean, Freedom Is Not Enough, Chapter 4

Welfare as Poverty Reduction October 31

*Piven & Cloward, Regulating the Poor,

*L.F. Williams, The Constraint of Race, Chapters 3-4

*Ellen Reese, Backlash Against Welfare Mothers, Chapter 7

***Last day to receive approval for paper topics*******

Deindustrialization, Globalization & Income Gap

Global Economic Restructuring November 2

*Piven & Cloward, Regulating the Poor, (341-406)

*Charles Green, Manufacturing Powerlessness, Chapters 1-2

Proposals Due

Downsizing America November 7

*Danziger & Gottschalk, America Unequal, (1-38)

*Ruth Wilson Gilmore, “Globalization and U.S. prison Prison Growth: From Military Keynesianism to post-Keynesianism Militarism,” Race & Class (1998/1999), 40 (2/3): 171-188

*Elizabeth Hull, The Disenfranchisement of Ex-Felons, Chapter 3

Trends in Income & Wealth Distribution November 9

*Danziger & Gottschalk, America Unequal, (39-92)

*Avery Gordon, “Globalism and Prison Industrial Complex: An Interview with Angela Davis,” from Keeping Good Times: Reflections on Knowledge, Power and People

*Elizabeth Hull, Disenfranchisement of Ex-Felons, Chapters 4-5

Economic Growth & Income Decline November 14

*Danziger & Gottschalk, America Unequal, (93-123)

*Melvin Oliver, et. al., (1993), “Anatomy of a Rebellion: A Political Economic Analysis,” from Reading Rodney King, Reading Urban Uprising edited by Robert Gooding-Williams.

*Elizabeth Hull, Disenfranchisement of Ex-Felon, Chapters 6-7

Structural Adjustment Programs & Mass Poverty November 16

*Danziger & Gottschalk, America Unequal, (124-150)

*James Jennings (2003)“The Personal Responsibility and Work Opportunity Reconciliation Act of 1996” from Welfare Reform and the Revitalization of Inner City Neighborhoods.

*Ellen Reese, Backlash Against Welfare Mothers, Chapter 8-9

*John Iceland, Poverty in America, Chapter 6

Welfare Reforms & Regulating the Poor November 21

*Danziger & Gottschalk, America Unequal, (151-176)

*James Jennings (2003), “The Impact of Welfare Reform on Black and Latino Neighborhood,” from Welfare Reform and Revitalization of Inner City Neighborhoods.

*John Iceland, Poverty in America, Chapter 7

Workers in the New Economy November 28

*Saskia Sassen (2002), “Global Cities & Survival Circuits,” from Global Women: Nannies, Maids, and Sex Workers in the New Economy edited by Barbara Ehrenreich and Arlie Russell Hoschild.

*Patricia Hill-Collins, Black Sexual Politics: African Americans, Gender, and the New Racism. Chapter 4-5

Workers in the New Economy Continue November 30

*Joy M. Zarembka (2002), “America’s Dirty Work: Migrant Maids and Modern Day Slavery,” From Global Women: Nannies, Maids, and Sex Workers in the New Economy edited by Barbara Ehrenreich and Arlie Russell Hoschild

*Anannya Bahttacharjee (2002), “Immigrant Dreams and Nightmares: South Asian Domestic Workers in North America in a Time of Global Mobility,” from Trans-Status Subjects: Gender in Globalization of South and Southeast Asia edited by Sonita Sarker and Esha Nigogi De.

*Nancy MacLean, Freedom Is Not Enough, Chapter 4

The Challenge of Global Poverty December 5

*Arjun Makhjani (1993), “Economic Aparth

Syllabus for the Course: Blacks in the 20^th Century

AAAS 100 Section 02

Blacks in the 20^th Century

Darryl C. Thomas AAAS 100

Fall Term 2006 T&R 4:15-5:30

273 Willard Building Course Syllabus

Office Hours:Wed.4-5 by appointment

205 Willard Building Office Phone: 814 863-2427

Email: dct10@psu.edu

The central concern of this course is to critically examine how and why the twentieth century African American struggle for civil and human rights had their origins in the post reconstruction era as the New World Africans began devising innovative strategies to challenge their political, economic, social and racial subordination. It compares and contrasts a range of strategies including bourgeois reformism, divergent forms of Black Nationalism, with Pan Africanism, and the Global Black Radical Projects undertaken during the first and second Reconstruction eras. Through an examination of African American contestation and engaging of Globalization, Democratization and Empire from the contested Presidential election of 1876 to the recent disputed 2000 Presidential election and its’ aftermath in 2004, we can analyzed the divergent strategies employed by this non-state actor to changed the set of unequal power relations within the United States and to transformed the power relations that governs human rights practices, racial capitalism, and the global apartheid international regimes supported by the United States during divergent waves of globalization and racial capitalism. In this context the African American experiences will be probed in comparison with and in contrasts to, Latinos, Asian Americans, Native Americans and other ethnic and minority groups. We will engage and interrogate the concept of pluralism and the extent that it offers a meaningful theoretical framework for analyzing the 20^th century African American experience in the United States. This course will engage both the scholarly and policy discourses and literature on pluralism, democracy, ethnicity, race, class, gender, globalization, and empire.

Books:

The following books are required for the class and should be purchased from the bookstore.

John S. Butler, eds. Entrepreneurship and Self-Help Among African Americans: reconsideration of Race and Economics, SUNY Press 2005

Hanes Walton Jr., and Robert C. Smith, eds. American Politics and the African American Quest for Universal Freedom. Longman, Inc., 2005 3^rd edition

Michael Dawson, eds. Black Visions: The Roots of Contemporary African American Political Ideologies. Chicago: The University of Chicago Press, 2003

Belinda Robnett, eds. How Long? How Long: African American Women and the Struggle for Civil Rights, New York: Oxford University Press, 1999 paperback

Patricia Hill-Collins, From Black Power to Hip Hop: Racism, Nationalism and Feminism, Philadelphia, PA: Temple University Press, 2006 paperback

Introduction and Overview September 5-7

You are required to read at least three * readings per week.

*Michael Dawson, Black Visions, Chapter 1

*H. Walton and R.C. Smith, American Politics and the African American Quest for Universal Freedom, Chapter 1

*Belinda Robnett, How Long? How Long? Introduction

*Patricia Hill-Collins, From Black Power to Hip Hop, Introduction

*Cedric J. Robinson, Black Movements in America, New York: Routledge, 1997, Chapter 1

*Colin A. Palmer, Passageways: An Interpretative History of Black America, Chapters 1-2

Suggested Readings:

Orlando Patterson, eds. Freedom in the Making of Western Culture. New York: basic Books, 1991

Herbert S. Klein, eds. African Slavery in Latin America and the Caribbean, New York: Oxford University Press, 1988

Hugh Thomas, eds. The Slave Trade, New York: Simon & Schuster: , 1997

American Federalism and the Limits of Universal Freedom September 12-14

*Walton and Smith, American Politics and the African American Quest For Universal Freedom Chapter 2

*Marcus D. Pohlman, Black Politics in Conservative America, Chapters 1-2

*Manning Marable, The Great Wells of Democracy, Chapters 1-2

*Cedric J. Robinson, Black Movements in America, Chapters 2-4

*Patricia Hill-Collins, From Black Power to Hip Hop, Chapter 1

*James Oliver and L.E. Oliver, Slavery in the Making of America, Chapters 1-2

Suggested Readings:

David L. Chappell, A Stone of Hope: Prophetic Religion and the Death of Jim Crow. Chapel Hill, NC: The University of North Carolina Press, 2005

Ronald W. Walters, White Nationalism, Black Interests: Conservative Public Policy and the Black Community. Detroit, MI: Wayne State University Press, 2003

Carol M. Swain, The New White Nationalism in America. Cambridge University Press, 2003

Lani Guinier and Gerald Torres, The Miner’s Canary: Enlisting Race, Resisting Power Transforming Democracy. Harvard University Press, 2003

African Americans, Political Culture & Socialization September 19-21

*H. Walton and R.C. Smith, African Americans and the Quest for Universal Freedom, Chapters 3-6

*M. Dawson, Black Visions, Chapter 2

*Marcus Pohlmann, Black Politics in Conservative America, Chapter 3-4

*Richard Allen, Michael Dawson & Ronald Brown, “A Schema-Based Approach to Modeling African Americans Racial Belief Systems,” American Political Science Review 83: (1989) 421-41

*Barker, Jones & Tate, eds. African Americans & the American Political System, Chapters 2

Suggested Readings:

Anthony W. Marx, Making Race and Nation: A Comparison of the United States, South Africa, and Brazil. Cambridge University Press, 1998

Michael K. Brown, et. al., Whitewashing Race: The Myth of a Colorblind Society. University of California Press, 2003

John Thornton, eds. Africa and Africans in the Making of the Atlantic World, 1400-1680, Cambridge University Press, 1992

African American Quest for Political Empowerment September 26-28

*H. Walton and R.C. Smith, American Politics and the African American Quest for Universal Freedom, Part III

*Barker, Jones & Tate, African Americans and the American Political System, Chapters 3-4

*M. Marable, The Great Wells of Democracy, Chapters 3-4

*Y.M. Alex-Assenhoh & L.J. Hanks, Black & Multicultural Politics, Chapters 1-4

*Patricia Hill-Collins, From Black Power to Hip Hop, Chapter 2

Suggested Readings:

Vincent Harding, Jr., There is a River: The Black Struggle for Freedom in America. New York: Harcourt Brace Jovanovich, 1981

Eric Foner, eds. Reconstruction: America’s Unfinished Revolution, 1863-1877. Louisiana State University Press, 1988

Heather Cox Richardson, The Death of Reconstruction: Race, Labor, and Politics in the Post-Civil War North, 1865-1901. Harvard University Press, 2003

Sidney W. Mintz, eds. Sweetness and Power: The Place of Sugar in Modern History, New York: Penguin Books, 1986

Discussion Queries: October 3

Write a paper demonstrating how and why the 14^th Amendment to the U.S. constitution should be considered the American Charter of Universal Freedom. Your paper should draw attention to the origins and development of the 14^th amendment, how the U.S. Supreme Court denied the principles of universal freedom from 1865-1925 and provided support for the principle of universal freedom between 1925 and 1968. You should answer the question how does the current U.S. Supreme Court address the ideas revolving around universal freedom.

Write a paper examining how the demise of Reconstruction and it aftermath undermine Black political, economic and social empowerment. Your paper should include an analysis of the Freedmen Bureau, the 13^th, 14^th and 15 amendments in incorporating African Americans into the political system. Why did Reconstruction fail to provide African Americans with political freedom and economic empowerment?

According to Cedric J. Robinson, by the second half of the nineteenth century, two alternative black political cultures had arisen, each nurtured by a particular Black experience. Akin to the social divergences that appeared throughout slave societies in the New World, communities of free Blacks gravitated toward the privileged social and political identities jealously reserved for non-Blacks. At the same time, on the plantations and in slave quarters, slaves tended to form a historical identity that presumed a higher moral standard than that which seemed to bind their masters. The former were represented by urban free Blacks of the colonial and antebellum periods, a liberal, bourgeois consciousness was nourished, packed with capitalist ambitions and individualist intuitions. A constant before and after the Civil War and into the new century, this consciousness manifested itself in a tendency toward an American optimism about integration/assimilation. To the contrary, the Black mass movements of the late nineteenth and twentieth centuries proved both the existence and vitality of an alternative Black political culture, emergent from the brutal rural regimes of slavery, and later peonage. Inventive rather imitative, communitarian rather than individualistic, democratic rather than republican, Afro-Christian rather than secular and materialist, the social values of these largely agrarian people generated a political culture that distinguished between the inferior world of the political and transcendent universe of moral goods. Communalism and Separatism was the principal impulse of this culture and over the next century or more this separatism would assume several forms already familiar: marronage, emigration, migration, domestic and external colonization.

Write a paper that critically analyzing leaders, institutions, or movements that reflect the individualist/assimilation tendency or the separatist and mass movements. You should provide a case study and examples to support your analysis, i.e., Booker T. Washington and the Tuskegee machine, The New Negro Movement, the Talented Tenth, the Niagara Movement, the Black Women Club’s Movement, Afro-Christianity, Black Agrarians and Populism, Black Self-Determination and the Garvey Movement, Black Women and Feminism, the Anti-lynching movement.

Race, Economics, Entrepreneurship and the New Order October 5-10

*Michael LeMay, The Perennial Struggle, Chapter 3-5

*Shaun Woodhouse, “The historical development of affirmative action: an aggregated analysis,” Western Journal of Black Studies, Fall 2002, Vol. 26 pp. 125-134

*Melvin L. Oliver and Thomas M. Shapiro, Black Wealth/White Wealth, Chapters 1-6

*H. Shapiro, The Hidden Cost of Being African American, Chapters 1-4

*John S. Butler, Entrepreneurship and Self-Help Among Black Americans, Chapters 1-6

*John S. Butler & G. Kozmetsky, eds. Immigrant and Minority Entrepreneurship, Chapters 1-3,7-8

*Juliet E.K. Walker, The History of Black Business in America, Chapters 3-9

Suggested Readings:

Thomas Boston, Affirmative Action and Black Entrepreneurship. New York: Routledge, 1999

Robert L. Wallace, Black Wealth Through Black Entrepreneurship. Apu Publishing Group, 1996

Shelby Green & Paul Pryde, eds. Black Entrepreneurship in America, Transaction Publishers, 1993

Discussion Queries: October 12

Booker T. Washington develops a theory of Black capitalism to accompany his focus on political accommodation. Washington urged African Americans to become entrepreneurs and establish business enterprises as a mechanism to provide jobs, prosperity and self- reliance in their quest to achieve liberation. Oliver and Shapiro contend that African Americans have been kept from the full pursuit of life, liberty and prosperity and hence unable to leave economic and financial liquid assets to their heirs like their White counterpart. Manning Marable has developed a theory of structural racism to explain how African Americans have remained economically and financially deprived. Write a paper on examining how the new racial order that emerged in the post-Reconstruction era forcing African Americans to take an economic detour with respect to entrepreneurship and participation economic and financial development.

Write a paper outlining how the economic detour theory help explains how racial capitalism underdeveloped African Americans in the past and does racial capitalism continues to stifle African American financial and economic development today?

The Legacy of Brown v. the Board of Topeka Kansas: Diversity, Etc October 17-19

*M. Marable, The Great Wells of Democracy, Chapters 5-7

*C. Carson, Civil Rights Chronicles, Chapter 6

*Barker, Jones & Tate, African Americans and the American Political System, Chapters 5

*Charles J. Ogletree, Jr. All Deliberative Speed, Part I, II and IV

*Special Issue on Affirmative Action, “ Western Journal of Black Studies, Spring 2003, Volume 27, Issue 1. Articles by: W. Avon Drake, Thomas Boston, Bridget Terry Long, Njeri Jackson, Patricia Y. Gurin, et.al., and Glenn C. Loury.

*Hanes Walton & R.C. Smith, American Politics and the African American Quest for Universal Freedom, Part IV, section on the Judiciary

*Thomas M. Shapiro, The Hidden Cost of Being African American, Chapter 7

*Derrick Bell, Silent Covenant: skim chapters 1-3, 6-9

SUGGESTED READINGS:

Gary Orfield, Dismantling Desegregation: The Quiet Reversal of Brown V. Board of Education. New York: W.W. Norton & Company, 1996

James T. Paterson, Brown V. Board of Education: A Civil Rights Milestone and Its Troubled Legal Moment in American History. New York: Oxford University Press, 2002

Jack M. Balkin, What Brown V. Board of Education Should have said to the Nations Top Lawyers Rewrite America’s Landmark Civil Rights Decision. New York University Press, 2002

Discussion Queries: October 24

Write a paper comparing and contrasting the Supreme Court decisions involving the Bakke case with reference to the cases in the state of Texas or the recent University of Michigan regarding affirmative action policy revolving around undergraduate or graduate, law or Medical Schools. Your paper should address the issues of admission policy, diversity in student body equal rights and educational opportunity. You should provide a case study or comparative case study. You should also draw attention to the implications of these decisions for diversity and affirmative action policy.

Write a paper analyzing the impact of the Supreme Court Decisions regarding ending segregation in the public school system in 1954. To what extent did the Supreme Court’s approach with all deliberative speed result in worsening of educational opportunities for students of color trap in urban public school system? How did parents and communities respond in the North and South? You should provide a case study.

Write a paper outlining the perspective and policy preference of Black conservatives on affirmative action with reference to university and college admission policy paying special attention to Ward Connelly ballot efforts in California, etc., the Texas Plan and the Florida Plan or the School voucher programs. Do these schemes really address the problems confronting students of color in the 21^st century?

Write a paper revolving around the Bill Cosby controversy, contemporary urban education and hip/hop urban culture.

Write a paper on the usage of vouchers to support private and parochial schools through public taxes. What impact will the recent Florida Supreme Court decision outlawing vouches have in that state and around the country?

************************Midterm Examination******************

The Quest for Higher Ground/Universal Freedom Oct.31—November 2

*Barbara Ransby, Ella Baker and the Black Freedom Movement, Chapters 6-8

*Steven F. Lawson, Civil Rights Crossroads, Part II

*Belinda Robnett, How Long? How Long: African American Women and the Struggle for Freedom and Justice, Chapters 1-3

*Jeffrey O.G. Ogbar, Black Power: Radical Politics and African American Identity, Chapters 1-2

*H. Walton and R.C. Smith, American Politics and the African American Quest for Universal Freedom, Chapters 7-8

*Carol Anderson, Eyes Off the Prize, Chapter 1

*C.J. Robinson, Black Movements in America, Chapter 6

*D.G. Nieman, Promises to Keep, Chapters 4-5

*Robert Cook, Sweet Land of Liberty? Chapters 2-3

Suggested Readings:

Robert Allen, Reluctant Reformers: Racism and Social Reform Movements in the United States. Washington, DC: Howard University Press, 1983

Aldon Morris, Origins of the Civil Rights Movement. New York: Free Press, 1994

Michael Levine, African American Civil Rights: From 1619 to the Present. Oxyr Press, 1996

R. Drew Smith, Long March Ahead: African American Churches and Public Policy in the Post-Civil Rights America. Duke University Press, 2005

Discussion Queries: November 7

Write a paper comparing and contrasting at least two episodes of African American coalition with others revolving around First Rights-Based movements or Material-Based coalitions or Second Rights-based Coalitions. You should provide a robust comparative case study to support your analysis.

Write a paper revolving around African American women and the quest for universal freedom. You may focus your analysis on individual leaders, African American women institutions and coalitions in the historical past or the contemporary period, including the Civil Rights Movement, and their roles in Nationalist and Black Power organizations.

Write a paper on First Mass-Based Nationalist Movements, i.e., Bishop Henry M. Turner nationalist movement, Marcus Garvey, the Nation of Islam, Malcolm X, Louis Farrakhan, etc.

Write a paper on the African American Reparation Movement.

Interrogating and Engaging Black Nationalism November 9

*M.C. Dawson, Black Visions, Chapter 3

*D.E. Robinson, Black Nationalism in American Politics & Thought, Chapters 1-4

*J.O.G. Ogbar, Black Power Chapter 3

Steven F. Lawson, Civil Rights Crossroads, Chapter 5 and Part IV

*Shaun Carter, “The economic philosophy of Marcus Garvey,” The Western Journal of Black Studies Spring 2002 v. 26, pp. 1-6

*Patricia Hill-Collins, From Black Power to Hip Hop, Chapter 3-4

*Belinda Robnett, How Long? How Long? Chapters 4-6

*Hanes Walton and Robert C. Hanes, American Politics and the African American Quest for Universal Freedom, Part III: Section on Black Nationalism & Black Power

*R. Rabaka, “Malcolm X and/as Critical Theory: Philosophy, Radical Politics, and African American Search for Social Justice.” Journal of Black Studies, Volume 33, Number 2, 2002 pp. 145-165

*Madhu Dubey, Postmodernism as Postnationalism? Racial Representation in U.S. Black Cultural Studies.The Black Scholar, Spring 2003, Vol. 33, Issue No. 1,

Discussion Queries: November 14

Write a paper outlining the theoretical perspectives of three African American Black Nationalists during the antebellum period including David Walker, James Holy, Mary Ann Shadd, Henry Highland Garnet, Paul Cuffee, and Martin Delaney. What were their practical policy prescriptions for the African American community? What issues did they agree and depart? What organizations or institutions did they employ to support their ideas revolving around Black Nationalism

Compare and contrast Bishop Henry Turner, Alexander Crummell with efforts of Marcus Garvey and UNIA. To what extent did Turner and Crummell lay the foundation for the Garvey Movement? What organizational and institutional aspect of UNIA separated it from previous social movements with a Black Nationalist thrust? What factors contributed to the demise of UNIA?

Write a paper outlining the influence of Malcolm X on the development of post Second World War developments of Black Nationalism. Identify the role of Malcolm X in moving SNCC, CORE and other Civil Rights organizations toward black power and nationalism? How did these organizations address the women or feminist question?

Write a paper comparing and contrasting the ‘Million man march’ and the ‘Million Women March’ in the 1990s. What were the major objectives of these marches? To what extent did they address issues critical to black liberation? To what extent did they address concerns critical to gender relations in the African American community and society at large?

Write a paper examining whether or not Afrocentrism as alternative ‘civic religion’ for African Americans provides the essential instruments for combating the ‘new racism’ in the new era of colorblind America and new emphasis on individualism rather than group rights and grievances.

Interrogating and Engaging Black Feminism Ideologies November 16-21

*M.C. Dawson, Black Visions, Chapter 4

*Barbara Ransby, Ella Baker and the Black Freedom Movement, Chapters 9-11

*Belinda Robnett, How Long? How Long? Chapters 2-3, 7-10

*Patricia Hill-Collins, From Black Power to Hip Hop, Chapters 5-6

*Steven F. Lawson, Civil Rights Crossroads, Chapters 12

*Hanes Walton and R.C. Smith, American Politics and the African American Quest for Universal Freedom, Part III

*Valerie Smith, not just race, not just gender: Black Feminist Readings, Chapters 1-3

*********Other Readings to be announced***********************************

SUGGESTED READINGS:

Patricia Hill Collins, Fighting Words: Black Women & the Search for Justice. Minneapolis: University of Minnesota Press, 1998

Cathy J. Cohen, The Boundaries of Blackness: AIDS and the Breakdown of Black Politics. Chicago: The University of Chicago Press, 1999

Beverly Guy-Sheftall, Words of Fire: An Anthology of African American Feminist Thought. New York: The New Press, 1995

Nell Painter, Sojourner Truth: A Life and Symbol. New York: W.W. Norton, 1996

Joy James, Shadowboxing: Representation of Black Feminist Politics. New York: St. Martin’s Press, 1996

Joy James, Transcending the Talented Tenth: Black Leaders and American Intellectuals. New York: Routledge, 1997

Bettye Collier-Thomas & V.P. Franklin, Sisters in the Struggle: African American Women in the Civil Rights-Black Power Movement. New York: New York University Press, 2001

DISCUSSION QUERIES: November 28

Write a paper comparing and contrasting the feminist perspectives of Anna Julia Cooper, Amy Jacques Garvey and Claudia Jones. Include in your analysis the formal black or white organizations that they sought to influence place their feminist agenda. What their legacies for contemporary Black feminist?

Write a paper comparing and contrasting the response of the SCLC, SNCC, CORE and the Nation of Islam to feminist concern. To what extent did these black institutions place women and feminist concern on the backburner? Compare and contrast Black women reception in White feminist organizations with the Civil Rights movement. Do African American women need their own organization to address feminist concern?

Compare and contrast the Black Women Club movement with modern or contemporary black feminism. To what extent do contemporary feminist operate on the principle of ‘we lift while we climb? What factors contributed to the development of the Black Women Club Movement? What factors also contributed to the evolution of contemporary

Black Feminism?

Write an essay two of the following extraordinary women such as Fannie Lou Hamer, Ella Baker, Ruby Doris Smith Robinson, Jo Ann Gibson Robinson, and many others who quietly and at times not so quietly sustained the civil rights struggle in local communities throughout the South. Your paper should address the issue how these women efforts were overshadowed and underrepresented in popular treatment of the civil rights movement by charismatic leaders such as Martin l. King and Malcolm X.

Diverse Shades of Black Liberalism November 30

*M.C. Dawson, Black Visions, Chapters 6-7

*D.E. Robinson, Black Nationalism, Chapter 7

*M. Marable, The Great Wells of Democracy, Chapters 9-11

*Hanes Walton and R.C. Smith, American Politics and the African American Quest for Universal Freedom, Part IV section on Forty Acres and Mule

*John S. Butler, Entrepreneurship and Self-Help among Black Americans, Chapters 7-9

*Charles Mills, the Racial Contract, Cornell University Press, Chapters 1-2

*Raymond A. Winbush, Should America Pay? Slavery and the Raging Debates on Reparations. Skim Parts I-II, IV-V

DISCUSSION QUERIES: December 5

Write a paper outlining the premise liberalism that is embedded in American’s conception of liberty and democracy. To what extent has liberalism emerged as a ‘facade’ for African Americans? Employing Charles Mills racial contract thesis and other Black critics ranging from Ralph Bunche to W.E.B. DuBois, develop a case why liberalism has failed African Americans?

Write a paper comparing Black Conservatives, and Black Radical Egalitarian perspectives with reference to American liberalism. How have proponents of these political ideologies responded American Liberalism? To what does doctrine of free market and political liberalism reinforce one another and at the same time limit the prospects of achieving racial justice? How does police racial profiling, the astounding incarcerations rates of African Americans, Latinos males and increasingly females undermine the support for American Liberalism?

Write a paper on the Reparation debate. To what extent does America owes a debt not only to African Americans but, also Native Americans, Latinos from Mexico and Puerto Rica and Asian Americans? You should focus on at least two of these groups and provide evidence to support your arguments.

Write a paper on the Reparation debate drawing attention to both the African American conservative and liberal perspectives. To what extent have African American conservative placed their faith in free market forces to alleviate past wrongs? To what extent did the 2000 Presidential Election undermine the African American conservative faith in both the free market and political liberalism?

Engaging and Interrogating Black Marxism & Black Radicalism December 7-12

*M. C. Dawson, Black Visions, Chapter 5,

*James and Sharpley-Whiting, The Black Feminist Reader, Chapter 9,

*M. Marable, The Great Wells of Democracy, Chapter 8,

*Barbara Ransby, Ella Baker and the Black Freedom Movement, Chapters 3 and 12

*Carol Anderson, Eyes Off the Prize, Chapters 1-3,

*Jeffrey Ogbar, Black Power, Chapters 4-6

*Race & Class Special Issue on Cedric J. Robinson and the Philosophy of Resistance Volume 47, October – December 2005 skim whole issue

*Ronald A. Kuykendall, “African Blood Brotherhood, independent Marxist during the Harlem Renaissance,” The Western Journal of Black Studies, Spring 2002, v. 26 pp. 16-22

*Cornel West, “Black Radicalism and the Marxist Tradition. In C. West, Prophetic Reflections: Notes on Race and Power in America. Monroe, ME: Common Courage Press, 1993

SUGGESTED READINGS:

John McClendon, III, CLR James, Notes on Dialectic: Left Hegelism or Marxism-Leninism. Lexington Books, 2004

Charles Green, Manufacturing Powerlessness in the Black Diaspora: Inner-City Youth and the New Global Frontier, Altamira Press, 2003

Beth Tompkins Bates, Pullman Porters and the Rise of Protest Politics in Black America, 1925-1945. University of North Carolina Press, 2001

Cedric J. Robinson, Black Marxism: The Making of the Black Radical Tradition. University of North Carolina Press, 2000

Earl O. Hutchinson, Blacks and Reds: Race and Class Conflict, 1919-1990. Michigan State University Press, 1995

Gerald Horne, Black and Red: W. E. B. DuBois and the Afro-American Response to the Cold War, 1944-1963. SUNY Press, 1986

Manning Marable, W. E. B. DuBois, Black Radial Democrat. Boston: Twayne, 1986

Adoph L. Reed, Stirring in the Jug: Black Politics in the Post-Segregation Era. Minneapolis: University of Minnesota Press, 1995

Patricia Hill Collins, Black Sexual Politics. New York: Routledge, 2004

DISCUSSION QUERIES: December 14

Write a paper comparing and contrasting Ralph Bunche, A. Phillip Randolph and Harry Haywood. What aspects of Marxism that they found attractive? Did they join, leave or remained independent from Socialist organizations or movements and why? What historical event convinced them of the merits of Marxism?

Write a paper comparing Paul Robeson, W.E.B. DuBois and their identification with Marxism. What factors influence them to seek answers in Marxism? What organizations did they seek to explore with reference to Marxism? What price did they pay for this decision?

Write a paper comparing the proponents of contemporary Black Left with their predecessors in the DRUM, the Black Panther Party, etc. What factors contributed to the emergence of DRUM and the Black Panther Party? Why did they decline? The Black Radical Congress and other Black Left proponents can draw what lessons from their experiences?

**********************Final Exam To Be Announced***********************

Another Syllabus for the Course: Inequality in America

INEQUALITY IN AMERICA

Faculty Information

Title
Instructor	Prof. David McBride
Office Phone	863-4243
Office Address	212 Willard Building
Office Hours	Wednesdays: 12:30 to 2:00 PM
E-mail	dqm9@psu.edu

Course Information

Course	409
Section	001

Required Text

The following two books are required for the course and are available at the Campus Bookstore. (1) J. F. Healey, RACE, ETHNICITY, GENDER, AND CLASS: THE SOCIOLOGY OF GROUP CONFLICT AND CHANGE (3rd edition); (2) J. R. Feagin et al., WHITE RACISM: THE BASICS (2nd edition).

Suggested Text

Recommended reading lists can be found at the end of each chapter in our textbook, Healey, RACE, ETHNICITY, GENDER, AND CLASS. Also an updated recommended and supplementary reading list will be distributed.

Course Description

This course explores the theoretical, historical and sociological aspects of racial and ethnic inequality in modern America. It covers the major stages in the development of contemporary U.S. racial and ethnic communities, and majority/minority intergroup relations. Focus is on black Americans and to a lesser extent, other disadvantaged racial minority groups in the U.S. Concepts and case-studies explored relate to defining minority groups, ethnicity, prejudice, discrimination, racism, racial hierarchy, pluralism, and assimilation. Current social controversies involving racial and ethnic equality are studied in light of the historical case-studies and concepts. These issues include employment discrimination, hate crimes, and bias in mass media.

Tentative Schedule

* Jan. 11--ORGANIZATIONAL MEETING
REQUIRED READINGS: None

* Jan. 18--MINORITY GROUPS, STRATIFICATION, AND RACE
REQUIRED: Healey, RACE, ETHNICITY, Ch. 1, pp. 3-34.

* Jan. 25-- RACISM: HISTORY AND MEANING
REQUIRED: Feagin, WR, Preface & pp. 1-25, 53-66.

* Feb. 1--ASSIMILATION AND PLURALISM
REQUIRED: Healey, RACE, ETHNICITY, Ch. 2, pp. 39-75.

* Feb. 8--PREJUDICE AND DISCRIMINATION
REQUIRED: Healey, RACE, ETHNICITY, Ch. 3, pp. 83-115. Feagin, WR, 34-53, 193-206.
Panel A

* Feb. 15--CASE HISTORY: BLACK AMERICANS,SLAVERY, AND MINORITY GROUP STATUS
REQUIRED: Healey, RACE, ETHNICITY, Ch. 5, pp. 171-188, Ch. 7, pp. 255-294.
Panel B

* Feb. 22--NATIVE AMERICANS AND THE STRUGGLE FOR AUTONOMY
REQUIRED: Healey, RACE, ETHNICITY, Ch.8, pp. 305-348.
Panel C

***Feb. 22 BOOK REPORT DUE

***March 1--MID-TERM EXAM

* March 8--RECESS

* March 15--HISPANIC AMERICANS: ENCLAVES OR ASSIMILATION
REQUIRED: Healey, RACE, ETHNICITY, Ch. 9, pp. 353-397, 402-403.
Panel D

* March 22--NEW TRENDS IN ETHNICITY AND PREJUDICE I
REQUIRED: Healey,Ch. 4, pp. 123-137; Chap. 11, 467-488. "Discrimination against Arab Americans"(Electronic Reserve)
Panel E

* March 29--NEW TRENDS IN ETHNICITY AND PREJUDICE II
REQUIRED: Healey, Ch. 10, pp. 420-454 (Asian-Americans). "Rise in Anti-Semitism" (Jewish Americans, Electronic Reserve)
Panel F

* April 5--CURRENT ISSUES I: LAW ENFORCEMENT AND POLITICS
REQUIRED: Feagin, WR, pp. 117-151 (racial profiling), 163-173 (politics).
Panel G

* April 12--CURRENT ISSUES II: CONFRONTING "NEW RACISM"
REQUIRED: Feagin, WR, pp. 25-33, 152-163 (corporations), 208-217 (affirm. action).
Panel H

* April 19--CURRENT ISSUES: MEDIA
REQUIRED: Healey, Ch. 137-154 (current conditions). Feagin, WR, 173-185 and 218-223 (media), 230-253 (current conditions)
PANELs I and J
CATCH UP/REVIEW*

* April 26--FINAL EXAM

***May 2 --RESEARCH TERM PAPER DUE***

Another Syllabus for the Course: Blacks in the 20^th Century

AAA S 100: Course Overview and Syllabus

Evolving Status of Blacks in the Twentieth
Century: Interdisciplinary Perspectives
An interdisciplinary team-taught exploration of the evolving status of Black Americans in the twentieth century. Emphasis on the civil rights movement.

3 College Credits
19 lessons, 2 examinations

Introduction / Course Materials
Preparing your Lesson Assignments
Exams and Grading / Academic Integrity

written by LaVerne Gyant, Ph.D.
African/African American Studies Program

Introduction

African/African American Studies 100 will examine the evolution of the political, economic, and social status of African Americans prior to, during, and after the Civil Rights Movement (CRM). The Civil Rights Movement and its predecessor, the Harlem Renaissance, were two of the high points in the active efforts by African Americans to redefine their relationship to Africa and to American society. The Civil Rights Movement represents the culmination of the forces that brought an end to Jim/Jane Crow segregation.

The course provides you with a case study that illustrates how the constructs of freedom, equality, and human rights are shaped in a setting where cultural diversity and power imbalances are manifested. First, the course will explore factors precipitating the Civil Rights Movement. Second, the course will examine the forces shaping the Civil Rights Movement of the 1950s and 1960s. Finally, the course will focus on the contemporary implications of the CRM. Throughout the course, emphasis will be on how the movement was influenced by economic, political, social, and historical forces while symbiotically changing those forces. The manifestation of the movement in literature and the arts will also be explored.

Textbooks Required

Franklin, J. H. From Slavery to Freedom, 7th ed., 1994.

Hampton, H. and Fayer, S. Voices of Freedom: An Oral History of the Civil Rights Movement from the 1950s through the 1980s. New York: Bantam, 1992.

Williams, J. Eyes on the Prize: America’s Civil Rights Years 1955–1965. New York: Viking/Penguin, 1988.

From Slavery to Freedom serves as an introduction to African American history. Voices of Freedom: An Oral History of the Civil Rights Movement From the 1950s through the 1980s and Eyes on the Prize: America’s Civil Rights Years 1955–1965 serve as an introduction to the history of the Civil Rights Movement and accompany the video series Eyes on the Prize: America’s Civil Rights Years, 1955–1965 and Eyes on the Prize II: America at the Racial Crossroads, 1965–1985. Williams chronicles the first decade of the Civil Rights Movement by introducing us to the stories about the people and places of that time. In Voices of Freedom, Hampton and Fayer incorporate the events of the first decade with discussion on the Movement in the North, the emergence of Malcolm X, and the transformation of America in the 1970s and 1980s via oral interviews.

Garrow, D., Clauson, C., Harding, V., and Hines, D. C. Eyes on the Prize Civil Rights Reader, 1992.

Malcolm X with Alex Haley. “The Autobiography of Malcolm X.” NY: Ballantine Books, 1991.

Eyes on the Prize Video Series I and II.

The videos are not required viewing for the course, but they are highly recommended. Perhaps you can find them at a local video store.

Syllabus for the Course: African American Women in the US

AAAS/WMST 101

African American Women in the US

Fall 2005

Toby Jenkins
Director, Paul Robeson Cultural Center

Office Hours: By appointment
Office: 015 Hub Robeson Center // Office Phone: 865-1779 Email: tsj3@sa.psu.edu

COURSE DESCRIPTION/GOALS:
This course analyzes the social, political, and cultural history of African American women in US society from an interdisciplinary perspective. Through lectures, discussions, films and other collaborative activities, students will develop the ability to analyze the complex ways that race, class and gender have shaped African American women’s lives and the strategies they have used to empower themselves and their communities. Much of the work of this course will involve our collective examination and discussion of written and visual texts. Students are expected to complete the reading assignments on syllabus before coming to class.

REQUIRED MATERIALS

(Available for purchase at the Penn State Bookstore, on Reserve in Library, and online)

The Classic Slave Narratives, Henry Louis Gates
Women, Race, & Class, Angela Davis
Ma Rainey: Mother of the Blues (Music CD)
Too Heavy a Load: Black Women in Defense of Themselves, 1894-1994, Deborah Gray White
A Shining Thread of Hope: The History of Black Women in America, Hines & Thompson
Assata: An Autobiography, Assata Shakur
Jill Scott: Beautifully Human Words & Sounds Vol. 2 (Music CD)

Additional Readings (Handouts provided in class)

Selected short essays (1-5 pages) from:

‘A Terrible Transformation” Africans in America,

“Women or Machines? Pregnancy and Its Importance in the Life of a Slave Woman” Allison Star

“In Search of Our Mothers Gardens,” In Search of Our Mothers Gardens, Alice Walker

From a Blues Book for Blue Black Magic Women, I’ve Been A Woman Sonia Sanchez (Three poems)

The Black Woman, Toni Cade Bambara

“Moving Beyond Shame” & “ Mama Love” Salvation, bell hooks

“Selling Hot…” Black Looks, bell hooks

“Dirty Dancing” Jeanine Amber & “Shades of Black” Kiani & Akissi Britton, Essence Magazine

“Mirror, Mirror, On the Wall” Shifting, Charise Jones

“The Cultural Image of the African American Woman” from Investigating Cultural Stereotypes

“Hollywood Eras and Errors” from Young African Americans Against Media Stereotypes

Nina Simone uploaded music selections

Week of

August 30 Introduction to the Theory and Praxis of Black Women’s History

Part I: African Origins & American Enslavement

September 6 African historical & cultural origins/Slavery

In Class Film: Africans in America

Readings:

Incidents in the Life of a Slave Girl, Harriet Jacobs in The Classic Slave Narratives Chpt 1-9

Prologue & Chapter one in Africans in America (Handout)

September 13 No Class Session,

Attend Campus Event

Readings:

Continue reading Jacobs, Chapter 10-20

“A New and Alien World” in a Shining Thread of Hope, Hine & Thompson

September 20 The Nature of Female Slavery/ Slave Women and their Children

Readings:

Jacobs, Chapter 21 – 30

“Survival and Other Forms of Resistance” in A Shining Thread of Hope, Hine & Thompson

“Women or Machines? Pregnancy and Its Importance in the Life of a Slave Woman” Allison Star (Handout)

First Discussion Section

Angel Journal Reflection due

September 27 Voices of the Enslaved

Viewing of the Slave Narratives in Class (75 minutes)

Readings:

Chpt One Women, Race & Class, Davis

Jacobs, Chapter 30-End

Second Discussion Section

October 4:

In Class Exam (60 minutes)

Part II Anti-Slavery, Reconstruction & the Meaning of Emancipation, Club Movement

Anti-Slavery, Reconstruction & The meaning of emancipation

Readings:

Women, Race, & Class Chpt 3-6

“Free Women in Search of Freedom” in A Shining Thread of Hope” Hine & Thompson (to page 177)

October 11

The Club Movement and Early Activism

In Class Film—Ida B Wells: A Passion for Justice (60 minutes)

Readings:

Women, Race & Class Chpt 7-9

“Blossoming in Hard Soil” in A Shining Thread of Hope” Hine & Thompson (to page 213)

October 18

No Class

Attend Campus Event

ü You should begin or have already begun reading your selected Autobiography

ü Complete the reading for the next class

Part III Depression, War & Civil Rights

October 25 Depression and War

Guest Lecture

Readings:

White, Chapter 5 & 6

“The Great Depression” in A Shining Thread of Hope” Hine & Thompson

Angel Reflection Due

November 1 Black Women & Feminism

Readings:

“In Search of Our Mothers Gardens” (Handout)

Selections in The Black Woman by Bambara:

Woman Poem, Nikki Giovanni

Naturally, Audre Lorde

The Black Woman as a Woman, Kay Lindsey pp103-108

Double Jeopardy: To Be Black & Female, Frances Beale pp109-122

Take Home Exam Distributed due November 8^th

November 8 Ella Baker and Movement Leadership

In class film: “FUNDI: The Story of Ella Baker” (60 minutes)

Readings:

“Ella Baker and Models of Social Change,” by Charles Payne in Signs: Journal of Women in Culture and Society 1989 Vol 14 No. 11.

“Towards Freedom” in A Shining Thread of Hope” Hine & Thompson

November 15 Black Power & The Black Panthers /Intro to Oral History

Readings:

White, Chapter 7

Finish Assata

· Autobiography/Assata Paper Due

Part IV: Cultural Expression & Popular Representation Issues

November 22 Artistic & Cultural Expressions of Black Women

Guest Presentation

Readings:

“The Caged Bird Sings” in A Shining Thread of Hope” Hine & Thompson

Selected poems by Sanchez

“Moving Beyond Shame” & “Mama Love” bell hooks

Critical Listening to Ma Rainey & Jill Scott CD

· Discussion Session

November 29 Race & Representation

Readings:

“Selling Hot…” from Black Looks, bell hooks (handout)

“Dirty Dancing” Jeanine Amber & “Shades of Black” Kiani & Akissi Britton, Essence Magazine

“Mirror, Mirror On the Wall”, Charise Jones (handout)

“The Cultural Image of the African American Woman” from Investigating Cultural Stereotypes (Handout)

“Hollywood Eras and Errors” from Young African Americans Against Media Stereotypes (Handout)

Over the Thanksgiving Break & in preparation for this course meeting, view at least two of the following movies (one from each grouping) & reflect and contrast on angel on the representation of black women in the films. Use course content regarding the historical stereotypes of African American women to frame your reflection:

Group 1

Bringing Down the House

Diary of a Mad Black Woman

BAPS (Black American Princess)

Monsters Ball

Group 2

Woman Thou Art Loose

Crooklyn

Soulfood

Love & Basketball

· Discussion Session

· Angel Reflection Due

December 6

No Class Work on Your Project

December 9

· Final Project Due

Turn in at 015 Hub Robeson Cultural Center by 5pm

Syllabus for the Course: Minority Health

AAA S 297C, Section 001: MINORITY HEALTH

Faculty Information

Title
Instructor	Prof. David McBride
Office Phone	865-5256
Office Address	212 Willard Building
E-mail	dqm9@psu.e.du

Course Information

Course	297C
Section	001
Location	218 Willard Building
Times	4:15 PM to 5:30 PM--Tuesdays and Thursdays

Required Text

The following two books are required for the course and are available at the Campus Bookstore. (1) B. S. Levy and V. W. Sidel (eds.), SOCIAL INJUSTICE AND PUBLIC HEALTH; (2) Laurie K. Abraham, MAMA MIGHT BE BETTER OFF DEAD: THE FAILURE OF HEALTH CARE IN URBAN AMERICA.

Suggested Text

A list of recommended and supplementary readings will be distributed.

Course Description

This course will expose students to major health problems and health care needs of American minority families and communities. It will explore social and cultural factors, poverty, racial and ethnic discrimination, and health care barriers that are causing minority groups to have much higher rates of illness and disease. These minority health problems include higher rates of infant mortality, chronic diseases such as heart disease, cancers, and diabetes, and major infectious disease such as HIV/AIDS and tuberculosis. This course will also cover deficiencies in health care coverage, health education, and communication with minority patients that contribute to these higher rates of illness and disease among the nation’s needy populations. The course will identify policy responses to persistent minority health inequities, as well as community and institutional initiatives that are reducing these problems. Finally, some comparative study is made of US minority health problems and health of marginal populations in other nations.

Tentative Schedule

WEEK OF:

* Jan. 10 --ORGANIZATIONAL MEETING
REQUIRED READING: None

*JAN. 17--SOCIOECONOMIC DISADVANTAGE
REQUIRED: SIPH, "The Socioeconomically Disadvantaged," Ch. 2, pp. 25-42.

* Jan. 24--HEALTH OF MINORITIES AND DISADVANTAGED POPULATIONS I
REQUIRED: SIPH, "Racial and Ethnic Minorities," Ch. 3 (part), pp. 46-58; "Older People," Ch. 6, pp. 113-126.

* Feb. 1--HEALTH OF MINORITIES AND DISADVANTAGED POPULATIONS II
REQUIRED: SIPH, "Children," Ch. 5, pp. 88-112: "Hunger," Ch. 14, 238-250. Abraham, MMBB. Ch. 10, "Empty Promises," pp. 167-178.

* Feb. 7--DETERMINANTS OF MINORITY HEALTH I: SOCIOECONOMICS AND NEIGHBORHOODS
REQUIRED: SIPH, "Socioeconomically Disadvantaged," Ch. 2, pp. 25-42. Abraham, MMBB, "The Banes Family, Ch. 1, pp. 9-24; "Rigors of Dialysis," Ch. 2, pp. 25-43.
Panel A

* Feb. 14--DETERMINANTS OF HEALTH II: INCARCERATION AND POVERTY
REQUIRED: SIPH, ""Incarcerated," Ch. 9, pp. 161-174: "Medical Care," Ch. 12, pp. 207-218.
Panel B

* Feb. 21--DETERMINANTS OF HEALTH III: ENVIRONMENT AND OCCUPATIONS
REQUIRED: SIPH, "Environmental Health," ch. 18, pp. 318-332; "Occupational Safety," ch. 19, pp. 337-354.

***Feb. 21 BOOK REPORT DUE

***Feb. 28--MID-TERM EXAM

* March 7--RECESS

* March 14--INADEQUATE HEALTH CARE
REQUIRED: Abraham, MMBB, "Gaps in Insurance," Ch.3, pp. 44-59; "One Hospital's Story," Ch. 7, 111-133.
Panel C

* March 21--QUALITY OF MEDICAL CARE
REQUIRED: Abraham, MMBB, "Fitful Primary Care," Ch. 4, pp. 60-76; "Mrs. Jackson's Melancholy," Ch. 5, pp. 77-92; "Inner-City ER," Ch. 6, pp. 95-110.
Panel D

* March 28--DOCTOR, STAFF AND PATIENT RELATIONS
REQUIRED: Abraham, MMBB, "Who's Responsible," Ch. 8, pp. 134-145; "Banes and White Doctors," Ch. 12, 198-212; "Life-Sustaining Technology," 213-231.
Panels E

* April 4--FAMILY CARE AND SUPPORT
REQUIRED: Abraham, "Jackie's Patient," Ch. 9, pp. 146-166; "Amazing Grace," Ch. 14, pp. 232-246.
Panel F

* April 11--REFORMING THE HEALTH CARE SYSTEM
REQUIRED: SIPH, "Promoting Public Health Policies," Ch. 23, pp. 418-430; "Strrengthening Communities," Ch. 24, pp. 433-445; "Racial and Ethnic Minorities," Ch. 3 (part), pp. 58-64.
Panels G

* April 18-- PANELS/CATCH UP/REVIEW*

* April 27--FINAL EXAM

***May 2 --RESEARCH TERM PAPER DUE***

Syllabus for the Course: Cultural Leadership Institute

AAAS297B

Cultural Leadership Institute

Fall 2005

Toby Jenkins
Director, Paul Robeson Cultural Center

Office Hours: By appointment
Office: 015 Hub Robeson Center // Office Phone: 865-1779 Email: tsj3@sa.psu.edu

Teaching Assistants

Anthony Keith Jr

Graduate Assistant

Paul Robeson Cultural Center

814-863-4002

ark205@psu.edu

Crystal Endsley

Graduate Assistant

Paul Robeson Cultural Center

814-863-3999

cle160@psu.edu

Course Information

Tuesdays 3:30-5:30pm

Paul Robeson Cultural Center Library

COURSE DESCRIPTION/GOALS:

The Cultural Leadership Institute is a semester long leadership experience for current or potential student leaders that is centered around under-represented cultures. Through weekly sessions held at the Paul Robeson Cultural Center (PRCC), participants will be exposed to leadership models and practices of past leaders of color and provided opportunities to explore current challenges for college students of color, current leadership needs of various cultural communities and participate in broad leadership experiences outside of the Penn State campus.

REQUIRED MATERIALS

(Available for purchase at the Penn State Bookstore, on Reserve in Library, and online)

o Stand and Deliver: Political Activism, Leadership, & Hip Hop Culture; Yvonne Bynoe

o From the Browder File; Anthony T Browder

o The Leadership Challenge Workbook; James Kouzes and Barry Posner

o The Hip Hop Generation: The Crisis in African American Culture; Bikari Kitwana

o Che Guevera; Eric Luther

Semester Leadership Challenge Project 40

You will be required to select a semester leadership challenge project: an organization that you would like to develop, a program that you would like to plan, a change that you would like to create within an existing organization. This could be something that you are assigned to do as part of one of your organizations and you might use this as an opportunity to fully develop your pre-existing leadership obligation. You will present your semester project to the class on the last course meeting in a 5 minute presentation. Additionally a two page reflection should be dropped into your semester journal on the project.

Modules

I. Cultural Influences on Leadership: Cultural Values, Personality Assessment, Work & Leadership Style Identification

Jan 10: Course Introduction

Jan 17: Establishing A Cultural Values Orientation to Leadership

Readings:

o Browder: Intro/ Mis-Education to Education; The Skin Im In

o Kouzes & Posner Chpt 3

o Social Change Model Handout

o Guevara Chpt 1 & 2

Jan 24: No Class [due to leadership conference next weekend]

Jan 29: Campus Leadership Involvement

Student Affairs Campus Leadership Summit, Penn Stater 10-5pm Register at http://www.sa.psu.edu/vpsa/summit.

Jan 31 Understanding Leadership Styles

Readings:

o Guevara Chpt 5

o How Women Lead Handout

o Bynoe Chpt 1: Who Shall Lead Us?

o Kouzes & Posner Chpt 4: Modeling the Way

II. Servant Leadership

Feb 7: Servant Leadership/ Inverted Pyramid Approach

Readings:

o Social Change Model of Leadership Handout: Citizenship

o Guevara Chpt 9 & 10; Guevara Handout: A Child of My

Environment

Feb14: Servant leadership Continued

Dr. Nicole Webster Guest Lecture

Readings

o Bynoe Chpt 3: Lessons From Our Political Grandmother Ella J.

Baker

o Kitwana Chpt 6 Activism in the Hip Hop Community:

Redefining Social Responsibility

Assignment: Campus Cultural Program Attendance: PRCC State of

the Community: Affirmative Action [Feb 15^th 8pm]

III. Organizational Management & Community Action

Feb 21: Organizational Management

Readings:

o Kouzes & Posner Chpt 5 : Inspire a Shared Vision Ref 1&2; Applications 1,2,4, 5,6;

o Social Change Handout: Controversy with Civility & Common Purpose

Assignment: Attend student org meeting and

observe/evaluate/reflect for semester journal

Feb 28: Organizational Programming as a Campus Service

Readings

o Campus resource packet (come with questions)

Assignment: Complete readings for March 14^th before spring break!

V. Campus & Community Coalitions

March 7: Spring Break: Have fun! Be safe! Come back!

March 14 Taking Action in the Community

Readings:

o Bynoe: Chpt 6 Reflections on the New HNIC; Chpt 7 Elements of Activism

o Kouzes & Posner Chpt 6: Challenge the Process

March 21 No Class (Due to Leadership Exchange over the weekend)

March 24-26 Leadership Exchange: Rutgers University: Depart at 10am from

PRCC

VI. Health, Wellness & Leadership

March 28: Health Issues for Leaders

Guest Lecture Miesha Mizelle, College of Liberal Arts

Readings:

o Browder: Eat, Drink & Be Merry

o Simple Abundance Handout

o Kouzes & Posner: Chpt 8 Encouraging the Heart App 3 &4

Assignment: You should have attended your student org. event at this point

April 4 Pop Culture’s Influence on the Leadership Psyche
Readings

o Bynoe: Chpt 12 Money, Power, Respect

o Browder: TV & Its Influence on African Americans

o Kitwana Chpt 5: Young, Don’t Give a F…, & Black; Chpt 8:

The Challenge of Rap Music

Assignment: Campus Cultural Program Attendance: April 7 Hip

Hop Symposium

VII. Future Leadership Opportunities

April 11 Campus Panel Discussion

Campus Panel Conversations with Administrators

Assignment Due: Semester Journal

April 18 Future of Cultural Leadership

April 25 Presentations & Dinner @ Nittany Lion Inn

Kouzes & Posner Semester Project Presentation/Reflection

Assignment Due: Turn in workbook

Other Courses of Note

AAA S (WMNST) 102 Women of Color: Cross-Cultural Perspectives (3)
(GH;IL)
Women of Color: Cross Cultural Perspectives is a survey course that examines the similarities and differences of various cultures and the influences that mainstream America has on these cultures. Stereotypes, perceptions, the media, and male influences are also examined. Students will be encouraged to identify contributions made to mainstream America by women representing these cultures. Students will also be required to submit written assignments, participate in group discussions and attend on-campus events relevant to the course. The course is designed to enhance students critical thinking, writing, and speaking skills. This course can be used to fulfill supporting courses and related areas in the Women's Studies and African and African American Studies majors and minors. Non majors may use this course to fulfill a general education humanities requirement. This course will be offered twice a year with 45 seats per offering.

AAA S (BB H) 302 Diversity and Health (3)
(US)
AAA S 302 is an introduction to an interdisciplinary study of the impact of diversity on health in America and across nations. The course is designed to provide an understanding of the complex interaction between concepts of diversity including but not limited to race, ethnicity, culture, gender, age, socioeconomic status, and sexual orientation. The course will also consider and critique the methods used in the study of these concepts and issues related to the measurement of health among diverse groups. The ultimate goal of this examination is to assist students in developing an appreciation of the current diversity and the impact diversity has on assessments and study of health, health status, and health promotion in America and other nations. The course is also designed to integrate different sources of information about diversity by utilizing critical thinking skills for the consumption of health information.

The educational objectives will be to enable students to: 1) Consider the implications of race, ethnicity, gender, age, socioeconomic status and sexual orientation on health/social policies in light of research findings, 2) Understand the legacies and historical events that have impacted our view, the status, and treatment of diverse populations, 3) Appreciate the importance of understanding the origins of different health behaviors that impact biological processes, as well as the impact of biological processes in the context of social, environmental, and cultural influences when examining health issues.

AAA S 431 Black Liberation and American Foreign Policy (3)
(US;IL)
Black Liberation and American Foreign Policy in Africa since 1945 presents an interdisciplinary approach to the study of American foreign policy in Africa. Course readings will consist of both secondary and primary sources to explore the evolution of American policy toward the continent over the last half-century, and the meaning of the American engagement with American politics and society.

The course will also examine the reasons that Africa has served as a focus of concern among African Americans both prior to and over the period 1945 to the present. Of particular concern will be the ways in which American policy has reflected pressures from African Americans as a constituency in foreign policy.

AAA S (PL SC) 440 Globalization and Its Implications (3)
(US;IL) (BA) This course meets the Bachelor of Arts degree requirements.
This course explores the socioeconomic implications of globalization. Some fundamental changes have taken place in the global socioeconomic system. The bipolar configuration of global power has been radically altered, market-state relations have been reformulated, and global systems of production and finance have been reorganized. The principle aim of this course is to explore the socioeconomic implications of this unfolding global order, which is widely known as globalization.

The course is organized into three parts: A) The first part attempts to define globalization and identify its essential characteristics. This part attempts to answer questions such as what constitutes globalization, how do we know if it is taking place, and what aspects of it are new. B) The second part of the course attempts to assess the implications of the different aspects of globalization (identified in the first part) on many critical social issues, including capital-labor relations, the roles of unions and transnational corporations, problems of unemployment, poverty and inequality, gender, ethnic, and race relations, and democratization. C) The third part of the course examines the implications of globalization to Africana communities.

AAA S (L I R/PL SC) 445Y Politics of Affirmative Action (3)
(US) (BA) This course meets the Bachelor of Arts degree requirements.
The objectives of this course are to introduce students to the relationship between affirmative action and other policies purportedly designed to end racial inequality in the U.S. This course approaches the study of affirmative action in the context of the historic racial discrimination and inequality that Black Americans have faced since the founding of the Nation. The purpose of this course is to help students think about how contemporary and historic affirmative action policies relate to race, concepts racial inequality, the historic and continuing causes for racial inequality, public opinion, American politics and economic thought. The course materials will lead students through scholarly and popular articles, books and video presentations on the topic. It is hoped that students will become familiar with the history of affirmative action from its conception. Students will gain an intimate understanding of affirmative action economic and social outcomes on various racial groups. No prior knowledge is assumed, however a knowledge of civil rights history, quantitative methods, and constitutional law will be useful. The Politics of Affirmative Action satisfies the requirements for major and minor electives for the African American Studies, and major and minor electives for Political Science, and Labor Studies and Industrial Relations. Students are evaluated on the basis of an examination, term paper, class participation and class presentations of papers.

Science, Technology and Science Program
http://www.engr.psu.edu/sts/

From the Program’s website:

This interdisciplinary minor, administered jointly by the College of Engineering and the College of the Liberal Arts, is designed for students in every curriculum at the University. The S T S courses help students integrate their other courses within the framework of the relationships of science, technology, and society. This minor enables students to examine critically the impact of scientific investigation and technological development on society's values, priorities, and institutions, and alternatively the influence human needs have upon scientific and technological activities.

The Peace and Conflict Studies Minor

DTN profile for the minor:
http://www.discoverthenetworks.org/Articles/Penn%20State%20Peace%20Studies.htm

From the minor’s website:

This minor, housed in the Science, Technology, and Society (STS) Program, may be pursued by students in any major. Courses are designed to provide an interdisciplinary, cross-cultural approach to the issues of war and conflict, peace and peace-building.

The STS Peace and Conflict Studies minor will give students the opportunity to study the factors that contribute to war and conflict; the methods designed to prevent, resolve and manage it; and the conditions necessary for peace.

The STS Peace and Conflict Studies minor culminates in a capstone seminar in which students share, deepen and advance their individual approaches in an intellectually demanding context.

Typical Peace and Conflict Studies courses focus on such areas as:

· concepts of peace as developed in different cultures and religions

· the history of peace movements

· contributions of science and engineering to the pursuit of peace and conflict resolution

· conflict in race relations, family and community

· peace and war in international relations

· environmental degradation and its relation to peace and conflict

· techniques of peace building: mediation, consensus, conflict resolution, meditation

Syllabus for the Course: Peace Seminar

S T S 490 , Section 001: PEACE SEMINAR

Faculty Information

Title
Instructor	Wenda Bauchspies
Office Phone	865 3046
E-mail	wkb4@psu.edu

Course Information

Course	490
Section	001

Suggested Text

Author: Charles Chatfield and Ruzanna Llukhina
Title: Peace/MIR: An Anthology of Historic Alternatives to War
Publisher: Syracuse University Press
Edition: 1994
ISBN: 1-878379-82-8

Author: David Barash
Title: Approaches to Peace: A Reader in Peace Studies
Publisher: Oxford University Press
Edition: 1999
ISBN: 0195123867

Course Description

Objective: An advanced study of major contemporary issues of peace and conflict; includes anthropological, technological, psychological, and economic perspectives.

Tentative Schedule

Jan 10 Introduction and design class

Jan 17 video: The Hat: Is This War Necessary? (21343)
And video: Here Comes the Cat (F10444)
Reading: Barash Chapter One: Approaches to War
And PDF on Angel: Marvin Harris

Jan 24 Guest: Peter B Shaw “reflections on a career of peace activism” 6-7pm
Reading: Barash Chapter Two: Building Negative Peace
And PDF on Angel: Kemp

Jan 31 Guest: Barbara Ballenger “personal peace activism after 9/11”
Reading: Barash Chapter Three: Building Positive Peace
And PDF on Angel: To be announced.

Feb 7 video: Hopi Prophecy (37006)
Reading: Barash Chapter Four: Nonviolence
And PDF on Angel: Oberg

Feb 14
Reading: Barash Chapter Five: Religious Inspiration

Feb 21
Reading: Barash Chapter Six: Peace Movements, Transformation and the Future

Feb 28
Reading: Chatfield & Ilukhina chapter One: Premodern Ideas of Peace

Mar 14
Reading: Chatfield & Ilukhina chapter Two: Citizen Initiatives and Official Agreements

Mar 21
Reading: Chatfield & Ilukhina chapter Three: World War I and Peace

Mar 28
Reading: Chatfield & Ilukhina chapter Four: Alternatives to War

April 4
Reading: Chatfield & Ilukhina chapter Five: World War II and Peace

Syllabus for the Course: Science, Technology, and Human Values

STS 101 Ø Fall 2005

Science, Technology and Human Values

M-W-F Ø 10:10 – 11:00 am Ø Room 117 Henderson

Instructor

Dr. Jesse F. Ballenger, 203 Old Botany, 865-2223, jfb16@psu.edu

Office Hours: M-W-F , 11 a – 12 p and by appointment

Course Overview

Scientific and technological developments are clearly some of the most potent sources of change in the modern world. Developments in science and technology bring tremendous potential for improving the human condition, but pose equally grave dangers for social and environmental degradation. These hopes and fears embody the problem of human values – if our rapidly advancing knowledge and technical mastery are to be in service of human flourishing, it seems obvious that we must somehow align them with our basic human values. But underlying this simple proposition are many vexing questions: What are human values, and where do they come from? How do we adjudicate conflicts in people’s values? Can science and technology resolve value conflicts, or are they simply tools to be used in the service of clashing interests? At what point do values intersect with science and technology, i.e. do values guide the development of science and technology, or is it the other way around?

In this course, students will begin to work out their own approach to these dilemmas by looking at significant issues in the social and cultural study of science and technology.

Course Objectives

Ø Students will understand and be able to describe the origin and basic assumptions of the field of science, technology and society. What are these things, and how are they related to one another? What methods have been developed to study STS?

Ø Students will understand, and be able to describe and evaluate the contributions of the humanities and social sciences to an understanding of science and technology. What do artists, philosophers, historians, sociologists and other thinkers have to say about science and technology, and why should we care?

Ø Students will increase their knowledge about significant social, ethical and policy issues in science and technology, and demonstrate the ability to critically analyze these issues.

Ø Students will begin to develop and articulate their own approaches to some of the most complex and challenging issues they will face as citizens and in their subsequent professional careers.

Required Texts

Ø Looking Backward, 2000-1887. Edward Bellamy, 2000 (1886).

Ø Futureland. Walter Mosley. Warner Books, 2000.

Ø Additional required readings will be available as indicated in the syllabus below.

Optional Activities

Ø Comprehensive essay (30% of grade)

You can elect to do one 10-15 page essay that discusses the material for the entire course in place of the weekly critical reading exercises. The essay will be evaluated on how well it draws together the various readings and topics in the course into a coherent and compelling argument about science, technology and human values. The comprehensive essay will be due during finals week. You will turn in a thesis paragraph and outline at a negotiated date prior to turning in the final. I will be happy to read and give you feedback on a first draft for this assignment.

IF YOU INTEND TO TAKE THE COMPREHENSIVE ESSAY OPTION, YOU MUST TALK TO ME ABOUT IT BEFORE SEPTEMBER 23^RD

Ø Classroom presentation (15% of grade)

You may elect to make a classroom presentation to replace five weeks of the critical reading papers. The classroom presentation is an opportunity to more closely examine a particular issue related to the course. You will pick a topic related to the course, research the topic, and make a presentation to the class. While discovering and presenting new and significant factual information about the topic is important, the main emphasis of the presentation should be raising critical issues and questions that serve as a springboard for class discussion. The classroom presentation need not be in the form of a “talking head” oral report or mini-lecture, but may center on discussion and other group activities such as role playing. You will also submit a written summary of your presentation (an outline or printout of power point slides are ok so long as they are reasonably representative of what you have presented), which will include an assessment of how you think the presentation went, what you may have learned from students response to and/or participation in your presentation, and a full bibliography of your research. You may organize a group presentation with your fellow classmates.

NOTA BENE: This is NOT a case where if you just do it, you will get full credit. The classroom presentation grade will be based on the quality and significance of the information and ideas you present and the questions you raise, and on the written summary of your presentation.

If you intend to take the class presentation option, you must give me a brief written proposal identifying and defining the topic NO LATER THAN September 3OTH

Ø Alternative Reading Extra Credit Option

In place of a weekly critical reading paper, you may submit a short (1-2 page) paper discussing an alternative source you found that relates to the issues raised in the course for that week. Sources may include any readily available media source, such as a newspaper of magazine, a website, film or TV, CD or other digital formats. You may do up to 3 alternative reading assignments for the semester. The alternative reading option DOES NOT replace the reading requirement for a given week; you are still responsible to prepare for class by doing the assigned readings.

The paper must include:

1) An accurate citation or description of where the source can be found

2) A thorough summary of the source and explanation of its relevance to issues raised in the course

3) A brief critical response to the source.

The grade will be evaluated in terms of the quality and relevance of the material to the issue of the week, and the quality of your summary and brief critical response. If you are a discussing material I am completely unfamiliar with, you will have to be especially sure that you clearly and thoroughly summarize the material for me. You will not receive any credit for a paper that fails to provide a citation that allows me to find the material. I would encourage you to talk with me about any alternative material you wish to use for this assignment before you write up your paper.

An excellent possibility for this option is the STS Program’s Film Series: www.engr.psu.edu/sts/films.

Ø Other options

I am willing to consider other alternative projects for this class, such as an action, advocacy or service project related to a class topic, or a focused research paper. However, you will need to make the case to me in writing that: 1) The proposed assignment is closely related to a topic covered in the course; 2) the proposed assignment would help you meet one or more of the major learning objectives for this course listed in the syllabus. If you are interested in proposing an alternative project, you should let me know as early in the semester as possible.

I WILL NOT CONSIDER PROPOSALS FOR ALTERNATIVE PROJECTS AFTER SEPTEMBER 30^TH

Ground Rules for Democratic Discourse

Every student in this class is expected to behave in a way that reflects a commitment to creating a courteous and respectful learning environment. Please take care not to disrupt the class:

Ø Arrive on time. If for some reason you are late, please enter the room as quietly as possible. Wait until the class is over to leave. If for some reason you must leave early, please let me know before class and leave as quietly as possible.

Ø Wait until class is over to pack up. I will make every effort to end class on time each day.

Ø Turn off cell phones or other audible digital equipment. Do not listen to music through headphones.

Ø Do not look at the newspaper or do homework for other classes. If you must do these things during this time, do not attend class. You will do them more effectively elsewhere.

Ø Do not sleep during class. If you must sleep during this time period, do it where you will rest more soundly.

You should of course follow these basic rules of civil conduct in all of your classes at PSU. Habitual violation of them in this class will result in a lower grade for participation.

We will be discussing some of the most controversial and divisive issues in contemporary society. Some of the material and issues discussed may evoke strong personal feelings. You may find yourself in profound disagreement with some of the information and ideas presented by the readings and films, the instructor and your fellow students, but please listen respectfully and with an open mind. It is perfectly acceptable and in fact essential to the success of this course that you express disagreement or ask challenging questions of your instructor and your classmates. However, you should do so with respect and a willingness to carefully listen to and consider the positions of others. Remember that ultimately, we are not simply exchanging opinions, but trying collectively to find truths. In that spirit, everyone’s contributions will be both respected and open to thoughtful criticism. Try not to take criticism of ideas you have put forward personally: such criticism is an essential part of our collective process of understanding and problem solving.

To help make classroom discussion a safe and worthwhile learning experience for all, during the first week of the course we will develop ground rules to guide our class discussions. These ground rules can be revisited and revised and necessary throughout the semester.

Syllabus changes

The instructor reserves the right to alter the syllabus as needed during the course of the semester. All changes will be announced in class and, when practical, via email and the Angel coursepage. It is your responsibility to stay informed.

STS 101 Ø Class Schedule Ø Fall 05

Part I – Science, Technology and Human Values:

What are These Things and Where Do They Come From?

Week 1 (8/31, 9/2) – Intro to the Course and STS; History and the Power of Grand Narratives

Ø Wendell Berry, “Is Life a Miracle?” from The Citizenship Papers.

Ø Jerry Ravetz, “Science and Technology in the Age of Uncertainty,” from Science, Technology and Society: An Encyclopedia

Ø F. James Rutherford and Andrew Ahlgren, “Historical Perspectives,” from Science for All Americans

Ø Amory Lovins “Where Descartes Meets Darwin,” from New Perspectives Quarterly, 21(4): 30-33, 2004

Week 2 (9/7, 9/9) -- Religion and science: antagonists or soulmates?

Ø Richard Dawkins, “Is Science a Religion?” The Humanist, January/February 1997

Ø Rustum Roy, “Twilight of Science – Last of the `Gods,’” Futures, 29(6): 471-482, 1997

Ø Stephen Jay Gould, “Preamble” and “NOMA Defined and Defended” from Rock of Ages: Science and Religion in the Fullness of Life. Ballantine, 1999

Week 3 (9/12, 9/14, 9/16) -- Political Values, Science and Technology: Are they really separable?

Ø Langdon Winner, “Do Artifacts Have Politics?” Chapter two from The Whale and the Reactor, University of Chicago Press, 1986

Ø Richard E. Sclove, “I’d Hammer Out Freedom: Technology as Politics and Culture,” excerpt from Democracy and Technology, reprinted in Winston and Edelbach, Society, Ethics & Technology. Wadsworth, 1999

Ø Normal Leavitt and Paul Gross, “The perils of democratizing science,” The Chronicle of Higher Education. 41(6): B1, 1994

Ø Chandra Mukerjee, “Intelligent Uses of Engineering and the Legitimacy of State Power,” Technology and Culture 44(4): 655-676, 2003

Week 4 (9/19, 9/21, 9/23) – The Web of Language: Science and Technology in Culture

Ø Laura Otis, “The Metaphoric Circuit: Organic and Technological Communication in the Nineteenth Century.” Journal of the History of Ideas, 63 (1): 105-128, 2002

Ø Nancy Leys Stepan, “Race and Gender: The Role of Analogy in Science.” Isis, 77: 261-277, 1986.

Part II – The Contested Terrain of Science and Technology

Week 5 (9/26, 9/28, 9/30) – Social construction and the “Science Wars”

Ø Bruno Latour, “Opening Pandora’s Black Box,” from Science in Action: How to Follow Scientists and Engineers Through Society. Harvard University Press, 1987

Ø Emily Martin, “Citadels, Rhizomes and String Figures,” from Aronowitz et al (eds.) Technoscience and Cyberculture. Routledge, 1996

Ø Paul R. Gross and Norman Leavitt, “Knocking science for fun and profit.” The Skeptical Inquirer. 19 (2): 38-43, 1995

Ø Stephen Jay Gould, “Deconstructing the Science Wars by Reconstructing an Old Mold,” Science 287: 253-261, 2000

Week 6 (10/3, 10/5, 10/7) – Science and Technology from an “Other” Perspective: Science and Human Difference

Ø James Jones, “A Moral Astigmatism,” from Sandra Harding (ed.) The Racial Economy of Science. Indiana University Press, 1993

Ø Patricia A. King, “The Dangers of Difference,” Hastings Center Report, 22: 35-38, 1992

Ø Emily Martin, “The Egg and the Sperm: How Science has Constructed a Romance Based on Stereotypical Male-Female Roles,” Signs, 16(3): 485-501, 1991

Ø Sharon Begley, “From Both Sides Now,” Newsweek, June 29, 1999

Week 7 (10/10, 10/12) – Science, Technology and the Problem of Responsibility

Ø Robert Proctor, “Nazi Science and Medical Ethics,” Perspectives on Biology and Medicine, 43(3): 335-346, 2000.

Ø Christopher P. Toumey, “The Moral Character of Mad Scientists: A Cultural Critique of Science.” Science, Technology and Human Values, 17(4): 411-437, 1992.

Part III – Progress and its Problems:

The Individual, Society and the State in the Era of Technoscience

Week 8 (10/17, 10/19, 10/21) – History of the Future

Ø Edward Bellamy, Looking Backward, 2000-1887.

Week 9 (10/24, 10/26, 10/28) – What is Progress?

Ø E.F. Schumacher, “Buddhist Economics,” from Small is Beautiful: Economics as if People Mattered. HarperCollins, 1973

Ø Bruce Mazlish, “Progress: A Historical and Cultural Critique,” from Leo Marx and Bruce Mazlish (eds.) Progrees: Fact or Illusion? University of Michigan Press, 1996

Ø Bill McKibben, “An Alternative to Progress,” Mother Jones, May/June 2001

Ø Ivan Illich, “Tantalizing Needs,” from Toward a History of Needs

Week 10 (10/31, 11/2, 11/4) – The Transformation of Work

Ø Rudi Volti, “Technology and the Transformation of Work,” part three from Society and Technological Change, 4th ed. Worth, 2001.

Week 11 (11/7, 11/9, 11/11) – Surveillance, Security and War

Ø Elaine Scarry, “Citizenship in Emergency: Can Democracy Protect us from Terrorism.” http://www.bostonreview.net/BR27.5/scarry.html#5; Accessed 8/20/05

Ø S.J. Deichtman, “Completing the Transformation of U.S. Military Forces,” Issues in Science and Technology. 20(4): 62-68, 2004

Ø Samuel Nunn, “Seeking Tools for the War on Terror.” Policing, 26(3): 454-472, 2003

Week 12 (11/14, 11/16, 11/18) – Resistance is Futile! Advanced Technology and Freedom

Ø Wendell Berry, “Why I am Not Going to Buy a Computer,” Wendell Berry, from What are People For? North Point Press, 1990

Ø David Shenk, “Data Smog.” Technology Review, May/June 1997, pp. 18-26

Ø Edward Tenner, “Revenge Theory,” originally published in Harvard Magazine, March-April 1991. Reprinted in Winston and Edelbach, Society, Ethics & Technology. Wadsworth, 1999

Ø Donna Haraway, "A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late Twentieth Century," in Simians, Cyborgs and Women, Routledge, 1991

Part IV – Which way the Future?

Week 13 (11/21, 11/22) – Environmental Risks and the Politics of the Future

Ø Elizabeth Kolbert, “The Climate of Man, parts I-III” The New Yorker, April 25, May 2 and May 9 2005.

Week 14 (11/28, 11/30, 12/2) – What is the Future? Are We Part of It?

Ø Bill Joy, “Why the Future Doesn’t Need Us,” Wired, April 2000.

Ø Freeman Dyson, “The Future Needs Us!” New York Review of Books, 50(2), 2003

Ø Ziaddin Sardar, “The Problem of Future Studies,” from Sardar (ed.) Rescuing All Our Futures. Praeger, 1999

Ø Michael Rogers and Alan Tough, “Facing the Future is Not for Wimps,” Futures, 28(5): 491-496

Week 15 (12/5, 12/7, 12/9) – Which Way the Future?

Ø Walter Mosley, Futureland

Syllabus for the Course: Critical Issues in STS

STS 200 v Spring 2006

Critical Issues in Science, Technology and Society

MWF 1:25 - 2:15 Room 110 Wartik

Instructor

Jesse F. Ballenger, PhD, 203 Old Botany Building, 865-2223, jfb16@psu.edu

Office Hours: M-W-F 11 am – 12 pm and by appointment

Overview

Science and technology enjoy privileged status in modern society. The scientific method is commonly viewed as the best way of generating objective, reliable knowledge of the natural world, and ongoing technological advances seem to profoundly extend human abilities. Yet despite their status and power, or perhaps because of them, science and technology are at the heart of some of the most hotly debated issues in contemporary society. Advances in science often seem to generate controversy and disagreement rather than resolve them, while the speed of technological development has raised concern about dehumanization and the destruction of the environment. Citizens often feel helpless when science and technology fail to provide clear answers and certain benefits. The interdisciplinary field of Science, Technology and Society (STS) can provide a unique and powerful approach to understanding these ongoing conflicts and controversies, giving us a perspective necessary to chart a course through uncertain, dangerous territory.

This class aims to provide you with an intellectual framework for understanding some of the most difficult and divisive issues in science and technology, and an opportunity to develop your own approach to these issues through you own writing and through extensive collaboration with classmates.

Objectives

v Students will understand and be able to apply basic social science concepts to a variety of controversial issues in science, technology and society.

v Students will deepen their knowledge of some the most complex, controversial and significant issues facing society today.

v Students will enhance their ability to participation in democratic discourse and decision-making about controversial science and technology issues.

Textbooks

Wenda K. Bauchspies, Jennifer Croissant and Sal Restivo, Science, Technology and Society: A Sociological Approach. (Blackwell, 2006)

Thomas A. Easton (ed.) Taking Sides: Clashing Views in Science, Technology and Society. 7^th edition. (McGraw-Hill, 2006)

Additional required readings will be available through the ANGEL coursepage.

Students in this course are also expected to keep up with coverage of science and technology issues in the New York Times and USA Today.

Structure of the Course

Mondays and Wednesdays the entire class will meet for lecture and discussion. On Fridays, students will meet in groups working independently on different topic areas.

The first four weeks of the class will be provide an introduction to STS, highlighting approaches to understanding controversies in science and technology. This portion of the course will end with a midterm examination.

The remainder of the class will be spent exploring concrete issues of scientific and technological controversy identified by students working in groups organized around broad topic areas such as the environment, bioethics and health policy, etc. Approximately two weeks of class will be devoted to each group’s topic area. The groups will identify readings for the rest of the class to do on this topic, develop questions and activities for class discussion, and make a class presentation focused on one particular issue. The topic areas covered will reflect interests identified by students at the outset of the semester, but are likely to include the following:

n The Environment

n Bioethics and Health Policy

n Information Technology

n Race and Gender in Science and Technology

n Science, Technology and Government

Syllabus changes

Class schedule

Part I – Understanding STS and controversies in technoscience

Week 1 (1/9, 1/11, 1/13) – Introduction to the Course and STS

Reading: Science, Technology and Society, chaps 1-2.

Week 2 (1/18, 1/20) – Technoscience as social process

Reading: Science, Technology and Society, chap 3; Bruno Latour, “Opening Pandora’s Black Box,” from Science in Action, 1987.

Week 3 (1/23, 1/25, 1/27) – Technoscience, power and “progress”

Reading: Science, Technology and Society, chaps 4-5

Independent group meetings begin on Friday 1/27. Group rosters and room assignments will be announced in class and on ANGEL.

Week 4 (1/30, 2/1, 2/3) – Approaches to technoscience controversies

Reading: Taking Sides, “Introduction”; Dorothy Nelkin, “Science Controversies: The Dynamics of Public Disputes in the United States,” chapter 19 from Jasanoff et al (eds.) the Handbook of Science and Technology Studies, 1995. Available on ANGEL. Thomas Brante, “Reasons for Studying Scientific and Science-Based Controversies,” and Randall Collins, “Ethical Controversies of Science and Society: A Relation between Two Spheres of Social Conflict,” chapters 9 and 15 from Controversial Science, SUNY, 1993.

Feb 6 – Midterm exam on Part I

The remainder of the class schedule will be determined by your work in groups. Upcoming topics and required readings will be announced in class and on the ANGEL coursepage on a regular basis.

Key dates

1/16 – No class, Martin Luther King day

1/27 – Friday group meetings begin

2/6 – Midterm exam

3/6-3/10 – No class, spring break

4/17 – Short essay topic and list of sources due – though you should submit these earlier if possible.

5/1 – Short essay due at 5pm in my mailbox in Old Botany

Syllabus for the Course: Conflict Resolution

S T S 297B, Section 001: CONFLICT RESOLUTION

Faculty Information

Title	Assistant Professor of STS and Women's Studies
Instructor	Wenda Bauchspies
Office Phone	865 3046
Office Address	201 E Old Botany Bldg
Office Hours	Office hours: 12:00 – 14:00 Tuesday and Thursday, other hours are available by appointment.
E-mail	wkb4@psu.edu

Course Information

Credits	3
Course	297B
Section	001
Location	304 Willard
Times	Class: Tuesday and Thursday 02:30P - 03:45P

Required Text

Culture and Conflict Resolution by Kevin Avruch
United States Institute of Peace Press, Washington DC 1998

Conflict Resolution: Theory, Research and Practice
By James Schellenberg
SUNY Press, Albany, NY 1996

Conflict Resolution for the Helping Professions
By Allan Edward Barsky
Brooks/Cole Thomson, Belmont, CA 2000

Tentative Schedule

Jan 10 Introduction
Jan 12 Reading: Avruch Introduction & Part 1

Jan 17 Video: Mending Ways: The Canela Indians of Brazil
Reading: Avruch Part 2
Jan 19 Reading: Schellenberg Chapter 1

Jan 24 Video: In Search of Cool Ground: The Mursi
Reading: Avruch Part 3
Jan 26 Reading: Barsky Chapter 1

Jan 31 Video: Faces of Culture: 18 — Social Control
Reading: Avruch Part 4
Feb 2 Reading: Barsky Chapter 2

Feb 7 Video: Dealing with Conflict
Reading: Schellenberg Chapter 2
Feb 9 Reading: Barsky Chapter 3

Feb 14 Video: Resolving Conflicts
Reading: Schellenberg Chapter 3
Feb 16 Reading: Barsky Chapter 4

Feb 21 Video: Keeping Your Cool When Others Don't
Reading: Schellenberg Chapter 4
Feb 23 Reading: Barsky Chapter 6

Feb 28 Video: For Better or for Worse
Reading: Schellenberg Chapter 5
Mar 2 Reading: Barsky Chapter 7

Mar 14 Video: Gender War / Gender Peace
Reading: Schellenberg Chapter 6
Mar 16 Video: You're Making Me Uncomfortable: Gender Conflicts in Cross-Cultural Global Communications

Mar 21 Reading: Schellenberg Chapter 7
Mar 23 Reading: Schellenberg Chapter 8

Mar 28 Reading: Schellenberg Chapter 9
Mar 30 Reading: Schellenberg Chapter 10

April 4 Video: Environmental Ethics: Constructive Approaches to Difficult Issues
Reading: Schellenberg Chapter 11
April 6 Reading: Schellenberg Chapter 12

Other Courses of Note

S T S 090 INTRODUCTION TO PEACE AND CONFLICT STUDIES ( 3) Introduction to theory and practice concerning major contemporary issues of peace and conflict; includes anthropological, technological, psychological, and economic perspectives.

S T S (PL SC) 135 The Politics of the Ecological Crisis (3)
(GS) (BA) This course meets the Bachelor of Arts degree requirements.
"The Politics of Scarcity" examines some "big" questions about the prospects for human in general and democracy in the United States in particular. Much of the reading assumes that our civilization faces the twin problems of increasingly serious shortages of resources and a growing ecological crisis that threatens the basis of life. Further, it argues that these "twin crises" feed upon each other, and that together they pose serious short and long run challenges to survival. Some readings attribute these problems to the dominant values that characterize modern Western society. The course does consider some dissents from this perspective, arguments that things will be just fine. However, it concentrates on problems and predictions of trouble. Thus, the class does not claim to present an evenly balanced assessment. Rather, it recognizes that most of what we learn, read, and see supports the status quo and assumes our civilization and energy-dependent way of life will continue. Consequently it makes sense to emphasize the less frequently argued position that we may be headed for disaster.

The class aspires to appeal to students regardless of major or college -- to scientists, engineers, students of the humanities, and even economists and political scientists. It fulfills the University-wide general education requirement in Social Science. Although it discusses the role of politics in general and the role of the American political system in particular in discussing the "twin crises," it mostly grapples with fundamental questions of value that underlie and guide the play of power in our political system and with how the massive changes now taking place globally both affect and are affected by politics.

S T S 201 (GN) CLIMATE CHANGE, ENERGY, AND BIODIVERSITY ( 3) Studies of global warming, energy options, and biodiversity; their interrelations as sciences and as societal issues.

S T S 390 PERSONAL PEACE AND PEACE BUILDING ( 3) The study of inner peace, conflict resolution and consensus, peace in the community of life, and peace building.

S T S (NUTR) 430 Global Food Strategies: Problems and Prospects for Reducing World Hunger (3)
(IL) (BA) This course meets the Bachelor of Arts degree requirements.
Global Food Strategies examines opportunities for the world's poor to improve their health, nutrition, and physical environment by focusing on their own cultural strengths and organization, reassessing the opportunities within their environment, evaluating the appropriateness of new and old technologies, and gaining a renewed respect for their own abilities. Measures of appropriateness used throughout the course are ecological sustainability and cultural sensitivity. Approximately one third of the course focuses on the historical basis of underdevelopment up to and including the post-modern era. Topics include economic colonization, the industrialization of agriculture, the impacts of globalization, trade priorities and debt loads on the poor, population and ecological issues; and a critique of the economics of scarcity. The second two thirds focuses on micro-strategies for poverty alleviation. Topics include culturally-appropriate people centered development women's empowerment needs including microlending (small loans), the prospects and rationales for biological agriculture vs. industrialized agriculture, successful models of health and population control, the impact of American consumerism, and ecological footprint analysis. The goals of the course are to 1) awaken the student's interest in hunger and poverty issues and the cultural dimensions of poverty, 2) acquaint the student with viable and sustainable strategies for hunger and poverty alleviation for the very poor, and 3) enable the student to understand enough about globalism that he/she can critically analyze and evaluate international affairs articles in national newspapers. The classes integrate lecture information with films that help with the visualization of poverty problems and prospects, readings, current events, and small group discussion around issues and case studies. Readings are drawn from development classics and from a wide range of recent literature on poverty and change. Evaluation includes student responses to three essay tests posed by the instructor over the semester, and journal keeping. The class project is designed to promote citizenship/leadership skills. Students will make a contract to perform a particular citizen action relating to hunger and poverty alleviation, which they will describe in an oral report and written format. Participation is evaluated. The class is offered fall semester only. Enrollment is limited to 60 students.

Sociology Department
http://www.sociology.psu.edu/index.htm

From the department’s website:

Our courses focus on the basic institutions of society, such as family, education, religion, the economy, and government, as well as dimensions of social inequality, such as class, gender, and race. Our students gain a strong foundation in research methods, including data analytic skills that can be applied in many jobs.

Professor Sam Richards

Richards DTN profile:

http://www.discoverthenetworks.org/individualProfile.asp?indid=2236

Syllabus for the Course: Introduction to Sociology

INTRODUCTION TO SOCIOLOGY (SOC 001.4) -- Spring 2005

MWF -2:30 - 3:20

111 FORUM BUILDING

INSTRUCTOR: Dr. Sam Richards

416 Oswald Tower

863-7456

Office Hours:

Thursdays: 11:00 –1:00

Wednesdays: 12:30 – 2:00 (Or by appointment)

E-MAIL: unlearn@psu.edu

WEB PAGE: www.personal.psu.edu/faculty/s/m/smr8

ANGEL HOME PAGE: https.//cms.psu.edu

GRADUATE TEACHING ASSISTANT: Maria DiFuccia

E-MAIL: mcd931@psu.edu

PHONE: 865-1691

Office Hours: TBA

“I found that the chief difficulty for most people was to realize that they had really heard ‘new things’: that is, things that they had never heard before. They kept translating what they heard into their habitual language. They had ceased to hope and believe there might be anything new.” -- Ouspensky

REQUIRED BOOKS:

Ten Questions: A Sociological Perspective 5^th ed., J.M. Charon

War is a Force That Gives Us Meaning, C. Hedges

Readings from the Pattee Electronic Reserve for Soc 001.4

~ To get here, go to the Soc 001 web page. But keep in mind that you must be connected to the PSU backbone to get in.

** The two books are available at the three main bookstores. Additionally, there are copies on reserve in the Reserve

Reading Room of Pattee Library and I have requested that nobody take them home overnight.

OBJECTIVES OF THE COURSE:

1. To help you think differently about the social world—in particular, the ways in which social life, politics, the economy, culture, personal identity, and the spiritual life relate to our understanding of “self.”

2. To help you develop a more nuanced understanding of why you are who you are. (What I have found is that relatively few people fully grasp why they think, act and feel the way they do. As a result, most of us live our lives according to the rules and desires of others, as supporting actors in our own life dramas.)

3. To help free you from the ethnocentric and self-absorbing chains that bind you by developing a more complex understanding of the world. Reality—and all that is “true,” “good,” and “right”—is multifaceted. An enlightened mind cannot truly perceive the world through black and white thinking. When you accept that “truth” exists only in shades of gray, you open yourself to the world and become more flexible and capable of embracing new ideas. My ultimate wish would be that we could all develop the ability to live with “paradox,” which is the ability to hold two opposed ideas in mind at the same time…and yet still retain the ability to function.

4. To challenge you to think differently by questioning everything. This doesn’t mean that you should think in any particular way. Just think about what you experience in the class—and “unlearning” will happen.

To plant the seed of sociological thinking into your consciousness.

RACE RELATIONS PROJECT (5 points)
The Race Relations Project (RRP) is a peer-facilitated diversity program that employs trained undergraduate students from Penn State to lead small group discussions on the topic of race relations. Two facilitators from the RRP encourage participants in each group to express their personal views and experiences on a variety of subjects associated with race relations and the issues being covered in class.

Because the RRP mission is simply to expand the multicultural dialogue, facilitators do not teach or tell anyone what they should think. Instead, they encourage each person to uncover for themselves what they actually think. And experience shows that this candid type of conversation helps participants to better understand their own views on race relations and, in turn, brings about a greater degree of multicultural competence with respect to these controversial issues.

During the first week of the semester you will receive an email explaining how to register for the RRP program. However, the programs for this class will only be offered between the 2nd and 4th weeks of the semester.

All questions regarding the RRP should be directed to Bryson at: racerelationsproject@psu.edu

"Very few beings really seek knowledge in this world. Mortal or immortal, few really ask. On the contrary, they try to wring from the unknown the answers they have already shaped in their own minds--justifications, confirmations, forms or consolation without which they can’t go on. To really ask is to open the door to the whirlwind. The answer may annihilate the question and the questioner."

-- Anne Rice

COURSE SCHEDULE

READING LIST FOR EXAM ONE: “Ten Questions” (Chapters 1,2,3,5) & Electronic Reserve Articles

Week One (Jan 10 – 14) What Is Sociology?

READINGS: Johnson – “The Forrest For the Trees” (Electronic Reserve)

Week Two (Jan 17 – 21) How Can We Understand the Social World?

READINGS: Charon – Chapter 1

Week Three (Jan 24 – 28) Can We Be Free?

READINGS: Charon – Chapter 5

Sawyer – “An Inquiry Into Living…” (Electronic Reserve)

ARTICLE ONE: Due Friday, Jan 28 at 2:30 pm.

Week Four (Jan 31 – Feb 4) Why Is Society So Organized?

READINGS: Charon – Chapter 3

Gatto – “Against School” (Electronic Reserve)

ARTICLE ONE (RESUBMISSION): Due Friday, Feb 4 at 2:30 pm.

Week Five (Feb 7 – 11) What Makes Us Human?

READINGS: Charon – Chapter 2

ARTICLE TWO: Due Friday, Feb 11 at 2:30 pm.

F Feb 11 – FIRST EXAM (Bring a #2 pencil)

READING LIST FOR EXAM TWO: “Ten Questions” (Chapters 4,6,7,8,9,10,11) & Electronic Res Article

Week Six (Feb 14 – 18) What Makes People Unequal?

READINGS: Charon – Chapter 4

ARTICLE THREE: Due Friday, Feb 18 at 2:30 pm.

Week Seven (Feb 21 – 25) Why Is It Difficult to Accept Others?

READINGS: Charon – Chapter 6

Miner – “Body Ritual Among the Nacirema” (Electronic Reserve)

ARTICLE FOUR: Due Friday, Feb 25 at 2:30 pm.

Week Eight (Feb 28 – March 4) Why Is There Misery?

READINGS: Charon – Chapter 7

ARTICLE FIVE: Due Friday, March 4 at 2:30 pm.

SPRING BREAK!

Week Nine (March 14 – 18) How Does The World Change?

READINGS: Charon – Chapter 8

“BREAKING NORMS ASSIGNMENT”: Due Friday, March 18 at 2:30 pm

Week Ten (March 21 – 25) Why Do We Seek God?

READINGS: Charon – Chapters 9 - 11

ARTICLE SIX: Due Friday, March 25 at 2:30 pm.

F March 25 – SECOND EXAM (Bring a #2 pencil)

“Every person takes the limits of their own field of vision for the limits of the world.” -- Shopenhauer

READING LIST FOR EXAM THREE: “War is a Force…” (All) & Electronic Reserve Article

Week Eleven (March 28 – April 1)

READINGS: Hedges – Chapters Intro – 1

ARTICLE SEVEN: Due Friday, April 1 at 2:30 pm.

Week Twelve (April 4 – 8)

READINGS: Hedges – Chapters 2 - 3

ARTICLE EIGHT: Due Friday, April 8 at 2:30 pm.

Week Thirteen (April 11 – 15)

READINGS: Hedges – Chapters 4 - 5

ARTICLE NINE: Due Friday, April 15 at 2:30 pm.

Week Fourteen (April 18 – 22)

READINGS: Hedges – Chapters 6 - 7

ARTICLE TEN: Due Friday, April 22 at 2:30 pm.

Week Fifteen (April 25 – 29)

READINGS: Browning – “Ordinary Men” (Electronic Reserve)

Exam Week – THIRD EXAM (Bring a #2 pencil)

Exact Date and Time – TBA

Syllabus for the Course: Race and Ethnic Relations

RACE AND ETHNIC RELATIONS (SOC 119) -- Spring 2005

T/R - 4:15 - 5:30

100 THOMAS BUILDING

INSTRUCTOR: Dr. Sam Richards

BOOKS:

Crossing the BLVD, W. Lehrer & J. Sloan

Disposable People, K. Bales

My First White Friend, P. Raybon

Making Peace Between Our Colors (2^nd Ed.), L. L. Mulvey

ELECTRONIC RESERVE:

“Racial and Ethnic Inequality – Chapter 6” – C. Hurst

~ To get to the article, go to the assignments link in the SOC 119 home page.

** All of the books are available at the three main bookstores. Additionally, there are copies of Bales, Lehrer/Sloan,

Mulvey and Raybon on reserve in the Reserve Reading Room of Pattee Library and I have requested that nobody

take them home overnight.

** I don’t list on the syllabus the specific readings that you need to do each day; just have readings completed for the

exam. Nevertheless, for a rough schedule to follow, as well as review questions for the exams, click on the Soc

119 web page link “Lecture Class Tools and Info” and then click on “Exam Review” link.

OBJECTIVES OF THE COURSE:

1. To help you think critically about the world—in particular, the ways in which social life, politics, the economy, culture, personal identity, and the spiritual life relate to understanding race and ethnicity.

2. To help you develop a more advanced understanding of yourself. I have found that relatively few people fully grasp why they think, act and feel the way they do. As a result, most of us live according to the rules and desires of others.

3. To help free you from the ethnocentric chains that binds you by developing a more complex understanding of the world. All that is “true,” “good,” and “right” is multifaceted and an enlightened mind cannot truly perceive the world through black and white thinking. When you accept that “truth” exists only in shades of gray, you open yourself to the world and become more flexible. My ultimate wish would be that we could all develop the ability to live with paradox, which is the capacity to hold two opposed ideas in mind at the same time and yet still retain the ability to function.

4. To challenge you to think differently. This doesn’t mean that you should think like me or the authors of the books or the TAs. Just think differently as a result of what you experience in the class—and “education” will happen.

“Teachers who offer you the ultimate answers do not possess the ultimate answers, for if they did, they would

know that the ultimate answers cannot be given, they can only be received.” -- Tom Robbins

COURSE SCHEDULE

READING LIST FOR EXAM ONE: Raybon (All); Bales (All); Hurst – electronic reserve (Ch.6)

T Jan 11 – Intro to the Course (GROUPS DO NOT MEET DURING THE FIRST TWO WEEKS OF CLASSES)

R Jan 13 – Thinking Differently About Race and Ethnicity

T Jan 18 – Introduction to Race and Critical Thinking

“Every act reproduces or subverts a social institution...If every social institution is

an organization of power...then every act is political for it either sustains or subverts

a given organization of power.” -- Trevor Pateman

R Jan 20 – Introduction to Race (continued)

TEST JOURNAL DUE TOMORROW NIGHT (January 21^st at 11:00 pm.)

GUEST SPEAKER: Dr. Mark Shriver, Department of Anthropology

T Jan 25 – Introduction to Ethnicity

JOURNAL #1 DUE IN GROUP THIS WEEK

R Jan 27 – Introduction to Ethnicity (continued)

T Feb 1 – Race and Ethnic Inequality

JOURNAL #2 DUE IN GROUP THIS WEEK

Begin taking photos for Photo Journal – before and after class

R Feb 3 – Race and Ethnic Inequality (continued)

T Feb 8 – Understanding the Complexities and Subtleties of White Privilege

JOURNAL #3 DUE IN GROUP THIS WEEK

R Feb 10 – Racism, Prejudice, Discrimination, and Stereotypes

T Feb 15 – Addressing Inequality: Affirmative Action

JOURNAL #4 DUE IN GROUP THIS WEEK

“At any one moment we are where we’re supposed to be.” -- Capt. Jeff Johnson

R Feb 17 – Race and Class: White Poverty

“I used hate as a weapon to defend myself; had I been strong, I would never

have needed that kind of weapon.” -- Gibran

T Feb 22 – The Sociology of Slavery (and International Racism)

JOURNAL #5 DUE IN GROUP THIS WEEK

GUEST SPEAKER: Kevin Bales, Free the Slaves

R Feb 24 – The Sociology of Slavery (and International Racism)

T Mar 1 – Global Inequality and International Racism

NOTE: THERE ARE NO JOURNALS DUE IN GROUP THIS WEEK

R Mar 3 – FIRST EXAM (Bring a #2 pencil)

“Knowing your own darkness is the best method for dealing with

the darkness of other people.” -- Carl Jung

SPRING BREAK ROCKS!

READING LIST FOR EXAM TWO: Lehrer& Sloan (All); Mulvey (All)

T Mar 15 – Intro to Race Relations & Racial Identity

R Mar 17 – Racial Identity Development

T Mar 22 – Racial Identity Development

JOURNAL #6 DUE IN GROUP THIS WEEK – Photo Journal (6 points)

R Mar 24 – Humor, Race, and Ethnicity

“I imagine one of the reasons people cling to their hates so stubbornly is because they sense, once

hate is gone, they will be forced to deal with pain.” -- James Baldwin

T Mar 29 – Roots of Multiculturalism

JOURNAL #7 DUE IN GROUP THIS WEEK

R Mar 31 –Multiculturalism and Penn State University

T Apr 5 – The Dilemma of Immigration

JOURNAL #8 DUE IN GROUP THIS WEEK

Film: “Farmingville”

R Apr 7 – Immigration and our Past (and Future)

“When someone is seeking it happens quite easily that she only sees the thing that she is seeking; that she is unable

to find anything, unable to absorb anything, because she is only thinking of the thing she is seeking

because she has a goal, because she is obsessed with her goal. Seeking means: to have a goal; but

finding means: to be free, to be receptive, to have no goal.” -- Herman Hesse in Siddhartha

T Apr 12 – Silence and Denial: Gay Rights and Civil Rights

JOURNAL #9 DUE IN GROUP THIS WEEK – “TV Journal” (6 pts.)

R Apr 14 – The Gender (R)evolution

T Apr 19 – The Challenges of Assimilation

JOURNAL #10 DUE IN GROUP THIS WEEK

NOTE: * THIS IS THE FINAL JOURNAL

* THIS IS THE LAST WEEK TO TURN IN LATE JOURNALS

* THE FINAL OUT OF CLASS ASSIGNMENT IS DUE IN YOUR GROUP THIS WEEK

R Apr 21– Seeing Beyond Prejudice

GUEST SPEAKER: Dr. Terrell Jones, Vice Provost for Educational Equity

T Apr 26 – A Look to the Future

NO GROUPS THIS WEEK!

R Apr 28 – Putting It All Together

May ? – SECOND EXAM Day/Time: TBA Location: 100 Thomas Building

Syllabus for the Course: Social Problems

Sociology 005, Section 201

Social Problems

M-F 2:20pm-3:35pm

117 Thomas Bldg.

Summer 2006

_************

Heather Kindell, Instructor

404 Oswald Tower

865-4564

883-6738 (cell)

hkindell@psu.edu

Office Hours: Monday 3:45-5:00 or by appointment

COURSE DESCRIPTION

This course is designed to introduce students to the sociological study of social problems using a modular approach. Rather than skimming the surface of a different topic each day, this course will focus on fewer topics so that each issue can be explored in more depth. The course is divided into three modules: 1) poverty, 2) racial inequality and immigration, and 3) deviance (sexuality, crime and violence, and drug use). The course will place particular focus on issues that are related to current events, and will encourage discussion and debate.

COURSE OBJECTIVES

As a result of their participation in this course, students should:

understand how individuals, institutions, social structures, and various social agencies interact to influence human behavior.
understand multiple arguments about each social problem discussed in the course and be able to articulate and defend their own positions on these issues.
develop a basic understanding of several important sociological theories, and be able to apply these theories to the social problems discussed in the course.
come to a greater understanding of the social context in which they personally live, and of how their social context influences various aspects of their own lives.

REQUIRED TEXT

Ore, Tracy E. 2006. The Social Construction of Difference and Inequality. 3^rd Edition. New York, NY: McGraw Hill.

Course Schedule

*subject to change at the discretion of the instructor*

(This schedule will almost certainly change at some point during the term.)

1 Wednesday, 28 June Intro. to Course

Introduction to Course/Syllabus

2 Thursday, 29 June Intro. to Social Problems/Major Theories

Lecture: Introduction to Social Problems

Lecture: Conflict Theory/Functionalist Theory

Assignment 1a

Module I: Poverty

3 Friday, 30 June Poverty

Lecture: Poverty

4 Monday, 3 July Poverty

Assignment 1a Due – Discussion of Assignment

Assignment 1b

Discussion: As American As Apple Pie (Contexts); Sick out of Luck (Contexts); Cause of Death: Inequality (p. 362); Do Poor Women Have a Right to Bear Children? (American Prospect)

Tuesday, 4 July Independence Day – NO CLASS

5 Wednesday, 5 July Poverty

Assignment 1b Due – Discussion of Assignment

Discussion: Nickel and Dimed (p. 600); Media Magic (p. 89)

6 Thursday, 6 July Poverty

Film

7 Friday, 7 July Poverty

Film (continued)

Class debate 1a – causes of inequality

Module II: Racial/Ethnic Inequality and Immigration

8 Monday, 10 July Racial/Ethnic Inequality

Lecture: Racial/Ethnic Inequality

Assignment 2

9 Tuesday, 11 July Racial/Ethnic Inequality

Class debate 1b – affirmative action

Lecture: Racial/Ethnic Inequality

10 Wednesday, 12 July Racial/Ethnic Inequality

Discussion: Racial Formations (p. 19); Doubly Divided (p. 98); A Dozen Demons (p. 572); Breaking the Last Taboo (Contexts)

11 Thursday, 13 July Racial/Ethnic Inequality

Assignment 2 Due – Discussion of Assignment

Discussion: How Did Jews Become White Folks? (p. 57); The Black-White Test Score Gap (Contexts); Jobless Ghettos (p. 329); Assorted Statistics (Contexts)

12 Friday, 14 July Racial/Ethnic Inequality

Short Film & Discussion

13 Monday, 17 July Exam I

14 Tuesday, 18 July Immigration

Lecture: Immigration

Class debate 1c – immigration policy

15 Wednesday, 19 July Immigration

Lecture: Immigration (cont.)

Discussion: Salsa and Ketchup (Contexts); Other Readings TBA

16 Thursday, 20 July Immigration

Discussion: In the Strawberry Fields (Reefer Madness)

Module III: Deviance (Sexuality, Crime and Violence, and Drug Use)

17 Friday, 21 July Sexuality

Lecture: Sexuality

Class debate 2a – gay marriage

18 Monday, 24 July Sexuality

Discussion: The Invention of Heterosexuality (p. 151); The Social Construction of Sexuality (164)

19 Tuesday, 25 July Crime and Violence

Lecture: Crime and Violence

20 Wednesday, 26 July Crime and Violence

Class debate 2b – death penalty

Assignment 3

21 Thursday, 27 July Crime and Violence

Discussion: Beyond Crime and Punishment (Contexts); Can the Police Be Reformed? (Contexts); Where have all the criminals gone? (Freakonomics)

22 Friday, 28 July Drug Use

Lecture: Drug Use

23 Monday, 31 July Drug Use

Assignment 3 Due – Discussion of Assignment

Discussion: selection from Reefer Madness (Reefer Madness); Legalize it? (Contexts)

24 Tuesday, 1 August Drug Use

Class debate 2c – decriminalization of marijuana

Discussion: Why Do Drug Dealers Still Live with Their Moms? (Freakonomics)

25 Wednesday, 2 August TBA

26 Thursday, 3 August Exam 2

Final Projects and Final Exam

27 Friday, 4 August Final Project - Presentations

28 Monday, 7 August Final Project - Presentations

29 Tuesday, 8 August Final Project - Presentations

30 Wednesday, 9 August Final Project - Presentations

Thursday, 10 August Study Day – NO CLASS

31 Friday, 11 August FINAL EXAM

Syllabus for the Course: Sociology of Gender

SOC 110 ♀♂ SOCIOLOGY OF GENDER

section 1 ♀♂ Fall 2005

Monday, Wednesday, & Friday 10:10-11:00 ♀♂ 127 Sackett

Instructor: Julie Pelton Teaching Assistants:

Office: 401 Oswald Andrea Fortunato

Office Phone: 865-5276 alf5000@psu.edu by appt.

Email: jap324@psu.edu Kelly Wright

Office Hours: 12-1 M and by kmw253@psu.edu by appt.

Talking about gender for most people is the equivalent of fish talking about water. Gender is so much the routine ground of everyday activities that questioning its taken-for-granted assumptions and presuppositions is like thinking about whether the sun will come up.

Judith Lorber (1994)

The fascination of sociology lies in the fact that its perspective makes us see in a new light the very world in which we have lived all our lives.

Peter Berger (1963)

Course Description:

What is sex? What is gender? And why should we care? Gender is an issue with which we are all inevitably familiar, and for this reason is interesting in and of itself. Throughout this course, we will work together to answer these questions, utilizing the unique perspective sociology offers. Sociologists analyze, observe and understand society by looking at the relationship between the individual and society—the various ways in which the structure of society influences you, your life chances, attitudes and behaviors as well as the way you influence the world around you. Together, we will critically explore a broad range of topics relating to the different ways in which women’s and men’s lives—their behavior, attitudes, roles, opportunities, and accomplishments—have been shaped historically, economically, and politically. We will build upon key terms and concepts related to the status of men’s and women’s lives and the intersections of gender, ethnicity, sexual orientation, and other identities. At its core, the course is concerned primarily with the social construction of gender, race, and sexuality, and the inequality inherent in any structure that emphasizes difference.

Choosing among the wide variety of topics and readings is difficult but I have attempted to structure the course so that you can pursue your own interests to a large extent. I have also tried to create a format that will allow you to learn about what you want in a way that suits your particular learning style: class sessions are a mixture of discussions, activities, and films. As you will see, this course is student centered. You will be completely responsible for the grade you earn and your experiences and perspectives will direct how we conduct this class. The course material comes from a wide variety of disciplinary perspectives: sociology, philosophy, psychology, history, political science, and women’s studies.

The overarching goal of the course is to facilitate the development of your sociological awareness, especially as it relates to the topics of sex and gender. I hope that you will begin to understand women and men as gendered beings: that you understand the consequences of being assigned to sex and gender categories and the ramifications for internalizing social constructions of gender. It is equally important to me that you further develop your capacity for critical thinking: cultivating the desire to actively discover, create, analyze, and apply the information you learn as well as to critique a wide range of perspectives by collecting, analyzing, synthesizing, and evaluating evidence and argumentation.

Course Objectives

♀♂ To examine the role of gender in our lives.

♀♂ To identify how we define, construct, and evaluate concepts like ‘sex’, ‘gender’, ‘woman’, ‘man’, etc.

♀♂ To examine how the experience of ‘gender’ differs across societies, cultures, and/or perspectives.

♀♂ To understand how social institutions (the media, education, the family, etc.) shape our ‘gendered’ experience of the world.

♀♂ To become junior sociologists: to learn and emulate the various approaches through which sociologists study sex and gender.

♀♂ To learn how to observe the social world sociologically, especially as it relates to sex and gender.

♀♂ To develop the capacity for ‘critical thinking’ when exploring issues of power and privilege central to discussions about gender.

Course Materials:

In addition to our text (Reconstructing Gender, by Estelle Disch) supplemental readings are on electronic reserve through the library-® and ANGEL-@. I will give specific instructions about how to obtain them if you are not familiar with course reserves. Also, I will refer to current events continually throughout the course. Consequently, I urge you to keep plugged-in to what is being covered in the news. Penn State has an excellent, free newspaper readership program that most students do not take advantage of. Daily perusal of a good newspaper like the New York Times or listening to the news on National Public Radio on WPSU 95.1 (4-6pm) will help tremendously.

Course Requirements:

Some people like to learn by engaging in fairly intense, focused discussion of scholarly materials that everyone in the discussion has read. Others like to learn by sitting in a classroom, being presented with interesting experiences and information, and responding when they feel moved to. Still others might prefer to read on their own, either short pieces about a variety of topics, or a few book-length treatments of issues that are of particular interest to them. And some may like a mix of these approaches. So, take your pick. I am going to offer you a variety of ways you can earn points in this course. You have the opportunity to decide what grade you want and what assignments you want to complete in order to earn that grade. Thus, you can tailor this course to your own interests and your own most effective learning style by selecting the appropriate mix of assignments from the options listed below.

If you want intense, focused, participatory, feminist analysis of gender, consider organizing your semester around attending class Monday-Friday. And if you want a really full sociological experience, I’d suggest you complete a journal or book review too. If you prefer a sit-back-and-listen introduction to sociology and gender issues, a combination of non-discussion classes and readings on the topics that interest you the most may be your best choice. Occasionally I get students who use the flexibility of this sort of grading system to create an independent study course for themselves. (This takes discipline, since there are no deadlines and if you wait too long, you could end up not having anything turned in by the end of the semester. If you are interested in taking a more independent learning approach to the course, I’m open to suggestions. We can discuss these ideas together.) Of course, any mixture of these tactics will also do the trick. Consider your learning style, and your interests, and make what you will of this course.

These assignments are designed to avoid learning through memorization by challenging you to think critically about the readings and to integrate the various concepts we will learn through writing. This course is writing intensive: there will be no tests, only written assignments. All written assignments will be graded pass/add with the opportunity to re-write everything except papers turned in the last week. You will earn points by choosing from the following options:

Class Preparation: In order to reward you for your work outside the classroom and to ensure that you have read the assigned material, you will be able to earn points by submitting your reactions to readings. The reading response requires you to answer the question listed in the syllabus for the day, using what you have learned from the assigned readings. Response posts should not exceed one page, single-spaced, and should contain direct reference to at least one assigned reading. For example, your post for September 7 will answer the question: What is the ‘sociological’ perspective? Please paraphrase any ideas you take from the reading (do NOT use direct quotes). There are no right or wrong answers to these questions, but for full credit, your answer should demonstrate that you have read the material thoroughly and have thought critically about it. You must post your answer through ANGEL prior to the beginning of class (by 10:10 on September 9 for the example above). Late paragraphs will not be accepted. Class preparation response posts are worth 2 points each. There are 35 posts, so you could earn a C by submitting answers to every question of the day.

Discussion Days: For those students who prefer a more intense, and discussion based course, you may choose to attend those days designated discussion days. I will facilitate on these days, however, class-time will be organized like a seminar—this will be your opportunity to do the talking, to engage in an in-depth conversation with your peers about the issues and concepts from the previous days. In order to ensure that all participants are familiar with that day’s materials, you will be required to submit your class prep paragraph in order to be admitted to class. We will bring a list of those students whose posts we received to class each discussion day and only those on it will be allowed to stay. Each discussion day you attend will earn an additional 2 points (so your class prep will be worth 4 points if you attend the discussion day). Discussion days are in bold in the course outline below. There are 7 discussion days so you could be guaranteed a B if you completed all class preps and participated in discussion days.

Journal: One of the goals of this course is to make the sociology of gender relevant to student’s lives. A concrete way to do this is to keep a journal throughout the length of the course that will enable you to keep up with current events while you apply what you are learning throughout the course. This assignment allows you to further develop your ‘sociological’ imagination and to turn a critical eye to newsmedia portrayal of gender issues. With this aim in mind, each entry in your journal should reflect on a newspaper article that relates to the course. Your entry should critically reflect on the information conveyed by the article: try to avoid simple discussing what you learned from the article. Reflect on why you chose the article, what class concept or topic it relates to, and evaluate whether the article did a good job covering it. Given what you learned about the topic in class, did the article provide comprehensive coverage of the concept or issue? If you had written the article, what else would you have included? What would you have left out? Are there inaccuracies? Would you have taken the same angle in covering the issue? Each entry should be one to two pages and should include a copy of the article you are writing about. You will turn your journal in at the end of the semester but you can turn in individual entries if you would like me to review drafts. Your final journal should have 15 entries and is worth 15 points.

Book/Film Reviews: You can also earn points by writing book or film reviews. There are a lot of great books, films, movies and documentaries out there that pertain to gender that I simply can’t require everyone to read or watch. I have a list of book suggestions, but you may read any book that is relevant to the course—just check with me first. Films are trickier: I have a list of acceptable films if you are interested in this option. Films must be feminist and must be approved by me. You will find a list of acceptable films and books on our ANGEL course webpage. Your review should be 4-6 pages and should include a brief summary (1 page), a consideration of the gender issues raised by the book and their relevance to our class, and a short critique (tell me what you think of the book). Your review MUST include direct reference to articles (citations), lecture material, or films and should discuss at least 5 specific concepts raised throughout the course. Remember, the most important thing that I am looking for is your ability to relate the book or film to the course; please do not submit a paper that is primarily summary with little analysis! Book reviews are worth 15 points, film reviews 10 points. So, you can easily earn an A by writing 6 book reviews (but this takes a lot of determination!)

Outside Activity Paper: This is a miscellaneous category, but, essentially, you might also choose to attend an event related to the course, do a small research project, or complete any number of gender activities I can suggest for you: 10 points. I will be handing out options in the first weeks of the course. These options make for a nice supplement to your readings!!

Grading System:

I will ask you to submit a course plan complete with your selections by the end of the fourth week of class. I recommend doing some planning as to when you will submit papers. I will only accept one book/film review or outside event paper per week from each student so please plan accordingly. If your first attempt does not pass you may add to your papers (with guidance from me) until it does. You’ll want to make sure that you have enough time to re-write, however. All first drafts of book/film reviews and outside event papers must be handed in by week 14 (Monday at 4:00 pm). This deadline will ensure that you have enough time to revise if a paper does not pass on its first try. Obviously, you cannot rewrite anything that you turn in last week of class. All papers can be submitted electronically through ANGEL or in hard copy to me or my mailbox in 211 Oswald Tower.

Final grades will be determined according to the following scheme, based on a 100-point scale:

90 points for an A

80 points for a B

70 points for a C

60 points for a D

Academic Integrity:

“Academic integrity is the pursuit of scholarly activity free from fraud and deception and is an educational objective of The Pennsylvania State University. Academic dishonesty includes, but is not limited to, cheating, plagiarizing, fabricating information or citations, facilitating acts of academic dishonesty by others, unauthorized possession of examinations, submitting work of another person or work previously used without informing the instructor, or tampering with the academic work of other students. Violations of academic integrity will be reported to Judicial Affairs.”

Cheating on exams or assignments is a violation of University policy and will be handled according the University’s Academic Integrity Policy (http://www.psu.edu/dept/oue/aappm/G-9.html).

The Pennsylvania State University encourages qualified persons with disabilities to participate in its programs and activities. If you anticipate needing any type of accommodation in this course or have questions about physical access, please tell the instructor as soon as possible.

Course Contract

Student Name: _______________

Desired Grade: ________

Assignments to be completed:	(how many?)	(expected points earned?)
Class Preparation Posts (2pts)
Class Preparation Posts + Discussion (4pts)
Journal (15pts)
Book Review (15pts) Film Review (10 pts)
Outside Event/Activity (10pts)

(yes, you need to plan which days you intend to write class prep posts. Why? I want you to give some serious thought to what interests you and to plan around busy times during your semester. You may have to take a break from writing prep posts to study for an exam or write a book review, for example…)

Options for Book Review______________________________

______________________________

Options for Film Review ______________________________

______________________________

Outside Activity Options ______________________________

______________________________

(please also indicate which week you expect to submit each paper)

Course Outline and Assigned Readings (this is subject to change)
day	topic	readings
Week 1 Introduction to the Course
Wed 8/30	overview of the course
Fri 9/2	the syllabus and course requirements	READ THIS SYLLABUS and start thinking about course requirements
Week 2 Central Concepts in Sociology
Mon 9/5		NO CLASS – Labor Day Holiday
Wed 9/7	what is the sociological perspective?	Mills, “The Promise” @ Berger, “Invitation to Sociology” @
Fri 9/9	what is the difference between ‘thinking critically’ and ‘critique for the sake of critique’?	Rich, “Claiming an education” @ Bradshaw, “Skepticism and Critical Inquiry” @
Week 3 Gender vs. Sex
Mon 9/12	are humans naturally either male or female?	Roscoe, “How to become a Berdache” ® Fausto-Sterling, “Five sexes” ®
Wed 9/14	are ‘sex’ and ‘gender’ the same thing?	Coventry, “Tyranny of the esthetic” Kessler, “The medical construction of gender” ®
Fri 9/16	is gender identity innate?	Lips, “Gender Role Socialization” ® Lorber, “Believing is Seeing” ® Gould, “X” ®
Week 4 Theories of Gender
Mon 9/19		NO CLASS
Wed 9/21	how do we ‘do’ gender?	West, “Doing Gender” ® and one of the following: Wolf, “Brideland” ® Higginbotham, “Teen Mags…” @ Ortiz Cofer, “The Myth of the Latin Woman” Messner, “Boyhood, Organized sports…”
Fri 9/23	how is gender socially constructed?	Lorber, “The social construction of gender”
Week 5 Gender Theories Today: It’s Not Just About Gender
Mon 9/26	how do class, racial, and ethnic differences inform our understanding of gender?	Zinn, “Theorizing difference from Multiracial feminism” Thompson, “A way outta no way” and one of the following: Espada, “The Puerto Rican dummy” Atkin and Rich, “JAP”-Slapping
Wed 9/28	what privileges are you granted by the gender system?	McIntosh, “White Privilege” Hill Collins, “The Past is ever Present”
Fri 9/30	what is ‘oppression’? why is it important to think about?	Frye, “Oppression” Johnson, ”Patriarchy, the System: An it, not a he, a them or an Us”
Week 6 Gender and Inequality
Mon 10/3	why hasn’t the sex-based wage gap been eliminated?	Crittenden, “Sixty cents to a man’s dollar”
Wed 10/5	how does race impact gender inequalities in the workplace?	Fong-Torres, “Why are there no male Asian anchormen on TV?” Zarembka, “America’s dirty work”
Fri 10/7	how has globalization impacted gender inequity in the workplace?	Ehrenreich, “Global woman” Enloe, “The globetrotting sneaker” Goodwin, “The ultimate growth industry”
Week 7 Gender, Work and Occupations
Mon 10/10	are welfare programs necessary?	Jensen, “Welfare: exploding the stereotypes” ® Albelda, “It’s a family affair” ® Bridges, “Poverty up, women still down” ®
Wed 10/12	does affirmative action address gender-, race-, and class-based inequality?	Reskin, “Affects of affirmative action” “Title IX: the deregulation ploy”
Fri 10/14		NO CLASS – Study Day

Week 8 Embodiment

Mon

10/17

NO CLASS – Study Day

Wed

10/19

how are ‘bodies’ socially constructed?

Glassner, “Men and muscles” @

Saltzberg, “Beauty is the Beast”

and one of the following:

Haubegger, “I’m Not Fat, I’m Latina”

Brumberg & Jackson, “The burka and the bikini” @

Staples, “Just walk on by”

Wolfe, “The beauty myth”

Fri

10/21

what happens if our bodies aren’t ‘normal’?

Kent, “In search of liberation” ®

Timmins, “What about us?” ®

Kriegel, “Taking it”

Week 9 Sexualities

Mon

10/24

how is ‘sexuality’ socially constructed?

Weeks, “The Social Construction of Sexuality” ®

Stoltenberg, “How Men Have (a) Sex”

Wed

10/26

how do women and men understand sexual pleasure and sexual health?

two of the following:

Lorde, “Uses of the erotic”

West, “Black Sexuality” @

Frye, “Lesbian Sex” ®

Walker, “Lusting for freedom” @

Piercy, “The turn on” @

Fri

10/28

how is ‘sexuality’ shaped by the power inherent in social relationships?

Goodwin, “The Ultimate Growth Industry”

and one of the following:

hooks, “Selling hot pussy” @

Jensen, “Using pornography” @

Ericsson, “Charges against prostitution” @

Pateman, “Defending prostitution” @

Week 10 Sexualities, cont.

Mon

10/31

how are our ‘gender’ experiences shaped by sexual orientation?

Thompson, “Fence sitters, switch hitters…” @

Trujillo, “Chicana lesbians” @

Wed

11/2

what is the relationship between sexual orientation and inequality?

Rust, “The Impact of Multiple…”

Wright, “To be Poor and Transgender”

Fri

11/4

what is the relationship between sexism, heterosexism, and gender violence?

Pharr, “Homophobia and Sexism” ®

and one of the following:

hooks “Seduced by Violence no More” ®

Kupers, “Homophobia in straight men”

Warshaw, “I never called it rape” ®

Weinberg, “Conversations of consent” ®

Week 11 “The Family” vs. Families

Mon

11/7

how is ‘The Family’ socially constructed?

Hunter, “Sexual Dissent and the Family”

Hill Collins, “Bloodmothers…”

Lehrer, “Family and women’s lives” @

Wed

11/9

how is ‘motherhood’ or ‘fatherhood’ constructed?

Douglas, “The new momism”

Gerson, “Dilemmas of involved fatherhood”

Fri

11/11

is the home a place of safety and security?

Martin, “Letter from a battered wife” ®

and one of the following:

Johnson, “Conflict and Control” ®

Rainbow, “Making sense of the experience” @

Week 12 Families, cont.

Mon

11/14

how do men and women juggle housework and paid work?

Hochschild, “The second shift”

Rubin, “The Transformation of Family Life”

and one of the following:

Roache, “Confessions of a house husband”

Voydanoff, “Housewives as workers” ®

Pleck, “Men’s Family Work” ®

Wed

11/16

what’s so weird about having two moms or two dads?

McGuire, “Livin’ in a gay family” @

Lorde, “Man child”

Fri

11/18

should anyone want to get married today?

Nation Articles @

and one of the following:

Newman, “I do not” @

Graff, “What is marriage for?”

Week 13

Mon

11/21

NO CLASS – Thankstaking Holiday

Wed

11/23

NO CLASS – Thankstaking Holiday

Fri

11/25

NO CLASS – Thankstaking Holiday

Week 14 Health and Illness

Mon

11/28

how does medicine construct our definitions of health and illness?

DEADLINE FOR TURNING IN PAPERS, 4:00pm

Sabo, “Masculinities and men’s health”

Fausto-Sterling, “Hormonal hurricanes…” @

and one of the following:

Barbee & Little, “Health, social class, and African-American women”

Metzl, “Selling sanity through gender” ®

Ms., “Breast Cancer” @

Kimmel, “Men and AIDS” @

Bell, “Women and AIDS” @

Stevens, “How women get bad medicine” ®

Wed

11/30

how does gender enter into the politics of health and medicine?

Haire, “The cultural warping of childbirth” @

Hyder, “Routine Midwifery care” @

Hubbard, “Using pregnancy to control women” ®

Fri

12/2

why don’t we celebrate being on the rag?

Steinam, “If men could menstruate” ®

Gracepoore, “Purification” @

Week 15 The Women’s Movement

Mon

12/5

what is the women’s movement about?

hooks, “Introduction” and “Feminist Politics” ®

Kimmel, “Men and women’s studies” @

Faludi, “Blame it on Feminism” @

Wed

12/7

what does it mean to be an activist?

Geiser, “Why I’m an activist” @

Walker, “Becoming the third wave” @

Baumgardner, “Manifesta”

Fri

12/9

what will it take to eliminate sexism and gender inequality?

Conclusions, Evaluations, Food & Drinks!!

Attendance Required!

Syllabus for the Course: Sociology of Education

EDTHP/SOC 416.1

SOCIOLOGY OF EDUCATION

Semester: Fall 2006

Time: Mondays, Wednesdays, and Fridays (11:15am - 12:05pm)

Office hours by appointment only

Professor: Dr. Lillian Shyu, 302B Rackley Building, 865-2584, e-mail: lss7@psu.edu

Staff Assistant: Ms. Elizabeth Price, 300 Rackley Building, 865-1488

Location: 218 Williard

Class Objective

This course will introduce students to the major concepts in the field of sociology of education. It is concerned with the study of schools as social system, with what goes on in classrooms and schools, and with the relationships between schools and other social institutions. The course emphasizes the diversity of theoretical approaches and issues in the field and the application of this knowledge to the understanding of education.

Required readings:

EDTHP/SOC 416 readings packet (prepared by Pro-copy), available at the Student Bookstore (on College Ave.).

Class Schedule

Week 1 Introduction: a sociological perspective

Week 2-4 Schools as Normative Institutions

A. Dreeben, Robert (1967). “The Contribution of Schooling to Learning of Norms,” On What is Learned in School. Reading, MA: Addison-Wesley, pp. 434-455

B. Jackson, Phillip W. (1968). Life in Classrooms. NY: Holt, Rinehart, and Winston, Inc., pp. 11-37

C. Bowles, Samuel. (1976). Schooling in Capitalist America. NY: Basic Books, Chapter 5

Film Review: To Sir with Love

Week 5-6 Equality of Educational Opportunities

1^st reaction essay due – 10/2

D. Coleman, James S. (1990) Equality and Achievement in Education. San Francisco: Westview Press, Chapter 2, “The concept of Equality of Educational Opportunity.” (Reprinted with minor revision from Harvard Education Review 38:1, pp. 7-22)

E. Coleman, James S. (1969) A Brief Summary of the Coleman Report. Equal Educational Opportunity (Cambridge, Mass., Harvard University Press), pp. 253-59

Week 7-8 Home Environment and Schools

Mid-term exam – 10/27

F. Coleman, James S (1987) Equality and Achievement in Education. San Francisco: Westview Press, Chapter 21, “Families and Schools” (Reprinted from Educational Researcher, vol. 16, No. 6)

G. McLanahan, Sara & Gary Sandefur (1994) “How Father Absence Lowers Children’s Well-being” in Growing Up With A Single Parent: What Hurts, What Helps? , chapter 2, pp. 19-38

Film Review: Stand and Deliver

Week 9-10 Social and Academic Stratification

2^nd reaction essay due – 11/13

H. Rist, R.C. (1977). “Student Social Class and Teacher Expectations: The Self-fulfilling Prophecy in Ghetto Education.” Harvard Educational Review, 40:411-451.

I. Gamoran, Adam (Oct 1992). “Is Ability grouping Equitable?” Educational Leadership

J. Lareau, Annette (1989). “Home Advantage: Social Class and Parental Intervention in Elementary Education”. NY: The Falmer Press, chapter 6.

Week 11 Gender Differentiation in Schools

K. Karp, Karen (2002). “Gender and Math Education” in Education and Sociology : An Encyclopedia (eds., David L. Levinson, Peter W. Cookson, Jr., and Alan R. Sadovnik, New York, RoutledgeFalmler), pp 281-287

L. Roslyn A. Mickelson (1989). “Why does Jane Read and Write So Well? The Anomaly of Women’s Achievement.” Sociology of Education 62 (Jan): 47-63

Week 12-13 Teaching as a Profession

M. Grant, G., & C. Murray (2004). “Teaching in America: the Slow Revolution” in Schools and Society: a Sociological Approach to Education (eds., Ballantine, J.H. and J. Spade, Belmont, CA; Wadsworth/Thomson), chapter 12, pp. 106-14.

N. Ingersoll, Richard (2004). “Status of Teaching as a Profession” in Schools and Society: a Sociological Approach to Education (eds., Ballantine, J.H. and J. Spade, Belmont, CA; Wadsworth/Thomson), ch 13, pp. 115-29.

Week 14 Educational Choice and School Improvement

O. Astin, Alexander (1992). “Educational ‘Choice’; Its Appeal May Be Illusory.” Sociology of Education 65: 259-60.

P. Coleman, James (1992). “Some Points on Choice in Education.” Sociology of Education 65 (Oct): 260-262.

Q. Wells, Amy Stuart (2002). “School Choice” in Education and Sociology : An Encyclopedia (eds., David L. Levinson, Peter W. Cookson, Jr., and Alan R. Sadovnik, New York, RoutledgeFalmler), pp 507- 518

Week 15 School Culture and Conclusion

R. Shouse, Roger (1996). “Academic Press and Sense of Community: Conflict and Congruence in American High Schools.” Research in Sociology of Education and Socialization, Vol. 11, pp. 173-202

S. Boyd, William L. and Roger C. Shouse (1997). "The Problems and Promise of Urban Schools", in Herbert Walberg, Olga Reyes, and Roger Weissberg (eds.), Children and Youth (Vol. 7), Chapter 7, Sage Publications, pp. 141-165

Week 16 Take home final exam.

https://cms.psu.edu/section/default.asp?format=course&id=200607FAUP+++RSOC++416+001&title=SOC+416%2C+Section+001

Syllabus for the Course: Sociology of Higher Education

Sociology of Higher Education

(Penn State University)

Sociology 557

Higher Education 557

Educational Theory and Policy 557

(Fall 2005)

Professor and Senior Scientist: Beverly Lindsay, Ph.D.

Office Hours: 12 to 1:30 p.m. (Tuesday) Office: 400 Rackley

12 to 2 p.m. (Wednesday) Telephone: 814-865-8278

By appointment

Too often our search for ‘Truth’ becomes an escape device whereby we can divorce ourselves from the tough and dangerous controversies of the world (Ralph J. Bunche, “The Role of the University in the Political Orientation of Negro Youth,” October 1940).

We are entering an era where fact-finding and scientific theories of causal relations will be seen as instrumental in planning social change (Gunnar Myrdal, An American Dilemma. 1942).

I never hesitated to pick other people’s brains – brains, I didn’t have (Thurgood Marshall, in Michael Davis and Hunter R. Clark, Thurgood Marshall: Warrior at the Bar, Rebel on the Bench, 1992).

Violence is the language of the unheard (Ambassador Andrew Young).

Success is not measured by the position one has reached in life, rather by the obstacles overcome while trying to succeed (Booker T. Washington).

As soon as we [people of color] learn and play by the rules [of whites], the rules change

(Karolyn Tyson, 20005 American Sociological Association Centenary Conference).

Course Readings Are Primarily on Electronic Reserve. Required and supplemental readings are both included. Staff assistant, Ms. Trudi Haupt should have material on electronic reserve within the next couple of weeks. Select material may be added during the semester; hence the attached list may be modified. Given the request from previous Penn State graduate students in this seminar and others which I have taught, you may also order and/or retrieve books and other material (identified in the syllabus) from on-line web sites or Amazon.com.

Major Course Objectives:

1. 1. To explicate basic premises and purposes of sociology, including public sociology;

2. 2. To explore standard conceptual perspectives of sociology of higher education and sociology of knowledge;

3. 3. To posit alternative progressive and/or new conceptual perspectives of sociology of higher education, particularly in light of historical and emerging sociocultural and global phenomena;

4. 4. To ascertain if and/or why there is an American dilemma and its particular relation to higher education;

5. 5. To garner insight into the sociocultural and historical phenomena contributing to Brown v Board of Education and its ongoing relevance to contemporary university social conditions;

6. 6. To comprehend the salience of ongoing matters of social stratification, equity among demographic groups, and globalization vis a vis domestic higher education;

7. 7. To present humanistic, equity, and social justice perspectives for new paradigms and applied policies and programs within the academy through biographical and case studies and via the tenets of the United States Declaration of Independence and Constitution and Universal Declaration of Human Rights. Thus, individuals and domestic and global societies can move from their comfort perspectives toward innovative and multi- and interdisciplinary paradigms and public policies.

August 30^th

Explicating Basic Premises and Purposes of Sociology

Introduction, Syllabi, and Course Evaluation Requirements and Evaluations of Professor Lindsay

DVD Presentation, “A Century of Progress: Presidential Reflection – 1905-2005 of the American Sociological Association”

NPR Audio Clip for Series “This I Believe” – Steinem, Gloria. “A Balance Between Nature and Nuture,” August 22, 2005

Video Presentation: “CNN Sociology Today Volumes I and II” (Volume I -- Sections 6, 9, 11, and 12; Volume II – Sections 5 through Section 19).

Readings:

“ASA Celebrates its 100^th Year: The Brochure

“An Invitation to Public Sociology,” (August 25, 2004) American Sociological Association,- Footnotes Newsletter Articles Series, Public Sociology Brochure” -- Note Presentations by Mary Robinson and Fernando Henrique Cardoso

The Princeton Review (2005). “Princeton Review Annual College Rankings Based on 110,000 Student Survey Now Out in ‘Best 361 Colleges’”

Cable News Network (2005). “Incoming Freshmen Grew Up with Starbucks, Digital Cameras”

September 6^th

Explicating Basic Premises and Purposes of Sociology

Exploring Conceptual Perspectives of Sociology of Higher Education and Sociology of Knowledge

·  Nature of Academic Knowledge

·  Salience of Academic Disciplines

·  Public Sociologies

·  Initial Discussion of Individual Presentations and Seminar Team Projects [Team projects assignments likely made in mid/late October]

Readings:

Gumport, Patricia. “Dynamic Nature of Academic Knowledge”

Mead, Margaret. “The Salzburg Seminar”

Wolf, Robert Paul. “Three Myths of Education”

Neale, Anne. “Don’t Worry – Ward Churchill Will Solve the Problem”

Inside Higher Ed. “Undercover Freshman”

Cable News Network. “Anthropology Professor Goes Undergraduate to Study College Life”

Bell, K. “Provision Tells Schools to Grade Students on Subjects, Not Ideology: Measure Aims to Shield Campus Conservatives.”

“Berkeley Revises Rules on Professors’ Opinion”

September 13^th

Exploring Conceptual Perspectives of Sociology of Higher Education and Sociology of Knowledge

Ascertaining the Nature and Functions of the American Dilemma

·  The Carnegie Foundation Project

·  An Objective Outsider from Sweden, Gunnar Myrdal

·  The Negro Problem

·  Denial or Dilemma

·  The Congressman from Harlem, Adam Clayton Powell

Readings:

Myrdal, Gunnar, An American Dilemma: The Negro Problem and Modern Democracy (Except pp 1015 onward).

September 20^th

Exploring Conceptual Perspectives of Sociology of Higher Education and Sociology of Knowledge

Ascertaining the Nature and Functions of the American Dilemma

Continuation of readings and discussion from September 13^th

Guest Presentation: Ms. Helen Green -- Ms. Green overcame tremendous odds to earn her LVN Diploma, RN Diploma, BSN, and MBA in a restricted North Texas environment during and after the Brown v Board of Education decision. Her career in the health professional fields included nursing, teaching, administration, and board of directors. She authored, East Texas Daughter which examines her professional career. Presentation: East Texas Daughter

September 27^th

Garnering Insight into the Sociocultural and Historical Phenomena Contributing to Brown v Board of Education

Student presentations (approximately 20 minutes per presentation) of interviews from professionals who experienced secondary and postsecondary education during the Depression era, World War II, and Brown v Board of Education. Part of seminar participation evaluation.

·  Separate and/or Equal

·  Mentor Lawyers and University Presidents -- Mordecai Johnson, Louis Brandeis, Felix Frankfurter

·  Lawyers at the Forefront – Charles Hamilton Houston, Thurgood Marshall, William Henry Hastie

·  Social Scientists and Historians at the Cutting Edge – Society for Psychological Study of Social Issues, John Hope Franklin, C. Vann Woodward, Charles Black, Kenneth Clark

Readings: Davis, Michael and Clark, Hunter. Thurgood Marshall: Warrior at the Bar, Rebel on the Bench. pp. 179-243.

Video Clip: “A Trip to the Delta Region: Civil Rights Struggles of a Generation Ago,” (John Scott). NPR (National Public Radio) of Louisiana, June 3, 2005

Audio Clip: This I Believe – Charles S. Johnson “Looking At Life Through Another Life,” (May 26, 2005 from Circa: 1951)

October 4^th

Garnering Insight into the Sociocultural and Historical Phenomena Contributing to Brown v Board of Education

Audio Clip: This I Believe – Jackie Robinson, “Free Minds and Hearts at Work,” (April 4, 2005 from Circa: 1952)

Continuation of September 27^th discussion, interview presentations, and readings.

October 11^th

Exploring Conceptual Perspectives of Sociology of Higher Education and Sociology of Knowledge

·  Higher Education and American Civilization

·  Leadership and Management

·  Alternatives to Inequities in American higher education

·  Class Team Projects and Individual Assignments

Readings:

Jackson, Jerlando et al editors, “Introduction, A Crisis at the Top: A National Perspective – A Status Report on African American Leadership in Higher Education and Postsecondary Education”

Miller, Richard. “Leadership and Management”

Wisniewski, Richard. “The Averted Gaze”

Kinzie, Susan & Horwitz, Sari “Colleges Hottest New Major: Terror”.

Continuation of interview presentations

Evaluation of Professor Lindsay

October 18^th

Positing Alternative and/or New Conceptual Perspectives of Sociology of Higher Education, particularly in Light of Current and Emerging Sociocultural and Global Phenomena

·  September 11^th and July 7^th and Social Stratification

·  Domestic and International Matters and the Relationship to the Nature of Academic Disciplines and Paradigms

·  Alternatives to Inequities in American Higher Education -- Demonstrations, Strikes, Protests, Community and Political Influences

·  Mascots in American colleges and universities

·  Class team projects and individual assignments

Readings:

Diehl, Jackson. “Never Mind the World”

D’Souza, Dinesh. “The Power of Virture….”

Dionne Jr., E.J., “….and Freedom,”

Gray, A. “London Mayor Says West Fueled Islamic Radicalism”

Lederman, D. “Mascot Mess”

Merritt, A. “The Minuteman Lives: Mascot Will Remain Symbol of UMass”

Mullin, Dennis. “Call it by Any Other Name, It Still Adds Up to a Crusade.”

Moses, Yolanda. “Diversity, Globalism, and Democracy: Higher Education’s Imperative”

Vilona, B. “FSU President: Noles will Challenge Ruling”

Wieberg, S. “Schools Can Appeal NCAA Indian Rule”

William, Marcellette G. “Turning Toward Each Other: The Renewed Commitment of the Land Grant Research University,”

Continuation of interview presentations

October 25^th

Positing Alternative and/or New Conceptual Perspectives of Sociology of Higher Education, particularly in Light of Current and Emerging Sociocultural and Global Phenomena

·  Continuation of Readings and Discussion from October 18^th seminar

·  Individual Student Presentations

Readings:

Scott, Joseph. “The United States: A Study in Political-Class Racism.”

November 1^st

Comprehending the Salience of Ongoing Matters of Social Stratification, Equity among Demographic Groups, and Globalization vis a vis Domestic Higher Education

·  Modern History and Its Impact on Social Stratification

·  The Nature of Knowledge for the Public and Schools/Colleges and Departments within Universities and/or Colleges

·  Individual Student Presentations

·  Preliminary Team(s) Presentations

DVD: Get In, Stay In, Features: Meyerhoff Scholars Program at University of Maryland, Baltimore County; Puente Project of California; and 21^st Century Scholars Program for Indiana’s low and moderate-income families

Audio Clip: NPR This I Believe – Azar Nafsi, “Mysterious Connections” (July 18, 2005)

If time permits: Video: “American Experience: The Murder of Emmett Tile” Directed by Stanley Nelson PBS Home Video, 2003 or substitute audio/visual presentation

Readings:

Sandler, Bernice. “Too Strong for a Woman – The Five Words that Created Title IX” Click on www.BerniceSandler.com, click publications, click on “Too Strong for a Woman.” {August 25, 2005}

Willie, Sarah Susannah. “Performing Blackness: What African Americans can Teach Sociology about Race”

Schrag, Peter. “Journey to the West,” Review of The Chinese in America: A Narrative History

Sullivan, B.K. “Princeton is the Only Ivy League School to Narrow Gender Pay Gap”

Epstein, D. “Pecking Order”

Finder, A. “Raise for Harvard’s President Led Board Member to Quit”

“His Brain, Her Brain,” Scientific America.com

Jackson/Editors, “Introduction, A Crisis at the Top”

Jackson, Jerlando F. L., “Engaging, retaining, and Advancing African Americans in Executive-Level Positions”

Arab Americans Making a Difference: Education – University Presidents

Sullivan, B.K. – Princeton Is Only Ivy League School to Narrow Gender Pay Gap”

November 8^th

Comprehending the Salience of Ongoing Matters of Social Stratification, Equity among Demographic Groups, and globalization vis a vis Domestic Higher Education

·  U. S. Supreme Court Decision Plessy v Ferguson (1896)

·  U.S. Supreme Court Decision Brown v Board of Education (1954)

·  U.S. Supreme Court Decision Gratz v Bollinger (2003)

·  U.S. Supreme Court Decision Grutter v Bollinger (2003)

·  U.S. Supreme Court Decision Lawrence v Texas (2003)

·  Bakke Case Summary

·  Individual Student Presentations

·  Preliminary Team Presentation(s)

The 2003 Supreme Court decisions should be downloaded from the web.

Readings:

Coleman, Mary Sue. “U.S. Supreme Court Rules on University of Michigan Cases: An Open Letter to the University of Michigan Community,” University of Michigan Presidential Web Site, June 23, 2003. (download from the web).

Perlstein, Rick. “What Gay Studies Taught the Court,” Washington Post. July 13, 2003, p. B-3. (Download from the web).

Lane, Charles. “In a 5 to 4 Vote, Justices Approve U-Michigan Law School Plan,”

“Turnaround for Women at Harvard”

November 15^th

Comprehending the Salience of Ongoing Matters of Social Stratification, Equity Among Demographic Groups, and Globalization vis a vis Domestic Higher Education

·  Continuation of Preliminary Presentations by Student Team(s)

·  Individual Student Presentations

·  Continuation of Class Discussion of November 8^th

Readings:

Bollinger, Lee C. “A Resounding Victory for Diversity on Campus,” Washington Post. June 24, 2003. p. A-21. (Download from Web)

Will, George F. “Crude Remedy for a Disappearing Problem,” Washington Post. June 24, 2003. p. A-21. (Download from Web)

Mahon, Bill. “Statement by Penn State President Graham B. Spanier”

“The Supreme Court, by a Vote of 6 to 3 Declared the University of Michigan’s Undergraduate Admission System Invalid”

“Milestones”

“Report: Higher the Degree, Wider the Gender Pay Gap”

Audio Tape: American Council of Education (ACE) University Presidential Panel on forthcoming University of Michigan Cases Before U.S. Supreme Court

[Do the presidential perspectives match the subsequent Court decision?]

November 29^th and December 6^th

Comprehending the Salience of Ongoing Matters of Social Stratification, Equity Among Demographic Groups, and Globalization vis a vis Domestic Higher Education

·  Final Presentation(s) by Student Team(s)

·  Domestic and International Affects on Higher Education

·  Dumbarton Oaks Conference and Harvard President James B. Conant

Readings:

As Time Permits:

Henry, Charles P. “Ralph Bunche: American Diplomat,”

Lindsay, Beverly (forthcoming) “Lingering Intellectual and Scholarly Imprints at Liberal Arts Colleges”

Video: “Ralph Bunche: An American Odyssey” Directed by William Greaves 2001. – To be viewed by students during semester in lieu of September 1, 2004 seminar

Reminder: Written Team Projects and Individual Student Projects are due on December 6^th or no later than Close of business (normally 3 p.m. when Ms. Haupt leaves) on December 7^th.

http://www.ed.psu.edu/hied/Course%20Syllabi/Sociology/Sociology%20Syllabus,%20FA%2005.htm

Syllabus for the Course: Inequality in Educational Attainment

SOCIOLOGY 597D:

INEQUALITY IN EDUCATIONAL ATTAINMENT

Professor George Farkas

614 Oswald, Office hours: MW 9:15 – 12:00, Friday 11:30 – 12:30.

gfarkas@pop.psu.edu

Fall, 2006, Class meets Fridays 9:05 – 11:30, in 406 Oswald

This course examines the population processes surrounding social inequality, with a particular focus on how educational attainment transmits such inequality across generations. The approach will be via the study of the educational life course of population cohorts: preschool, elementary school, middle school, high school, college, and beyond. We address the question: What has recent scholarship taught us about the basic causes, detailed causal mechanisms, and magnitudes of social and educational inequality and its transmission from parent to child via educational attainment?

Course goals:

To achieve an understanding of major theoretical issues in this field, including causal mechanisms flowing from parental resources and behaviors, schools, and neighborhoods to the educational attainment of children.

To review current practices and issues in data, measurement, and estimation.

To summarize the state of the art in empirical findings. What have we learned, with what degree of certainty?

To speculate about current and future directions for the field. What are the most important unresolved questions? What sort of evidence will be required to resolve them?

To provide graduate students experience mastering and reporting on this research literature. To lay a foundation for those considering a career of research in this field

READING:

Readings are posted on, and can be downloaded from, the course website: http://athens.pop.psu.edu/farkas/login.cfm

The password is inequality. In addition, you should purchase the following books:

Riordan, Cornelius. 2004. Inequality and Achievement. Saddle River: Pearson.

Rosenbaum, James. 2001. Beyond College for All. New York: Russell Sage.

SCHEDULE

September 8 Course Introduction

September 15 Inequality, Education, Mobility

Myers, Dowell. “Cohorts and Socioeconomic Progress.” Pp. 139 – 166 in R. Farley and J. Haaga (eds.) The American People: Census 2000. (Russell Sage Foundation: 2005)

Jencks, Chrisopher and Laura Tach. “Would Equal Opportunity Mean More Mobility?” Chapter Two (pp. 23 – 58) in S. Morgan, D. Grusky, and G. Fields (eds.) Mobility and Inequality: Frontiers of Research in Sociology and Economics. (Stanford University Press: 2006).

September 22 Family Inequality

McLanahan, Sara. 2004. “Diverging Destinies: How Children Are Faring Under the Second Demographic Transition.” Demography 41 (4): 607 – 627.
Ellwood, David and Christopher Jencks. 2004. “The Uneven Spread of Single-Parent Families: What Do We Know? Where Do We Look for Answers?” Chapter 1 (pp. 3 – 78) in K. Neckerman (ed.) Social Inequality (Russell Sage Foundation: 2004).

September 29 Unequal Attainment in K-12: What Have We Learned?Riordan, Cornelius. 2004. Chapters 1 – 4.

October 13 No Class – I’ll be out-of-town at a conference.

During the weeks of October 6 and 13 you are to schedule a one-hour meeting with me in my office. We will discuss your research interests and your topic for the class project.

October 20 Unequal Attainment in K-12 (Cont.)

Riordan, Cornelius. 2004. Chapters 5 – 8.

October 27 Beyond College for All

Rosenbaum, James. 2001. Chapters 1 – 6.

November 3 Beyond College for All (Cont.)

Rosenbaum, James. 2001. Chapters 7 – 12.

November 10 College and Beyond

Kane, Thomas. 2004. “College-Going and Inequality.” Chapter 8 (pp. 319 – 353) in K. Neckerman (ed.) Social Inequality. (Russell Sage: 2004).

Syllabus for the Course: Race/Ethnic Diversity and Family

SOC 411 , Section 201: RACE/ETH DIV & FAM

Faculty Information

Title
Instructor	Karina Shreffler
Home Phone	814-235-0752
Office Phone	814-883-5806
Office Address	301 Oswald Tower
Office Hours	2:15-3:30 Tuesday and Thursday
E-mail	kmd280@psu.edu

Course Information

Credits	3
Course	411
Section	201
Location	120 Thomas
Times	12:45-2:00

Suggested Text

Ferguson, Susan J. (2007). Shifting the Center: Understanding Contemporary Families. (3rd edition). McGraw-Hill Publishing.

Course Description

Although it is often assumed that “the family” is something that is easily defined and conceptualized, we shall see throughout the course that there is considerable variation in family arrangements, both historically, and in our own society. The purpose of this course is to develop an appreciation for the diversity of family patterns.

This course will provide an overview of the nature and determinants of racial and ethnic variation in family patterns and processes in the United States. After an overview of common sociological concepts and theories regarding race/ethnicity and the family, the course will discuss changes in the American family over time, the effects of social class, mate selection, cohabitation, marriage, parenting, work and family issues, divorce, and remarriage, and how these family structures and contexts differ according to race/ethnicity. The course will then focus on family issues specific to the largest racial/ethnic minority groups in America.

Course Objectives

The following course objectives will be addressed this semester:

1. To introduce concepts, theories, and research sociologists use to analyze families.
2. To show how family organization and the roles of women, men, and children have changed historically across differing racial/ethnic groups.
3. To enhance understanding of the complexity of family life and how family experience is shaped by social forces such as race, ethnicity, gender, social class, and sexuality.
4. To link everyday life in families to wider political and social struggles.
5. To encourage critical thinking and writing skills that demonstrate the ability to understand and analyze social phenomena.

Tentative Schedule

Week 1:
June 28: Introduction

29: Race and Ethnicity, key concepts

30: History of the American family
Read: “ Historical Perspectives on Family Diversity” pp. 63-80

Week 2:
July 3: Cross cultural comparisons
Read: “The Family in Question” pp. 7-17

4: No class.

5: Social Class, Poverty
Read: “As American as Apple Pie” pp. 739-745; “Flat Broke with Children” pp.
746-753

6: Film

7: Family structures, Exam Review
Read: “Marriage and Family in a Multiracial Society” pp. 42-58

Week 3:
July 10: Exam 1

11: Intimacy, Mate selection, Sexuality
Read: “Choosing Mates the American Way” pp. 139-149; “Dating and
Romantic Relationships among Gay, Lesbian, and Bisexual Youths” pp. 163-
175

12: Marriage
Read: “The Deinstitutionalization of Marriage” pp. 183-201

13: Cohabitation
Read: “Families Formed Outside of Marriage” pp. 232-250

14: Children and Parents
Read: “Invisible Inequality: Social Class and Childrearing in Black Families
and White Families” pp. 336-365

Week 4:
July 17: Work and Family
Read: “The Work-Home Crunch” pp. 673-682; “The Mommy Tax” pp. 698-
708

18: Divorce
Read: “No Easy Answers: Why the Popular View of Divorce is Wrong” pp.
523-534; “Life Span Adjustment of Children to Their Parents’ Divorce” pp.
567-588

19: Remarriage and Stepfamilies
Read: “The Modern American Stepfamily” pp. 588-605

20: Film

21: Film, Exam Review

Week 5:
July 24: Exam 2

25: Native American families
Read: “The Strengths of Apache Grandmothers” pp. 487-503

26: African American families
Read: “Black Families: Beyond Revisionist Scholarship” pp. 80-99; “What it
means to be a Daddy” pp. 431-446

27: African American families

28: Hispanic American families
Read: “She’s 16 Years Old and There’s Boys Calling over to the House” pp.
149-162

Week 6:
July 31: Hispanic American families

August 1: Asian American families
Read: “Split Household, Small Producer, and Dual Wage Earner” pp. 114-131;
“Clashing Dreams: Highly Educated Overseas Brides and Low-Wage U.S.
Husbands” pp. 202-222

2: Asian American families

3: Interracial relationships and multicultural families, Exam Review

4: Exam 3
Week 7:
August 7: Presentations
Book Review Due

8: Presentations

9: Presentations

Syllabus for the Course: Social Stratification

SOC 429: Social Stratification

Fall 2006 T R 1:00 p.m. - 2:15 p.m. 145 Fenske

“Hardly an aspect of human experience – the clothes one wears, the number of siblings one has, the diseases one is likely to contract, the music to which one listens, the chances that one will serve in the armed forces or fall prey to a violent crime – is uncorrelated with some dimension of social rank.”

Paul DiMaggio, 2001 in Grusky, (ed.) Social Stratification, pg. 542

	Instructor	Teaching Assistant
	Professor Molly Martin	Ms. Heather Brletic
Office	414 Oswald, 863-5508	HUB 1^st floor lounge by murals (main entrance, left at info desk, past pay phones)
Office Hours	Mon 2:45 – 3:45 p.m. Tues 10:00 – 11:00 a.m. or by appointment	Wed 3:30 – 5:00 p.m. or by appointment
Email Office Hours	Wed, Thurs & Fri: 10:00 – 10:30 a.m.
Email	mmartin@pop.psu.edu	hlb185@psu.edu

I. Course Overview

The premise of this course is that social class or social position shapes every aspect of our lives, including our “life chances” and our subjective consciousness. We all know something about inequality, but we often have a limited understanding of the processes by which individuals are sorted into different positions and how social distinctions are perpetuated.

This course offers a broad introduction to classic and contemporary theoretical discourses and contemporary research regarding the continued patterns of social stratification. This course is divided into four sections, to investigate stratification along the following dimensions: (1) why and when, (2) what, (3) who, and (4) how. The first section explores the theoretical explanations for the emergence and maintenance of inequality and the forms of inequality across historical eras. The second elaborates the current dimensions along which individuals are ranked, while the third examines the relationship between class and both gender and racial/ethnic inequality. Finally, the fourth section dissects the processes and institutions implicated in sorting individuals into different socioeconomic positions. The course will focus on the U.S. experience, but also provide a historical and international perspective.

IV. Course Readings

1. Sernau, Scott. 2006. Worlds Apart: Social Inequalities in a Global Economy, 2^nd ed. Thousand Oaks, CA: Pine Forge Press. (See “Sernau” and the chapter referenced).

2. Shapiro, Thomas M. 2005. Great Divides: Readings in Social Inequality in the United States, 3^rd ed. New York: McGraw-Hill. (Required excerpts are referenced by the author’s name and the starting page number).

3. Several required readings have been placed on electronic reserve, which can be accessed by going to The CAT at the PSU library website (http://cat.libraries.psu.edu) and then clicking on “Course Reserves” in the grey toolbar. For help, see http://www.libraries.psu.edu/tas/reserve/useelectronicreserves.htm . (Required electronic readings are referenced by the name of the author, followed by “elec”).

4. Several required news articles have been placed within the “News” section in the “In Touch” tab of ANGEL. (Required articles are referenced by “NEWS” and the first few words of the article’s title).

The books have been placed on reserve in the Reserve Reading Room of Pattee Library.

VI. Weekly Schedule
	Date	Topic	Reading	Deadlines
Unit 1: The “Why” and “When” of Stratification
1	T 9/5	Course Introduction	Shapiro “Intro” (p.1-7); Grusky elec
1	TR 9/7	Function of Stratification	Sernau Ch. 1; Fisher et al. p.9; Davis & Moore p.76; Gans p.85
2	T 9/12	Historical Stratification	Sernau Ch. 3
2	TR 9/14	Marx	Marx & Engels p.36; Wright p.96
3	T 9/19	Weber & Durkheim	Weber p.43; Durkheim elec
3	TR 9/21	Modern Stratification	Sernau Ch. 2	VF #1 due
4	T 9/26	Globalization	Barnet & Cavanagh p.112; Laws p.121; NEWS “Revival in Japan”	Extra credit #1 due
4	TR 9/28			EXAM 1
Unit 2: The “What” of Stratification
5	T 10/3	Unequal Resources: Overview & Money	Sernau Ch. 4; Levy p.19; Keister p.26; NEWS “Basics, not Luxuries” & “Corporate Wealth”
5	TR 10/5	Unequal Resources: Prestige & Social Capital	Sernau Ch. 7; Granovetter elec; Coleman & Hoffer elec
6	T 10/10	Elites, Power, & Social Class	Mills p.139; Domhoff p.156; Warner elec
6	TR 10/12	Socioeconomic Status	Sernau Ch. 8	VF #2 due
7	T 10/17	Poverty	Catanzarite & Ortiz p.165; Edin & Lein p.173; NEWS “U.S. Poverty Rate”
7	TR 10/19	Social Welfare Policy	Sernau Ch. 11; Blank elec; NEWS “Report on Impact”
Unit 3: The “Who” of Stratification
8	T 10/24			EXAM 2
8	TR 10/26	Racial/Ethnic Identity & Demography	DuBois p.188; Omi & Winant p.193; Waters p.200; Takaki p.213
9	T 10/31	Intersection of Race/Ethnicity & Stratification	Sernau Ch. 5; Anderson p.264; Portes & Rumbaut p.271	Assgn #1 due
9	TR 11/2		Tienda & Stier p.224; Massey & Denton p.235; Oliver & Shapiro p.251
10	T 11/7	Intersection of Gender & Stratification	Risman p.292; Laberge & Albert p.315; Stombler p.333; Sernau Ch. 6
10	TR 11/9		Higginbotham p.345; Mickelson p.354; Reskin & Padavic p.366; NEWS “What Boy Crisis?”	VF #3 due
11	T 11/14	Consequences of Stratification	Reiman p.146; Pager elec; Bullard p.418; Austin & Schill p.440; NEWS “Plight Deepens”
11	TR 11/16			EXAM 3
12		No Class
Unit 4: The “How” of Stratification
13	T 11/28	Individual Attainment	Sernau Ch. 9
13	TR 11/30	Families & Individual Attainment	Sewell, Haller & Portes elec; Lareau elec; McLanahan & Sandefur elec; NEWS “See Baby”
14	T 12/5	Education & Individual Attainment	Turner p.71; Cookson & Persell p.380; Kozol p.392; Mickelson & Smith p.411; NEWS “As Test Scores”
14	TR 12/7	Labor Markets & Individual Attainment	Baca Zinn & Eitzen p.16; Bonacich p.57; Bearman elec; NEWS “Unemployment” & “Take this”
15	T 12/12	Social Mobility	MacLeod p.22; Gottschalk, McLanahan & Sandefur elec; Newman elec
15	TR 12/14	Course wrap-up		Assgn #2 due
Final Exam Wk.				EXAM 4

https://cms.psu.edu/section/default.asp?format=course&id=200607FAUP+++RSOC++429+001&title=SOC+++429+%2C+Section+001%3A+SOC+STRATIFICATION

Other Courses of Note

SOC (AAA S) 409 Racial and Ethnic Inequality in America (3)
(US) (BA) This course meets the Bachelor of Arts degree requirements.
This course explores the impact of inequality and discrimination on individual and group identity for a wide range of social groups with special focus on racial and ethnic majorities and minorities. Using an extensive list of readings, writing assignments, small group activities, and journals (for personal reflection and scholarly critique) the students join the instructor in exploring the effects of inequality and discrimination. While emphasis is given to the inequality and discrimination experienced by local and national populations, a significant portion of the class will address issues rooted in international structures and institutions. Students are evaluated on quizzes, reaction papers, and analysis journals. AAA S/SOC 409 is not a required course in Sociology; it is, however, an optional 400-level course for all majors and minors that fulfills one of their upper-level course requirements. AAA S/SOC 409 is not required for the major or minor, but it is one of several optional courses from which they can choose to fulfill major and minor requirements. The course will be offered twice a year with 45 seats per offering.

SOC 411 (HD FS 416) Racial and Ethnic Diversity and the American Family (3)
During the last several decades, the racial and ethnic composition of the U.S. population has changed dramatically. At end of the 20th century, non-Hispanic whites accounted for less than 75 percent of the U.S. population. While blacks remained the largest minority group, there were nearly as many Hispanics as blacks, and the number of Asians was increasing. Population projections indicate that by the middle of the 21st century, Hispanics will make up nearly one-fourth of the U.S. population. Blacks, Asians, and American Indians together will comprise an additional fourth of the population. The last several decades have also brought significant changes in family life in the United States, including declining rates of marriage, a rising age-at-marriage, an increase in cohabitation, and a dramatic rise in the proportion of births outside of marriage. While these trends in family life have been experienced by all racial and ethnic groups, there is substantial variation in family patterns by race and ethnicity. The course will build on other courses in social inequality and the family. The course does not overlap with any existing courses in the Department of Sociology or with courses offered in other relevant departments.

This course will explore the nature and determinants of racial and ethnic variation in family processes in the United States. The student will read articles from major sociological journals and learn to extract major points and issues. He/she will learn to synthesize and critique various arguments on major issues in the field. The student will acquire skills in summarizing and evaluating arguments in essay form. He/she will also develop oral presentation skills. Final grades for the course will be based on class participation, a brief (approximately 5 pages) paper, a group presentation, a midterm examination (essay format) and a final examination (essay format). The course is not required for the Sociology minor or major. However, the course can count as one of the 400-level elective courses in Sociology for the Sociology minor, B.A. or B.S.

SOC 419 (US) RACE AND PUBLIC POLICY ( 3) Seminar format course in which sociological theory and research are applied to current race policy issues.

SOC 456 (WMNST) GENDER, OCCUPATIONS, AND PROFESSIONS ( 3) The role of gender in shaping contemporary North American patterns of employment, occupational roles, and statuses

Women’s Studies Department
http://www.womenstudies.psu.edu/

Women's Studies Program offers:
Undergraduate Major
Undergraduate Minor
Graduate Minor

From the department’s website:

Women's Studies is a central site for interdisciplinary teaching and research in the College of the Liberal Arts at Penn State. As a field of study, Women's Studies analyzes the unequal distribution of power and resources by gender. By adding the perceptions, contributions, and experiences of women, this young and vital field of research and teaching has produced an exciting body of knowledge and theory that transforms traditional areas of study.

The Women's Studies Department at Penn State was established in 1979. The undergraduate minor was added in November of that year. The graduate minor and the undergraduate major were approved in July 1991. Dual Degree Masters and PhD programs were established in 2001.

Over twenty-five faculty members at University Park are active in Women's Studies teaching and research. Nearly fifty faculty members are active in Women's Studies at Commonwealth Education System campuses, the Behrend College, and Harrisburg Capital Campus. Behrend and Harrisburg both offer a Women's Studies minor.

Women's Studies majors study women and women's perspectives in all areas of academic scholarship. The Women's Studies major focuses on feminist analyses of women's lives; of women's social, cultural, and scientific contributions; and on the structure of sex/gender systems. Women's Studies students learn about the diversity of womens' experiences and study women's lives through history and across cultures. The Women's Studies major emphasizes the development of critical and analytical skills, creative approaches to problem solving, and the ability to articulate productive alternatives.

On the graduate level, Women's Studies offers a minor for master's and doctoral students. Graduate minors come from a wide variety of fields to Women's Studies to enhance their work through the study of feminist theory and research methods.

In Women's Studies, we encourage our students to be active learners and to take advantage of the many opportunities that Penn State offers for educational enrichment. We especially encourage participation in internships, study abroad, independent research with faculty and, if eligible, Penn State's honors program, the Schreyer Honors College.

The director of the program, Lorraine Dowler, was instrumental in arranging for Theresa Heinz Kerry to speak at the campus during the 2004 elections.
http://www.ems.psu.edu/news/deanfiles/archive/101104.htm

Emeritus Professor Michael Johnson

Notes on his website: “My preferred definition of feminism: You're a feminist if you believe that (1) men are privileged relative to women, (2) that's not right, and (3) you're going to do something about it, even if it's only in your personal life.”

Links the Feminist Majority Foundation on his website

Syllabus for the Course: Introduction to Women’s Studies

Women’s Studies 001.8

Introduction to Women’s Studies

TTh, 4:15-5:30

205S Henderson Human Development South

Spring, 2005

Instructor:	Graders:
Michael Johnson, 415 Oswald Tower	Allison Freedman (axf234@psu.edu)
Office Hours: TTh, 12:00-1:00	Brenna Hassinger (blh194@psu.edu)
865-1937, mpj@psu.edu, www.personal.psu.edu/mpj
Submit papers: in class or 211 Oswald Tower

“Men are privileged relative to women. That’s not right.

I'm going to do something about it, even if it’s only in my personal life.”

That’s my favorite definition of feminism, and feminism is what women’s studies is about. Because the academic discipline of women’s studies is an outgrowth of twentieth century feminism, we’ll start this course with some stuff on feminism and the women’s movement. Then we’ll go on to spend most of the course on just a few of the ways that men are privileged relative to women. We’ll look at how and why women face more barriers to happiness and fulfillment than do men, and how we might go about helping our world to move in the direction of gender equity.

My goal in introductory courses is to leave you with some long-term memories that will change the way you see the world around you. Of course, one person’s memorable event may be another’s “So-what?” Therefore, I try to approach each topic with a variety of potentially memorable tactics, and to construct a grading system that allows (even encourages) students to learn in their own preferred manner. This course outline will offer you much more than you need to do to get an A out of this course, and you will pick and choose as suits your interests, your schedule, and the approach to scholarly issues that works best for you.

But, before we get into the details of the grading system that accomplishes these goals, let me give you a rough idea of the specific topics we’ll cover this semester. So much interesting material, so little time! I’ve had to be very selective. Although I may not have chosen all the topics you’d like to see addressed, and I may have chosen some you'd just as soon not deal with, I think we’ll all have a grand old time. In general, we will focus heavily on the nature of men’s and women’s (and boys’ and girls’) lives in the contemporary United States. That way, you walk out of here into the world we are studying, and the lessons learned in here are reinforced in your everyday life outside the classroom. I begin with contempt for women (misogyny) and violence against women, so that we don’t start this course with the notion that men’s “privilege” is in any sense a trivial matter. We must never forget that lurking behind the other forms of male privilege that we will study is the raw fact that, all over the world, women are bought-and-sold, beaten, raped, and murdered—because they are women.

I. Introductions

A. Introduction to the course structure

B. Introduction to each other

II. Why Feminism

A. Misogyny and violence against women

B. Women’s movements in the United States

C. Diverse incarnations of feminism

III. Gender Socialization

A. Turning human neonates into boys and girls—and men and women

B. Turning women’s bodies into objects of lust

IV. Gender and Work

A. Paid work

B. Unpaid work

V. Gender and Families

VI. Gender and Relationships

VII. Changes

A. Personal changes

B. Societal changes

A Few Ideas About How To Do This Course

If you want intense, focused, participatory, feminist analysis of women’s issues, consider organizing your semester around the Thursday sessions. And if you want a really full feminist experience, I’d suggest you attend the Tuesday sessions as well, assuming that in most cases you won’t need to write a paper about them and you can just kick back and relax (perhaps writing a few papers in case you miss some Thursday sessions).

If you prefer a sit-back-and-listen introduction to feminism and women’s studies, a combination of Tuesday classes and readings on the topics that interest you the most may be your best choice. If you write up each Tuesday class and one reading per week, you are two papers from an A.

Occasionally I get students who use the flexibility of this sort of grading system to create an independent study course for themselves. To do this, you just pick six books about women’s issues and write six book reports for your A. (This takes discipline, since there are no deadlines and if you wait too long, you could end up having to read a book and write a 5-10 page paper every week at the end of the semester.) Another independent study approach would be to pick 30 readings from the reading list on which to write papers (each would be due the Friday of the week for which it was listed).

Of course, any mixture of these tactics will also do the trick. Consider your learning style, and your interests, and make what you will of this course. If you anticipate needing any type of accommodation for a disability or have questions about physical access, please let me know as soon as possible.

Reading Materials

Textbook: Laurel Richardson, Verta Taylor, and Nancy Whittier (Eds.), Feminist Frontiers (6^th edition). New York: McGraw-Hill, 2004. Available at the book stores.

Electronic Reserve: A number of readings, including the first one, are available on the Web. They are indicated by (Ereserve) in the list of readings. Go to www.angel.psu.edu, access this course, click on the “Tools” tab, click on “PSU Reserve Readings” and you should be taken straight to the readings.

Classroom Events and Readings

T 1/11 Introduction to the course

Th 1/13 Introduction to each other

T 1/18 Lecture and film on domestic violence (“To have and to hold” 1981 21m 23743-pickup)

Th 1/20 Discussion of Dworkin’s speech on her feminist agenda. Ticket (Ereserve): Bring your paper on Andrea Dworkin, “Feminism: An agenda.” Pp. 133-152 in Andrea Dworkin, Letters from a War Zone: Writings 1976-1989. New York: E. P. Dutton, 1989.

Other readings:

Marilyn Frye, “Oppression.” Pp. 6-8 in Feminist Frontiers.

Mary Ann Tétreault, “Accountability or justice? Rape as a war crime.” Pp. 415-426 in Feminist Frontiers.

T 1/25 Lecture on women’s movements in the United States

Th 1/27 Discussion of McIntosh's classic article on privilege. Ticket (Ereserve): Bring your paper on Peggy McIntosh, “White privilege and male privilege: A personal account of coming to see correspondences through work in women's studies.”

Other readings:

R. W. Connell, “Gender politics for men” and Michael Kimmel, “Judaism, masculinity, and feminism.” Pp. 532-539 from a previous edition of Feminist Frontiers. (Ereserve)

Ellen Neuborne, “The next feminist generation: Imagine my surprise.” Pp. 512-514 in Feminist Frontiers.

T 2/1 Guest speakers on LGBT issues

Th 2/3 Discussion of Cohen’s article on queer politics and Vaid’s thoughts on the Lesbian Rights Summit. Ticket (Feminist Frontiers): Bring your paper on Cathy J. Cohen, “Punks, bulldaggers, and welfare queens: The radical potential of queer politics?” and Urvashi Vaid, “Linking arms and movements.” Pp. 495-511 and 531.

Other readings:

Rosalinda Mendez Gonzalez, “Distinctions in Western women’s experience: Ethnicity, class and social change.” Pp. 9-17 in Feminist Frontiers.

Amrita Basu, “Hindu women’s activism in India and the questions it raises.” Pp. 458-467 in Feminist Frontiers.

T 2/8 Lecture on gender socialization

Th 2/10 Discussion of Steinem’s article on advertising. Ticket (Ereserve): Bring your paper on Gloria Steinem, “Sex, lies, and advertising.” Pp. 316-330 in Jo Freeman, Women: A Feminist Perspective. Mountain View, CA: Mayfield, 1995.

Other readings:

Barrie Thorne, “Girls and boys together…but mostly apart: Gender arrangements in elementary schools.” Pp. 144-153 in Feminist Frontiers.

Barbara Risman, “Ideology, experience, identity: The complex worlds of children in fair families.” Pp. 169-180 in Feminist Frontiers.

T 2/15 Film on images of women’s sexuality in MTV (“ Dreamworlds 2" 1995 56m 62022-pickup) WARNING: GRAPHIC GANG RAPE SCENE

Th 2/17 Discussion of Cowan’s article on pornography. Ticket (Ereserve): Bring your paper on Gloria Cowan, “Pornography: Conflict among feminists.” Pp. 347-364 in Jo Freeman, Women: A Feminist Perspective (5^th ed.). Mountain View, CA: Mayfield, 1995.

Other readings:

bell hooks, “Selling hot pussy: Representations of Black female sexuality in the cultural marketplace.” Pp. 119-127 in Feminist Frontiers.

Debra L. Gimlin, “Cosmetic surgery: Paying ofr your beauty.” Pp. 94-108 in Feminist Frontiers.

T 2/22 Film on pornography (“Not a love story” 1981 70m 80055-pickup) WARNING: OFFENSIVE SEXUAL AND VIOLENT CONTENT

Th 2/24 Discussion of the Tuesday film. Ticket (Film): Bring your paper on “Not a love story.”

Other readings:

Gloria Steinem, “Erotica vs. pornography.” Pp. 247-60 in Gloria Steinem, Outrageous Acts and Everyday Rebellions. New York: Holt, 1983. (Ereserve)

Susan Bordo, “In hiding and on display.” Pp. 306-312 in Feminist Frontiers.

T 3/1 Lecture on gender and paid work

Th 3/3 Discussion of Hertz’s paper on work and family. Ticket (Feminist Frontiers): Bring your paper on Rosanna Hertz, “Working to place family at the center of life: Dual-earner and single-parent strategies.” Pp. 250-259.

Other readings:

Barbara Reskin and Irene Padavic, “Moving up and taking charge.” Pp. 209-227 (including the Boxed Inserts) in Feminist Frontiers.

Christine E. Bose and Rachel Bridges Whaley, “Sex segregation in the U.S. labor force.” Pp. 200-209 in Feminist Frontiers.

(Spring Break)

T 3/15 Lecture on gender and unpaid work

Th 3/17 Discussion of Collins’s classic paper on Black motherhood. Ticket (Ereserve): Bring your paper on Patricia Hill Collins, “Black women and motherhood.” Pp. 115-137 in Patricia Hill Collins, Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. London: Harper Collins, 1990.

Other readings:

Denise A. Segura, “Working at motherhood: Chicana and Mexican immigrant mothers and employment.” Pp. 261-275 in Feminist Frontiers.

Kathryn Edin, “Surviving the welfare system: How AFDC recipients make ends meet in Chicago.” Pp. 434-444 in Feminist Frontiers.

T 3/22 Lecture on gender and families

Th 3/24 Discussion of Schwartz’s article on egalitarian relationships. Ticket (Ereserve): Bring your paper on Pepper Schwartz, “Eliminating the provider role.” Pp. 111-145 (edited to shorten) in Pepper Schwartz, Peer Marriage. New York: The Free Press, 1994.

Other readings:

Suzanna Danuta Walters, “Wedding bells and baby carriages: Heterosexuals imagine gay families, gay families imagine themselves.” Pp. 286-296 in Feminist Frontiers.

Hung Cam Thai, “For better or worse: Gender allures in the Vietnamese global marriage market.” Pp. 275-286 in Feminist Frontiers.

T 3/29 Guest speaker on domestic violence

Th 3/31 Discussion of Johnson’s paper on domestic violence. Ticket (Ereserve): Bring your paper on Michael P. Johnson, “Conflict and control: Symmetry and asymmetry in domestic violence.” Pp. 95-104 in Alan Booth, Ann C. Crouter and Mari Clements (Eds.), Couples in Conflict. Mahwah, NJ: Lawrence Erlbaum, 2001.

Other readings:

Kimberle Crenshaw, “Mapping the margins: Intersectionlaity, identity politics, and violence against women of color.” Pp. 405-414 in Feminist Frontiers.

Robert L. Allen and Paul Kivel, “Men changing men,” and Gloria Steinem, “Supremacy crimes” and Claudia Brenner. “A letter from Claudia Brenner.” Pp. 398-404 in Feminist Frontiers.

T 4/5 Lecture on gender and relationships

Th 4/7 Discussion of Rich’s classic article on compulsory heterosexuality. Ticket (Ereserve): Bring your paper on Adrienne Rich, “Compulsory heterosexuality and lesbian existence.” Pp. 23-68 in Adrienne Rich, Blood, Bread, and Poetry. New York: W. W. Norton, 1986.

Other readings:

Michael A. Messner, “Becoming 100% straight.” Pp. 327-331 in Feminist Frontiers.

Deborah L. Tolman, “Doing desire: Adolescent girls’ struggles for/with sexuality.” Pp. 312-326 in Feminist Frontiers.

T 4/12 Lecture and film on rape: “Someone you know” (34806) 1986 30m

Th 4/14 Discussion of Weinberg and Birnbaum’s article on date rape. Ticket (Ereserve): Bring your paper on Joseph Weinberg and Michael Birnbaum. “Conversations of consent: Sexual intimacy without sexual assault.” Pp. 87-100 in Emilie Buchwald, Pamela Fletcher, and Martha Roth (eds.), Transforming a Rape Culture. Minneapolis: Milkweed Editions, 1993.

Other readings:

Patricia Yancey Martin and Robert A. Hummer, “Fraternities and rape on campus.” Pp. 389-398 in Feminist Frontiers.

Dianne F. Herman, “The rape culture.” Pp. 41-63 in Jo Freeman (Ed.), Women: A Feminist Perspective. (2nd ed.) Palo Alto, CA: Mayfield. (Ereserve)

T 4/19 Lecture on the effects of women’s movements

Th 4/21 Discussion of Baumgardner & Richards’ chapter on Third Wave activism. Ticket (Ereserve): Bring your paper on Jennifer Baumgardner & Amy Richards, “What is activism?” Pp. 267-314 in Baumgardner & Richards, Manifesta: Young Women, Feminism, and the Future. New York: Farrar, Straus, and Giroux, 2000.

Other readings:

Jennifer Hargreaves, “The Muslim female heroic: Shorts or veils?” Pp. 372-386 in Feminist Frontiers.

Stephen P. Schacht, Teaching about being an oppressor: Some personal and political considerations.” Pp. 24-29 in Feminist Frontiers.

T 4/26 MANDATORY ATTENDANCE! Course evaluation and discussion of everyday feminism. (Three points for attendance.)

Th 4/28 Discussion of Lorde’s classic essay on difference. Ticket (Ereserve): Bring your paper on Audre Lorde, “Age, race, class, and sex: Women redefining difference.” Pp. 114-123 in Audre Lorde, Sister Outsider. Freedom, CA: The Crossing Press, 1984.

Other readings:

Steinem, “Outrageous acts and everyday rebellions.” Pp. 58-61 in Anne Minas (ed.), Gender Basics: Feminist Perspectives on Women and Men. Belmont: CA, 1993. (Ereserve)

http://www.personal.psu.edu/mpj/SYL001.html

Syllabus for the Course: Racism and Sexism

African&African American Studies/Sociology/Women's Studies 103
RACISM AND SEXISM
TTh 1:00-2:15 109 Sackett
Spring 1998

Mike Johnson                              Elisha Nixon
415 Oswald Tower                  122 Grange Building
865-1937, mpj@psu.edu               865-1773, ejn1@psu.edu
Office Hours: 4:00-5:00 TTh         Office Hours: 9:00-11:00 W

"...talking about gender without talking about race and class--or talking about race without considering class and gender--is simply another way of obscuring reality instead of coming to terms with it." (Rothenberg, 1988: p.1).

So, we're going to try to do a course that centers on the interplay of race, class, and gender in American society today. The readings we have chosen range from personal accounts of experiences of racism and sexism to academic analyses of the dynamics of oppression. The class sessions we have designed involve a variety of teaching and learning styles, but focus heavily on careful class discussions of readings and their connections with our personal experiences. The grading system is designed to encourage thoughtful & integrative reading, serious participation in class discussions, and willingness to take chances. We want you to challenge each other, to challenge us, and to challenge yourselves. We want to leave this course knowing more about racism and sexism, more about each other, and more about ourselves.

COURSE CONTENT

I. Introduction to the course
	A. The empowering classroom
	B. Issues of diversity

II. Defining racism and sexism

III. Race & gender in the larger social structure
	A. General
	B. The economy
	C. The law
	D. Social structure and the individual

IV. Race & gender in the culture--socialization issues
	A. Gender socialization--learning male and female
	B. Racial socialization--learning black and white

V. Race & gender in interpersonal encounters
	A. Stereotypes
	B. Relationship development
	C. Interpersonal violence

VI. Tactics for change

READINGS AND CLASS SESSIONS

The papers on the readings are due at the beginning of class the day the reading is to be discussed. Remember, you are reading to get the MAIN POINTS, and the papers are graded Pass/Add.

The readings may be found in three places:

Rothenberg: Paula S. Rothenberg (ed.), Race, Class, and Gender in the United States: An Integrated Study (Fourth Edition). New York: St. Martin's Press, 1998. Available at the bookstores.

Packet: Packet of readings for African & African American Studies/Sociology/Women's Studies 103. Available from Procopy at The Student Bookstore, 330 E. College Ave.

Electronic Reserve: A few readings are available on the Web. Go to Penn State=s Homepage, click on AAcademics and Research,@ click on AOn-line Course Materials,@ click on AUniversity Libraries Electronic Reserve System,@ click on ASOC 103,@ click on the reading, click on print.

I. Introduction to the Course: Feminist pedagogy
A. The empowering classroom

	Th 1/15 Packet
		Susan Stanford Friedman, "Authority in the feminist classroom: A contradiction in terms?" AND Margo Culley, "Anger and authority in the Introductory Women's Studies classroom." Pp. 203-217 in Margo Culley and Catherine Portuges (eds.), Gendered Subjects: The Dynamics of Feminist Teaching. Boston: Routledge & Kegan Paul, 1985.

B. Issues of diversity

	T 1/20 Packet
		Mary Helen Washington, "How racial differences helped us discover our common ground." Ms. Magazine (September, 1981): 60-62,76. AND Elizabeth V. Spelman, "Combating the marginalization of black women in the classroom." Women's Studies Quarterly, 10 (#2, Summer 1982): 15-16.

II. Defining racism and sexism

	Th 1/22 Pp. 130-144 in Rothenberg.
	Paula S. Rothenberg, "Racism, sexism, and class difference." AND U.S. Commission on Civil Rights, "The Problem: Discrimination."

	T 1/27 Pp. 73-80, 146-154 in Rothenberg.
	Jean Baker Miller, "Domination and subordination." AND Marilyn Frye, "Oppression." AND Jenny Yamato, "Racism: Something about the subject makes it hard to name."

	Th 1/29 Pp. 154-164, 497-503 in Rothenberg AND class questionnaire summaries.
	Rita Chaudhry Sethi, "Smells like racism." AND Peggy Reeves Sanday, "Pulling train." AND Read the class questionnaire summaries and bring them with you.

	T 2/3 Packet
	Peggy McIntosh, "White privilege and male privilege." Pp. 70-81 in Margaret L. Anderson and Patricia Hill Collins (eds.), Race, Class and Gender. Belmont, CA: Wadsworth, 1992.

III. Race & gender in the larger social structure
A. General

	Th 2/5 Pp. 13-22 in Rothenberg.
		Michael Omi and Harold Winant, "Racial formations."

	T 2/10 Pp. 475-489 in Rothenberg.
		William Chafe, "Sex and race: The analogy of social control."

B. The economy

	Th 2/12 Pp. 188-214 in Rothenberg.
		Paula Rothenberg, "The economics of race, class, and gender in the United States." AND Holly Sklar, "Imagine a country." AND Gregory Mantsios, "Class in America: Myths and realities."

	T 2/17 Pp. 215-234 in Rothenberg.
		John Cassidy, "Who killed the middle class?" AND Dirk Johnson, "Family struggles to make do after fall from middle class." AND Isabel Wilkerson, "Middle class Blacks try to grip a ladder while lending a hand." AND Diana Jean Schemo, "Persistent racial segregation mars suburbs' green dream."

	T 2/19 Pp. 234-252 in Rothenberg.
		Rita Henley Jensen, "Welfare: Exploding the stereotypes." AND Katherine S. Newman, "What scholars can tell politicians about the poor." AND National Committee on Pay Equity, "The wage gap: Myths and facts." AND Jonathan Kaufman, "How workplaces may look without affirmative action." AND Julie Amparano Lopez, Women face glass walls as well as ceilings."

	Th 2/24 Pp. 67-73, 519-528 in Rothenberg.
		Herbert Gans, "Deconstructing the underclass." AND William Ryan, "Blaming the victim."

C. The law

	Th 2/26 Pp. 370-377, 377-382, 394-399, 425-429, 434, 437-446 in Rothenberg.
		Paula Rothenberg, "How it happened: Race and gender issues in U.S. law." AND U.S. Commission on Human Rights, "Indian Tribes: A continuing quest for survival." AND "The antisuffragists: Selected papers, 1852-1887." AND "Korematsu v. United States, 1944." AND "The Equal Rights Amendment (defeated)." AND Paula L. Ettelbrick, "Confronting obstacles to lesbian and gay equality." Browse in all the other law stuff in Part VI of Rothenberg, but don=t write about it.

FRIDAY, MARCH 6: FIRST BOOK REPORT DUE.
(The reading is light for next week; good time to do a book report.)

D. Social structure and the individual

	T 3/3 Packet and Film: "Eye of the storm" (31685)
		Lois Gould, "X: A fabulous child's story." Ms. Magazine, 1, (December, 1971): 25-27.

	Th 3/5 Star Power Game
		No readings

IV. Race & Gender in the Culture--Socialization Issues
A. Gender socialization--learning male and female

	T 3/17 Packet
		Hillary Lips, "Gender role socialization: Lessons in femininity." Pp. 197-216 in Jo Freeman (ed.), Women: A Feminist Perspective. Mountain View, CA: Mayfield, 1989.

	Th 3/19 Pp. 328-333, 489-497, 503-509 in Rothenberg.
		Tommy Avicolla, "He defies you still: The memoirs of a sissy." AND Sharlene Hesse-Biber, "Ain't I thin enough yet?" AND Myra and David Sadker, "Failing at fairness: How America's schools cheat girls."

B. Racial socialization--learning black and white

	T 3/24 Pp. 23-32, 465-475 in Rothenberg.
		Richard Wright, "The ethics of living Jim Crow: An autobiographical sketch." AND Robert B. Moore, "Racism in the English language."

	Th 3/27 Packet and pp. 510-519 in Rothenberg.
		Henry Louis Gates, Jr., "TV's Black world turns--but stays unreal." The New York Times. November 12, 1989. AND Gregory Mantsios, "Media magic: Making class invisible."

V. Race & Gender in Interpersonal Encounters
A. Stereotypes

	T 3/31 Pp. 3452-458, 458-465 in Rothenberg.
		Mark Snyder, "Self-fulfilling stereotypes." AND Richard D. Mohr, "Anti-gay stereotypes."

B. Relationship development

	Th 4/2 Electronic Reserve
		Brent Staples, "The white girl problem."

	T 4/7 Electronic Reserve
		Pepper Schwartz, "Eliminating the provider role." Pp. 111-145 in Pepper Schwartz, Peer Marriage. New York: The Free Press, 1994.

FRIDAY APRIL 10: LATE DROP DEADLINE
CHECK OUT YOUR POINTS AND BE REALISTIC.

C. Interpersonal Violence

	Th 4/9 Pp. 175-187, 334-338, 356-359 in Rothenberg.
		Alex Kotlowitz, "Death of a teenager widens a racial rift between two towns." AND David Gonzalez with Gary Pierre-Pierre, "Gang rape." AND Ntozake Shange, "With no immediate cause." AND Teresa Yunker, "When street harassment gets nasty." AND June Jordan, "Requiem for the champ."

FRIDAY, APRIL 17: SECOND BOOK REPORT DUE. (No readings next week; good time to do a book report.)

VI. Tactics for Change

	T 4/14 Film: Blue Eyes.
		No readings.

	Th 4/16 Film: Blue Eyes (cont'd).
		No readings.

	T 4/21 Pp. 530-532, 549-558 in Rothenberg.
		Paula Rothenberg, "Revisioning the future." AND Ruth Sidel, "Toward a more caring society."

	Th 4/23 Pp. 559-565, 565-574 in Rothenberg.
		Cooper Thompson, "A new vision of masculinity." AND Suzanne Pharr, "Homophobia as a weapon of sexism."

	T 4/28 Pp. 579-586, 533-540 in Rothenberg.
		bell hooks, "Feminism: A transformational politic." AND Audre Lorde, "Age, race, class, and sex: Women redefining difference."

http://www.personal.psu.edu/mpj/SYL98S103.html

Syllabus for the Course: The Sociology of Gender

Sociology/Women’s Studies 110.1: The Sociology of Gender

TTh 1:00-2:15 110 Wartik

Fall Semester, 2004

Mike Johnson (www.personal.psu.edu/mpj)
Office Hours: TTh 3:00-4:00
Office: 415 Oswald Tower
865-1937, mpj@psu.edu
Mailbox: 211 Oswald Tower

This is a course on gender in the contemporary United States, an introduction to the analysis and understanding of how men's and women’s lives are different and how they intersect with each other. My basic teaching philosophy centers on ensuring that you leave this course with some lasting memories that will alter the way you understand gender in your everyday lives. The class sessions are therefore a lively mixture of lectures, group discussions, films, and exercises. The readings range from a sophisticated academic analysis of gender differences in income to a non-sexist children’s fable. The course is designed so that you read and do what interests you most.

Choosing specific topics and readings for a course such as this is both exciting and frustrating. The general topic (gender in contemporary society) is close to all of our lives and is thus almost inevitably interesting. But the pervasive influence of gender on all aspects of social life implies an overabundance of interesting material. I may not have chosen exactly the topics you would have chosen for this course, but I think you'll be happy with most of it. And, as you'll see, there is enough flexibility in the grading system to allow you to pursue your own interests to a large extent if you wish.

I. Introduction to the course

II. Gender in the Contemporary United States

A. What are sex roles?

B. The women's movement and men’s reactions

III. Socialization: The Creation of Men and Women

A. The impact of parents on children

B. Non-parental influences on children

C. Adult socialization

IV. Gender Differences

A. Beliefs

B. “Reality”

V. Work Life

A. Paid work

B. Unpaid work: Housework and parenting

VI. Personal life

A. Gender, sexual orientation, and relationships

B. Interpersonal violence

VII. Making Change

CLASS SESSIONS AND DEADLINES

I. Introduction to the Course

Th, 9/2 Introduction to the course

II. Gender in the Contemporary United States

T, 9/7 Discussion of gender questionnaires

Th, 9/9 Lecture on gender concepts

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FIRST DEADLINE, TUESDAY, SEPTEMBER 14

ALL CLASS PAPERS ABOVE AND THE READING ON SEX ROLES

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T, 9/14 Lecture on women’s movements

Th, 9/16 Lecture on women’s movements (cont’d)

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SECOND DEADLINE, TUESDAY, SEPTEMBER 21

ALL CLASS PAPERS SINCE THE PREVIOUS DEADLINE AND ALL READINGS ON THE WOMEN’S MOVEMENT & MEN’S REACTIONS

------------------------------------------------------------------------------------------------------------------

III. Gender Socialization: The Creation of Men and Women

T, 9/21 Film, “The Pinks and the Blues” (50535) 1980 58m

Th, 9/23 Lecture on extra-familial socialization

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THIRD DEADLINE, TUESDAY, SEPTEMBER 28

ALL CLASS PAPERS SINCE THE PREVIOUS DEADLINE AND ALL READINGS ON CHILDREN’S SOCIALIZATION

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T, 9/28 Film: “Dreamworlds II” (62022) 1995 56m (WARNING: RAPE SCENE)

Th, 9/30 Lecture on pornography as socialization

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FOURTH DEADLINE, TUESDAY, OCTOBER 5

ALL CLASS PAPERS SINCE THE PREVIOUS DEADLINE AND STEINEM READING ON PORNOGRAPHY

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T, 10/5 Film: “Not a love story” (80055) 1981 70m (WARNING: CONTAINS EXPLICIT SEX, AND VIOLENCE AGAINST WOMEN)

Th 10/7 Discussion of film (attend only if you saw the film)

T, 10/12 Demonstration on self-concept socialization

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FIFTH DEADLINE, THURSDAY, OCTOBER 14

ALL CLASS PAPERS SINCE THE PREVIOUS DEADLINE AND ROACHE READING ON BEING A HOUSEHUSBAND

----------------------------------------------------------------------------------------------------------------

IV. Gender Differences

Th, 10/14 Discussion of gender differences

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SIXTH DEADLINE, TUESDAY, OCTOBER 19

CLASS PAPER AND READING ON GENDER DIFFERENCES

-----------------------------------------------------------------------------------------------------------

V. Work Life

T, 10/19 Lecture on occupation and income

Th, 10/21 Film and discussion: “The Workplace Hustle” (40391) 1980 34m

------------------------------------------------------------------

SEVENTH DEADLINE, TUESDAY, OCTOBER 26

ALL CLASS PAPERS SINCE THE PREVIOUS DEADLINE AND READINGS ON PAID WORK

------------------------------------------------------------------------------------------------------------------

T, 10/26 Film and discussion: “Heroes and strangers” (33959) 1984 30m

Th, 10/28 Lecture on housework

-------------------------------------------------------------------

EIGHTH DEADLINE, TUESDAY, NOVEMBER 2

ALL CLASS PAPERS SINCE THE PREVIOUS DEADLINE AND ALL READINGS ON UNPAID WORK

------------------------------------------------------------------------------------------------------------------

VI. Personal life

T, 11/2 Lecture on gender differences in personal relationships

Th, 11/4 Lecture on gender and sexuality

----------------------------------------------------------------------

NINTH DEADLINE, TUESDAY, NOVEMBER 9

ALL CLASS PAPERS SINCE THE PREVIOUS DEADLINE AND FIRST THREE READINGS ON RELATIONSHIPS

--------------------------------------------------------------------------------------------------------------

T, 11/9 Discussion and guest speakers: Gay and lesbian relationships

Th, 11/11 Lecture on creating a household

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TENTH DEADLINE, TUESDAY, NOVEMBER 16

ALL CLASS PAPERS SINCE THE PREVIOUS DEADLINE AND LAST THREE READINGS ON RELATIONSHIPS

REMEMBER, THERE IS ONLY ONE BOOK REPORT AND ONE SPECIAL PAPER ALLOWED PER WEEK

------------------------------------------------------------------------------------------------------------------

·  THURSDAY, NOVEMBER 18 IS THE LATE DROP DEADLINE. CHECK OUT YOUR POINTS AND BE REALISTIC.

T, 11/16 Guest speaker and discussion: Rape

Th, 11/18 Film and discussion: “Someone you know” (34806) 1986 30m

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ELEVENTH DEADLINE, TUESDAY, NOVEMBER 23

ALL CLASS PAPERS SINCE THE PREVIOUS DEADLINE AND THE READING ON RAPE

REMEMBER THERE IS ONLY ONE BOOK REPORT AND ONE SPECIAL PAPER ALLOWED PER WEEK

------------------------------------------------------------------------------------------------------------------

T, 11/23 Film and discussion: “To Have and to Hold” (23743) 1981 21m

T, 11/30 Guest speaker and discussion: Domestic violence

----------------------------------------------------------------------

TWELFTH DEADLINE, TUESDAY, DECEMBER 2

ALL CLASS PAPERS SINCE THE PREVIOUS DEADLINE AND THE READING ON DOMESTIC VIOLENCE

REMEMBER THERE IS ONLY ONE BOOK REPORT AND ONE SPECIAL PAPER ALLOWED PER WEEK

------------------------------------------------------------------------------------------------------------------

VII. Making Change

Th, 12/2 Film and discussion: “Sylvia, Fran and Joy” (31878) 1973 25m

-------------------------------------------------------

FINAL DEADLINE, TUESDAY, DEC. 9

DECEMBER 2 CLASS SESSION AND THE READING ON MAKING CHANGE

NO REWRITES ALLOWED

------------------------------------------------------------------------------------------------------------

VIII. Course Evaluation

T, 12/9 Discussion: Impact of the course (ATTENDANCE MANDATORY; BRING COURSE OUTLINE)

READING LIST

The readings are available on Electronic Reserve, which can be reached through Angel (www.angel.psu.edu) or through the library on-line catalogue (CAT): www.lias.psu.edu. Once you’re into the CAT, click on Course Reserves and track down Michael Johnson’s SOC/WMNST 110.

Each reading is worth the indicated number of points for a two-page paper.

The dates listed below are the dates the papers are DUE.

I. Introduction to the Course

No readings

II. Gender in Contemporary America

9/14 9 points David, Deborah, & Robert Brannon, “The male sex role.” Pp. 1-45 in Deborah David and Robert Brannon (Eds.), The Forty-Nine Percent Majority. New York: Random House, 1976.

9/21 9 points Jennifer Baumgardner & Amy Richards. (2000). “What is activism?” Pp. 267-314 in Baumgardner & Richards, Manifesta: Young Women, Feminism, and the Future. New York: Farrar, Straus, and Giroux.

9/21 3 points D'Amico, Debbie. “To my white working class sisters.” Pp. 185-196 in Deborah Babcox and Madeline Belkin (eds.), Liberation Now!: Writings from the Women's Liberation Movement. New York: Dell, 1971.

9/21 9 points Dill, Bonnie Thornton. “Race, class and gender.” Feminist Studies, 9, (Spring, 1983): 131-150.

9/21 6 points Pharr, Suzanne. “Homophobia: A weapon of sexism.” Pp. 1-26 in Suzanne Pharr, Homophobia: A Weapon of Sexism. Little Rock, AR: Chardon, 1988.

9/21 3 points Farrell, Warren. “Women's liberation as men's liberation.” Pp. 162-177 in Warren Farrell, The Liberated Man (Bantam edition). New York: Random House, 1974.

9/21 9 points Goode, William S. “Why men resist.” Pp. 287-310 in Barrie Thorne with Marilyn Yalom (eds.), Rethinking the Family: Some Feminist Questions. Boston: Northeastern University Press, 1992.

III. Socialization: The Creation of Men and Women (Childhood)

9/28 3 points Pogrebin, Letty Cottin. “Homosexuality, hysteria, and children: How not to be a homophobic parent.” Pp. 274-292 in Letty Cottin Pogrebin, Growing Up Free. New York: McGraw-Hill, 1980.

9/28 9 points Lips, Hillary. “Gender role socialization: Lessons in femininity." Pp.128-148 in Jo Freeman (ed.), Women: A Feminist Perspective. Mountain View, CA: Mayfield, 1995.

9/28 3 points Gould, Lois. “X: A fabulous child's story.” Ms., 1(December 1972): 74-76,105-106.

III. Socialization: The Creation of Men and Women (Adulthood)

10/5 6 points Steinem, Gloria. “Erotica vs. pornography.” Pp. 247-60 in Gloria Steinem, Outrageous Acts and Everyday Rebellions (Signet edition). New York: Holt, Rinehart and Winston, 1983.

10/5 3 points Roache, Joel. “Confessions of a househusband.” Ms., 1 (November 1972): 25-27.

IV. Gender Differences

10/14 9 points Tavris, Carole and Carole Wade, “Sex differences, real and imagined.” Pp. 37-78 in Carole Tavris and Carole Wade, The Longest War. San Diego, CA: Harcourt, Brace, Jovanovich, 1984.

V. Work Life (Paid Work)

10/19 9 points Waite, Linda. “U.S. Women at Work.” Pp. 1-21 in Linda Waite, U.S. Women at Work. Santa Monica, CA: Rand, 1981.

10/19 9 points Kanter, Rosabeth. “Numbers: Minorities and majorities.” Pp. 206-242 in Rosabeth Kanter, Men and Women of the Corporation. New York: Basic Books, 1977.

10/26 6 points Susan Eisenberg. “Marking gender boundaries: Porn, piss, and power tools.” Pp. 286-295 in Laurel Richardson, Verta Taylor, and Nancy Whittier (eds.), Feminist Frontiers. New York: McGraw-Hill, 2001.

V. Work Life (Unpaid Work)

11/2 3 points Vanek, Joann. “Housewives as workers.” Pp. 89-103 in Patricia Voydanoff (ed.), Work and Family. Palo Alto, CA: Mayfield, 1984.

11/2 6 points Pleck, Joseph. “Men's family work.” Pp. 232-241 in Patricia Voydanoff (ed.), Work and Family. Palo Alto, CA: Mayfield, 1984.

11/2 6 points Scott Coltrane. “Parenting in transition.” Pp. 3-24 in Scott Coltrane, Family Man: Fatherhood, Housework, and Gender Equity. New York: Oxford University Press, 1996.

11/2 3 points Bernard, Jessie. “The mother role.” Pp. 122-133 in Jo Freeman (Ed.), Women: A Feminist Perspective (2nd ed.) Palo Alto, CA: Mayfield.

11/2 9 points Collins, Patricia Hill. “Black women and motherhood.” Pp. 115-137 in Patricia Hill Collins, Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. London: Harper Collins, 1990.

VI. Personal Life (Gender, sexual orientation and relationships)

11/9 9 points Wood, J. T. (2000). “Gender and personal relationships.” In C. Hendrick & S. S. Hendrick (Eds.), Close relationships: A sourcebook (pp. 301-313). Thousand Oaks, CA: Sage.

11/9 3 points Sattell, Jack. “The inexpressive male: Tragedy or sexual politics?” Social Problems, 23 (1976): 469-477.

11/9 3 points Peplau, Letitia Ann. “Power in dating relationships.” Pp. 100-112 in Jo Freeman (Ed.), Women: A Feminist Perspective. (3rd ed.) Palo Alto, CA: Mayfield, 1984.

11/9 9 points Collins, Randall. “Love and property.” Pp. 119-154 in Randall Collins, Sociological Insight. New York: Oxford U., 1982.

11/16 9 points Peplau, L. A., & Spalding, L. R. (2000). “The close relationships of lesbians, gay men, and bisexuals.” In C. Hendrick & S. S. Hendrick (Eds.), Close relationships: A sourcebook (pp. 111-123). Thousand Oaks, CA: Sage.

11/16 9 points Peplau, L. A. (2001). “Rethinking women's sexual orientation: An interdisciplinary, relationship-focused approach.” Personal Relationships, 8(1), 1-19.

VI. Personal Life (Interpersonal violence)

11/23 6 points Joseph Weinberg and Michael Birnbaum. “Conversations of consent: Sexual intimacy without sexual assault.” Pp. 87-100 in Emilie Buchwald, Pamela Fletcher, and Martha Roth (eds.), Transforming a Rape Culture. Minneapolis: Milkweed Editions, 1993.

12/2 6 points Johnson, Michael P. (2001). “Conflict and control: Symmetry and asymmetry in domestic violence.” In Alan Booth, Ann C. Crouter, & Mari Clements (Eds.), Couples in Conflict (pp. 95-104). Mahwah, NJ: Lawrence Erlbaum.

VII. Making Change

12/9 6 points Gray, Stan. “Sharing the shop floor.” Radical America, 18 (#5 1984): 69-88.

http://www.personal.psu.edu/mpj/SYL110.html

Syllabus for the Course: Current Feminist Issues

WMNST 492: Current Feminist Issues
TTh 4:15-5:30, 215 Willard
Spring 2001

Mike Johnson
415 Oswald Tower
865-1937, mpj@psu.edu
www.personal.psu.edu/mpj

This course is designed to be the capstone course for the WMNST major. It is organized around the assumption that the students enrolled in it are senior Women's Studies majors.

Women’s Studies and Feminism

Women’s Studies Program Mission:
   ·To promote the highest quality feminist scholarship on a national and international level,
      especially through stimulating interdisciplinary and collaborative work..
   ·To foster students' active learning, critical thinking skills, and engagement in constructive
      social change.
   ·To bring feminist teaching and scholarship from a global perspective to the campus,
      community, and alumnae/i, creating opportunities for informed dialogue about women
      and gender.

My personal favorite definition of feminism:

“You're a feminist if you believe that (1) men are privileged relative to women, (2) that's not right, and (3) you're going to do something about it, even if it's only in your personal life.”

Don’t be fooled into believing that men’s “privilege” is in any sense a trivial matter. We must never forget that lurking behind the other forms of male privilege that we will study is the raw fact that, all over the world, women are bought-and-sold, beaten, raped, and murdered--because they are women.

The Course Goals and General Structure

The first goal of this course is for each of us to become familiar with the major arguments and evidence regarding some of the current major topics in academic feminism. The second goal is for each of us to learn more about the multidisciplinary perspectives of women's studies. The third goal of the course is for each of you to develop and demonstrate your skill at carrying out and presenting feminist scholarship.

There are two core elements of the course. The first is class discussion of readings addressing some of the major current feminist issues. The topics were selected from among those suggested by Women's Studies faculty and those of you who contacted me in response to my request for topics. The second core element of the course is each individual student doing a term paper. Work on these individual papers will take place both publicly and privately, so that everyone in the course will learn something about how feminist projects are constructed in the various disciplines represented by your choices.

OUTLINE OF TOPICS

I. Feminism in the 21st Century

II. Women and the Body

A. Transgendered worlds
B. Women and pornography
C. Evolutionary psychology and the renewed biologizing of gender
D. Dilemmas of reproductive technologies
E. Gender and domestic violence

III. Women, Work, and Welfare

A. Women, paid work, and unpaid work
B. The impact of so-called welfare reform

IV. Student Topics

V. Women and Relationships

A. Women and parenting
B. Women as close relationship partners

VI. Feminism in the 21st Century (again)

CLASS SESSIONS AND READINGS
Pepper Schwartz, Love Between Equals is at the bookstores.
The other assigned readings are on electronic reserve.
(*indicates assigned readings)

T, January 9: Introduction to the Course

Discussion of course
Discussion of paper topics

Th, January 11: Feminism in the 21st century (25pp)

*Myra Marx Ferree and Beth B. Hess. (2000). Looking toward the new millennium. Pp. 195-219 in Controversy and Coalition: The New Feminist Movement Across Four Decades of Change. New York: Routledge.

E. Ann Kaplan. (1997). “Feminism, aging, and changing paradigms.” Pp. 13-29 in Devoney Looser and E. Ann Kaplan (Eds.), Generations: Academic Feminists in Dialogue. Minneapolis: University of Minnesota.

Devoney Looser. (1997). “Gen X feminists? Youthism, careerism, and the Third Wave.” Pp. 31-54 in Devoney Looser and E. Ann Kaplan (Eds.), Generations: Academic Feminists in Dialogue. Minneapolis: University of Minnesota.

T, January 16: Feminism in the 21st century (42pp)

*Gloria Steinem. (1995). “Forward.” In Rebecca Walker (Ed.). (1995). To Be Real: Telling the Truth and Changing the Face of Feminism (pp. xiii-xxviii). New York: Anchor.

*Rebecca Walker. (1995). “Being real: An introduction.” In Rebecca Walker (Ed.). (1995). To Be Real: Telling the Truth and Changing the Face of Feminism (pp. xxviii-xl). New York: Anchor.

Leslie Heywood and Jennifer Drake (Eds.). (1997). Third Wave Agenda: Being Feminist, Doing Feminism. Minneapolis: University of Minnesota.

Marcelle Karp and Debbie Stoller. (1999) The Bust Guide to the New Girl Order. New York: Penguin.

Th, January 18: Transgendered worlds (40pp)

*Kate Bornstein. (1994). “The first question” and “The other questions.” Pp. 101-140 in Kate Bornstein, Gender Outlaw. New York: Routledge.

T, January 23: Transgendered worlds Paper Topic Due

*Film: “The Brandon Teena Story” or "Boys Don't Cry"

Th, January 25: Women and pornography (34pp)

*Catharine A. MacKinnon. (1997). “The roar on the other side of silence.” Pp. 3-24 in Catharine A. MacKinnon & Andrea Dworkin (Eds.), In Harm’s Way: The Pornography Civil Rights Hearings. Cambridge, MA: Harvard University.

*Andrea Dworkin. (1997). “Suffering and speech.” Pp. 25-36 in Catharine A. MacKinnon & Andrea Dworkin (Eds.), In Harm’s Way: The Pornography Civil Rights Hearings. Cambridge, MA: Harvard University.

Ann Ferguson; Ilene Philipson; Irene Diamond & Lee Quinby; Carole S. Vance & Ann Barr Snitow. (1984). “Forum: The sexuality debates.” Signs, 10, 106-135.

Kathleen Barry. (1995). The Prostitution of Sexuality. New York: New York University.

T, January 30: Women and pornography (31pp)

*Jane Juffer. (1998). “Introduction: From the profane to the mundane.” Pp. 1-31 in Jane Juffer, At Home with Pornography: Women, Sex, and Everyday Life. New York: New York University.

Th, February 1: The Renewed Biologizing of Gender (31pp)

*Richard C. Lewontin. (1977). "Biological determinism as a social weapon." Pp. 6-18 in The Ann Arbor Science for the People Editorial Collective (Eds.), Biology as a Social Weapon. Minneapolis: Burgess.

*Sociobiology Study Group. (1977). "Sociobiology: A new biological determinism." Pp. 131-151 in The Ann Arbor Science for the People Editorial Collective (Eds.), Biology as a Social Weapon. Minneapolis: Burgess.

T, February 6: The Renewed Biologizing of Gender (35pp)

*Frans B. M. de Waal. (2000). “Survival of the rapist.” New York Times Book Review (April 2).

*Randy Thornhill and Craig T. Palmer. (2000). “Why do men rape.” Pp. 53-84 in Thornhill and Palmer, A Natural History of Rape: Biological Bases of Sexual Coercion. Cambridge, MA: MIT.

Jerry A. Coyne. (2000). The fairy tales of evolutionary psychology: Of vice and men. The New Republic, April 3, pp. ??.

Th, February 8: Dilemmas of Reproductive Technologies (32pp)

Bibliography & Outline Due

*Katha Pollitt. (1990). “Fetal rights: A new assault on feminism.” The Nation, March 26, 1990, pp. 409ff.

*Dion Farquhar. (1996). “ARTs of discourse: Donors, dads, mothers, and others.” Pp. 13-39 in Dion Farquhar, The Other Machine: Discourse and Reproductive Technologies. New York: Routledge.

E. Ann Kaplan and Susan Squier (Eds.). (1999). Playing Dolly: Technocultural Formations, Fantasies, and Fictions of Assisted Reproduction. New Brunswick, NJ: Rutgers.

Sarah Franklin (Ed.). (1997). Embodied Progress: A Cultural Account of Embodied Conception. New York: Routledge.

T, February 13: Dilemmas of Reproductive Technologies (20pp)

*Joan Mahoney. (1995). “Adoption as a feminist alternative to reproductive technology.” Pp. 35-54 in Joan C. Callahan (Ed.), Reproductive Ethics and the Law: Feminist Perspectives. Bloomington: Indiana University Press.

Lee Silver. (1997). “A glimpse of things to come.” In Remaking Eden: Cloning and Beyond in a Brave New World. New York : Avon Books.

Gena Corea. (1990). “The new reproductive technologies.” In Dorchen Leidholdt and Janice Raymond, The Sexual Liberals and the Attack on Feminism.

Tom L. Beauchamp and LeRoy Walters. (1999). Contemporary Issues in Bioethics. Belmont, CA: Wadsworth.

Th, February 15: Gender and Domestic Violence (21pp)

*Michael P. Johnson. (In press). “Conflict and control: Images of symmetry and asymmetry in domestic violence.” In Alan Booth and Ann C. Crouter (Eds.), Couples in Conflict. New York: Lawrence Erlbaum, 2001.

T, February 20: Gender and Domestic Violence (25pp)

*Catherine Kirkwood. (1993). “Obstacles to securing independence.” Pp. 89-113 in Catherine Kirkwood, Leaving Abusive Partners: From the Scars of Survival to the Wisdom for Change. Newbury Park, CA: Sage.

Th, February 22: Women and Work (19pp)

*Myra Marx Ferree. (1990). "Beyond separate spheres: Feminism and family research." Journal of Marriage and the Family, 52, 866-884.

Scott Coltrane. (1996). “The future.” Pp. 199-235 in Scott Coltrane, Family Man: Fatherhood, Housework, and Gender Equity. New York: Oxford University Press.

T, February 27: Women and Work (20pp)

*Joan Acker. (1990). “Hierarchies, Jobs, Bodies: A Theory of Gendered Organizations.” Gender and Society, 4, 139-158.

Th, March 1: Women in Poverty (20pp)

*Kathryn Edin & Laura Lein. (1997). Two tables on survival strategies and “The choice between welfare and work.” Pp. 150-151 and 218-235 in Edin & Lein, Making Ends Meet: How Single Mothers Survive Welfare and Low Wage Work. New York: Russell Sage.

T, March 13: The Impact of So-Called Welfare Reform (19pp)

*Gordon, Linda. (1994). "Welfare reform: A history lesson." Dissent,41 (Summer), 323-328.

*Gwendolyn Mink. (1998). Feminists, welfare reform, and welfare justice. Social Justice, 25 (1), 146-157.

*Katha Pollitt. (2000). “The politics of personal responsibility.” The Nation, 271 (1, August 21/28), 12.

Christopher Jencks and Joseph Swingle. (2000). "Without a Net: Whom the New Welfare Law Helps and Hurts," The American Prospect,11 (4).

Randy Albelda. (1999). What welfare reform has wrought. Dollars & Sense. n221. Jan 1999. pp. 15-17.

Gwendolyn Mink. (1998). The lady and the tramp II: Feminist welfare politics, poor single mothers, and the challenge of welfare justice. Feminist Studies, 24 (1), 55-64.

Ruth Sidel. (1998). “Epilogue: Abandoning the poor.” In Ruth Sidel, Keeping women and children last: America's war on the poor. NY: Penguin.

http://www.clasp.org/pubs/TANF/tanffederal.htm

First Draft of Paper Due the Day of Your Presentation

Th, March 15: Class Presentations

T, March 20: Class Presentations

Th, March 22: Class Presentations

T, March 27: Class Presentations

Th, March 29: Class Presentations

T, April 3: Class Presentations

Th, April 5: Class Presentations

T, April 10: Women and Parenting (33pp)

*Jessie Bernard. (1972). “Mother is a role, women are human beings.” Pp. 7-16 in Jessie Bernard, The Future of Motherhood.

*Patricia Hill Collins, "Black women and motherhood." Pp. 115-137 in Patricia Hill Collins, Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. London: Harper Collins, 1990.

Adrienne Rich. (1986). “Ten years later: A new introduction.” Pp. ix-xxxv in Adrienne Rich, Of Woman Born: Motherhood as Experience and Institution. New York: W. W. Norton.

Th, April 12: Women and Parenting: Lesbian Mothers (29pp)

*Charlotte J. Patterson & Raymond W. Chan. (1999). “Families headed by lesbian and gay parents.” Pp. 191-219 in Michael E. Lamb (Ed), Parenting and Child Development in "Nontraditional" Families. Mahwah, NJ: Lawrence Erlbaum.

Susan E. Dalton & Denise D. Bielby. (2000). “That's our kind of constellation: Lesbian mothers negotiate institutionalized understandings of gender within the family.” Gender & Society,14, 36-61.

Charlotte J. Patterson & Richard E. Redding. (1996). “Lesbian and gay families with children: Implications of social science research for policy.” Journal of Social Issues, 52 (3), Fall 1996, 29-50.

T, April 17: Women as Close Relationship Partners

*Pepper Schwartz, Love Between Equals. (pages to be assigned)

Th, April 19: Women as Close Relationship Partners

*Pepper Schwartz, Love Between Equals. (pages to be assigned)

T, April 24: Feminism in the 21st Century (54pp)

*Michelle Jensen. (2000). “Riding the third wave.” The Nation, December 11, 2000, pp. 24ff.

*Jennifer Baumgardner and Amy Richards. (2000). “What is activism?” Pp. 267-314 in Baumgardner and Richards, Manifesta: Young Women, Feminism, and the Future. New York: Farrar, Straus, and Giroux.

http://www.personal.psu.edu/mpj/SYL01S492.html

Syllabus for the Course: Feminist Family Sociology

SOC/WMNST 597C

Feminist Family Sociology

Fall, 2002

Th, 1:25-4:25 907 Oswald Tower

Michael Johnson (415 Oswald Tower; 865-1937; mpj@psu.edu)

I've had a great time putting together these readings. The general structure of the course moves from really broad questions like "What is feminist sociology?" through fairly large middle-range questions like "What is a family?" to really specific stuff like "How do women get beaten in their own homes?"

The readings are motley in at least three senses. (1) I had to pick some topics, and I wanted to cover everything, but I couldn't. I may have left out a favorite topic of yours, but since everyone will assign a reading and do a paper presentation in the middle of the semester, we will get at more topics than the ones I've chosen. (2) The papers I've picked include some that are old favorites of mine, as well as some that I’ve only skimmed. Among the latter, I think I've found some great stuff that's relatively new to me. (3) The readings do not recognize disciplinary boundaries very well. Catharine MacKinnon is a lawyer. Carole Pateman is a philosopher, Linda Gordon is a historian, and Barbara Ehrenreich is a journalist. But what they write sounds like sociology to me. Here is my topic outline:

I. General Perspectives

A. Feminist theories

1. General sociology

2. Family sociology

B. Feminist methodologies

1. General sociology

2. Family sociology

II. Some Really Broad Topics

A. What is a family?

1. The NCFR diversity debate

2. Anth. & Close Rel. perspectives

B. Are families good for women?

1. The general question

2. The family values debate

C. What is marriage all about?

1. Rights and responsibilities

2. Labor

III. Getting More Specific

A. Romance and sexuality

1. Romance

2. Sexuality

B. Power

1. Power strategies

2. Shifting power bases

C. Violence

1. Violence against wives

2. Violence against daughters

D. Household division of labor

1. Who does what?

2. How do women feel about it?

E. Motherhood and fatherhood

1. Motherhood

2. Fatherhood

F. The public/private intersection

1. The economic system

2. The political system

IV. A Really Good Book Chosen by the Class

This class will run as a seminar, with one or two people assigned to facilitate discussion on each topic, and the rest of us participating about equally. (You may at times find me talking too much, or too little, for your taste--you'll need to push me in your preferred direction in that respect.) Here's my plan. At the end of each day, I will do a mini-lecture on the readings for the next day, giving you my take on what the main points are. At the beginning of each set of readings the person or persons (we need to discuss this) in charge of that topic will introduce the readings with their take on two issues: (1) what are the major contributions of the readings to our understanding of family life from a feminist perspective, and (2) what are the most exciting, surprising, or interesting aspects of the readings. Then, they will facilitate our discussion.

Grades will be based on (1) general level of contribution to the seminar discussions (about 20%), (2) quality of discussion facilitation (about 20%), (3) the quality of a 15 minute presentation on your term paper about half way through the semester, for which I'll ask you to give the class one published paper to read ahead of time (about 20%), and (4) the actual 15-20 page term paper applying a feminist perspective to some aspect of family life, which will be due the day of your presentation (about 40%).

About the paper. Believe it or not, it will be due sometime between October 31 and November 7 (depending on where you fit into our schedule of presentations). As preliminary steps, a one page topic choice and justification is due September 12, and an outline and tentative bibliography is due September 26. That leaves you about a month to finish writing the paper, which must be focused on feminist family sociology (broadly conceived). I will grade the papers as I get them and give you more feedback than you'd like. You may then rewrite the paper, and the rewrite will be due December 12. If you do rewrite the paper, only the grade on the final version will affect your course grade.

August 29

Organization/Orientation/Planning

No readings.

September 5a

Feminist Theories: General Sociology (66pp)

(Only asterisked papers are assigned and are in the packet.)

*Connell, R. W. (1987). "Current frameworks" and the introduction to "Main structures: Labour, power, cathexis." Pp. 41-65, 91-92 in R. W. Connell, Gender and Power: Society, the Person and Sexual Politics. Stanford: Stanford University Press.

*Collins, Patricia Hill. (1990). "The politics of Black feminist thought" and "Defining Black feminist thought." Pp. 3-40 in Collins, Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. New York: Harper Collins.

Wallace, Ruth A. 1989). "Introduction." Pp. 7-19 in Ruth A. Wallace (ed.), Feminism and Sociological Theory. Newbury Park, CA: Sage.

Smith, Dorothy. (1987). The Everyday World as Problematic: A Feminist Sociology. Boston: Northeastern University Press.

England, Paula (Ed.). Theory on Gender/Feminism on Theory. New York: Aldine de Gruyter.

Mann, Susan A. & Kelley, Lori R. (1997). “Standing at the crossroads of modernist thought: Collins, Smith, and the new feminist epistemologies.” Gender & Society, 11, 391-408.

Smith, Dorothy E. (1997). “Response to Susan Mann and Lori Kelley.” Gender & Society, 11, 819-821.

September 5b

Feminist Theories: Family Sociology (47pp)

*Thorne, Barrie. (1992). "Feminism and the family: Two decades of thought." Pp. 3-30 in Barrie Thorne with Marilyn Yalom (eds.), Rethinking the Family: Some Feminist Questions. Boston: Northeastern University Press.

*Thompson, Linda and Alexis J. Walker. (1995). "The place of feminism in family studies." Journal of Marriage and the Family, 57, 847-865.

Thompson, Linda and Alexis J. Walker. (1989). "Gender in families: Women and men in marriage, work, and parenthood." Journal of Marriage and the Family, 51, 845-871.

Osmond, Marie Withers and Barrie Thorne. (1993). "Feminist theories: The social construction of gender in families and society." Pp. 591-622 in Pauline G. Boss, William J. Doherty, Ralph LaRossa, Walter R. Schumm, and Suzanne K. Steinmetz (eds.), Sourcebook of Family Theories and Methods: A Contextual Approach. New York: Plenum.

Fox, Greer Litton and Velma McBride Murry. (2000). “Gender and families: Feminist perspectives and family research.” Journal of Marriage and the Family, 62, 1160-1172.

September 12a

Feminist Methodologies: General Sociology (56pp)

*Reinharz, Shulamit. (1992). "Conclusions." Pp. 240-269 in Shulamit Reinharz with the assistance of Lynn Davidman, Feminist Methods in Social Research. New York: Oxford University Press.

*Sprague, Joey and Mary K. Zimmerman. (1993). "Overcoming dualisms: A feminist agenda." Pp. 255-280 in Paula England (ed.), Theory on Gender; Feminism on Theory. New York: Aldine de Gruyter.

Lorde, Audre. (1984). "Poetry is not a luxury." Pp. 36-39 in Audre Lorde, Sister Outsider: Essays and Speeches. Freedom, CA: Crossing Press.

Smith, Dorothy E. (1989). Sociological theory: Methods of writing patriarchy." Pp. 34-64 in Ruth A. Wallace (ed.), Feminism and Sociological Theory. Newbury Park, CA: Sage.

September 12b

Feminist Methodologies: Family Sociology (56pp)

*Risman, Barbara. (c. 1990). "Methodological implications of feminist scholarship for family studies." Revision of paper presented at National Council on Family Relations annual meetings, Seattle, Washington, 1990. 17pp.

*Thompson, Linda. (1992). "Feminist methodologies for family studies." Journal of Marriage and the Family, 54, 3-18.

*Yllo, Kersti. (1988). "Political and methodological debates in wife abuse research." Pp. 28-50 in Kersti Yllo and Michelle Bograd (eds.), Feminist Perspectives on Wife Abuse. Newbury Park: Sage.

Walker, Alexis. (2000). “Refracted knowledge: Viewing families through the prism of social science.” Journal of Marriage and the Family, 62, 595-608.

Allen, Katherine. (2000). “A conscious and inclusive family studies.” Journal of Marriage and the Family, 62, 4-17.

September 19a

The NCFR Diversity Debate (and Allen and Demo) (53pp)

*Allen, Katherine R. and David H. Demo. (1995). "Families of lesbians and gay men: A new frontier in family research." Journal of Marriage and the Family, 57, 111-127.

*Marks, Stephen R. (1987). Critique of Burr et al., "An epistemological basis for primary explanations in family science". Presented at the Theory and Methods Workshop at the annual meeting of the National Council on Family Relations. Atlanta, Georgia. 5pp.^NOTE

*Bahr, Howard M. & Bahr, Kathleen S. (1996). “A paradigm of family transcendence.” Journal of Marriage and the Family, 58, 541-555.

*Berscheid, Ellen. (1996). “The ‘Paradigm of family transcendence’: Not a paradigm, questionably transcendent, but valuable, nonetheless.” Journal of Marriage and the Family, 58, 556-564.

*Marks, Stephen R. (1996). “The problem and politics of wholeness in family studies.” Journal of Marriage and the Family, 58, 565-571.

Beutler, Ivan F., Wesley R. Burr, Kathleen S. Bahr and Donald A. Herrin. (1989). "The family realm: Theoretical contributions for understanding its uniqueness." Journal of Marriage and the Family, 51, 805-815.

Edwards, John N. (1989). "The family realm: A future paradigm or failed nostalgia?" Journal of Marriage and the Family, 51, 816-818.

Jurich, Joan A. (1989). "The family realm: Expanding its parameters." Journal of Marriage and the Family, 51, 819-821.

Menaghan, Elizabeth G. (1989). "Escaping from the family realm." Journal of Marriage and the Family, 51, 822-825.

Beutler, Ivan F. et al. "A seventh group has visited the elephant." Journal of Marriage and the Family, 51, 826-830.

Marks, Stephen R. (2000). “Teasing out the lessons of the 1960s: Family diversity and family privilege.” Journal of Marriage and the Family, 62, 609-622.

Note: (This is a critique of Wesley R. Burr, Donald A. Herrin, Randal D. Day, Ivan F. Beutler & Geoffrey K. Leigh, An epistemological basis for primary explanations in family science, a paper presented in the Theory and Methods Workshop at the annual meetings of the National Council on Family Relations, Atlanta, Georgia, 1987. The Beutler et al. piece below is a revision of this Burr et al. paper, and the Bahr & Bahr article carries on this debate.)

September 19b

B. Anthropological and Close Relationships Points of View (57pp)

*Collier, Jane, Michelle Z. Rosaldo, and Silvia Yanagisako. (1992). "Is there a family? New anthropological views." Pp. 31-48 in Barrie Thorne with Marilyn Yalom (eds.), Rethinking the Family: Some Feminist Questions. Boston: Northeastern University Press.

*Scanzoni, John, Karen Polonko, Jay Teachman, and Linda Thompson. (1989). "Framing the problem" and "A fresh construct." Pp. 12-50 in Scanzoni et al., The Sexual Bond. Newbury Park, CA: Sage.

Gubrium, Jaber F. & Holstein, James A. (1990). What is Family? Mountain View, CA: Mayfield.

September 26a

Marriage as Rights and Responsibilities (46pp)

*Collins, Randall. (1992). "Love and property." Pp. 119-154 in Collins, Sociological Insights: The Sociology of the Non-Obvious. New York: Oxford University Press.

Pateman, Carole. (1988). "Feminism and the marriage contract." Pp. 154-188 in Pateman, The Sexual Contract. Stanford: Stanford University Press.

Rubin, Gayle. (1975). "The traffic in women: Notes on the political economy of sex." Pp. 157-210 in Rayna Rapp Reiter (ed.), Toward an Anthropology of Women. New York: Monthly Review Press.

September 26b

Marriage as a Labor Contract (51pp)

*Delphy, Christine and Diana Leonard. (1992). "The family as an economic system: Theoretical outline." Pp.129-162 in Delphy and Leonard, Familiar Exploitation. Cambridge, MA: Polity Press.

*Kandiyotti, Denise. (1988). "Bargaining with patriarchy." Gender & Society, 2, 274-290.

October 3a

Are Families Good for Women?

The General Question (72pp)

*Johnson, Michael P. (1993). Handout in response to student question, "So, what's so bad about the traditional family anyway?" in AAAS/SOC/WMNST 103: Racism and Sexism.

*Pogrebin, Letty Cottin. (1983). "The enduring nest." Pp. 21-37 in Pogrebin, Family Politics: Love and Power on an Intimate Frontier. New York: McGraw Hill.

*Bernard, Jessie. (1982, first published in 1972). "The wife's marriage." Pp. 26-53 in Bernard, The Future of Marriage. New Haven: Yale.

*Waite, Linda J. (1995). “Does marriage matter?” Demography, 32, 483-507.

Stacey, Judith. (1986). "Are feminists afraid to leave home?" Pp. 208-237 in Juliet Mitchell and Ann Oakley (eds.), What is Feminism: A Re-Examination. New York: Pantheon.

October 3b

Are Families Good for Women?

The Family Values Debate (69pp)

*Popenoe, David. (1993). "American family decline, 1960-1990: A review and appraisal." Journal of Marriage and the Family, 55, 527-541.

*Glenn, Norval D. (1993). "A plea for objective assessment of the notion of family decline." Journal of Marriage and the Family, 55, 542-544.

*Stacey, Judith. (1993). "Good riddance to 'The family': A response to David Popenoe." Journal of Marriage and the Family, 55, 545-547.

*Cowan, Philip A. (1993). "The sky is falling, but Popenoe's analysis won't help us do anything about it." Journal of Marriage and the Family, 55, 548-553.

*Popenoe, David. (1993). "The national family wars." Journal of Marriage and the Family, 55, 553-555.

*Stacey, Judith. (1996). “The neo-family-values campaign.” Pp. 52-82 in Stacey, In the Name of the Family: Rethinking Family Values in the Postmodern Age. Boston: Beacon Press.

Stacey, Judith. (1992). "Backward toward the postmodern family: Reflections on gender, kinship, and class in the Silicon Valley." Pp. 91-118 in Barrie Thorne with Marilyn Yalom (eds.), Rethinking the Family: Some Feminist Questions. Boston: Northeastern University Press.

October 10a

Romance (66pp)

*Firestone, Shulamith. (1970). "The culture of romance." Pp. 146-155 in Firestone, The Dialectic of Sex: The Case for Feminist Revolution. New York: Bantam.

*Peplau, Letitia Anne. (1994). "Men and women in love." Pp. 19-49 in Donna L. Sollie and Leigh A. Leslie (eds.), Gender, Families and Close Relationships: Feminist Research Journeys. Thousand Oaks, CA: Sage.

*Rose, Suzanna. (1985). "Is romance dysfunctional?" International Journal of Women's Studies, 8, 250-265.

*Johnson, Elizabeth M. & Huston, Ted L. (1998). “The perils of love, or why wives adapt to husbands during the transition to parenthood.” Journal of Marriage and the Family, 60, 195-204.

Kirkpatrick, Martha. (1989). "Middle age and the lesbian experience." Women's Studies Quarterly, 17 (Spring/Summer): 87-96.

October 10b

Sexuality (66pp)

*Peplau, L. A. (2001). “Rethinking women's sexual orientation: An interdisciplinary, relationship-focused approach.” Personal Relationships, 8, 1-19.

*MacKinnon, Catharine A. (1989). "Sexuality." Pp. 126-154 in MacKinnon, Toward a Feminist Theory of the State. Cambridge: Harvard University Press.

*Ehrenreich, Barbara, Elizabeth Hess and Gloria Jacobs. (1986). "Conclusion." Pp.192-208 in Ehrenreich, Hess and Jacobs, Re-Making Love: The Feminization of Sex. Garden City: Doubleday.

Dworkin, Andrea. (1987). "Possession." Pp. 63-79 in Dworkin, Intercourse. New York: The Free Press.

Baber, Kristine. (1994). "Studying women's sexualities: Feminist transformations." Pp. 50-73 in Donna L. Sollie and Leigh A. Leslie (eds.), Gender, Families and Close Relationships: Feminist Research Journeys. Thousand Oaks, CA: Sage.

October 17a

Power Strategies (70pp)

*Komter, Aafke. (1989). "Hidden power in marriage." Gender & Society, 3, 187-216.

*Walker, Alexis J. (1996). “Couples watching television: Gender, power, and the remote control.” Journal of Marriage and the Family, 58, 813-824.

*Knudson-Martin, Carmen and Anne R. Mahoney. (1998). “Language processes in the construction of equality in marriages.” Family Relations, 47, 81-91.

*Kranichfeld, Marion L. (1987). "Rethinking family power." Journal of Family Issues, 8 (#1), 42-56.

DeFrancisco, Victoria Lets. (1991). "The sounds of silence: How men silence women in marital relations." Discourse & Society, 2, 413-423.

Bell, Colin and Howard Newby. (1976). "Husbands and wives: The dynamics of the deferential dialectic." Pp. 152-168 in Diana Leonard Barker and Sheila Allen (eds.), Dependence and Exploitation in Work and Marriage. New York: Longman.

Peplau, Letitia Anne and Susan Miller Campbell. (1989). "The balance of power in dating and marriage." Pp. 121-137 in Jo Freeman (ed.), Women: A Feminist Perspective (Fourth Edition). Palo Alto: Mayfield.

October 17b

Shifting Power Bases (63pp)

*Schwartz, Pepper. (1994). “Eliminating the provider role.” Pp. 111-144 in Schwartz, Peer Marriage. New York: The Free Press.

*Gallagher, S.K. and C. Smith. (1999). “Symbolic traditionalism and pragmatic egalitarianism: Contemporary evangelicals, families, and gender.” Gender & Society, 13, 211-233.

*Risman, Barbara & Danette Johnson-Sumerford. (1998). “Doing it fairly: A study of postgender marriages.” Journal of Marriage and the Family, 60, 23-40.

Goode, William J. (1992). "Why men resist." Pp. 287-310 in Barrie Thorne with Marilyn Yalom (eds.), Rethinking the Family: Some Feminist Questions. Boston: Northeastern University Press.

Blaisure, Karen R. and Katherine R. Allen. (1995). "Feminists and the ideology and practice of marital equality." Journal of Marriage and the Family, 57, 5-19.

October 24a

Violence Against Wives (61pp)

*Dobash, R. Emerson and Russell Dobash. (1976). "Violence against wives: A case against the patriarchy" and "The violent marriage." Pp. 1-13, 124-143 in Dobash and Dobash, Violence Against Wives. New York: The Free Press.

*Johnson, Michael P. (1995). "Patriarchal terrorism and common couple violence: Two forms of violence against women." Journal of Marriage and the Family, 57, 283-294.

*Johnson, Michael P., and Kathleen J. Ferraro. (2000). “‘Research on Domestic Violence in the 1990s: Making Distinctions.” Journal of Marriage and the Family, 62, 948-63.

Johnson, M. P. (2001). Conflict and control: Symmetry and asymmetry in domestic violence. In Alan Booth, Ann C. Crouter & Mari Clements (Eds.), Couples in Conflict (pp. 95-104). Mahwah, NJ: Lawrence Erlbaum Associates.

October 24b

Violence Against Daughters (58pp)

*Russell, Diana. (1986). "The gender gap among perpetrators of child sexual abuse" (co-authored with David Finkelhor) and "Factors reducing social inhibitions against child sexual abuse." Pp. 215-231, 261-268 in Russell, Sexual Exploitation. New York: Basic Books.

*Gilgun, Jane. (1995). "We shared something special: The moral discourse of incest perpetrators." Journal of Marriage and the Family, 57, 265-281.

*Williams, Lindy & Sobieszczyk, Teresa. (1997). “Attitudes surrounding the continuation of female circumcision in the Sudan: Passing the tradition to the next generation.” Journal of Marriage and the Family, 59, 966-981.

October 31-November 7

Paper Presentations

Readings to be assigned by class members

November 14a

Division of Labor

Who Does What? (54pp)

*Ferree, Myra Marx. (1990). "Beyond separate spheres: Feminism and family research." Journal of Marriage and the Family, 52, 866-884.

* Coltrane, Scott. (2000). “Research on household labor: Modeling and measuring the social embeddedness of routine family work.” Journal of Marriage and the Family, 62, 1208-1233.

*Zvonkovic, Anisa M., Greaves, Kathleen M., Schmiege, Cynthia J., & Hall, Leslie D. (1996). “The marital construction of gender through work and family decisions: A qualitative analysis.” Journal of Marriage and the Family, 58, 91-100.

Robinson, John P. & Godbey, Geoffrey. (1997). Time for Life: The Surprising Ways Americans Use their Time. University Park, PA: Penn State University Press.

Daniels, Arlene Kaplan. (1987). "Invisible work." Social Problems, 34, 403-415.

DeVault, Marjorie. (1991). "Feeding as 'women's work'." Pp. 95-119 in DeVault, Feeding the Family: The Social Organization of Caring as Gendered Work. Chicago: University of Chicago Press.

diLeonardo, Micaela. (1992). "The female world of cards and holidays: Women, families and the work of kinship." Pp. 246-261 in Barrie Thorne with Marilyn Yalom (eds.), Rethinking the Family: Some Feminist Questions. Boston: Northeastern University Press.

November 14b

Division of Labor

How Do Women Feel About It and Deal with It? (71pp)

*Thompson, Linda. (1991). "Family work: Women's sense of fairness." Journal of Family Issues, 12, 181-196.

*Hawkins, Alan J., Christina M. Marshall, and Kathryn M. Meiners. (1995). "Exploring wives' sense of fairness about family work: An initial test of the distributive justice framework." Journal of Family Issues, 16, 693-721.

*Ahlander, Nancy R. & Bahr, Kathleen S. (1995). “Beyond drudgery, power, and equity: Toward an expanded discourse on the moral dimensions of housework in families.” Journal of Marriage and the Family, 57, 54-68.

*Sanchez, Laura. (1996). “Feminism, family work, and moral discourse: A comment on Ahlander and Bahr’s….” Journal of Marriage and the Family, 58, 514-520.

*Ahlander, Nancy R. & Bahr, Kathleen S. (1996). “Morality, feminism, and family work: A reply to Sanchez’s commentary.” Journal of Marriage and the Family, 58, 520-525.

Hochschild, Arlie with Anne Machung. (1989). "Beneath the cover-up: Strategies and strains." Pp. 188-203 in Hochschild with Machung, The Second Shift: Working Parents and the Revolution at Home. New York: Viking.

November 21a (may need to reschedule)

Motherhood (63pp)

*Terry Arendell. (2000). “Conceiving and investigating motherhood: The decade’s scholarship.” Journal of Marriage and the Family, 62, 1192-1207.

*Collins, Patricia Hill. (1992). "Black women and motherhood." Pp. 215-245 in Barrie Thorne with Marilyn Yalom (eds.), Rethinking the Family: Some Feminist Questions. Boston: Northeastern University Press.

*Rothman, Barbara Katz. (1989). "Women as fathers: Motherhood and childcare under a modified patriarchy." Gender & Society, 3, 89-104.

McDonald, Katrina B. (1997). “Black activist mothering: A historical intersection of race, gender, and class.” Gender & Society, 11, 773-795.

Chodorow, Nancy and Susan Contratto. (1992). "The fantasy of the perfect mother." Pp. 191-214 in Barrie Thorne with Marilyn Yalom (eds.), Rethinking the Family: Some Feminist Questions. Boston: Northeastern University Press.

November 21b (may need to reschedule)

Fatherhood (55pp)

*Laquer, Thomas W. (1992). "The facts of fatherhood." Pp. 155-175 in Barrie Thorne with Marilyn Yalom (eds.), Rethinking the Family: Some Feminist Questions. Boston: Northeastern University Press.

*LaRossa, Ralph. (1988). "Fatherhood and social change." Family Relations, 37, 451-457.

*Doherty, William J., Kouneski, Edward F., & Erickson, Martha F. (1998). “Responsible fathering: An overview and conceptual framework..” Journal of Marriage and the Family, 60, 277-292.

*Walker, Alexis J. and Lori A. McGraw. (2000). “Who is responsible for responsible fathering?” Journal of Marriage and the Family, 62, 563-569.

*Doherty, William J., Kouneski, Edward F., & Erickson, Martha F. (2000). “We are all responsible for responsible fathering.” Journal of Marriage and the Family, 62, 570-574.

Lerman, Robert. (1993). "Unwed fathers: Complex dilemmas for policy makers." The American Enterprise, 4 (Sept./Oct.), 27-31, 36-37.

Weston, Kath. (1991). "Parenting in the age of AIDS." Pp. 165-193 in Weston, Families We Choose: Lesbians, Gays, Kinship. New York: Columbia University Press.

Ruddick, Sara. (1992). "Thinking about fathers." Pp. 176-190 in Barrie Thorne with Marilyn Yalom (eds.), Rethinking the Family: Some Feminist Questions. Boston: Northeastern University Press.

December 5a

The Public/Private Intersection: The Economic System (70pp)

*Zaretsky, Eli. (1986). "The family and the economy" and "Proletarianization and the rise of subjectivity." Pp. 9-19, 40-58 in Zaretsky, Capitalism, the Family & Personal Life. NY: Harper and Row.

*Perry-Jenkins, Maureen, Rena L. Repetti, and Ann C. Crouter. (2000). “Work and family in the 1990s.” Journal of Marriage and the Family, 62, 981-998.

*Zinn, Maxine Baca. (1992). "Family, race, and poverty in the Eighties." Pp. 71-90 in Barrie Thorne with Marilyn Yalom (eds.), Rethinking the Family: Some Feminist Questions. Boston: Northeastern University Press.

Rapp, Rayna. (1992). "Family and class in contemporary America: Notes toward understanding an ideology." Pp. 49-70 in Barrie Thorne with Marilyn Yalom (eds.), Rethinking the Family: Some Feminist Questions. Boston: Northeastern University Press.

Zinn, Maxine Baca. (1994). “Feminist rethinking from racial-ethnic families.” Pp. 303-314 in Maxine Baca Zinn and Bonnie Thornton Dill (Eds.), Women of Color in U.S. Society. Philadelphia: Temple University Press.

December 5b

The Public/Private Intersection: The Political System (48pp)

*Gordon, Linda. (1994). "Welfare reform: A history lesson." Dissent, 41, 323-328.

*Kathryn Edin & Laura Lein. (1997). Two tables on survival strategies and “The choice between welfare and work.” Pp. 150-151 and 218-235 in Edin & Lein, Making Ends Meet: How Single Mothers Survive Welfare and Low Wage Work. New York: Russell Sage.

*Katha Pollitt. (2000). “The politics of personal responsibility.” The Nation, 271 (1, August 21/28), 12.

*Popenoe, David. (1991). "Family decline in the Swedish welfare state." The Public Interest, #102, 65-77.

*Sandqvist, Karin, Bengt-Erik Andersson, Gunilla Dahlberg, Jan Hoem, Britta Hoem, and Elisabeth Landgren-Moller. (1992). "Thriving families in the Swedish welfare state." The Public Interest, #109, 114-117.

*Popenoe, David. (1992). "Family decline: A rejoinder." The Public Interest, #109, 117-122.

Gwendolyn Mink. (1998). Feminists, welfare reform, and welfare justice. Social Justice, 25 (1), 146-157.

Christopher Jencks & Joseph Swingle. (2000). "Without a Net: Whom the New Welfare Law Helps and Hurts," The American Prospect,11 (4).

Randy Albelda. (1999). What welfare reform has wrought. Dollars & Sense. n221. Jan 1999. pp. 15-17.

Gwendolyn Mink. (1998). The lady and the tramp II: Feminist welfare politics, poor single mothers, and the challenge of welfare justice. Feminist Studies, 24 (1), 55-64.

Ruth Sidel. (1998). “Epilogue: Abandoning the poor.” In Ruth Sidel, Keeping women and children last: America's war on the poor. NY: Penguin.

http://www.clasp.org/Pubs/Pubs_Welfare

Thomas, Susan L. (1995). "Exchanging welfare checks for wedding rings: Welfare reform in New Jersey and Wisconsin." Affilia, 10, 120-137.

Holstein, James A. and Jaber Gubrium. (1995). "Deprivatization and the construction of domestic life." Journal of Marriage and the Family, 57, 894-908.

December 12

Pick a Book

List of book options to be generated by seminar participants.

http://www.personal.psu.edu/mpj/SYL02F597fem.html

Syllabus for the Course: Feminist Sociology

SOC/WMNST 597C: Feminist Sociology

Tuesday 9:00-11:30, 406 Oswald Tower

Spring 2005

Michael P. Johnson

415 Oswald Tower, 865-1937

mpj@psu.edu

"All the decent people, male and female, are feminists. The only people who are not feminists are those who believe that women are inherently inferior or undeserving of the respect and opportunity afforded men. Either you are a feminist or you are a sexist/misogynist. There is no box marked 'other'." Ani DiFranco

In a recently published symposium on feminist theory and methodology in family studies, Janet Saltzman Chafetz and Alexis Walker (Journal of Family Issues 25, October 2004) evidently agreed on the following bare-bones statement of basic feminist principles (as composed by Chafetz):

1. Whatever else it may also be, gender is a system of inequality between males and females as sex categories by which things feminine are socially and culturally devalued and men enjoy greater access to scarce and valued social resources.

2. Gender inequality is produced socioculturally and is not immutable.

3. Gender inequality is evaluated negatively as unjust, unfair, etc.

4. Therefore, feminists should strive to eliminate gender inequality.

My own favorite definition of feminism: You are a feminist if you believe the following: Men are privileged relative to women; that’s not right; and I’m going to do something about it, even if it’s only in my personal life.

Sociology is the scientific study of group life.

Believe it or not, if you put all that together to decide what to cover in a seminar on feminist sociology, it gives you…way more than anyone could possibly cover in a semester.

So, I spent some time this summer meeting with some of the students who will be in this seminar, emailing some other faculty in sociology, putting out a call for help to SWS, and putting all this together with a lot of ideas of my own. That gave me… way more than anyone could possibly cover in a semester. I kept going back to this task throughout September and October and November, and now I think I have to bite the bullet. The general course outline is on the following page, the course structure follows that, and then you will find the details of the reading list.

Topic Outline

I. Really General Stuff

A. The Impact of Feminism in Sociology

B. Feminism and Sociological Methodology

1. Critiques

2. Contributions

C. Feminism and Sociological Theory

1. Gender theory

a. socialization

b. interaction

c. structure

2. Intersectionality

a. race/ethnicity

b. sexuality

c. culture

II. Selected Substantive Areas (areas of specialization—PSU Sociology)

A. Family

1. General

2. Family power and family violence

3. Family division of labor

B. Crime, Law, and Justice

1. General

2. Crime

3. Violence

C. Demography

1. General

2. Health

3. Fertility

D. Inequality/Stratification

1. General

2. Marxist/feminist theory

3. Paid work

4. Poverty

Structure of the Seminar

This class will run as a seminar, with one or two people assigned to facilitate discussion on each topic, and the rest of us participating about equally. You may at times find me talking too much or too little for your taste—you’ll need to push me in your preferred direction in that respect.

At the beginning of each topic the person or persons in charge of that topic will introduce the readings with their thoughts on three questions: (1) what are the major strengths of the reading, (2) what makes this reading feminist (or not), and (3) what are the major contributions of the reading to our understanding of gender inequality and/or women’s lives. Notice that there is no place here for criticism; that is because I want us to start on a positive note. We spend altogether too much time in this business proving how smart we are by focusing on the weaknesses of other people’s work. I haven’t chosen these readings for their weaknesses. There is much to be learned from each of them. Following this positive introduction, the facilitators will facilitate our discussion, and this is where we will get seriously critical when necessary.

Grades will be based on (1) general level of contribution to the seminar discussions (about 25%), (2) quality of discussion facilitation (about 25%), and (3) a 15-20 page term paper, which will be due March 22 (about 50%).

About the paper. It will be due early so that I can give you thorough feedback that you can use to revise the paper as you wish. As preliminary steps, a one page topic choice and justification is due January 25, and an outline and tentative bibliography is due February 15. That leaves you about a month to finish writing the paper. I will grade the papers as quickly as I can and give you plenty of feedback, and believe me, I mean plenty. You may then rewrite the paper if you wish, and the rewrite will be due April 26. If you do rewrite the paper, only the grade on the final version will affect your course grade.

In the past I have also had students present their papers to the class, but for this course I seem to have found many more “essential” readings than we can even squeeze into a full 15 weeks. If you would rather have me eliminate a few weeks of the readings to make room for student presentations I will. If we do that, your presentation would also be a part of your grade.

Of course, I will expect your papers to deal with feminist sociology in some fashion, but because this is a course in an interdisciplinary program (WMNST), the paper focus and format will be very flexible, to suit the needs of students from a variety of disciplines. However, I start with three types of paper in mind as most appropriate. The first is an integrative literature review, in which you identify a narrowly defined question about the gender structure of social life and review the literature on that question, assessing it in terms of conclusions that can or cannot be drawn from the analyses that you review. The second is a data analysis paper in which you do a brief literature review on a feminist question about social life, a question which you then address empirically, using any qualitative or quantitative data set that is available to you. The third type of paper would take a topic that we cover from a sociological perspective in this course, look at it from another discipline’s perspective, and discuss what the sociologists could learn from others and vice versa. Finally, if you would like to do some other sort of paper, we can work that out.

Readings

Only asterisked readings are assigned.

The readings will be available in room 212 Oswald Tower.

* Those with one asterisk are in electronic form. I will put all of the electronic readings into the Angel Lessons tab (angel.psu.edu). The files are also in the 597 folder in 212 Oswald, on a jumpdrive/USB-key and on a CD (take your pick). That’s my USB key—please don’t lose it.

**Those with two asterisks are in hard copy. Take them out and make your own copies, but try to get them back as quickly as possible so others can get to them. I’ll have two sets of these hardcopies, and I’m hoping to have them all in 212 Oswald before the semester starts. I’ll let you know when they’re available.

Please do the readings for January 11a and 11b before we meet.

I’ve kept them short.

January 11a: The Impact of Feminism in Sociology (19pp)

*Judith Stacey and Barrie Thorne. (1985). “The missing feminist revolution in sociology.” Social Problems, 32, 301-16.

*Judith Stacey and Barrie Thorne. (1996) “Is sociology still missing its feminist revolution?” ASA Theory Section Newsletter, 18 (summer), 1-3. Comments that follow are not assigned.

Jeff Manza and Debbie Schyndel. (2000). “Still the Missing Feminist Revolution? Inequalities of Race, Class, and Gender in Introductory Sociology Textbooks” American Sociological Review, 65 (3), 468-475.

Alway, J. (1995) “The trouble with gender: Tales of the still missing feminist revolution in sociological theory.” Sociological Theory, 13 (3), 209-28

Bernard, Jessie (1987) “Re-viewing the impact of women’s studies in sociology” in The Impact of Feminist Research in the Academy, pp. 193-216.

Feminist Scholars in Sociology (1995) “What’s wrong is right: A response to the state of the discipline” Sociological Forum, 10:3, 496-8.

Barbara Laslett and Barrie Thorne (Eds.). (1997). Feminist Sociology: Life Histories of a Movement. New Brunswick, NJ: Rutgers University Press.

Goetting and Sarah Fenstermaker. (1995). Individual Voices, Collective Visions: Fifty Years of Women in Sociology.

January 11b: The Impact of Feminism in Sociology (30pp)

*Janet Saltzman Chafetz. (1997) “Feminist theory and sociology: Underutilized contributions for mainstream theory.” Annual Review of Sociology, 23, 97-120.

*Paula England. (1999). “The impact of feminist thought on sociology.” Contemporary Sociology, 28 (3), 263-8.

Molm, Linda. (1993). “Toward integrating micro and macro, structure and agency, science, and feminism.” In Paula England (Ed.), Theory on Gender/Feminism on Theory (pp. 301-312; comments follow on pp. 312-322). New York: Aldine De Gruyter.

Elizabeth Gross. 1986. “What is feminist theory?” in Carole Pateman & Elizabeth Gross, Feminist Challenges: Social & Political Theory. pp. 190-204.

Smith, Dorothy. (1989) “Sociological theory: methods of writing patriarchy” In Wallace (ed) Feminism and Sociological Theory, pp 34-64.

Carla Kaplan. 1992. “The language of crisis in feminist theory.” In Glynis Carr (Ed.), Turning the century: Feminist theory in the 1990s. pp. 68-89.

January 18a: Feminist Critiques of Sociological Methodology (45pp)

**Hekman, S. (2000). “Truth and method: feminist standpoint theory revisited.” In Carolyn Allen and Judith A. Howard (Eds.), Provoking Feminisms (pp. 9-34). Chicago: University of Chicago Press. Includes comments from Sandra Harding, Patricia Hill Collins, Nancy Hartsock, and Dorothy Smith.

**Nancy Tuana. (1993). “With many voices: Feminism and theoretical pluralism.” In Paula England (Ed.), Theory on Gender/Feminism on Theory (pp. 281-299). New York: Aldine De Gruyter. Includes comments from Sprague & Zimmerman, Johnson, Denzin, Williams, and West & Fenstermaker.

Haraway, Donna. (1988) “Situated knowledges” Feminist Studies 14, 575-97.

Harding, Sandra. (1986) The Science Question in Feminism.

Hartsock, Nancy (1983) “The feminist standpoint: developing the ground for a specifically feminist historical materialism” in Discovering reality. Pp. 283-310.

Hartsock, Nancy (1975) “Fundamental Feminism” Quest 2, 171-82.

McLennan, G. (1985) “Feminism, epistemology and postmodernism” Sociology 29, 391-410.

January 18b: Feminist Contributions to Sociological Methods (48pp)

**Joey Sprague and Mary K. Zimmerman. (1993). “Overcoming dualisms: A feminist agenda for sociological methodology.” In Paula England (Ed.), Theory on Gender/Feminism on Theory (pp. 255-280). New York: Aldine De Gruyter.

*Marjorie DeVault. (1996). “Talking back to sociology: Distinctive contributions of feminist methodology.” Annual Review of Sociology, 22, 29-50.

Olesen, V. (2000). “Feminisms and qualitative research at and into the millennium” in Handbook of Qualitative Research, pp 215-56.

Shulamit Reinharz and Lynn Davidman. (1992). Feminist Methods in Social Research. New York: Oxford University Press.

Cook, JA, Fonow MM. (1986). “Knowledge and women’s interests: issues of epistemology and methodology in feminist sociological research.” Sociological Inquiry 56: 2-29.

Hammersley, M. (1992). “On feminist methodology.” Sociology, 26: 2, 187-206.

Oakley, A. (1998). “Gender, methodology, and people’s ways of knowing.” Sociology, 32: 4, 707-31.

Eichler, M. (1988). Nonsexist research methods: a practical guide.

Maynard, M (1994). “Methods, practice, and epistemology” in Researching women’s lives from a feminist perspective, pp 10-26.

Olesen, V. (1994). “Feminism and models of qualitative research” in Handbook of Qualitative Research, pp 158-74.

Stanley, Liz and S. Wise. (1979). “Feminist research, feminist consciousness and experience of sexism” Women’s Studies International Quarterly, 2: 4, 359-74.

Atkinson, PA. (1997). “Kundera’s Immortality: the interview society and the invention of the self” Qualitative Inquiry 3:3, 304-25.

January 25a: Gender Theory: General (68pp)

**Lorber, Judith. (1994). “Night to his day: The social construction of gender.” In Judith Lorber, Paradoxes of Gender (pp. 13-36). New Haven: Yale.

*J. Richard Udry. (2000). “Biological limits of gender construction.” American Sociological Review, 65, 443-457. Comments and reply from Miller & Costello; Kennelly, Merz & Lorber; Risman; and Udry (2001): American Sociological Review,66 (4), 592-618.

Laslett, Barbara, and Johanna Brenner. (1989). “Gender and Social Reproduction: Historical Perspectives.” Annual Review of Sociology, 15, 381-404.

Fausto-Sterling, Anne. (1992). Myths of Gender: Biological Theories about Men and Women. New York: Basic Books.

Fausto-Sterling, Anne. (2000). Sexing the Body: Gender Politics and the Construction of Sexuality. New York: Basic Books.

Simone de Beauvoir. (1989/1953). The Second Sex. New York: Vintage.

January 25b: Gender Theory: Socialization (45pp)

**Hilary Lips. (1995). “Gender role socialization: Lessons in femininity.” In Jo Freeman (Ed.), Women: A Feminist Perspective (pp.128-148). Mountain View, CA: Mayfield.

**R. W. Connell. (2000). “Making gendered people: Bodies, identities, sexualities.” In Myra Marx Ferree, Judith Lorber, & Beth B. Hess (Eds.), Revisioning Gender (pp. 449-471). New York: Rowman & Littlefield.

Cahill, Spencer. (1989). “Fashioning males and females: Appearance management and the social reproduction of gender.” Symbolic Interaction,12, 281-98.

Cahill, Spencer. (1983). “Reexamining the acquisition of sex roles: a symbolic interactionist approach.” Sex Roles,9 (1), 1-15.

Ruddick, Sara. (1980). “Maternal thinking.” Feminist Studies,6 (2), 342-67.

February 1a: Gender Theory: Interaction (55pp)

**Candace West and Don H. Zimmerman. (2002). “Doing gender.” In Sarah Fenstermaker and Candace West (Eds.), Doing Gender, Doing Difference (pp. 3-23). New York: Routledge.

**Peter Glick and Susan T. Fiske. (2000). “Gender, power dynamics, and social interaction.” In Myra Marx Ferree, Judith Lorber, & Beth B. Hess (Eds.), Revisioning Gender (pp. 365-398). New York: Rowman & Littlefield.

Risman, Barbara. (1987). “Intimate relationships from a microstructural perspective: Mothering men.” Gender & Society,1, 6-32.

Acker, Joan. (1989). “Making Gender Visible” in Feminism and Sociological Theory.

February 1b: Gender Theory: Interaction (74pp)

**Sara Salih. (2004). Excerpts from “Introduction.” In Sara Salih with Judith Butler (Eds.). (2004). The Judith Butler Reader (pp. 6-17). Malden, MA: Blackwell.

**Judith Butler. (2004). “Variations on sex and gender: Beauvoir, Wittig, Foucault (1987).” In Sara Salih with Judith Butler (Eds.). (2004). The Judith Butler Reader (pp. 21-38). Malden, MA: Blackwell.

**Judith Butler. (2004). “Introduction: Acting in concert” and “Undiagnosing gender.” In Judith Butler, Undoing Gender (pp. 1-16, 75-101). New York: Routledge.

Judith Butler. (1990). Gender Trouble: Feminism and the Subversion of Identity. New York: Routledge.

February 8a: Gender Theory: Structure (48pp)

**R. W. Connell. (1987). “Main structures: Labour, power, cathexis.” In R. W. Connell, Gender and Power (pp. 91-118). Stanford, CA: Stanford University Press.

*Barbara Risman. (2004). “Gender as a social structure: Theory wrestling with activism.” Gender & Society 18 (4), 429-450.

Peggy Reeves Sanday. (1981). Female Power and Male Dominance. Cambridge: Cambridge University Press.

Scott Coltrane. (1992). “The micropolitics of gender in nonindustrial societies.” Gender & Society 6, 86-107.

February 8b: Gender Theory: Structure (56pp)

**R. W. Connell. (1995). “The social organization of masculinity.” In R. W. Connell, Masculinities (pp. 67-86). Berkeley: University of California Press.

**Mary Hawkesworth. (2000). “Confounding gender.” In Carolyn Allen and Judith A. Howard (Eds.), Provoking Feminisms (pp. 141-177). Chicago: University of Chicago Press. Not assigned are the comments that follow (pp. 179-220) from Wendy McKenna & Suzanne Kessler, Steven G. Smith, Joan Wallach Scott, and R. W. Connell.

February 15a: Intersectionality: General (48pp)

**Candace West and Sarah Fenstermaker. (2002). “Doing difference.” In Sarah Fenstermaker and Candace West (Eds.), Doing Gender, Doing Difference (pp. 55-81). New York: Routledge.

**Symposium on “Doing difference” and reply. In Sarah Fenstermaker and Candace West (Eds.), Doing Gender, Doing Difference (pp. 81-101). New York: Routledge.

Lynn Weber Cannon, Higginbotham and Leung. (1990) “Race and class bias in qualitative research on women” Gender and Society, 2, 449-62.

Dingwaney & Needham. 1996. “The difference that difference makes.” Socialist Review 26:3-4, pp. 5-47.

Audre Lorde. (1984). “Age, race, class, and sex: Women redefining difference.” In Audre Lorde, Sister Outsider (pp. 114-123). Freedom, CA: The Crossing Press, 1984.

Dill, Bonnie Thornton. (1979). “The dialectics of black womanhood.” Signs 4: 543-555.

bell hooks. “Essentialism and experience” American Literary History 3 (1), 172-183.

February 15b: Intersectionality: Race/ethnicity (54pp)

*Maxine Baca Zinn and Bonnie Thornton Dill. (1996). “Theorizing difference from multiracial feminism.” Feminist Studies 22 (2), 321-331

**Patricia Hill Collins. (2000). “Part 1: The social construction of black feminist thought.” In Patricia Hill Collins, Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment (pp. 1-43). New York: Routledge.

Deborah McDowell. (1995). “Transferences: Black feminist discourse: The practice of theory.” In Elam & Wiegman (Eds.), Feminism Beside Itself (pp. 93-118).

February 22a: Intersectionality: Sexuality (53pp)

*Adrienne Rich. (1980). “Compulsory heterosexuality and lesbian existence.” Signs: Journal of Women in Culture and Society,5 (4), 631-660.

**Ramona Faith Oswald, Libby Balter Blume, and Stephen R. Marks. (2005). “Decentering heteronormativity: A model for family studies.” Also the following associated articles: Bertram J. Cohler, “Backward socialization and gay identity negotiation in families,” and “Timothy J. Biblarz and Judith Stacey, “Gay marriage and social science,” and Lawrence A. Kurdek, “Reflections on queer theory and family science.” In Vern L. Bengtson, Alan C. Acock, Katherine R. Allen, Peggye Dilworth-Anderson, and David M. Klein (Eds.), Sourcebook of Family Theory and Research (pp. 143-165). Thousand Oaks, CA: Sage.

Steve Seidman. (1996). Queer Theory/Sociology (anthology)

Suzanne Pharr. (1988). Homophobia: A Weapon of Sexism. Women’s Project.

February 22b: Intersectionality: Cultural/Global (66pp)

** Kathryn B. Ward. (1993). “Reconceptualizing World System Theory to include women.” In Paula England (Ed.), Theory on Gender/Feminism on Theory (pp 43-68). New York: Aldine de Gruyter.

**Valentine M. Moghadam. (2000). “Gender and the global economy.” In Myra Marx Ferree, Judith Lorber, & Beth B. Hess (Eds.), Revisioning Gender (pp. 128-160). New York: Rowman & Littlefield.

*Denise Kandiyotti. (1988). “Bargaining with patriarchy.” Gender & Society,2 (3), 274-290.

Melissa W. Wright. (1999). “The politics of relocation: Gender, nationality, and value in a Mexican maquiladora.” Environment and Planning A, 31 (9), 1601-17.

FAMILY

March 1a: Feminism and Family Sociology: General (58pp)

**Barrie Thorne. (1992). “Feminism and the family: Two decades of thought.” Pp. 3-30 in Barrie Thorne with Marilyn Yalom (Eds.), Rethinking the Family: Some Feminist Questions. Boston: Northeastern University Press.

**Anne R. Roschelle. (2000). “Gender, family structure, and social structure: Racial ethnic families in the United States.” In Myra Marx Ferree, Judith Lorber, & Beth B. Hess (Eds.), Revisioning Gender (pp. 311-340). New York: Rowman & Littlefield.

Linda Thompson and Alexis J. Walker. (1995). The place of feminism in family studies. Journal of Marriage and the Family, 57, 847-865.

Linda Thompson and Alexis J. Walker. (1989). “Gender in families: Women and men in marriage, work, and parenthood.” Journal of Marriage and the Family, 51, 845-871.

Marie Withers Osmond and Barrie Thorne. (1993). “Feminist theories: The social construction of gender in families and society.” Pp. 591-622 in Pauline G. Boss, William J. Doherty, Ralph LaRossa, Walter R. Schumm, and Suzanne K. Steinmetz (eds.), Sourcebook of Family Theories and Methods: A Contextual Approach. New York: Plenum.

Donna L. Sollie and Leigh A. Leslie (Eds.). (1994). Gender, Families, and Close Relationships. Thousand Oaks, CA: Sage.

Kristine M. Baber and Katherine R. Allen. (1992). Women and Families: Feminist Reconstructions. New York: Guilford.

March 1b: Feminism and Family Sociology: General (68pp)

**Christine Delphy and Diana Leonard. (1992). “The family as an economic system: Theoretical outline.” Pp. 129-162 in Delphy and Leonard, Familiar Exploitation. Oxford: Blackwell (Polity)

**Barbara Risman. (1998). “Playing fair: Equity for the educationally elite.” In Barbara Risman, Gender Vertigo: American Families in Transition (pp. 93-127). New Haven, CT: Yale University Press.

Judith Stacey. (1998). Brave New Families: Stories of Domestic Upheaval in Late-Twentieth-Century America. Berkeley: University of California Press.

Sally Gallagher. (2003). Evangelical Identity and Gendered Family Life. New Brunswick, NJ: Rutgers University Press.

Christine Delphy. (1984). Close to Home: A Materialist Analysis of Women’s Oppression. Amherst: U. of Massachusetts Press.

(Spring Break)

March 15a: Family Power and Family Violence (77pp, but…)

*Aafke Komter. (1989). “Hidden power in marriage.” Gender & Society, 3 (2), 187-216.

*Michael P. Johnson. (forthcoming). “Chapter One: Introduction,” “Chapter Two: Control and Violence in Intimate Relationships,” “Chapter Three: Intimate Terrorism: Controlling Your Partner.” In Michael P. Johnson, Violence and Control in Intimate Relationships: Intimate Terrorism and Other Types of Domestic Violence (pp. 4-60). Boston: Northeastern University Press. 58pp, but they’re manuscript pages.

Kranichfeld, Marion L. (1987). Rethinking family power. Journal of Family Issues, 8(1), 42-56.

Walker, Alexis J. (1996). “Couples watching television: Gender, power, and the remote control.” Journal of Marriage and the Family 58, 813-824.

Peplau, Letitia Anne and Susan Miller Campbell. (1989). “The balance of power in dating and marriage.” Pp. 121-137 in Jo Freeman (ed.), Women: A Feminist Perspective (Fourth Edition). Palo Alto: Mayfield.

DeFrancisco, Victoria Lets. (1991). “The sounds of silence: How men silence women in marital relations.” Discourse & Society 2, 413-423.

Bell, Colin and Howard Newby. (1976). “Husbands and wives: The dynamics of the deferential dialectic.” Pp. 152-168 in Diana Leonard Barker and Sheila Allen (Eds.), Dependence and Exploitation in Work and Marriage. New York: Longman.

March 15b: Family Division of Labor (56pp)

*Myra Marx Ferree. (1990). “Beyond separate spheres: Feminism and family research.” Journal of Marriage and the Family, 52 (4), 866-884.

*Julie Brines. (1994). “Economic dependency, gender, and the division of labor at home.” American Journal of Sociology, 100, 652-688.

Mary Blair-Loy. (2003). Competing Devotions: Career and Family Among Women Executives. Cambridge, MA: Harvard University Press.

Jerry A. Jacobs and Kathleen Gerson. (2004). The Time Divide: Work, Family and Gender Inequality. Cambridge, MA: Harvard University Press.

Linda Thompson. (1991). “Family work: Women’s sense of fairness.” Journal of Family Issues, 12,181-196.

Scott Coltrane. (1996). Family Man: Fatherhood, Housework, and Gender Equity. New York: Oxford University Press.

Marjorie DeVault. (1991). Feeding the Family: The Social Construction of Caring as Gendered Work. Chicago: University of Chicago Press.

Hawkins, Alan J., Christina M. Marshall, and Kathryn M. Meiners. (1995). “Exploring wives’ sense of fairness about family work: An initial test of the distributive justice framework.” Journal of Family Issues, 16, 693-721.

Arlie Hochschild. (1989). Chapters 13-17. Pp. 188-270 in Arlie Hochschild, The Second Shift. New York: Viking.

Katherine R. Allen & Alexis J. Walker. (2000). “Constructing gender in families.” Pp. 1-17 in Robert M. Milardo & Steve Duck (Eds.), Families as Relationships. New York: Wiley.

Ann Oakley. (1974). The Sociology of Housework. New York: Pantheon.

Heidi Hartmann. (1981). “The family as the locus of gender, class and political struggle: The example of housework.” Signs 6, 366-394.

Sarah Fenstermaker Berk. (1985). Pp. 199-211 in The Gender Factory: The Apportionment of Work in American Households. New York: Plenum.

Shelley Coverman. (1989). “Women’s work is never done: The division of domestic labor.” Pp. 356-368 in Jo Freeman (Ed.), Women: A Feminist Perspective. Mountain View, CA: Mayfield.

Crime, law, and justice

March 22a: Feminism and CLJ: General (47pp)

*Dana M. Britton. (2000). “Feminism in criminology: Engendering the outlaw.” Annals of the American Academy of Political and Social Science, 571, 57-76.

*Kathleen Daly. (1997) “Different ways of conceptualizing sex/gender in feminist theory and their implications for criminology.” Theoretical Criminology,1 (1), 25-51.

Dorie Klein. (1995). “Crime through gender’s prism: Feminist criminology in the United States.” Pp. 216-40 in Nicole Hahn Rafter and Francis Heidensohn (Eds), International Feminist Perspectives in Criminology. Philadelphia: Open University Press.

Simpson, Sally. 1989. “Feminist theory, crime, and justice.” Criminology 27:605-631.

Kathleen Daly and Meda Chesney Lind. (1988). “Feminism and criminology.” Justice Quarterly 5:497-535.

Barbara Price and Natalie Sokoloff (Eds.). (2003). The Criminal Justice System and Women: Offenders, Prisoners, Victims, and Workers. (3rd edition). McGraw Hill.

Nicole Hahn Rafter and Francis Heidensohn (Eds). 1995. International Feminist Perspectives in Criminology. Philadelphia: Open University Press.

March 22b: Crime (57pp)

*Darrell Steffensmeier and Emilie Allan. (1996). “Gender and crime: Toward a gendered theory of female offending.” Annual Review of Sociology,22, 459-487.

*Lisa Maher and Kathleen Daly. (1996). “Women in the street level drug economy: Continuity or change?” Criminology 34 (4), 465-492.

Meda Chesney-Lind. 1989. “A Feminist Model of Female Delinquency.” Crime and Delinquency 35, 5-29.

March 29a: Crime (65pp)

*Miller, Jody. (1998). “Up it up: Gender and the accomplishment of street robbery.” Criminology, 36 (1), 37-66.

*Peggy Giordano, Stephen Cernkovich, and Jennifer Rudolph. (2002). “Gender, crime, and desistance: Toward a theory of cognitive transformation.” American Journal of Sociology, 107 (4), 990-1064. Read only pp. 990-1004, 1016-1027, and 1051-1057.

Peggy Giordano, Stephen Cernkovich, and Donna Holland. (2003). “Changes in friendship relations over the life course: Implications for desistence from crime.” Criminology 41, 293-328.

Miller, Jody and Norman White. (2003). “Gender and adolescent relationship violence.” Criminology 41(4), 1207-1248.

1. Lynne Haney’s 1996 ASR “Homeboys, babies, men in suits.”

2. Lynne’s review essay on feminist state scholarship (welfare, law, cjs) in Annual Review of Sociology (2000?).

3. Jill McCorkel 2003. “Embodied surveillance and the gendering of punishment.” Journal of Contemporary Ethnography

4. special issue. 2004 (forthcoming) of Social politics devoted to feminist state theory, welfare, and cjs--exploring connections.

March 29b: Violence (56pp)

**Mary R. Jackman. (1999). “Gender, violence, and harassment.” In Janet Saltzman Chafetz (Ed.), Handbook of the Sociology of Gender (pp. 275-317). New York: Kluwer Academic.

*Richard Felson. (in press). “Is violence against women about women or about violence?” Unpublished manuscript. 13pp

O’Toole and Schiffman (Eds.), Gender Violence.

Dobashes and Martin Schwartz on violence against women.

DEMOGRAPHY

April 5a: Feminism and Demography: General (64pp)

*Harriet B. Presser. (1997). “Demography, feminism, and the science-policy nexus.” Population and Development Review, 23 (2), 295-331.

*Susan Cotts Watkins. (1993). “If all we knew about women was what we read in Demography, what would we know?” Demography, 30 (4), 551-577.

Birdsall, Nancy. 1976. “Women and population studies.” Signs 1, 699-711.

Presser, H.B. and G. Sen (eds.) (2000). Women’s Empowerment And Demographic Processes. Oxford University Press.

Mason, K. O. and A. M. Jensen (Eds.). (1995). Gender and Family Change in Industrialised Countries. Clarendon Press, Oxford.

Dixon-Mueller, R. (1993). Population Policy and Women’s Rights: Transforming Reproductive Choice. Westport, CT: Praeger.

April 5b: Feminism and Demography: General (54pp)

**Paula England. (2003). “Feminist perspectives on population issues.” In Paul Demeny and Geoffrey McNicoll (Eds.), Encyclopedia Of Population (pp. 399-403). New York: Macmillan.

*Nancy Riley. (1997). “Gender, power, and population change.” Population Bulletin, 5 (1), 1-48.

Harriet Presser and Maitreyi Bordia Das. (2002). “Mainstreaming gender in demographic training: Benefits and constraints.” Genus Vol. 58:165-187. (This is an Italian population journal which is probably in the PRI Library or I have this issue on training, if you are interested)

April 12a: Health (49pp)

*Ellen Kuhlmann and Birgit Babitsch. (2002). “Bodies, health, gender—bridging feminist theories and women’s health.” Women’s Studies International Forum, 25, 433-442.

*Chloe E. Bird and Patricia P. Rieker. (1999). “Gender matters: An integrated model for understanding men’s and women’s health.” Social Science & Medicine 48, 745-755.

*Marcia C. Inhorn, and K. Lisa Whittle. (2001). “Feminism meets the ‘new’ epidemiologies: toward an appraisal of antifeminist biases in epidemiological research on women’s health.” Social Science & Medicine, 53, 553-567.

*Lynda Birke. (2000). “Sitting on the fence: Biology, feminism, and gender-bending environments.” Women’s Studies International Forum, 23 (5), 587-99.

Braun, Virginia. (2003). “Revisiting the orifice: A reappraisal of ‘A funny thing happened on the way to the orifice: Women in gynecology textbooks.’” Feminism & Psychology 13, 5-10.

Dyck, Isabel. (2003). “Feminism and health geography: Twin tracks or divergent agendas?” Gender, Place, and Culture 10(4): 361-368.

Layne, Linda L. (2003). “Unhappy endings: A feminist reappraisal of the women’s health movement from the vantage of pregnancy loss.” Social Science & Medicine, 56: 1881-1891.

April 12b: Fertility (52pp)

*C. Allison McIntosh and Jason Finkle. (1995). “The Cairo Conference on Population and Development: A new paradigm?” Population And Development Review, 21 (2), 223-260.

*Peter McDonald. (2000). “Gender equity in theories of fertility transition.” Population and Development Review, 26 (3), 427-440.

Hugo, G. 1999. “Gender and migrations in Asian countries.” Gender and Population Studies Series. International Union for the Scientific Study of Population. Liege.

Mason, K.O. 1995. Gender and Demographic Change: What Do We Know? International Union for the Scientific Study of Population. Liege.

Hodgson, Dennis and Susan Cotts Watkins 1997. “Feminist and New-Malthusians: Past and Present Alliances.” Population and Development Review, 23, 469-523.

INEQUALITY/STRATIFICATION

April 19a: Feminism and Inequality/Stratification: General (44pp)

*Myra Marx Ferree and Elaine J. Hall. (1996). “Rethinking stratification from a feminist perspective: Gender, race, and class in mainstream textbooks.” American Sociological Review, 61 (3), 929-950.

**Dana Dunn, Elizabeth M. Almquist, & Janet Saltzman Chafetz. (1993). “Macrostructural perspectives on gender inequality.” In Paula England (Ed.), Theory on Gender/Feminism on Theory (pp. 69-90). New York: Aldine De Gruyter.

April 19b: Marxist/Feminist Theory (18+??pp)

**Beth Anne Shelton and Ben Agger. (1993). “Shotgun wedding, unhappy marriage, no-fault divorce? Rethinking the feminism-Marxism relationship.” In Paula England (Ed.), Theory on Gender/Feminism on Theory (pp. 25-42). New York: Aldine De Gruyter.

??Heidi Hartmann. (1979). “The unhappy marriage of Marxism and feminism: Towards a more progressive union.” Capital and Class, 8 (Summer), 1-33.

??Heidi Hartmann. (1981). “The family as the locus of gender, class, and political struggle: The example of housework.” Signs 6 (3), 366-394.

Catherine MacKinnon. (1982). “Feminism, Marxism, method and the state: An agenda for theory.” Signs, 7, 515-44.

April 26a: Paid Work (67pp)

*Joan Acker. (1990). “Hierarchies, jobs, and bodies: A theory of gendered organizations” Gender & Society, 4 (2), 139-158.

**Jerry A. Jacobs and Kathleen Gerson. (2004). “Working time from the perspective of families” and “Where do we go from here?” In Jerry A. Jacobs and Kathleen Gerson, The Time Divide: Work, Family and Gender Inequality (pp. 41-55, 169-202). Cambridge, MA: Harvard University Press.

Melissa W. Wright. (1999). “The politics of relocation: Gender, nationality, and value in a Mexican maquiladora.” Environment and Planning A, 31 (9), 1601-17.

Mary Blair-Loy. (2003). Competing Devotions: Career and Family Among Women Executives. Cambridge, MA: Harvard University Press.

Crompton, R. (2000) “The gendered restructuring of the middle classes: Employment and caring” in Renewing Class Analysis, pp. 165-83.

Rosabeth Kanter. (1977). Men and Women of the Corporation. Basic Books.

Huber, Joan. (1990). “Macro-micro links in gender stratification” American Sociological Review, 55, 1-10.

Acker, Joan. (1973). “Women and social stratification.” American Journal of Sociology, 78 (1), 174-83.

April 26b: Poverty (52pp)

*Linda M. Burton, Laura Lein, and Amy Kolak (in press). “The walls of Jericho: Health and mothers’ employment in low-income families” 22pp.

**Kathryn Edin & Laura Lein. (1997). Two tables on survival strategies and “The choice between welfare and work.” In Edin & Lein, Making Ends Meet: How Single Mothers Survive Welfare and Low Wage Work (pp. 150-151 and 218-235). New York: Russell Sage.

Annette Lareau. (2004). Unequal Childhoods: Class, Race and Family Life. Berkeley: University of California Press.

Jason DeParle. (2004). American Dream: Three Women, Ten Kids, and a Nation’s Drive to End Welfare. New York: Viking.

Adrian Nicole LeBlanc. (2003). Random Family: Love, Drugs, Trouble, and Coming of Age in the Bronx. New York: Scribner.

Bonnie Thornton Dill. (1988). “Our mother’s grief: Racial-ethnic women and the maintenance of families.” Journal of Family History 12, 415-431.

http://www.personal.psu.edu/mpj/SYL05S%20597femsoc.htm

Professor Melissa W. Wright

Was a signatory of a 2002 letter suggesting that Israel might exploit a war against Saddam to engage in “ethnic cleansing” against Palestinians:
http://www.itszone.co.uk/zone0/viewtopic.php?t=1790

From Wright’s departmental biography:

Melissa W. Wright studies the dynamics linking cultural and economic processes. Her research is based primarily in Mexico and along the Mexico-U.S. border. She has also conducted fieldwork in southern China and in Hong Kong. Her recent work has focused on the emergence of an international social movement that protests violence against women along the Mexico-U.S. border. Another project has examined the meaning and practice of corporate citizenship. She is starting a new project on environmental contamination and community health initiatives in the binational border region.

Syllabus for the Course: Global Feminisms

Dr. Melissa W. Wright Office hours: Thurs. 11:30- 12:30

316 Walker Bldg. or by appointment

email: mww11@psu.edu

Global Feminism

WMNST 502

This course examines some of the principal themes related to the articulation, growth and spread of feminism in a global context. The class focuses explicitly upon issues pertinent to women’s experiences in different cultural and national contexts and upon political formulations about the nature of feminist practice in these contexts. One of the course’s key aims is to critique the notion that feminism is a coherent, “Western” movement by origin that has been exported to the “Third World.” By studying how feminism, as both a body of scholarship and also as a political movement, which does not necessarily stem from the former, this course investigates the often conflicting meanings for the term “feminism” that cut across international feminist politics and across academic debates.

Notes

1. The following books will be available at Websters

Chris Weedon.. 1999. Feminism, theory and the politics of difference. Blackwell. Oxford.

**Chandra Mohanty. 2003. Feminism without Borders : Decolonizing Theory, Practicing Solidarity. Duke University Press.**

Bayes and Tohidi. Eds. 2001. Globalization, gender and religion: The politics of women’s rights in Muslim and Catholic contexts. Palgrave.

Martha Nusbaum. 1998. Sex and Social Justice. Oxford University Press.

Uma Narayan. 1997. Dislocating Cultures: identities, traditions and third world feminism. Routledge.

Azar, Nafisi. 2003. Reading Lolita in Tehran: a memoir in books. Random House.

2. Journal articles/book chapters will be on online and can be accessed through coursereserves.

Week 2: Sept 6

Locating the ‘global’ in global feminism / the politics of location

Herod and Wright, “Placing Scale: an introduction” in Herod and Wright, eds. Geographies of Power: placing scale. Blackwell.

Mohanty. Feminism without borders. (Part I and Part III)

Gibson-Graham, “Querying globalization” in The end of Capitalism (as we knew it). Blackwell.

Benamou, C. “Those earrings, that accent, that hair: a dialogue with Maria Hinojosa on Latino/as and the media”. In Shohat ed. Talking Visions.

Basu, “Introduction” in Basu. Ed. The challenge of local feminisms: women’s movements in a global perspective. 1995.Westview Press. Boulder.

Week 3: Sept 13

Mapping the ‘feminisms’ in global feminism

Weedon, Chris. 1999. Feminism, theory and the politics of difference.

Week 4: Sept 20 No class

Week 5: Sept 27

World forums, Women’s Solidarity and the Human Rights discourse

Wilson, A. 1996. “Lesbian Visibility and Sexual Rights at Bejing”. Signs Vol. 22:1

Hsiung and Yuk-Lin, “Jie Giu--Connecting the Tracks: Chinese Women’s Activism Surrounding the 1995 World Conference on Women in Beijing,” in Gender and History 10 (3): 470-497.

Sarah Joy Albrecht. “World Social Forum”. Off Our Backs. Washington: Mar/Apr 2004. Vol. 34, Iss. ¾

Conway, J. (2004). "Place Matters: India's Challenge to Brazil at the World Social Forum." Antipode 36(3): 357-360.

Olivers, D. (2004). "Counter Hegemonic Dispersions: The World Social Forum Model." Antipode 36(2): 175-182.

Video recording: Women speak up: the NGO forum on women, 95

Week 6: Oct 4

Universalism and Feminism ?

Nausbaum, M. Sex and Social Justice.

Optional

Ferguson, “Resisting the Veil of Privilege: Building Bridge Identities as an Ethico-Politics of Global Feminisms,” in Narayan and Harding, eds. Decentering the Center: Philosophy for a multicultural, postcolonial and feminist world

Barker, D. Dualisms, Discourse and Development in Narayan and Harding, eds. Decentering the Center: Philosophy for a multicultural, postcolonial and feminist world

Trevenen. Global Feminism and the "Problem" of Culture available at http://muse.jhu.edu/journals/theory_and_event/v005/5.1r_trevenen.html

Week 7: Oct 11

The NGOization of Feminism

Julie Hemment. “Global Civil Society and the local costs of belonging: defining violence against women in Russia” in Signs: a journal of women in culture and society 2004. vol 29:3.

Kristen Ghodsee. 2004. “Feminism-by-design: emerging capitalisms, cultural feminism and women’s non-governmental organizations in post socialist Eastern Europe”. Signs: a journal of women in culture and society 2004. vol 29:3.

Karen M Booth .”National mother, global whore, and transnational femocrats: The politics of AIDS and the construction of women at the World Health Organization” Feminist Studies. College Park: Spring 1998. Vol. 24, Iss. 1; p. 115

Sonia Alvarez. “Latin American feminists go global” in Cultures of Politics/politics of cultures edited by Sonia Alvarez

Grewal Indrepal. 1998. “On the new Global Feminism and the Family of Nations: Dilemmas of Transnational Feminist Practice. In Ela Shohat ed. Talking Visions. MIT press. Cambridge. MA.

Week 8: Oct 18

The politics of culture and representation

Uma Narayan, Dislocating Cultures.

Optional

Mrinalini Sinha, 2000. “How History matters: Questioning the categories of ‘Western’ and Non-Western Feminisms” in CAFS, University of Minnesota ed. Is Academic Feminism Dead? New York University Press.

Week 8: Oct 25

Sexuality and Political movements

Walters, “From Here to Queer,” Signs 21 (4): 830 (39)

Enke, Anne. “Smuggling Sex Through the Gates: Race, Sexuality, and the Politics of Space in Second Wave Feminism” American Quarterly - Volume 55, Number 4, December 2003, pp. 635-667

Accad, “Sexuality and Sexual Politics: Conflicts and Contradictions for Contemporary Women in the Middle East,” Mohanty et al, eds. Third World Women and the Politics of Feminism.

Barroso and Bruschini, “Building Politics from Personal Lives: Discussions on Sexuality among Poor Women in Brazil,” Third World Women and the Politics of Feminism, 153-172.

Week 9: Nov 1

Feminism and religion

Bayes and Tohidi. Eds. Globalization, gender and religion.

Week 10: Nov 8

Feminism and Nationalism

Huanani-Kay Trask,“Feminism and Indigenous Hawaiian Nationalism,” Signs 21 (4): 906.

Herr, R.S. 2003. The possibility of Nationalist feminism. In Hypatia 18:3. 135-160

Sinha M. 2003. Gender and Nation. Forthcoming in American Historical Association Pamphlet series.

Hai, Ambreen, “Border Work, Border Trouble: Postcolonial Feminism and the Ayah in Bapsi Sidhwa's Cracking India” MFS Modern Fiction Studies - Volume 46, Number 2, Summer 2000

Week 11: Nov 15

Islamic feminism

Azar, Nafisi. Reading Lolita in Tehran

Abu-Lugodh, L. “Introduction” in Remaking women: feminism and modernity in the Middle-East.

Week 12: Nov 22

No class

Week 13: Nov 29

Feminism and global restructuring

Mohanty. “Women workers and politics of Solidarity.” In Feminism without borders

Lisa McLaughlin. 2004. “Feminism and the political economy of transnational public space”
The Sociological Review. 52:s1 p. 156

Marchand and Runyan, 2000. “Introduction” in M. Marchand & A. Sisson Runyan (eds.), Gender and Global Restructuring: Sightings,Sites and Resistances (London: Routledge).

Ling, L. & Chang, K. 2000.“Globalization and its Intimate Other: Filipina Domestics in Hong Kong,’ in M. Marchand & A. Sisson Runyan (eds.), Gender and Global Restructuring: Sightings,Sites and Resistances (London: Routledge).

Videorecording: The global Assembly line

Dec 6 and 13: Presentations

Syllabus for the Course: Introduction to Feminist Thought

Women’s Studies301

Introduction to Feminist Thought

Spring 2006

T, TR 2:30-3:45

203 Sackett

Dr. Melissa W. Wright

316 Walker Bldg.

Email: mww11@psu.edu

Office hours: Tues 10:00-11:15, or by appointment

Course Objectives:

This course will introduce you to some of the theoretical issues and political and intellectual debates that are at the foundation of contemporary feminism. Grounded in a history of Western feminism, the course will explore such topics as feminism and the Enlightenment; the religious roots of the first wave of feminist thought; and conflicting theories about "natural" rights, sexual equality vs. difference, female "nature," and class and race identities. We will also consider ongoing debates about particular feminist concerns such as maternalism, sexuality, pornography, violence against women, and the persistence of female poverty.

The success of this course depends on everyone’s full presence and participation. Students will be expected to read each week's reading, come to class prepared with questions, and participate fully and seriously in class discussions. Throughout the course you will discover that feminist thought is a process, a struggle, part of a movement. You will each come to your own ideas about feminism; I only expect that you will do so in an open, respectful, and thoughtful way.

The format of the class will be based on the discussion of assigned readings. We will do so either as a class or in small groups. Students are expected to complete all readings by the periods in which they are to be discussed.

The following books are available for sale at Webster’s bookstore on South Allen St. and are on reserve.

Kolmar and Bartkowski, Feminist Theory: A Reader (First Edition, Mayfield Publishing 2000)

bell hooks, Feminism is for Everybody: Passionate Politics

CLASS MEETINGS AND READINGS:

Jan 10: INTRODUCTION TO THE COURSE

Jan 12:

bell hooks:

Feminism is for Everybody: Passionate Politics

Jan 17 & 19: Definitions

Kolmar & Bartkowski, Feminist Theory: 1 (Treichler), 2 (Walker), 3 (Bunch), 4 (Lorde), 5 (Lugones), 6 (hooks) & Lexicon

Jan 24 & 26: THE “NATURAL” RIGHTS OF WOMEN

Kolmar & Bartkowski, Feminist Theory: 7 (Navajo), 8 (Wollstonecraft), 9 (Grimké), 10 (Stanton), 11 (Truth), 12 (Mill), 13 (Butler), 14 (Cobble)

Jan 31 & Feb 2: "GIVE US BREAD BUT GIVE US ROSES"

Kolmar & Bartkowski, Feminist Theory: 15 (Engels), 16, (Cooper), 18 (Gilman), 20 (Goldman), 21 (Jones), 22 (Schreiner), 23 (Eastman)

Feb 7 Exam I

Feb 9: Group Projects

THE MIDDLE/MODERN YEARS

Feb 14 & 16: Kolmar & Bartkowski, Feminist Theory: 24 (Sanger), 25 (Browne), 26 (Woolf), 27 (Horney), 28 (Mead), 29 (Beard), 30 (Kennedy), 31 (de Beauvoir)

FEMINISM REEMERGES

Feb 21 &23: Kolmar & Bartkowski, Feminist Theory: 33 (Friedan), 34 (NOW), 35 (Solaris), 36 (Millett), 38 (Redstockings), 40 (Firestone), 41 (Murray)

Feb 28: GENDER, SEXUALITY, AND VIOLENCE

Kolmar & Bartkowski, Feminist Theory: 43 (Radicalesbians), 46 (Ortner), 47 (Cixous), 48 (Mernissi), 50 (Rubin), 52 (Brownmiller)

Mar 2: Group Projects

Mar 6-12 Spring Break

Mar 14 & 16: SAMENESS, DIFFERENCE, AND "MATERNAL THINKING"

Kolmar & Bartkowski, Feminist Theory: 51 (Smith-Rosenberg), 55 (Irigary), 56 (Frye), 58 (Chodorow), 60 (Rich), 64 (Gilligan), 65 (Kaplan), 68 (Ruddick)

Mar 21 : Exam II

Mar 23: Group Projects

Mar 28 & 30: DEMOCRACY AND FEMINISM

Kolmar & Bartkowski, Feminist Theory: 54 (Combahee), 57 (Lorde), 63 (Hartmann), 67 (Mohanty), 78 (Mackinnon)

Apr 4 & 6: FEMINISM AND POSTMODERNISM

Kolmar & Bartkowski, Feminist Theory: 69 (Haraway), 72 (Harding), 74 (Alcoff), 75 (Scott), 76 (Fuss), 81 (Butler) 82 (Collins), 87 (Williams)

Apr 11 & 13: THEORY & PRACTICE: WHERE DO WE GO FROM HERE?

Kolmar & Bartkowski, Feminist Theory: 86 (Delombard), 88 (Beijing)

Apr 18 & 20: Group Presentations

Apr 25: Group Presentations

Apr 27: Exam III

https://cms.psu.edu/section/default.asp?format=course&id=200506SPUP+++RWMNST301+001&title=WMNST+301+%2C+Section+001%3A+INTRO+FEM+THOUGHT+

Professor Joan B. Landes

Was a signatory of the 2003 “Historians Against the War Statement”:

http://www.historiansagainstwar.org/sigs28apr03.html

Landes’ departmental biography:

“My interests span European gender, cultural, intellectual, and political history, with a focus on eighteenth-century France; interdisciplinary eighteenth-century studies; the history of modern feminist theory and feminist movements; the history of Enlightenment science and medicine; visual imagery; and French colonialism.

“My work has concerned the gendered organization of public and private life in the passage from absolutism to democratic republicanism and revolutionary nationalism in eighteenth-century France; gendered citizenship; representations of the female body in the popular imagery of the French Revolution; the polemical and rhetorical uses of monstrosity (gendered, bestial, and grotesque bodies); the place of anatomical practice and knowledge in figurations of the body politic and revolutionary practice; and the relationship between text and image in early modern print culture.

“My books include Women and the Public Sphere in the Age of the French Revolution (1988); Visualizing the Nation: Gender, Representation and Revolution in Eighteenth-Century France (2001), Monstrous Bodies/ Political Monstrosities in Early Modern Europe, co-editor (2004), and Feminism, the Public and the Private, ed. (1998). My articles have appeared in numerous collections and journals with interdisciplinary and disciplinary emphases.

“My research has been supported by the John Simon Guggenheim Memorial Foundation, the Getty Research Institute of the Getty Museum, The National Endowment for the Humanities, the Mary Ingraham Bunting Institute of Radcliffe College, the Swedish Collegium for Advanced Study in the Social Sciences (SCASSS), Uppsala, Sweden, and the Humanities Research Centre, The Australian National University. I have been a resident scholar at the Centre Alexandre Koyré, Histoire des Sciences et des Techniques, EHESS-CNRS -MNHN, Paris, France, and the University of Waikato, Hamilton, New Zealand.

“Finally, I have served as President of the American Society of Eighteenth-Century Studies (2003/4).

“My current book project concerns designs for artificial life undertaken by philosophers, physicians, engineers, natural historians, and anatomists. I am also engaged in a collaborative project on the question of animal nature, as posed in early modern philosophical and medical texts and in visual culture, from the seventeenth century to the present.

“I am a strong advocate of interdisciplinary approaches to historical knowledge. I have sought to introduce history students to visual sources, and to theoretical perspectives on historical research and writing. I co-curated an exhibition in 1989 on French and British artists of the French and Haitian Revolutions, and I am currently working on developing an exhibition on the topic of animal nature. My interest in new technologies is also reflected in my on-line article "Representing Women in the Revolutionary Crowd", in An On-Line Collaboration Organized by Jack Censer and Lynn Hunt, "Imaging the French Revolution: Depictions of the French Revolutionary Crowd," The American Historical Review 110.1 (2005): .”

Syllabus for the Course: Feminist Theory

WMNST 507: Fall 2005

Professor Joan B. Landes

Course Description:

This course aims to introduce students to the range of debate among feminist theorists on questions of patriarchy and male domination; gender, sexuality and desire; identity and subjectivity; experience and performance; maternity and citizenship; universalism and difference. Beginning with the question, “Why Theory?,” we briefly review the antecedents of “Second” and “Third” Wave Feminism, concluding with a reappraisal of the theme of women’s rights first encountered in the writings of eighteenth-century advocates of women’s equality and nineteenth-century proponents of female emancipation. We will also address the responses of feminist theorists to the processes of globalization and the worldwide demise of established forms of oppositional social and political movements.

Course Materials:

Video recordings: may be viewed at the Arts and Humanities Library for three-hour loans.

Journal articles/book chapters: online – either at the Angel course site, or through course reserves.

Course books, as follows, are available for purchase at the University Book Store.

· Wollstonecraft, A Vindication of the Rights of Woman ( Dover, 1996)

· Linda Nicholson, ed. The Second Wave (Routledge, 1999)

· Joan B. Landes, Feminism, the Public and the Private (Oxford, 1998)

Angel site: The site is available for assigned and voluntary postings by course members.

WMNST 507 (F2005)

August 30: Introduction: Why Theory?

Readings:

Joan Cocks, “Suspicious Pleasures: On Teaching Feminist Theory” in Gendered Subjects: The Dynamics of Feminist Teaching, ed. Margo Culley and Catherine Portuges (Boston: Routledge & Kegan Paul, 1985), 171-182.

bell hooks, “Theory as Liberatory Practice,” Yale Journal of Law and Feminism 4:1 (1991-2)

Additional Main Campus Women’s Studies Syllabi

Syllabus for the Course: Introduction to Women’s Studies

WMNST 001:

Introduction to Women’s Studies

Section 006 - FALL 2005

T&TH 4:15 – 5:30 PM

211 East HH Development Building

Instructor: Dr. Marla Jaksch

Office: 110 Willard Building

Phone: 865-0750

Email: mlj132@psu.edu

Office Hours: Tuesdays & Thursdays 11:15- 12:15 & by appointment

----------------------------------------------------------------------------------------------------------------------------------------------

Teaching Assistants: Vanessa Massaro (vam127@psu.edu)

Office Hours: by appointment

Class Website: cms.psu.edu

"The trouble is that once you see it, you can't unsee it. And once you've seen it, keeping quiet, saying nothing, becomes as political an act as speaking out. There's no innocence. Either way, you're accountable."
-- Arundhati Roy

"People should fear art, film, and theatre. This is where ideas happen. This is where somebody goes into a dark room and starts to watch something and their perspective can be completely questioned... the very seeds of activism are empathy and imagination."
-- Susan Sarandon

Course Overview:

Ÿ This is an introductory feminist, survey course that critically examines the lives and experiences of women in the arts and humanities. We will broadly explore the ways in which women have been (and are currently) celebrated and ignored, valued and evaluated, how women have been represented and most importantly how women represent themselves.

Ÿ This class will build on important issues, concepts, and terms related to the intersections of race, class, gender, sexual orientation, and other social identities related to women’s experiences. One of the goals of feminism has been to create equality for all people and we will discuss past and present work towards this end – plus imagine ways that we might participate in creating equity.

Ÿ Through this exploration it is our goal to not only recognize the ways in which our understanding of the creative work and lives of women has been constructed and identify problem areas, but also to create possible strategies for change through appreciation and engagement with many creative strategies that women have employed historically and contemporarily.

Ÿ The class will consist of discussions, visiting guests, individual and group projects, art making, film viewings, and participation in related special campus events. It is my hope that YOUR perspectives and experiences will give meaning to our discussions. It is essential that we all engage in critical thinking about our lives and the world in which we live, and that by the end of the semester the course will be founded in our ability to think differently about women and the creative contributions and work they make.

Course Objectives:

Ÿ To examine (and challenge) the nature of power and privilege in our lives and institutions.

Ÿ To critically explore the ways that we define, construct, and evaluate such concepts as “sex”, “gender”, “woman”, “women” (“man”/”men”) and “feminism” - especially as they relate to power and privilege.

Ÿ To examine how the lives and experiences of women are constructed and vary across different societies and cultures - and again, how they are influenced by power and privilege and how women have re-shaped and re-envisioned their lives through research, politics, art, activism, and everyday life.

Course Materials:

TEXT BOOKS: 3 Required

Ÿ Women’s Voices, Feminist Visions edited by Susan Shaw & Janet Lee, listed as “WVFV” on the course schedule. Books available at the Penn State Bookstore.

Ÿ Feminism is for Everybody by the bell hooks listed as “FIFE” on the course schedule. Books are available at the Penn State Bookstore.

Ÿ Women Writing Resistance edited by Jennifer Browdy de Hernandez, listed as “WRR” on the course schedule. This text will also is also available at the Penn State Bookstore.

“Bitch” Magazine. I will have reduced price copies (various issues) available in class and during office hours for $4 each. A copy of the magazine (any issue) is required for your feminist media review paper!

Short Paper #1: Biography DUE: September 29

Your paper should be 5 pages in length. Don’t forget to cite any work used or quoted. Your paper is due in the ANGEL “BIO” Drop Box before class on the 29^th!

Biography of a Feminist Artist /Activist/Writer: This assignment allows for a better understanding of women who create artwork, their training, the subject matter and media of their production (i.e. film, language, paints, performance) and will familiarize you with feminist strategies for telling unique and possibly untold stories. It should include a critical analysis of how the issues that inspire and/or motivate and shape the life and work of the artist (where and how they live, what is happening during this time that influence the media, subject matter, how it is or isn’t received?). Use key terms and concepts to support your claims through the use of at least TWO articles from class – in addition to the outside research necessary to provide a comprehensive look into the dynamic life of your artist.

Short Paper #2: “Bitch” Magazine Review DUE: October 20^th

This assignment requires that you critically review the feminist magazine “Bitch” and write a 5 to 7 page paper around one of the themes below.

(1) Compare/Contrast – if you choose this option you will compare and contrast “SECTIONS” of women centered magazines and critically examine analyze their ideas, assumptions, representations, goals, and themes. How are they different/same? Necessity? Audience? Goals? Values? Provide brief background information (about “Bitch” & women’s magazines) and then offer and support an analysis that considers how gender is constructed through the questions posed above.

(2) History of Feminist Women’s Magazines – if you choose this option you are required to provide a brief history of alternative women’s magazines and situate “Bitch” Magazine within this history. One of the goals of the feminist movement of the early 1970s was to give women who had been denied employment due to lack of marketable skills the opportunity to learn a traditionally male trade. In the days before desk-top publishing and the Internet made information relatively more easy to produce and distribute, it was especially important for women who wanted to spread their feminist message to learn the printing trade. It was a vital strategy for "controlling the means of production" and gaining access to print for a point of view that was often excluded from mainstream media. What does it do that is a continuation, extension, challenge to more traditional magazines and feminist magazines?

*Both options should consider things such as price, aesthetics, availability, audience, tone, advertising, sort and amount of content (say versus other sorts of women’s magazines). Support your claims with articles from class as well as independent research both on-line and in the library.

Group Project: Projects Due: Friday, November 11^th!

Each of you will participate in the Women’s Studies Undergraduate Forum on day, from 12-3 PM. The group project is designed to educate you and the Penn State community about women’s issue of your choice. Your group project will consist of designing projects/artwork(s) that will address an issue in need of social change. The project will include an artwork(s), unique display proposal, corresponding materials that will help to facilitate dialogue and understanding among the research/project/artworks and audience. See the women’s studies website for pictures of last semester’s forum for ideas: http://www.womenstudies.psu.edu/events/forum.htm. Your grade on this project will consist of evaluations from the instructor, other women’s studies instructors, TA’s, and your group members. You should plan to arrive early to set-up your project. ALEAST ONE PERSON FROM EACH GROUP SHOULD BE AT YOUR TABLE AT ALL TIMES!!!!!!

To complete this project successfully, you will need to meet with your group OUTSIDE OF CLASS. To encourage you to work on this project throughout the semester, the following assignments are due prior to the forum:

(1) Your first, second, and third topic choices are DUE 9/22/05

(2) A tentative plan for the project is DUE 10/18/05.

Your plan should include: your projects goals and objectives; a bibliography (of which only ½ can be from the web); detailed description of what the project is to include (how displayed); a list of equipment that you will need if any. ONE paper per group will be turned in.

(3) A final summary (one per group!) of the forum project is DUE 11/17/05.

Your 3-5-page summary (NOT including references) should include: Description of materials used; final bibliography; evaluation of your group members (forms provided); and a critique of your projects (what worked well, what would you do differently, did you meet goals and objectives? How was it received?). Please include your own personal reactions and evaluations.

Short Paper #3: Feminist Film in 2 Parts DUE: December 1^st!

Your paper should be 5-pages in length. Don’t forget to cite any work used or quoted.

Your paper is due in the ANGEL “FILM” Drop Box before class on the December 1^st!

Pt. One -Film Analysis: This assignment will have you pick one of the following films and corresponding articles and write a 5-page analysis paper. Each film has been selected as being relevant in some way to the class – share with me what you feel are the salient issues addressed in the film. You will be penalized for doing a synopsis of the film – you should do an analysis, which is VERY different from synopsizing. Please be clear on what will be necessary by looking up the difference! Each film is synopsized on ANGEL, listed alphabetically in the Film folder – the folder also includes several important documents. First, you will find articles that you are REQUIRED to read in conjunction with the film and use them, along with other class readings, as a part of your analysis. Second, you will find an outline with specific questions that you must address in your paper. Each film is available at Blockbusters, Mike’s, Hollywood Video or through the PSU Library. I would suggest group viewings to defray costs, for group dialogue, and in order to prepare Pt. Two.

Pt. Two – Group Presentation: Those viewing the same film will be asked to present a short overview of your film and salient issues, techniques, and consequences of your film on December 1st.

Antonia’s Line ( 1996 ) by Marleen Gorris
Chutney Popcorn (1999) by Nisha Gantra
Whale Rider (2002) by Niki Caro
Magdalene Sisters (2002) by P. Mullen

· Inch’ Allah Dimanche (2001) by Yamina Benguigui

· Vera Drake (2004) by Mike Leigh -also being shown as a part of the WS film series

· Monsoon Wedding ( ) by Mina Nair

· Ma Vie en Rose (My Life in Pink) (1997) by Alain Berliner

· Born Into Brothels

Class Contributions:

One of the objectives of this course is to engage with the readings and other materials we cover and to further develop critical thinking skills. With this in mind, you are expected to actively contribute to this class, to develop your own “voice”. The contributions should help build upon the foundation developed in class so that you will have variety of experiences to reflect upon and share.

Outside Events: DUE: 2 Classes After the Event!

You will be required to attend at least TWO outside events of your choice during the semester. We will discuss opportunities weekly in class and posted on the ANGEL calendar, but you should also check out The Daily Collegian, or other posters/publications for opportunities. Please check with me first if it is something I haven’t mentioned. You will write a 3-page paper describing why you chose the event, the purpose for the event, a critique of the event, and how it relates to the course. The write-up is due 2 classes after the event.

Women’s Studies Film Series: This semester there is a special WMN ST film series (free) that will be featuring a feminist film every Tuesday evening at 6:30 PM in Willard Building. See the class calendar for a listing of each film. Keep an eye out for a few of the films, as they will be offered as extra credit assignments!

BIO - Tile DUE: October 4^th!

Using your feminist activist/artist as a basis you will create a ceramic tile that re-presents this artist in any way you see is fitting. We will work on this project in the CFAC studio at 129 A & B of the HUB. All supplies will be provided for a $3 studio fee that covers the cost of all materials, instruction and firing costs. The tiles will then be assembled into a large group mosaic artwork to be displayed on campus.

FINAL EXAM: DUE: December 13^th

TO BE DETERMINED!

Assignment Overview:

ASSIGNMENT DUE DATE

Biography Paper September 29^th

BIO Tile October 4^th

Bitch Magazine Critical Review October 20^th

FORUM Project: Pt One September 22^nd

Pt Two October 18^th

Pt Three November 17^th

Film Analysis: Pt One & Two December 1^st

Final December 13^th

· Outside Events (OSE) 2 classes or 1 week after the event

Tentative Course Schedule

---------------------Week One ----------------------------------------

Tuesday, August 30^th Feminism & Teaching

Hand Out, Intros & Discussion

Thursday, September 1^st Women’s Studies & Feminism

WVFV- Chapter 1: Introduction (1-27)

WVFV- Rich: Claiming an Education (1) p. 28

FIFE- Introduction & Chapter 1 (p.vii-6)

Assignment Due- Read your syllabus and come to class with questions

-------------------Week Two----------------------------------------------

Tuesday, September 6^th Women’s Movement/Women’s Studies

WVFV- Baxandall & Gordon: Dear Sisters (3) p. 33

WVFV- Chapter 11: Introduction (p. 463)

FIFE- Chapter 2, 3, & 4 (p. 7- 24)

Thursday, September 8^th Inequality

WVFV- Johnson: Shame, Guilt, & Responsibility (6) p. 52

WVFV- Rhode: Denials of Inequality (7) p. 55

FIFE- Chapter 7 & 10

WRR- Introduction (p. 1-9)

---------------Week Three------------------------------------------

Tuesday, September 1 3th Power, Privilege, Oppression, Difference

WVFV- Chapter 2: Introduction (58-71)

WVFV- Frye: Oppression (9) p. 80

WVFV- McIntosh: White Privilege & Male Privilege (12) p. 86

WRR- Sanabria: Las aeious (p. 91)

Thursday, September 15^th Intersectionality: Race, Class, Gender, Sexuality

WVFV- Collins: Toward a New Vision (8) p. 72

WVFV- Pharr: Homophobia- A Weapon of Sexism (11) p. 82

WVFV- Yamoto: Something About the Subject… (13) p. 93

WVFV- Langston: Tired of Playing Monopoly? (14) p. 96

-----------------------Week Four------------------------------

Tuesday, September 20^th Constructing Sex & Gender

WVFV- Chapter 3: Introduction (113-126)

WVFV- Gould: X- A Fabulous…(17) p. 127

WVFV- Lorber: The Social Construction of Gender (18) p. 129

WVFV- Angier: Spiking the Punch (21) p. 138

Thursday, September 22^nd Constructing Sex, Gender, & Sexuality

**** Top 3 Forum Choices DUE Today!****

WVFV- **Nelson: Boys will be Boys but…(22) p. 142**

WVFV- Chapter 4: Introduction (153-167)

WVFV- Schwartz & Rutter: Sexual Desire & Gender (24) p. 168

–---------------------Week Five---------------------------

Tuesday, September 27^th Sexuality

WVFV- Moraga: La Guera (28) p. 188

WVFV- Reyes & DeMeulenaere: Companeros (30) p. 193

FIFE- Chapter 15 & 16

Thursday, September 29^th Sexuality, Gender, & the Body

**** BIO PAPER DUE TODAY ****

WVFV- Chapter 5: Introduction (p. 199)

WVFV- Brumberg: Breast Buds & the …(32) p. 214

WVFV- Chapter 6: Introduction (p.239)

WVFV- Harvard Women’s Health Watch: How Far We’ve Come (40) p. 260

FIFE- Chapter 6 (p. 31)

EXTRA CREDIT EVENT – WS Feminist Scholar Series Presents:

******* Guerrilla Girls, 7 PM @ Schwab Auditorium, SEPTEMBER 30^th ***********

------------------Week Six----------------------------------------------

Tuesday, October 4^th Women’s Bodies

WVFV- Thompson: “A Way Outa No Way” (35) p. 222

WVFV- Richards: Body Image (34) p. 220

ER – Jessica Weiner: A Very Hungary Girl

Thursday, October 6^th Women & the Politics of Representation

WRR: Danicat: We are Ugly but We are Here (p. 23)

ER- Sut Jhally: Image Based Culture

ER- Bordo: Never Just Pictures

WEB- http://www.mediareporttowomen.com/

----------------------Week Seven-------------------------------------------

Tuesday, October 11^th Women’s Bodies, Race, Sexuality, & Visuality

ER- Lisa Gail Collins: Historic Retrievals

ER- bell hooks: Teaching Resistance: the Radical Politics of Mass Media

ER- Gloria Steinem: Sex, Lies, & Advertising

WEB – http://www.aboutface.org/

Thursday, October 13^th Reproductive Health

WVFV- **Margaret Sanger: My Fight for Birth Control (45) p. 275**

WVFV- Cynthia Gorney: Caught in the Crossfire (46) p. 278

FIFE- Chapter 5 (p. 25)

WVFV- Gloria Steinem: If Men Could Menstruate (33) p. 218

-------------------Week Eight-----------------------------------------------

Tuesday, October 18^th Reproductive Health - Motherhood

WVFV- Berry: The Crime That Had No Name (79) p. 490

ER- Haire: The Cultural Warping of Childbirth

ER- Hyder: Routine Midwifery Care

Thursday, October 20^th Violence Against Women – Relationships

* Bitch Review DUE!

WVFV- Chapter 10: Introduction (p. 424)

WVFV- Women in Action: Violence Against Women (69) p. 440

WVFV- Del Martin: A Letter from a Battered Wife (72) p. 449

-----------------Week Nine--------------------------------------------

Tuesday, October 25^th Violence Against Women– Sexual Violence

WVFV- Boswell& Spade: Fraternities & Collegiate Rape…(71) p. 444

WVFV- Lee: Militarism & Sexual Violence (76) p. 460

WVFV- Zia: Where Race & Gender Meet (81) p. 505

ER- Rushing: Surviving Rape

Thursday, October 27^th Ending Violence Against Women

WVFV- Stolenberg: Pornography (74) p. 452

WRR- Marjorie Agosin: Death in the Desert (p. 193)

FIFE – Chapter 11 (p.61)

ER- Off Our Backs on men stopping violence

------------------Week Ten---------------------------------------------

Tuesday, November 1^st Families, Work, & Gender

WVFV – Chapter 7: Introduction (p. 287)

WVFV- Michael Kimmel: The “Constructed Problems” (48)

WVFV- Conway, et al: Women and Family Law (78)

FIFE- Chapter 14 (p. 78)

Thursday, November 3^rd Women & Work

WVFV- Chapter 8: Introduction (p. 324)

WVFV- Hesse-Biber & Carter: A Brief History of Working Women (55) p. 337

WVFV- Rogers & Henson: “Hey, Why don’t you wear a …” (57) p. 359

FIFE- Chapter 9 (p. 48)

------------------Week Eleven--------------------------------------------

Tuesday, November 8^th

WVFV- Ehrenreich: Maid to Order (58) p. 370

WVFV- Hartmann, et all: The Rhetoric & Reality of Welfare…(80) p. 493

WVFV- Cynthia Enloe: The Globetrotting Sneaker (60) p. 380

FIFE- Chapter 8 (p. 44)

Thursday, November 10^th Forum Review*

*We will spend a portion of the class previewing projects.

******FRIDAY, NOVEMBER 11^th – WMN ST FORUM, 12-3 PM in the HUB!******

----------------Week Twelve-----------------------------------------------

Tuesday, November 15^th Women Making Culture

WVFV- Chapter 9: Introduction (p. 385)

WVFV- Gloria Anzauldua: The Path of the Red….

WRR- Raquel Partnoy: The Silent Witness (p. 28)

ER- N. Broude & M. Garrard: Intro: Feminism & Art in the 20^th C

Thursday, November 17^th Women Making Movies

ER- G. Gibson-Hudson: Ties That Bind: Cinematic Representations…

ER - Redding & Brownworth: Introduction: the Female Lens

------------------Week Thirteen------------------------------------

Tuesday, November 22^nd NO CLASS

NO CLASS – Treat Today as FRIDAY!

Thursday, November 24^th NO CLASS THANKSGIVING!

NO CLASS!

--------------------Week Fourteen----------------------------

Tuesday, November 29^th Women Writers

WVFV- Virginia Woolf: Shakespeare’s Sister (61) p. 400

WVFV- Audre Lorde: Poetry in Not a Luxury (62) p. 402

WRR- Alicia Partnoy: On Being Shorter (p. 173)

WRR- Gloria Anzaldua: Speaking in Tongues (p. 79)

Thursday, December 1^st Social Justice & Global Feminism

**** FILM ANALYSIS DUE!****

FIFE – Chapters 8 & 19

WVFV- Chapter 13: Introduction (p. 552)

WVFV- Kimmel: Real Men Join the Movement (93) p. 568

WRR- Margaret Randall: One Precious Moment (p. 157)

--------------------Week Fifteen----------------------------------

Tuesday, December 6th Social Justice & Global Feminism

WVFV- The Beijing Declaration (95) p. 576

WVFV- Rosen: Epilogue (97) p. 583

WVFV- Baumgardner & Richards: A Day with Feminism (99) p. 589

WRR- Julia Alvarez: I Came to Help (p. 211)

Thursday, December 8th LAST CLASS!

POTLUCK DISCUSSION! Bring Something to Share!

----------------Finals Week-------------------------------------------------

Tuesday, December 13^th – Final Projects Due in 110 Willard Building by 12 NOON!

Another Syllabus for the Course: Introduction to Women’s Studies

Introduction to Women’s Studies

WmnSt 001, Fall 2005

Section 003, 067 Willard

10:10-11:00 , MWF

“The first problem for all of us, men and women, is not to learn, but to unlearn”

Gloria Steinem

Instructor: Lisa Shawn Hogan, Ph.D.

Email: lhogan@psu.edu

Office: 216 Sparks Building

Office Hours: 11:00-12:00 MWF (or by appointment)

Office Phone: 865-8668 (feel free to leave a message)

Teaching assistants:

Joell Bajoras: jab5021@psu.edumailto:kmk337@psu.edu mailto:Kent:kmk337@psu.edu mailto:rmr214@psu.edu(Contact Joell for all attendance issues)mailto:dbg130@psu.edu

Stacy Krenn: sak5001@psu.edumailto:gdm133@psu.edu

mailto:ejc151@psu.edu

mailto:jeg222@psu.edu mailto:nrc132@psu.edu mailto:acb187@psu.eduCourse Description:

This class will introduce you to the broad field of women’s studies. We will examine a wide range of opinions that should help you explore, develop, and refine your own thinking. Many of the essays will reinforce your own ideas, while others may challenge your assumptions and deeply-held beliefs. Some of the issues we will discuss include gender roles, masculinity, marriage, family, relationships, and images of women in popular culture. The first half of the class includes historical readings from the women’s rights movement, starting with the 1700s and moving to the women’s liberation movement of the 1960s. In the second half of the class we will explore contemporary issues. The readings will include excerpts of fiction, speeches, sociology, personal narratives, journalism, American history, popular psychology, literary criticism, and biology. In addition to the course readings, I will incorporate a variety of video material that addresses contemporary issues relevant to understanding gender in today’s society.

Required Textbook:

1) Miriam Schneir, Ed. (1994). Feminism: The Essential Historical Writings. New York: Vintage Books. (Listed on syllabus as “S”).

2) Jennifer Hurley, Ed. (2002). Women’s Rights: Great Speeches in History. San Diego: Greenhaven Press. (Listed on syllabus as “H”).

3) Michele Plott and Lauri Umanski, Eds. (2000). Making Sense of Women’s Lives: An Introduction to Women’s Studies. New York: Collegiate Press. (Listed on syllabus as P and U).

Daily Agenda

Disclaimer: This is a tentative agenda and is subject to change as the class progresses. It is in your best interest to attend class every day to keep informed of any changes.

August 31^st (Wednesday):

Distribute syllabi, introduce instructor and Teaching Assistants, and fill out information sheets.

Topic: What is Women’s Studies?

September 2^nd (Friday):

Video: “Men and Women Brain Differences” (5 minutes)

Read: 1) “The Necessity of Women’s Studies in a Liberal Arts Education.” (P and U)

2) “Women’s Studies: Issues and Approaches.” (P and U)

September 5^th (Monday):

No class! Happy Labor Day.

Topic: Who’s afraid of Feminism?

September 7^th (Wednesday):

Read: 1) “Fear of Feminism” (P and U)

Topic: Understanding gender differences.

September 9^th (Friday):

Video: “Boys and Girls are Different:Men, Women and the Sex Difference.” (40 minutes)

Note: Thursday, September 8^th is the end of the add/drop period.

Topic: Early Rebels

September 12^th (Monday):

Read: 1) Abigail Adams, “Familiar Letters.” (S)

2) Mary Wollstonecraft, “A Vindication of the Rights of Woman.” (S)

September 14^th (Wednesday):

Video: “Triangle Shirtwaist Factory.” (9 minutes)

Read: 1) Frances Wright, “Course of Popular Lectures.” (S)

2) Sarah Grimké, “Letters on the Equality of the Sexes.” (S)

3) Harriet Robinson, “Early Factory Labor in New England.” (S)

4) “Married Women’s Property Ac of 1848.” (S)

Quiz #1 over today’s readings.

Topic: Founding a Movement

September 16^th (Friday):

Read: 1) “Declaration of Sentiments and Resolutions.” (S)

2) Frederick Douglass, “Editorial.” (S)

3) William Lloyd Garrison, “Intelligent Wickedness.” (S)

4) Sojourner Truth, “Ain’t I a Woman?” (S)

Quiz #2 over today’s readings.

September 19^th (Monday):

Read: 1) Lucretia Coffin Mott, “Not Christianity but Priestcraft.” (S)

2) Lucy Stone, “Marriage Protest.” (S)

3) Elizabeth Cady Stanton, “Address to the New York State Legislature of 1854" (S)

4) “Married Women’s Property Act of 1860.” (S)

September 21^st and 23^rd (Wednesday and Friday):

No class! Dr. Hogan attends a conference in Washington, D.C.

September 26^th (Monday): Teaching Assistants show video!

Video: “Susan B. Anthony biography.” (50 minutes).

September 28^th (Wednesday):

Discuss Anthony biography with instructor after quiz.

Read: 1) Susan B. Anthony, “The U.S. v Susan B. Anthony.” (S)

2) Susan B. Anthony, “Woman Wants Bread, not the Ballot.” (S)

3) Victoria Woodhull and Tennessee Claflin, “Virtue: What it is, and What it’s not.” (S)

Quiz #3 over today’s reading AND Susan B. Anthony Biography.

September 30^th (Friday):

Video: “ A Century of Women: Women and Work.”

October 3^rd (Monday):

Continue Video and discuss with instructor.

Topic: 1960s Feminism.

October 5^th (Wednesday):

Read: 1) Betty Friedan, “A Woman’s Civil Right.” (H)

2) Gloria Steinem, “Women’s Liberation is Men’s Liberation.” (H)

3) Betty Friedan, “The Problem that Has no Name.” (P and U)

Quiz #4 over today’s readings.

Topic: ERA and STOP ERA

October 7^th (Friday):

Video: “Dr. Laura: Woman’s Power.” (10 minutes)

Read: 1) Shirley Chisholm, “For the Equal Rights Amendment.” (H)

2) Phyllis Schlafly, “The Woman’s Movement is Incompatible with Family Life.” (H)

October 10^th (Monday): Teaching Assistants Show Video!

Video: “Gloria Steinem Biography.” (50 minutes)

Topic: Friends and Sisters

October 12^th (Wednesday):

Read: 1) Carroll Smith-Rosenberg, “The Female World of Love and Ritual.” (P and U)

2) Martha Manning, “Betrayal.” (P and U)

3) Mona Simpson, “Sisters.” (P and U)

Quiz #5 over Today’s readings AND Steinem biography.

October 14^th (Friday):

No Class! University Study Day.

Topic: Mothering

October 17^th (Monday):

Read: 1) Nancy Chodorow, “Family Structure and Feminine Personality.” (P and U)

2) Anna Quindlen, “Mothers.” (P and U)

3) Molly Ladd Taylor and Lauri Umansky, “Bad Mothers.” (P and U)

4) Betty Jean Lifton, “Bad/Good, Good/Bad.” (P and U)

October 19^th (Wednesday):

Mandatory Study Session with Teaching Assistants.

October 21^st (Friday):

Exam #1!

Topic: Birth Control Movement and Activism

October 24^th (Monday):

Video: “A Century of Women: Sexuality and Political Justice.”

October 26^th (Wednesday):

Continue Video and discussion with instructor.

Topic: Marriage, Work, and Family

October 28^th (Friday):

Video: 1) “Job Sequencing.” (9 minutes)

2) “Strip Bars in the Workplace.” (12 minutes)

Read: 1) Patricia Mainardi, “The Politics of Housework.” ( P and U).

2) Venny Villapando, “The Business of Selling Mail Order Brides.” (P and U).

3) Mary Helen Washington, “Working at Single Bliss.” (P and U)

Topic: Working Women

October 31^st (Monday): Happy Halloween!

Video: “Deborah Tannen on the Today Show.” (6 minutes)

Read: 1) Germaine Greer, “Work.” (P and U)

2) Randy Albelda and Chris Tilly, “It’s a Family Affair: Women, Poverty and Welfare.” (P and U)

3) Deborah Tannen, “Men and Women Talking on the Job.” (P and U).

Topic: Women Artists

November 2^nd (Wednesday): Teaching Assistants Cover Class!

Read: 1)Virginia Wolf, “If Shakespeare Had a Sister.” (P and U)

2) Alice Walker, “In Search of Our Mother’s Garden.” (P and U)

3) Mary Gordon, “Mary Cassatt” and “The Case of Berthe Morisot.” (P and U).

Topic: Women’s Health

November 4^th (Friday):

Read: 1) “Boston Women’s Health Book Collective.” (P and U)

2) Audre Lorde, “The Cancer Journals.” (P and U)

3) Gloria Steinem, “Ruth’s Song.” (P and U)

Topic: Depiction of women in advertising

November 7^th (Monday):

Video: “Killing us Softly III.” (#40978)

November 9^th (Wednesday):

Assignment: Bring in a fashion-oriented magazine (E.g., Cosmo) for a class activity on women’s portrayal in advertising. Do not bring a men’s magazine (e.g., Maxim). Please note that this is not the time to read articles in the magazine, but a time to analyze the ads critically. Groups who refuse to participate in the activity will be asked to leave and will not be counted for attendance.

Topic: Reproductive Rights

November 11^th (Friday):

Read: 1)Rickie Solinger, “Pregnancy and Power.” (P and U)

2) “Childbearing Rights Information Project.” (P and U)

3) Elaine Tyler May, “Non-Mothers as Bad Mothers.” (P and U)

Topic: The Politics of Inclusion

November 14^th (Monday):

Read: 1)bell hooks, “Racism and Feminism.” (P and U)

2) Barbara Macdonald, “Politics of Aging.” (P and U)

November 16^th and 18^th (Wednesday and Friday):

Note: Late drop period ends today!

No class! Dr. Hogan attends NCA convention in Boston, MA.

Topic: Domestic Abuse

November 21^st (Monday):

Teaching Assistants show video on Domestic Abuse from the Oprah Winfrey Show.

November 22^nd (Tuesday):

Bonus class day!

Read: 1) “Susan Griffin, “Rape.” (P and U)

2) Paula Kamen, “Acquaintance Rape.” (P and U)

3) Ann Jones, “Battering.” (P and U)

November 23^rd and November 25^th (Wednesday and Friday)

No class! Happy Thanksgiving!

Topic: Men and Masculinity

November 28^th (Monday):

Note: All extra-credit assignments are due today!

Video: “Tough Guise: Violence, Media, and the Crisis of Masculinity” (#91774)

November 30^th (Wednesday):

Continue Video and discussion with Instructor.

Topic: Debating Sex

December 2^nd (Friday):

Video: “Male and Female Sex differences.” (6 minutes)

Read: 1) Gloria Steinem, “Erotica and Pornography.” (P and U)

2) Helen E. Longino, “Pornography.” (P and U)

Topic: Violence and the Military

December 5^th (Monday):

Video: “Rape and the Military.” (25 minutes)

December 7^th (Wednesday):

Mandatory Study Session with teaching assistants.

December 9^th (Friday):

Exam #2

Another Syllabus for the Course: Introduction to Women’s Studies

WMNST 001: Introduction to Women’s Studies

Section 4 Fall 2005

MWF 1:25-2:15pm 018 Henderson Building

Instructor: Yihuai Cai

Office: 117 Willard Building

Mailbox: 122 Willard Building

Email: yuc107@psu.edu

Office hours: Mondays: 2:30-4:00 pm and by appointment

Course Description:

Welcome to Women’s Studies! Women’s Studies is an interdisciplinary study that examines the power differentials in our society and the everyday life from the perspectives of women’s and other underprivileged groups’ lived experiences. It questions the taken-for-granted values, assumptions and knowledge in our social, cultural and political contexts. To participate in a Women’s Studies course is to develop a “new” set of lens through which you will be able to examine the world more critically. We might explore issues that are familiar to you, but from a very different framework, so I would ask you to try your best to read, think and THINK! Dare to ask questions in this class, because that is the first step towards the “deconstruction” of our previous knowledge and assumptions. By the end of the semester, I expect you to be able to answer these questions:

1. What is feminism? What is a feminist?

2. What is power relation? How power relations operate in our society? How does power relation relate to our analysis of privilege and oppression?

3. How do feminists understand the following concepts: gender, sex, sexuality, man, woman, culture, knowledge, and activism?

4. How feminist agendas have been debated and developed in different historical and cultural contexts? How could women from various cultures, races/ethnicities, sexual orientations all call themselves feminists? Who defines feminism?

5. Is “feminism” only about women? How do various forms of oppression (e.g. sexism, racism, classism, ageism, heterosexism, and ablebodism) operate to divide oppressed peoples from one another and consequently facilitate the continued oppression of each group? (borrowed from Jill Wood) Examining your own previous values and knowledge, have you consciously or unconsciously participated in one or more of those oppressive ideologies and discourses?

6. What is feminist activism? How shall we develop strategies that address issues of power differentials in our society?

7. What is “critical thinking” and how will your new set of lens change your life choices?

Attention: Developing critical thinking and feminist awareness doesn’t mean that in this course, I will provide you with a fixed set of knowledge. Instead, you will have to actively engage in many controversial discussions, through which you will learn how to see through the surface phenomenon and critically examine the hidden discourses to make informed decisions.

Required Texts:

Shaw, Susan and Janet Lee (2004) Women’s Voices, Feminist Visions: Classic and Contemporary Readings (2^nd Edition) New York: McGraw Hill (noted as WVFV on your syllabus)

hooks, bell (2000) Feminism is for Everybody: Passionate Politics. Cambridge, MA: South End Press (noted as FIFE on your syllabus)

Findlen, Barbar (1995) ed. Listen Up: Voices from the next feminist generation (new expanded edition). Seal Press (noted as LU on your syllabus)

Nealon, Jeffrey & Giroux, Susan Searls.(2003) The Theory Toolbox: Critical Concepts for the Humanities, Arts & Social Sciences. Rowman & Littlefield Publishers, Inc. (noted as Toolbox on your syllabus)

In addition to the required texts, you may occasionally get extra readings from both feminist and popular magazines, such as BUST or Newsweek. Requirements for those readings will be given in advance.

The PSU course management system ANGEL will be the major platform for our class discussion, so you will need to check the ANGEL site regularly to participate in online discussion, receive course announcements and submit some of your assignments.

Community Service Project

Women’s Studies is not only about abstract academic theories and women’s group discussions, it is a field that strives to connect theory and scholarship with feminist activism. In this course, you will also have the opportunity to make a difference in your own community through your developing knowledge in feminisms. Throughout the semester you will participate in a community service project. There are several projects available both on campus and in our community. You will need to sign up for those projects and I will assign you into different groups based on your preference and the numbers of people each project requires. I will invite directors from those projects to give a short introduction at the beginning of the semester before you sign up for each project. If you have any questions, you should ask during that session.

Because these service agencies have generously offered us the opportunity to participate in their projects, you will be required to participate weekly for a certain amount of time depending on different projects (usually 1-2 hours every week) and behave yourself according to the rules of each agency. Any misconduct or absence reported from the directors will result in a lower or failure grade for this class.

Each week you will need to post a short report of your activities on ANGEL.

By the end of the semester, you will be asked to write a 4-5 page critical reflection paper on your service project which summarizes the project and makes connections to the course readings and your own learning experience. Expect to share your paper with your classmates.

Also by the end of the semester, everyone will have the opportunity to share their experiences participating in the service project with the Penn State community at the Undergraduate FORUM. More information will be provided later during the semester. But your can go to Women’s Studies website for information on past events. (just click events, and you will see)

Note that the starting and finishing dates of each project may vary, but the overall weeks and time will be roughly the same.

Here’s a list of the service projects:

Center For Women Students (PHREE) Peers Helping Reaffirm, Educate and Empower

Men Against Violence peer education group (MAV)

HIV/AIDS Risk Reduction Advisory Council (HARRAC)

Mid-State Literacy Council

LGBTA Support Network

Planned Parenthood, State College

DATE

TOPIC

READING/ ASSIGNMENT (due on that day)

W, 8/31

Introduction to class materials and policies

Write down what you think is feminism and Women’s Studies

* Sarah Travis, the director from the Mid-State Literacy Council

Buy textbooks, get familiar with the ANGEL site

F, 9/2

What is Women’s Studies? What is Feminism?

* Christian Matheis from the LGBTA Support Network

* Audra Hixson, the director from the Center for Women Students explain the PHREE and Men Against Violence project

Reading due:

WVFV p.1-16

FIFE Introduction and Chapter 1 (p. vii-6)

* Sign up for discussion leaders each week (group 5 will be a bigger group)

* Thinking about which project you will sign up for

M, 9/5

Labor Day – no class

W, 9/7

How feminism is related to us?

What is theory?

* Stephanie Bjorklund, the director of the Planned Parenthood

* Christina or Betsy, students from the HIV/AIDS Risk Reduction Advisory Council (HARRAC)

Movie tonight: The Stepford Wives

6pm, 162 Willard

Reading due:

WVFV Claiming An Education (p28-30) – women students

WVFV Shame, Guilt and Responsibility (p52-53) – male students

Toolbox: Chapter 1, 2 (p. 1-20)

WVFV A Day without Feminism (p30-31)

* Sign up for projects (Early submission for 9/9 Multicultural Forum)

F, 9/9

Learning theory – basic concepts in critical and feminist theories (Theory, Authority, Privilege, Power& Oppression, Knowledge, Ideology, Differences, Institution )

* Sign up sheet for service project due in class today

Reading due:

Toolbox 6 (p.83-94)

* People sign up for different readings in WVFV Chapter 2

Possibly, Discussion related to the movie

M, 9/12

Continue discussion

Each small group present their own reading

Reading due:

WVFV Chapter 2 (p.59-71)

WVFV one signed up reading from Chapter 2

W, 9/14

Class discussion on aspects of differences and oppression

Reading due:

Toolbox 10 (p. 157-192)

Homework: Start to work on your service project

*Discussion leaders 1 post their burning questions

F, 9/16

Social Construction of Gender

Reading due:

WVFV Chapter 3 p.113-126

WVFV X: A Fabulous Child’s Story p.127-129

WVFV The Social Construction of Gender p.129-132

Homework: 1. Submit your weekly report of the service project on ANGEL (Don’t forget each weekend)

M, 9/19

Femininity & Masculinity

You can start your gender paper now!!!

Reading due:

FIFE Feminist Masculinity p.67-71

WVFV Spiking the Punch: In Defense of Female Aggression, p.138-142

First posting due today at 12pm

W, 9/21

Discussion Leaders’ presentation 1

Talk about the Gender Paper

No reading assignment

Second posting due at 12pm today

Start working on the first “Gender Paper”

F, 9/23

Sex, Power and Intimacy

Reading due:

WVFV p.153-167

WVFV The Search for Men Who love, p175-190

LU Some Things You keep with You, p. 253-257 (Optional)

*Discussion Leaders 2 post their burning questions

* Submit your weekly report on the service projects

M, 9/26

Sexuality

Movie Clip: Sex and the City

Reading due:

FIFE A Feminist Sexual Politic p. 85-92

FIFE To Love Again p.100-104

LU Lusting for Freedom p.19-24

First posting due at 12pm

Homework: First response due at 12pm

W, 9/28

Queer Politics

Discussion Leaders’ presentation 2

Reading due:

WVFV La Guera, p.186-190

FIFE Total Bliss p.93-99

Second posting due at 12pm today

F, 9/30

Family Systems – A private sphere?

(Rethink of the term marriage, family, women’s double day)

Reading due:

WVFV p.287-300

Choose one from the following:

WVFV The “Constructed problems” of contemporary Family life, p. 301-308

WVFV Women and Family Law (Marriage and Divorce) p480-487

Submit weekly report on your service project

Gender Paper due next Monday

* Discussion Leaders 3 post their burning questions

M, 10/3

Relationship, Marriage and Family – Private vs. Public

In class reading of The Newsweek article – The Myth of the perfect Mum

The Gender Paper is due today (You can start to prepare for your second paper NOW!)

Reading due:

WVFV The Crime that had no name p490-493

** Only one posting this week due at Tuesday 12pm

W, 10/5

Discussion Leaders’ presentation 3

Reading due:

FIFE Feminist Parenting & Liberating Marriage and Partnership p.72-84

F, 10/7

Resisting Sexual Violence Against Women

* Invite the director from the Center for Women Students to talk about this issue!

Reading due:

WVFV p 425 – 439

FIFE Ending Violence p.61-66

* Submit weekly report

* Discussion Leaders 4 post their burning questions

M, 10/10

Voices from the women: rethinking relationship

Showing the movie: Senorita Extraviada: Missing Young Women

Reading due:

WVFV A Letter from a Battered Wife p.449-451

LU Don’t call me a Survivor, p.33-39

WVFV Fraternities and Collegiate Rape Culture p.444-449 (optional)

First posting due at 12pm today

W, 10/12

Sexual Violence in Global Context

Discussion Leaders’ presentation 4

Reading due:

WVFV Militarism and Sexual Violence p.460-461

Second posting due at 12pm today

F, 10/14

Study Day – no class

Get together with your group member to work on your service presentation

Don’t forget to continue work on your service project and submit the weekly report

M, 10/17

Body Politics

Reading due:

WVFV p.200-213

FIFE Beauty within and without p.31-36

** You can start your preparation for the Undergraduate FORUM

* Discussion leaders 5 (a bigger group) post their burning questions

W, 10/19

Body image, media and power relations – who defines women’s bodies

* We don’t meet in class today, but we’ll meet later at the film series

Tonight’s movie: The End of Menstruation? – Meet the Filmmaker

6pm, 162 Willard

Reading due:

WVFV Breast Buds and the “Training” Bra

WVFV If Men Could Menstruate p.214-219

F, 10/21

Eating Disorder and body image: contradictory messages

Watch: Jean Kilbourne – Slim Hopes

Reading due:

LU The Body Politic p.103-111

LU Ruminations of a Feminist Fitness Instructor p.25-32

First posting due at 12pm today

* Submit weekly report on service project

M, 10/24

Reproductive Right:

Abortion – the debate between pro-choice and pro-life

Reading due:

WVFV How Women Pay for Fetal Rights p.282-285

LU And So I chose, p.142-152

FIFE Our Bodies, Ourselves p.25-30

W, 10/26

Discussion Leaders’ presentation 5

(A bigger group)

Discuss about the second paper due after Thanksgiving

No Reading Assignment

second posting due at 12pm today

** Hurry up now for the presentation on your Community Service Project in Class

F, 10/28

Service Project Working Day

You don’t need to come to class today, but you have to meet your group members and work on your FORUM presentation

Get together with your group members and work on your presentation

Post your weekly report on service project

M, 10/31

What can we do ---

Women Confronting and Creating Culture

Basic concepts: culture, popular culture

Reading due:

Toolbox Chapter 5 Culture p.51-70

WVFV p.385-399

* Working on your second paper

* Discussion Leaders 6 post their burning questions

W, 11/2

Confronting Culture

Cartoon book: The Paper Bag Princess

Movie Clip: Disney princesses or Jean Kilbourne – Killing us Softly

Reading due:

WVFV Thinking about Shakespeare’s Sister, p.400-402

WVFV Construction of the Female Self, p.406-410

First posting due at 12pm today

F, 11/4

Creating Culture

Discussion Leaders’ Presentation 6

Reading due:

LU Selling Out, p.247-250

WVFV The Path of the Red and Black Ink, p.404-406

Second posting due at 12pm today

Homework:

Submit your weekly report

Finish the preparation for the FORUM presentation

M, 11/7

Service Project Presentation to the class (Finish the poster or display for Undergraduate FORUM)

Discussion Leaders 7 post their burning questions

W, 11/9

Service Project Presentation to the class continue

Women’s Work Inside and Outside the Home

Start working on the second paper

Reading due:

WVFV p.324-338

FIFE Women At work, p.48-54

F, 11/11

Women and Work from a global context

Movie clip: The Global Assembly Line

WVFV Maid to Order p.370-375

WVFV The Globetrotting Sneaker p.380-383

Submit your weekly report

M, 11/14

Undergraduate FORUM – show your feminist activism 12-3pm

NO CLASS

Be prepared to talk to people about your community service project

First posting due at 12pm today

W, 11/16

Discussion Leaders’ Presentation 7

No reading assignment

Second Posting due at 12pm today

F, 11/18

Global Feminism – When it all messed up

Reading due:

Toolbox, Chapter 8 and 9, p.109-140 (Space/Time and Posts)

FIFE Global Feminism p.44-47

** Work on your second paper

* Submit your weekly report on service project

M, 11/21

Voices from the margins- rethinking feminism

Reading due:

FIFE Feminist Class Struggle p.37-43

FIFE Race and Gender p.55-60

LU Betrayal Feminism p.258-264

LU Ghosts and Goddesses, p.89-100 (optional)

Discussion Leaders 8 post their burning questions

T, 11/22

Book Reading Day – finalize your second paper which is due after Thanksgiving

No reading Assignments for today

(First posting due at 12pm today)

W, 11/23

F, 11/25

Thanksgiving Holiday – No class

M, 11/28

Feminism(s)

Discussion Leaders’ Presentation 8

** Second Paper Due in class Today

Reading due:

LU Brining Feminism a la Casa, p. 209-211

LU Beyond Bean Counting p.67-74

FIFE Sisterhood is Still Powerful, p. 13-18

(Second posting due at 12pm today)

W, 11/30

Feminist Activism

(Subjectivity, Agency),

Reading due:

Toolbox Chapter 4 and 11 p.35-50 and p.193-206

WVFV p.552-564

F, 12/2

Feminist Activism

Reading due:

WVFV Fear of Feminism, p.565-568

WVFV Real men Join the Movement p.567-572

WVFV A Day with Feminism p.589-592

Submit your weekly report on the service project

(Service projects stop this week or depending on each director’s instruction)

M, 12/5

What is Feminism, after all?

Reading due:

LU What is Mine? p.212-222

FIFE Feminist Education for Critical Consciousness p.19-24

W, 12/7

What is Feminism, after all?

Reading due:

LU One Resilient Baby p.272-280

FIFE Visionary Feminism p.110-118

F, 12/9

What is Feminism and Women’s Studies

Bring your own definition to class today

12/12-16

Working on your written report of your service project

Due on Dec. 15^th 12pm (Appreciate Early Submission)

Either send me an email copy or put a hard copy to my mailbox at 122 Willard

Another Syllabus for the Course: Introduction to Women’s Studies

Carol Hanisch from “The Personal is Political” (1969)

“I think "apolitical" women are not in the movement for very good reasons, and as long as we say "you have to think like us and live like us to join the charmed circle," we will fail. What I am trying to say is that there are things in the consciousness of "apolitical" women (I find them very political) that are as valid as any political consciousness we think we have. We should figure out why many women don't want to do action.”

**************************************************************

Introduction to Women’s Studies (WMNST 001)

Section 009 – MWF 12:20-1:10 211 E HH DEV E

Instructor: Mary Faulkner Email: mkf118@psu.edu

Office: 117 Willard Office Hours: W 1:30-3:00 & by appt

Teaching Assistant: Kristina Colladay Email: krc168@psu.edu

Course Description:

Introduction to Women’s Studies is an interdisciplinary consideration of the scholarly theories and research pertaining to women's experiences and women's status in contemporary American society. This course introduces the intertwined histories of the Women’s Studies as an academic discipline and a presence on university and college campuses and the Second and Third Wave feminist movements. In addition, this class seeks to:

**engage the feminist mantra – “The Personal is Political”

**broaden our understanding of politics, power and privilege

**hone your ability to analyze arguments and “read” gender

Course Outline:

Wednesday, September 6^th: Discussion of syllabus

Friday, September 8^th: First-Wave Feminism: Its Goals and Achievements

Readings: NYT Aug. 21 1970 “Liberation Yesterday – The Roots of the Feminist Movement”, Kathryn Kish Sklar, “Why Were Most Politically Active Women Opposed to the ERA in the 1920s?”, Margaret Sanger, “My Fight for Birth Control”

Monday, September 11^th: The Founding of the National Organization of Women

Readings: NYT Nov. 22 1966: “They Meet in Victorian Parlor to Demand ‘True Equality’ – NOW”, NYT Dec. 14 1967: “The Feminists Are On The March Once More”, NYT Mar. 10 1968: “What do these women want?: The Second Feminist Wave”, NYT Mar. 23 1970: “Feminist Leader: Betty Friedan”, Cynthia Harrison, “A New Women’s Movement: The Emergence of the National Organization for Women”, Betty Friedan, “The Problem That Has No Name”

Wednesday, September 13^th: The Miss America Protest and the Redstockings

Readings: NYT Sept. 8 1968: “Miss America Pageant is Picketed by 100 Women”, NYT March 15, 1970: “’Sisterhood is Powerful’”, NYT March 19, 1970: “Feminists Demand ‘Liberation’ in Ladies’ Home Journal Sit-In”, Carol Hanisch’s “The Personal is Political”, NYT Aug. 27 1970: “Women March Down Fifth in Equality Drive”

Friday, September 15^th: Art Appreciation Day

Monday, September 18^th: Profile: Carol Hanisch

Reading: Introduction (2006) and “The Personal is Political” (1969)

Wednesday, September 20^th: Profile: Kate Millet

Readings: NYT July 20 1970: “Some Call Her the ‘Karl Marx’ of New Feminism”, NYT August 27, 1970: “Feminist Philosopher: Katharine Murray Millet”, NYT Sept. 6 1970: “Sexual Politics”, NYT Jan. 7 1971:

Friday, September 20^th: Academic Feminism and Women’s Studies Programs Take Form

Readings: “New College Trend: Women Studies”, NYT Jan. 10 1971: “Women’s Studies: So Far, More Questions Than Answers”, NYT April 9 1972: “Mount Holyoke forever will be For Women Only”, NYT March 20 1973: “A Graduate Program Sets Out to Find History’s Women”

Monday, September 25^th: Access to Abortion Before Roe v. Wade

In-Class Viewing: Back-Alley Detroit

Wednesday, September 27^th: Art Appreciation Day

Friday, September 29^th: The Equal Rights Amendment of the 1970s

Readings: NYT 1973: “The Sexual Equality Amendment”; NYT1976: “G.O.P. Women Come Out Fighting”; NYT1977: “Girls Scouts” and “Girl Scouts Cont.”

Monday, October 2^nd: The Carter Presidency and Feminism

Readings: NYT1977: “Mrs. Carter Tells the President”; NYT1977: “World Human Rights”; NYT1977: “Mrs. Carter and Mrs. FDR”’ NYT1979: “The Importance of Being Rosalynn”

Wednesday, October 4^th: Generations of Feminists

Readings: NYT1977: Alice Paul’s Obituary; NYT1977: “Early Suffragette Exhort Feminists”; NYT1979: “Growing Up in a Feminist Family”; NYT1980: “Three Generations”

Friday, October 6^th: NO CLASS

Monday, October 9^th: Art Appreciation Day

Wednesday, October 11^th: Title IX

Readings: NYT1977: “Is Title IX Scoring Points”; NYT1977: “A Relay for Women’s Rights”

Friday, October 13^th: Election of 1980

Readings: NYT1979: “NOW to Oppose Carter”; NYT1980: “Strong Wives Keeping Pace”; NYT1980: “Appeal by Reagan”; NYT1980: “Biggest Role of Nancy’s Life”

Monday, October 16^th: Defeat of the E.R.A.

Readings: NYT1981: “A Time to Write for the E.R.A.”; NYT1981: “G.O.P. Women Assail Stand of Reagan”; Raine Eisler and Allie C. Hixson, “The Equal Rights Amendment: What Is It, Why Do We Need It, and Why Don’t We Have It Yet?”; Bonnie Morris, “When I Was a Teenage E.R.A. Activist”

Wednesday, October 18^th: AIDS Epidemic

In-Class viewing: After Stonewall and Book Review Due

Friday, October 18^th: AIDS Epidemic Cont.

Readings: NYT1983: “AIDS”; NYT1983: “AIDS Spreads Pain and Fear”; NYT1985: “Bellevue Tries to Cope with Disease”

Monday, October 23^rd: Profile: Joan W. Scott

Reading: Joan W. Scott “Gender: A Useful Category of Historical Analysis”

Wednesday, October 25^th: Art Appreciation Day

Friday, October 27^th: Baby M

Readings: NYT1987: “Study in Contrasts”; NYT1987: “Our Fascination with Baby M”; NYT1987: “Views of Surrogacy”

Monday, October 30^th: Anita Hill v. Clarence Thomas

Readings: NYT1991: “Thomas Confirmation Hearing”; NYT1991: “Quest for Black Identity”; NYT1991: “Time of Assassins”; NYT1992: “Specter”; NYT1992: “One Year Later”; NYT1992: “Fall out from Hill-Thomas”

Wednesday, November 1^st: Profile: Emily Martin

Reading: Emily Martin, “The Egg and the Sperm”

Friday, November 3^rd: Reactions to Hillary Rodham Clinton as First Lady

Readings: NYT1992: “Hillary Clinton as Aspiring First Lady”; NYT1992: “A Softer Image”; NYT1992: “Hillary Clinton’s New Job”

Monday, November 6^th: Debate over Gays in the Military

Readings: NYT1193: “Compromise on Military Gay Ban”; NYT1993: “President Admits Revised Policy is not Perfect”; NYT1993: “Don’t Believe It”

Wednesday, November 8^th: Crimes Against Women Workers

Readings: Joy M. Zarembka, “America’s Dirty Work: Migrant Maids and Modern-Day Slavery”; Pierrette Hondagneu-Sotelo, “Maid in L.A.”

Friday, November 10^th: Crimes Against Women Workers Cont.

Readings: María Patricia Fernández-Kelly, “Maquiladoras: The View from Inside”; Human Rights Watch, “Sex Discrimination in the Maquiladoras”; “Pheona Donohoe, “Femicide in Juarez”

Monday, November 13^th: Art Appreciation Day

Wednesday, November 15^th – Tuesday November 21^st (Friday Schedule) – Make appointments regarding final paper or final project -- Office hours TBA

Monday, November 27^th: Art Appreciation Day

Wednesday, November 29^th: Post-9/11 World

Readings: Cynthia Enloe, “Wielding Masculinity Inside Abu Ghraib: Making Feminist Sense of an American Military Scandal”; Stephen J. Ducat, “Gender in a Time of Holy War: Fundamentalist Femiphobia and Post-9/11 Masculinity”

Friday, December 1^st: Future of Women’s Studies?

Readings: Daphne Patai, “What’s Wrong with Women’s Studies”; Judith Stacey, “Is Academic Feminism an Oxymoron?”; Harry Brod, “Scholarly Studies of Men: The New Field is an Essential Complement to Women’s Studies”

Monday, December 4^th: Art Appreciation Day

Wednesday, December 6^th: Future of Women’s Studies Cont.

Reading: Leila Rupp, “When Women’s Studies Isn’t About Women: Writing About Drag Queens”

Friday, December 8^th: Transgender Lifestyles

Readings: “Is Transgenderism a Psychological Disorder?”

Monday, December 11^th: Transgender Lifestyles Cont.

In-Class Viewing: Transamerica

Wednesday, December 13^th: Transgender Lifestyles Cont.

Reading: NYT2006: “The Trouble When Jane Becomes Jack”

Friday, December 15^th: TBA

https://cms.psu.edu/section/default.asp?format=course&id=200607FAUP+++RWMNST001+009&title=WMNST+001+%2C+Section+009%3A+INTRO+WMN+STUDIES+

Syllabus for the Course: Women’s Studies First Year Seminar

Women’s Studies 083S (First Year Seminar)

Women’s Voices: Historical and Contemporary Analysis of Feminist Activism

Fall 2006 (section 002)

Monday, Wednesday, Friday: 10:10-11:00

122 Thomas Building

Instructor: Lisa S. Hogan, Ph.D.

Email: lhogan@psu.edu

Office: 216 Sparks Building

Office Hours: 11:10-12:00 MWF (or by appointment)

Office Phone: 865-8668 (I have voice mail, so feel free to leave messages)

Teaching Assistant: Melissa Ferdinand

Email: mef5017@psu.edu

Course Description:

This course focuses specifically on the critical assessment of persuasive texts written by women. We will concentrate our analysis on women’s speeches, but also read some earlier writings by feminists of the 18^th century who wrote in an era when social custom prevented them from speaking in public. The course readings will include two anthologies and a textbook. Throughout the course we will discuss what makes a text effective, including an analysis of style, emotions, arguments, and impact. By the end of the semester, you will have read arguably some of the most important texts by early female activists in American history. In so doing, you should be able to critically assess works of persuasion that you encounter in your own lives.

This course is divided into three sections. In the first section we will discuss how to analyze a speech text. In the second section, we will read some of the most important texts of the early women’s rights movement. Finally, in the third section, we will analyze texts from the 1960s and beyond.

Required Textbooks:

1) Miriam Schneir, Ed. (1994). Feminism: The Essential Historical Writings. New York: Vintage Books (Listed on syllabus as “S”).

2) Jennifer Hurley, Ed. (2002). Women’s Rights: Great Speeches in History. San Diego: Greenhaven Press (Listed on syllabus as “H”).

3) Karlyn Kohrs Campbell and Susan Shultz Human. (3^rd edition) 2003. The Rhetorical Act: Thinking, Speaking and Writing Critically. Belmont, CA: Thomson Wadsworth (listed on the syllabus as “K&S”)

Extra-Credit:

All students are allowed one extra-credit assignment worth a maximum of 15 points. For this assignment you will listen to a speech by a women activist on campus or in the community, listen to a speech on women’s rights issue or attend one of the campus films announced in class. I will announce potential extra-credit assignments if they come to my attention, but it is your responsibility to notify me and the class (via ANGEL or in person) of possible speakers. Extra-credit assignments are due one week after the event. All extra credit assignments are due the Tuesday before Thanksgiving Break (November 21^st). Please include an introduction and conclusion.

*Disclaimer: This is a tentative guide, subject to change based on class enrollment and class discussion. It is in your best interest to attend class each day so you are aware of any changes.

Part 1: Speech Analysis. In the first section of the class we will discuss the basic elements of speech analysis and practice with some sample texts. We will start off with some contemporary speeches and then examine historical texts.

September 6^th (Wednesday):

Introduction of instructor and teaching assistant. Distribute syllabus and fill out information sheets. Icebreaker activity.☺

September 8^th (Friday):

Go over syllabus and expectations for the course. Answer questions.

September 11^th (Monday):

Topic: Introduction to speech analysis

Reading: 1) K&S, Chapter 2

2)Will Farrell, “Class Day Speech.” Available at: http://www.commencement.harvard.edu/2003/ferrell.html

3) Lynn Sherr, “Commencement Address to Wellesley College. Available at: http://www.wellesley.edu/PublicAffairs/Commencement/1999/speechessherr.html

September 13^th (Wednesday):

Topic: Occasion

Reading: 1) K&S, Chapter 14

2) Condoleeza Rice, “Republican National Convention Remarks.” Available at:

http://gos.sbc.edu/r/rice.html

September 15^th (Friday):

*Note: Add/drop period ends Thursday, September 14^th.

Topic: Evidence

Reading 1) K&S, Chapter 4

2) Mary Wollstonecraft, “A Vindication of the Rights of Woman.” (S)

September 18^th (Monday):

Tour of University Learning Centers.

Meet at 007 Sparks Building.

Attendance will be taken, so be sure to check in with me.

September 20^th (Wednesday):

Topic: Context and Audience

Reading: 1) K&S, Chapter 8

2) Nancy Reagan, “Speech to the 1996 Republican National Convention.” Available at:

http://gos.sbc.edu/r/reagan2.html

September 22^nd (Friday):

Topic: Speaker

Reading: 1) K&S, Chapter 10

2) Abigail Adams, “Familiar Letters.” (S)

September 25^th (Monday):

“Catch up day.” Review elements of rhetorical analysis.

Part 2: First Wave Feminism. In the second section of the class we will examine some texts that make up first wave feminism, generally defined as the Revolutionary Period through the passage of the Woman Suffrage Amendment in 1920.

September 27^th (Wednesday):

Topic: Early Rebels

Reading: 1) Frances Wright, “Course of Popular Lectures.” (S)

2) Sarah Grimké, “Letters on the Equality of the Sexes.” (S)

3) Harriet Robinson, “Early Factory Labor in New England.” (S)

September 29^th (Friday):

Library Information Session. Meet at Library.

Attendance will be taken, so please check in with me.

October 2^nd (Monday):

Topic: Suffrage

Reading: 1) Lucretia Coffin Mott “Discourse on Woman.”(H)

2) Frances Gage, “Why Women Need the Ballot.” (H)

October 4^th (Wednesday):

DVD: “A Century of Women: Women and Work.”

***Teaching Assistant shows video.

October 6^th (Friday):

No Class!! University Study Day.☺☺☺☺☺☺

October 9^th (Monday):

Continue dvd and discussion with instructor.

October 11^th (Wednesday):

Topic: Suffrage (continued)

Reading: 1) “Declaration of Sentiments and Resolutions.” (S)

2) Elizabeth Cady Stanton, “In Defense of Women’s Rights.” (H)

3) Susan B. Anthony, “On Being Arrested for Voting.” (H)

October 13^th (Friday):

Palmer Museum of Art Tour. Meet at Palmer Museum.

Attendance will be taken so check it with me.

October 16^th (Monday):

Study Session with Teaching Assistant! Teaching assistant will distribute a study sheet. Attendance will be taken.

October 18^th (Wednesday):

Exam #1!!!

October 20^th (Friday):

Tape: Susan B. Anthony biography

October 23^rd (Monday):

Review Anthony Biography

October 25^th (Wednesday):

Topic: Suffrage (continued)

Reading: 1) Sojourner Truth, “Ain’t I a Woman?” (S)

2) Elizabeth Cady Stanton, “The Solitude of Self.” (H)

Part 3: Second Wave Feminism and Beyond. In the last section of the class, we will read speeches in the Second Wave Feminist Movement (usually defined loosely as the 1960s through the 1980s). We will also include a few texts from Third Wave or Contemporary Feminism. All of the Presentations should be from the 1960s on.

October 27^th (Friday):

Topic: 1960s Feminism

Reading: 1) Betty Friedan, “A Woman’s Civil Right.” (H).

2) Shirley Chisholm, “For the Equal Rights Amendment.” (H).

3) Gloria Steinem, “Women’s Liberation is Men’s Liberation.” (H)

October 30^th (Monday):

Sign up for Presentation!

Discuss Presentation and expectations.

November 1^st (Wednesday):

Teaching Assistant shows video.

Topic: Gloria Steinem

Video: “Gloria Steinem Biography.”

November 3^rd (Friday):

Topic: Feminism and the Vietnam War

Reading: 1) Kathie Amatniek, “Funeral Oration for the Burial of Traditional Womanhood.” (H)

2) Bella Abzug, “A Strategy to Strengthen Women’s Political Power.” (H)

November 6^th (Monday):

Presentations

November 8^th (Wednesday):

Presentations

November 10^th (Friday):

Presentations

November 13^th (Monday):

Presentations

November 15^th and November 17^th (Wednesday and Friday):

No classes. Instructor attends National Communication Association Convention in San Antonio, Texas.

November 20^th (Monday):

*** Teaching assistant covers class.

Topic: Abortion

Reading: 1) Kate Michelman, “In Support of Row v Wade.” (H)

2) Serrin Foster, “The Feminist Case Against Abortion.” (H)

November 21^st (Tuesday):

Bonus Class Day!!!!

Presentation

**** All Extra-Credit due today (no exceptions!)

November 22^nd and November 24^th (Wednesday and Friday):

No Class! Thanksgiving Break.

November 27^th (Monday):

Presentations

*** Note: This is the end of the late drop period.

November 29^th (Wednesday):

DVD: “Century of Women: Sexuality and Political Justice.”

December 1^st (Friday):

DVD: “Century of Women” (continued). Followed by discussion with instructor.

December 4^th (Monday):

Topic: Contemporary Voices/International Vision

Reading: 1) Benazir Bhutto, “The Status of Women in Islamic Nations.” (H)

2) Hillary Clinton, “On the 150^th Anniversary...” (H)

December 6^th (Wednesday):

Guest Lecture: Jill Weber on Gloria Steinem and the Equal Rights Amendment.

December 8^th (Friday):

DVD: “Rape in the Military” (25 minutes)

December 11^th (Monday):

DVD: “The Surrender Marriage” (30 minutes)

December 13^th (Wednesday):

Study Session with Teaching Assistant! Teaching assistant will distribute a study sheet.

Attendance will be taken.

December 15^th (Friday):

Exam #2

Women’s Rights Presentation

Your Name: Speaker:

Length of speech: Title of Text Analyzed:

Main Points:

Does the speech throughly address

all five main points?

Are the SIX sources cited

correctly? Is the artifact

in the proper time span (1960+)?

Outline and Reference Sheet:

Does the outline follow the

requirements of the assignment?

Is it written in full sentences? Are

all five points included? Is the

bibliography cited correctly in A.P.A.

format?

Are there at least SIX sources?

Timing:

Does the speech stay within

the 6-7 minute time span? If not, what

is the penalty?

Delivery:

Does the delivery enhance rather

than detract from the presentation?

Is the speech professionally delivered?

Other general comments:

https://cms.psu.edu/section/default.asp?format=course&id=200607FAUP+++RWMNST083S002&title=WMNST+083S%2C+Section+002%3A+1ST%2DYEAR+SMNR+++++

Another Syllabus for the Course: Global Feminisms

Women’s Studies 502 - Global Feminism (665008)

Fall 2006

Professor Sandra Morgen

Email address: smorgen@psu.edu

Class hours: Tuesdays 2:30 – 5:30

Office hours: Tuesdays 12:30 – 2:15 and by appointment

Class location: 112 ENGR B

This course examines some of the principle themes related to the articulation, growth and spread of feminism in a global context. The class focuses explicitly upon issues pertinent to women’s experiences in different cultural and national contexts and upon political formulations about the nature of feminist practice in these contexts. One of the course aims is to critique the nation that feminism is a coherent, “Western” movement by origin that has been exported to the “Third World.” By studying how feminism, as both theory and praxis, is constituted in different contexts, this course investigates the often conflicting meanings for the term “feminism” that cut across international feminist politics.

Definitions, meanings and expressions of feminism vary across time and place and the politics of feminism are sharply inflected by race, class, ethnicity, culture, geography, nation, sexuality and history. Global feminisms develop within, are influenced by, and contest/challenge local, national and international political-economic, cultural and ideological relations of power. The study of global feminism creates opportunities to expand our definitions and understandings of women’s lives, of feminism, and of the relationship between gender, race, ethnicity, class, sexualities, nation and culture. By examining expressions of feminisms across the globe we simultaneously decenter Northern/Western feminisms, particularly feminisms/Women’s Studies as they have evolved in the contemporary U.S., and we explore the development of feminisms in different cultural, historical and political contexts. The aim of decentering Western feminism is not to diminish the value and importance of feminist theory and practice in the U.S.; it is to contextualize Northern/Western feminisms in the broader global realities of women’s lives, political economy, and geopolitics. Global feminisms are expressed in a wide variety of ways, including in scholarship (research and teaching), advocacy and activism, through various forms of cultural expression (literature, the arts, music, etc.) and in daily life and interpersonal relationships.

As one of the required courses for the dual degree graduate program this course plays a key role in the intellectual development of students and of the cohort or learning community in which your learning takes place. You are both a learner and a contributor to the learning of others in your cohort. This means your engagement in the class – how well you prepare by doing and thinking about the readings, class participation, completing assignments on time and well – matters not only to you but also to your classmates. Therefore, a high level of engagement and participation is crucial.

Course Readings: The following books have been ordered for the course and are available at the Penn State bookstore. Other reads will be available on-line.

Globalizing Women : Transnational Feminist Networks, Valentine M. Moghadam, Johns Hopkins University Press, 2005

Liberation from Liberalization : Gender and Globalization in South East Asia,
Roksana Bahramitash, Zed Books, 2005

Feminism Without Borders: Decolonizing Theory, Practicing Solidarity, Chandra Talpade Mohanty, Duke University Press, 2003

Decolonizing Methodologies : Research and Indigenous Peoples, Linda Tuhiwai Smith, Zed Books, 1999

Dialogue and Difference : Feminisms Challenge Globalization, Marguerite Waller and Sylvia Marcos (eds.) Palgrave Macmillan, 2005

Feminism and Antiracism: International Struggles for Justice, France Winddance Twine and Kathleen Blee (eds.) New York University Press, 2001

Mini Conference: Global Feminist Perspectives on Militarization, the Environment and Health. (20% of final grade) In the final two weeks of the term we will reap the benefits of your individual research by staging a conference at which you will all give conference length research papers. We will publicize the conference to colleagues in the department. Conference papers (10 –12 pages) are generally shorter than published articles and it is important to learn early on how to condense the results of research into this shorter form in order to effectively communicate to an interested audience. Conference presentations will be 15-20 minutes long. In this case imagine your audience as feminist academics and activists from both the global North and South. The conference is entitled “Global Feminist Perspectives on Militarization, the Environment and Health.” The class will be divided into groups based on your relative interest in topics covered by these three very large issue areas, but we will need to have at least 2-3 people on each panel. Each person will be doing research on a particular topic, but we will organize the papers into panels based on abstracts that will be submitted to the conference planning committee (the class as a whole) on 11/7. Once we assign each paper to a panel (we will do this as a group on 11/14) you will need to communicate with each other to figure out how to introduce and conclude the panel in a way that positions the papers both relative to each other and to the larger issues we have examined as a group this term. I strongly recommend that you all read and comment on the papers of others on your panel to ensure the strength of each paper and the panel as a whole. Your grade will be based on both your individual presentation/written paper and the strength of the panel as a whole. Final papers, including footnotes and bibliography are due at the end of the conference (and last day of class) on December 12^th.

Schedule of Reading and Class Discussion:

9/5 Class Introduction

9/12 Globalization, Transnationalism and Feminism

Valentine Moghadan Globalizing Women: Transnational Feminist Networks

Two page essay due

9/19 Neoliberal Global Process and Policy: Case Studies from Asia

Roksana Bahramitash Liberation from Liberalization : Gender and Globalization in South East Asia

Two page essay due

9/26 Decolonizing Feminism/Contesting Western Hegemony

Chandra Talpade Mohanty Feminism Without Borders: Decolonizing Theory, Practicing Solidarity

Two page essay due

10/3 Decolonizing Research and Methodology/Indigenous Feminisms

Linda Tuhiwai Smith Decolonizing Methodologies : Research and Indigenous Peoples

Two page essay due

Selection of subject for 11/7 poster session due

10/10 Dialogue and Difference: Feminisms in the Global South

Marguerite Waller and Sylvia Marcos Dialogue and Difference: Feminisms Challenge Globalization, ix-78 (Waller and Marcos; Shih; Wu; Nnaemeka); 113-200 (Waller; Shih, Marcos, Nnaemeka and Waller; Kumar)

Two page essay due and first draft of book review due(1/2 hour of class will be devoted to providing feedback to a classmate on her/his review; this will be done in writing and will be handed in to me as well as given to your colleague)

10/17 Theorizing and Navigating Borders

“Performing the Border” (film will be seen in class)

Bahramitash, Roksana “The War on Terror: Feminist Orientalism and Orientalist Feminism: Case Studies of Two North American Bestsellers.” Critique: Critical Middle Eastern Studies, Summer2005, Vol. 14 Issue 2, p221-235 – get on-line); Saskia Sassen, “The Excesses of Globalization and the Feminisation of Survival” Parallax, Jan2001, Vol. 7 Issue 1, p100-110 (get on-line) or “Women’s Burden: Counter-geographies of Globalisation and the Feminisation of Survival” Journal of International Affairs, Spring2000, Vol. 53 Issue 2, p503, 22p (get on-line).

Book Review due

10/24 Dialogue and Difference: Feminisms in the Global South: Latin America/Caribbean

Marguerite Waller and Sylvia Marcos Dialogue and Difference:Feminisms Challenge Globalization 79-112 (Marcos); 201-230 (Cabezas); Encountering Latin American and Caribbean Feminisms. Alvarez, Sonia E.; Friedman, Elisabeth Jay; Beckman, Ericka; Blackwell, Maykei; Chinchilla, Norma Stoltz; Lebon, Nathalie; Navarro, Marysa; Tobar, Marcela Ríos. Signs: Journal of Women in Culture & Society, Winter2003, Vol. 28 Issue 2, p537-579 (get on-line) Sutton, Barbara “Racism, Citizenship and the Promise of Democracy in Argentina”

Two page essay due

10/30 Highly recommended. Amina Mama “Transnational Challenges: Reflecting on Local Feminism and the Development of Africa” 3:00-4:30 Foster Auditorium, 101 Pattee Library

10/31 Dialogue and Difference: Feminisms in Africa

Marguerite Waller and Sylvia Marcos Dialogue and Difference:Feminisms Challenge Globalization 231-253 (Ezeilo);McFadden, Patricia “Becoming Postcolonial: African Women Changing the Meaning of Citizenship.” Meridians: feminism, race, transtionalism 2005, Vol 6 (1): 1-22; Amina Mama, Critical Capacities: Facing the Challenges of Intellectual Development in Africa.” Inaugural Lecture Prince Claus Chair in Development and Equity, Institute of Social Studies, 28th April, 2004 http://web.uct.ac.za/org/agi/pubs/amina.htm; “Strengthening civil society: participatory research in a militarized state”. Development in Practice, Feb2000, Vol. 10 Issue 1, p59-70; McFadden, Patricia “Intellectual Politics and Radical Feminist Praxis.” http://www.feministafrica.org/fa%201/01-2002/sp_pat.html

Two page essay due

11/7 Cultural Expressions of global feminisms – poster session and discussion

Posters due

Conference abstracts due (200-250 words)

11/14 Feminist Activism and Antiracism:

France Winddance Twine and Kathleen Blee Feminism and Antiracism: International Struggles for Justice (pp. 1-189)

Two page essay due

Read conference abstracts for conference planning discussion

11/21 Tuesday follows a Friday schedule – no class

11/28 Feminist Activism and Antiracism:

France Winddance Twine and Kathleen Blee Feminism and Antiracism: International Struggles for Justice (pp.192-380)

Two page essay due

12/5 Mini - Conference: Global Feminist Perspectives on Militarization, the Environment and Health

12/12 Mini - Conference: Global Feminist Perspectives on Militarization, the Environment and Health

I would like to have a reception to close the conference and the class from 5:30 – 6:00 if we can all stay.

https://cms.psu.edu/section/default.asp?format=course&id=200607FAUP+++RWMNST502+001&title=WMNST+502+%2C+Section+001%3A+GLOBAL+FEMINISM+++

Syllabus for the Course: Feminist Perspectives on Teaching and Research

FEMINIST PERSPECTIVES ON TEACHING AND RESEARCH

Fall 2005.

11:15-12:30 Tues and Thurs

Professor Marnina Gonick 351 Willard Bldg

Office: 253 Chambers Bldg

Phone: 865-2203

email: mgonick@psu.edu

Office hours: Tues and Thurs 10-11 (or by appointment)

COURSE DESCRIPTION

This course is designed to explore current themes organizing debates and discussions within feminist discussions of teaching and research. We will look at various research perspectives that feminist researchers use including, interviews, ethnography and action research. We will also look at debates within feminist research and teaching including power, difference and race. Some of the key themes will include questions around the politics of representation, the relationship of research to colonialism, the authority of the researcher, researcher-researched relations, and power/knowledge relations in research, class rooms and knowledge production broadly defined. Our aim in this section is not to identify a feminist orthodoxy but rather: 1)to identify and understand the varieties of feminism existing today; 2) to become knowledgeable about a range of themes currently emerging in feminist debates on teaching and research and 3) to arrive at an appreciation of the transformative effect upon teaching and research these new paradigms, debates and themes have meant across a range of disciplinary boundaries. Through out the course we will be reading book length exemplars of feminist research that focus on research on girls and girlhood. There is a verifiable explosion of research and writing in this area and we will continue to foster our discussions about feminist research and teaching by looking at how feminist research and writing on girls integrates the concepts and questions mentioned above. Taking an inter-disciplinary approach, these readings will come from different fields in the humanities and the social sciences, including sociology, education, art, psychology, cultural studies and anthropology.

The philosophy on which this course is based on the principle of learners as active agents. This is a perspective that recognizes the learner’s own responsibility in knowledge acquisition and production. It means that as learners we are responsible for both being actively engaged in the knowledge produced through our readings and class room discussions and implicated in the knowledge we produce. Applying these principles means 1) ATTENDANCE: I expect you to come to class. 2) READING: I expect you to read, actively and questioningly, the assigned readings for each class and to come to class prepared for discussion. Rather than expect mastery, collaborative investigation should be the model for us all, as participants in this class. We should all strive to recognize both our own and each other’s different social locations, backgrounds, disciplinary knowledge and that we owe each other respect, courtesy, and active engaged cooperation in the course’s work.

COURSE TEXTS

Bell hooks, Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994.

Lauraine LeBlanc, Pretty in Punk: Girls’ Gender Resistance in a Boys’ Subculture. New Brunswick: Rutgers University Press, 1999.

Tricia Rose, Black Noise: Rap Music and Black Culture in Contemporary America. Middletown: Wesleyan University Press, 1994.

Optional Text: Shulamit Reinhartz, Feminist Methods in Social Research. New York: Oxford University Press, 1992.

i) Feminist Research in your discipline - Research the feminist contribution in your discipline area. Present some of the work of a few key feminist thinkers working in your area. In what ways has their work challenged male-stream thinking? How do their research questions, methods, agendas differ (or not) from other research in your field? Has their work been taken up by others in the field? Has it been critiqued? Elaborate on the discussions and debates amongst these researchers and writers.

ii) Feminist Epistemologies - Discuss the relationship between feminist epistemologies (ways of knowing) and feminist research. How does feminist research differ from other forms of research? In what ways does it challenge other epistemological frameworks? Aspects to include in your consideration include, research questions, methods of research, questions of objectivity, the personal, researcher-researched relations, power, writing style, relationship with readers etc.

iii) Feminist Research and Post-colonialism - Consider the relationship between research and colonialism. In what ways are they related? What kinds of relations of power do they reproduce in similar ways? How does this work? Than consider the goals, agendas and purposes of feminist research. In what ways is it related to a post-colonial agenda? What are the similarities and differences between the two movements? How do they inform each other? How does feminist and post-colonial research differ from other forms of research? What kinds of research projects would you consider to fall into these categories? If you choose this option you should take a look at the full book by Linda Twani Smith beyond the two chapters we will read in class.

iv) Create your own website - The website should provide your visitors with a range of perspectives and views on feminist research and/or teaching. For example, you might want to include class room activities and exercises that you develop with a rational for and discussion on what kinds of feminist goals you see them serving. You could develop a series of case studies as discussion pieces on what makes a research project feminist? Part of your content could include an annotated bibliography on resources and articles on feminist teaching and/or research. Include links to other relevant web sites. There are endless options for what you could include these are just some ideas to get you started.

v) Girl Culture - Research some aspect of girl culture. This could include a subculture that girls are either currently or have historically participated in. Examples might include, Riot Grrrls, zines, music fans etc. You might consider doing a feminist content analysis of some aspect of girl culture (eg. Teen magazines, music lyrics, films). What does the sub-culture offer girls? What are the sub-culture’s main characteristics and forms of affiliation? Who are its members? How is this achieved? What forms of femininity are encouraged and/or discouraged? In what ways does the sub-culture reproduce and/or disrupt dominant forms of femininity? Why have girls played relatively limited roles in most male subcultures? You could also research a cultural product or artifact that is directed at girls and investigate how girls make use of this product in fashioning their own gendered identities. Examples could include, music, film, books, fan culture. You could also conduct interviews with young women who participate or identify with your chosen topic.

Vi) Feminist Action Research Project - identify a local issue or concern and develop a feminist action research project that addresses it. You might want to conduct interviews about the issue and include a discussion in your paper on the experience of using a feminist interview approach. Your paper can either take the form of a research proposal or a research report, depending on the project and how much you are able to accomplish over the semester. A research proposal should identify the issue of problem and provide a feminist analysis of it. Then it should develop a plan for an action research project that outlines how you would go about addressing the problem taking into account principles of feminist research, learning and/or teaching. If you are actually able to carry out this research also include a report of how the project went, what you learned about feminist research, teaching or learning as well as the issue that was the impetus for your project.

Vii) Book Review: Choose one of the full-length books from the course-list and write an in-depth response. Do not summarize the book! Address the ways in which the work exemplifies feminist research. What are the main arguments of the book? How are they presented? In what ways does the work challenge (or not) masculinist forms of research? For example, who or what is being researched, writing style, authorial presence, questions of objectivity, bias, use of autobiography, humour etc. What intrigues you about the work? What kinds of issues and questions does it provoke for you? What makes it interesting (or not) to read? How are research question, method, and narrative style related or not?

5) Extra Credit - Students who wish to earn extra credit in the course can do so by attending the Feminist Scholars Speakers’ Series and writing a short response paper (2-5 pages).

COURSE SCHEDULE

Tues August 30

Introductions

PART 1 What is Feminist Research? What is Feminist Teaching?

Thurs Sept 1

Readings

Shulamit Reinhartz, “Introduction” Feminist Methods in Social Research. New York: Oxford University Press, 1992. Electronic Reserve (ER)

Adrienne Rich, “Claiming an Education” Women: Images and Realities ed. Amy Kesselman, Lily McNair and Nancy Schniedewind. McGraw Hill, 2003.

Paradigms for Feminist Inquiry

Tues September 6

Readings:

Dorothy Smith, “Women’s Perspective as a Radical Critique of Sociology” (excerpt) Gender a Sociological Reader (eds) Stevi Jackson and Sue Scott. New York: Routledge, 2002. ER

Patricia Hill-Collins, “ Toward an afro-centric feminist epistemology,” Black Feminist Thought: Knowledge, Consciousness and the Politics of Empowerment. New York: Routledge, 1990. ER

Thurs Sept 8 Taking Experience Into Account/Accounting for What we Know

Readings:

Minnie Bruce Pratt, “ Identity, Skin, Blood, Heart.” Yours in Struggle: Three Feminist Perspectives on Anti-Semitism and Racism. Ithaca: Firebrand Books, 1984. (ANGEL)

Tues Sept 13 Other Knowledges/Other Ways of Knowing FEMINIST PEDAGOGIES

Readings:

bell hooks, Teaching to Transgress: Education as the Practice of Freedom, Introduction and chapter 1.

Thurs Sept 15

Readings:

bell hooks, Teaching to Transgress: Education as the Practice of Freedom. Chapters 2, 3, and 5.

Tues Sept 20

Readings:

bell hooks, Teaching to Transgress: Education as the Practice of Freedom. Chapters 7, 8

FILM: bell hooks: Cultural Criticism and Transformation (PART 1)

Thurs Sept 22

bell hooks, Teaching to Transgress: Education as the Practice of Freedom. Chapters 9, 11, 12,

Tues Sept 27

Readings:

bell hooks, Teaching to Transgress: Education as the Practice of Freedom Chapters 13, 14.

FILM: bell hooks: Cultural Criticism and Transformation (PART 2)

Thurs Sept 29 FEMINIST INTERVIEWS

Readings:

Ann Oakly, “Interviewing Women: A Contradiction in Terms” in Turning Points in Qualitative Research: Tying Knots in a Handkerchief, (eds) Yvonna Lincoln and Norman Denzin, pp. 243-263. ER

Michelle Owen, “Not the Same Story: Conducting Interviews with Queer Community Activists” Resources for Feminist Research, Vol 28 (nos. 1 and 2)ER

Library Research Presentations

Tues Oct 4

Rosh Hashanna – no class

Thurs Oct 6 Interviewing Punk Girls

Readings:

Lauraine Leblanc, Pretty in Punk: Girls’ Gender Resistance in a Boys’ Subculture. Prologue and chapters 1 and 2.

Tues Oct 11

Readings:

Lauraine Leblanc, Pretty in Punk: Girls’ Gender Resistance in a Boys’ Subculture. Chapters: 3, 4.

Thurs Oct 13 Writing Workshop I

How to Write a research paper for WMNST 401

Presentation by Erin Wyble of the Center for Academic Writing.

Tues Oct 18

Readings:

Lauraine Leblanc, Pretty in Punk: Girls’ Gender Resistance in a Boys’ Subculture. Chapters: 5 and 6.

Thurs Oct 20

Readings:

Lauraine Leblanc, Pretty in Punk: Girls’ Gender Resistance in a Boys’ Subculture chapters: 7 and 8

Tues Oct 25

IN-CLASS EXAM

Thurs Oct 27 Feminist Content Analysis

Readings:

Shulamit Reinhartz, Feminist Content Analysis: Chapter 8 Feminism Methods in Social Research. New York: Oxford University Press, 1992. pp. 145-163 ER.

Library Research Presentations

Tues Nov 1 Feminist Content Analysis of Rap Music

Readings:

Tricia Rose, Black Noise: Rap Music and Black Culture in Contemporary America. Introduction and Chapter one.

Thurs Nov 3

Readings:

Tricia Rose, Black Noise: Rap Music and Black Culture in Contemporary America. Chapter 2

Tues Nov 8

Readings:

Tricia Rose, Black Noise: Rap Music and Black Culture in Contemporary America Chapter 3 and 4.

Thurs Nov 10.

Readings:

Tricia Rose, Black Noise: Rap Music and Black Culture in Contemporary America. Chapter 5 and epilogue.

Tues Nov 15 Research and (post) Colonialism

Readings:

Linda Tuhiwai Smith, Decolonizing Methodologies: Research and Indigenous Peoples. Zed Press, 1999. Chapter 2 (ER) and 8 . (Available on Angel).

Film: Couple in a Cage.

Thurs Nov 17 Researching Across Difference: Recognizing the Power Politics of Research

Readings:Aida Hurtado and Abigail Stewart, “Through the Looking Glass: Implications of Studying Whiteness for Feminist Methods” (eds) Off White: Readings on Race, Power and Society. New York: Routledge, 1997. ER.

Daphne Patai, “U.S. Academics and Third World Women: Is Ethical Research Possible?” in (ed) Sherna Berger Gluck and Daphne Patai, Women’s Words: The Feminist Practice of Oral History, New York: Routledge, 1991. (ER).

Tues Nov 22 No class – Friday Schedule

Thurs Nov 24 THANKSGIVING NO CLASS

Tues Nov 29

Paper Writing Workshop II

Thurs Dec 1

Paper Consultations

Tues Dec 6

Paper Consultations

Thurs Dec 8

Wrap Up - Papers Due

Another Syllabus for the Course: Feminist Perspectives on Teaching and Research

Feminist Perspectives on Research and Teaching

WMNST 501

SPRING 2006

Tuesdays 3:35-6:35, 110 Sackett

Professor Susan Squier Squier: 863-9582;

sxs62@psu.edu 865-5079

Office: S228, Burrowes Building Office Hrs: T/R 2:00-3:00

(also by appt.: e-mail me)

The term discipline signifies the tools, methods, procedures, exemplia, concepts, and theories that account coherently for a set of objects or subjects. Over time they are shaped and reshaped by external contingencies and internal intellectual demands. In this manner a discipline comes to organize and concentrate experience into a particular “world view.” Taken together, related claims within a specific material field put limits on the kinds of questions practitioners ask about their material, the methods and concepts they use, the answers they believe, and their criteria for truth and validity. There is, in short, a certain particularity about the images of reality in a given discipline. (Julie Klein, Interdisciplinarity: History, Theory, and Practice, 1990)

So, I think my problem, and ‘our’ problem, is how to have simultaneously an account of radical historical contingency for all knowledge claims and knowing subjects, a critical practice for recognizing our own ‘semiotic technologies’ for making meanings, and a no-nonsense commitment to faithful accounts of a ‘real’ world, one that can be partially shared and that is friendly to earth-wide projects of finite freedom, adequate material abundance, modest meaning in suffering, and limited happiness. (Donna Haraway, “Situated Knowledges,” 252)

General Remarks on the Seminar:

In this seminar, we will explore feminist approaches to research and teaching in different fields in the humanities, the social sciences, and the natural sciences. We will take an active part in identifying and evaluating feminist approaches to theory, and in analyzing how a feminist approach to research reshapes and redirects the ways that research has traditionally been carried out, and the results that have been obtained, in different disciplines. Our aim is NOT to identify a feminist orthodoxy with which to replace a masculinist or patriarchal orthodoxy, but rather to:

1) identify and understand the varieties of feminism existing today;

2) delineate differences between feminist and traditional paradigms, in terms of the ways research is designed and carried out within those disciplines; and

3) arrive at an appreciation of the transformative effect upon teaching and research of the new paradigms forged by feminist scholars in a variety of disciplines.

As we consider the impact of feminist teaching and scholarship on each discipline we will find ourselves asking: how are research questions formulated; how are hypotheses tested; what counts as evidence; how is evidence collected; what relationship(s) exist between the researcher and the subjects of research; what are the purposes of the research. [N.B. We will also notice how the very construction of research reflects disciplinary paradigms and assumptions, as in the scientifically-inflected language above.]

* The research option: you will do either a book review of a work in women's studies, an activist project, or a report on the impact feminism has had (or has yet to have) on your discipline. You will sign up for a date for this, and these will run throughout the course. This choice between book review and activist project is designed to emphasize the different ways feminist scholars learn and contribute, both publishing and activism. The writing component should be roughly the same for both of them (around four pages or 1000 words), and each component involves a class presentation as well. [30% of the grade]

v If you choose the review option, you should write the review with an actual journal in mind, which you should specify, and use as the template for the form of your review. The journal you choose will dictate the length of your review, but generally they should be between 750 and 1000 words (3-4 pp.) The book you review should be drawn from the list appended to this syllabus (or if there is a special reason, another book chosen after consultation with us). As does any good review, it should situate the text in a broader conversation, and critique its contribution to (and impact on) research. You should bring a copy for every member of the class, and for us, and we will ‘workshop’ the reviews in class. [25% of the grade]

v If you choose to do an activist project, you should choose a local site where you can make a contribution that is feminist in nature (or you may continue to do work at a site where you are already active) and you should spend at least six hours there. You will then write up your experience (roughly 1000 words, or four pages) and will present it orally to the class.

v If you choose to do the survey of the impact feminism has had (or has yet to have) on your discipline, you will be presenting a report on the status of feminist scholarship and teaching in your own discipline. This report, which you will present in class and also hand in, may be based on research in books or scholarly journals as well as on interviews with faculty members in your field.

* A conference-length paper (around 8-10 pages) on a topic of your choice, to be decided in consultation with us, to be completed in two drafts. Due the last class meeting. The first draft (c. 2-3 page chunk from the paper) is due 3/30; the final draft is due the last class (4/27) [30% of the grade]. Your paper should reflect the readings you have done and the issues you have discussed in this class. However, the seminar paper is also an opportunity for you to advance the work you are already doing in your doctoral work. In the past, students have used the paper to write a précis of a dissertation chapter that brings feminist theory/pedagogy into their discipline, to write a conference paper for their discipline, or to map out an approach to an issue they think may serve as a focus of later research.

Extra credit possibilities: Students who wish to earn extra credit may attend talks on campus and post in our “Message Box” a one-page discussion, critique or summary of the talk from a feminist perspective.

Note: Students with disabilities will be fully accommodated in this course. If you have special needs, please let me know right away.

Academic integrity: The penalty for any form of plagiarism is an F in the course. If you have any questions about the meaning of plagiarism, please consult The MLA Handbook.

****************************************************************************

Required Texts:

The New York Times. You should pick Tuesday’s copy up early enough to have read it before class, and be prepared to discuss the stories with feminist content or implications.

Wendy Brown, States of Injury: Power and Freedom in Late Modernity (Princeton: 1995) (WB)

Sarah Franklin, Celia Lury, and Jackie Stacey, Global Nature, Global Culture: Gender, Race, and Life Itself (London: Sage Publications, 2000). (GNGC)

Sharlene Hesse-Biber, Robin Lydenberg and Christina Gilmartin, eds., Feminist Approaches to Theory and Methodology: An Interdisciplinary Reader (Oxford: Oxford University Press, 1999). (FATM)

bell hooks, Teaching to Transgress (London: Routledge, 1994).

Maralee Mayberry and Ellen Cronan Rose, editors, Meeting the Challenge: Innovative Feminist Pedagogies in Action (New York: Routledge, 1999). (MTC)

We will also be using several essays that are not included in the books above. These essays will be in E-files under “Lessons” on Angel.

· Diane Elam, “Taking Account of Women’s Studies”, pp. 218-223, in Robyn Wiegman, Ed., Women’s Studies on its Own (Duke UP, 2002).

· Dale Bauer, “Academic Housework: Women’s Studies and Second Shifting”, pp. 246-257; in Robyn Wiegman, Ed., Women’s Studies on its Own (Duke UP, 2002).

· Miranda Joseph, “Analogy and Complicity: Women’s Studies, Lesbian/Gay Studies, and Capitalism,” pp. 267-292, in Robyn Wiegman, Ed., Women’s Studies on its Own (Duke UP, 2002).

Beverly Ayers-Nachamkin, "A Feminist Approach to the Introductory Statistics Course." Women's Studies Quarterly 1 (1992): 86-93
Muriel Lederman, "Mutating 'Virology': How Far to Feminist?" Feminist Teacher 13 (2001): 193-201.

· Cathryn Bailey, "Teaching as Activism and Excuse: A Reconsideration of the Theory-Practice Dichotomy." Feminist Teacher 13 (2001): 125-133.

Kendal L. Broad and Mary K. Bloodsworth, "FemiQueer PedagogieS: Lesbian/Gay Studies in Postmodern Women's Studies." Feminist Teacher 13 (2001): 108-124.
Guba and Lincoln, “Competing Paradigms in Qualitative Research” (Hesse-Biber and Leavy, Approaches to Qualitative Research: A Reader on Theory and Practice 17-38).
Sprague and Zimmerman, “Overcoming Dualisms: A Feminist Agenda for Sociological Methodology,” (Hesse-Biber and Leavy, Approaches to Qualitative Research: A Reader on Theory and Practice, pp. 39-61.)
Laurel Richardson, “Writing: A Method of Inquiry” (Hesse-Biber and Leavy, 473-495).
Rabinowitz and Weseen, “Power, Politics, and the Qualitative/Quantitative Debates in Psychology,” pp. 12-28. (E-file in Angel) Tolman and Brydon-Miller (eds.) From Subjects to Subjectivities
Nancy Naples, “The Outsider Phenomenon,” pp. 373-381. In Hesse-Biber and Yaiser (2004).
Michiko Hase, "Student Resistance and Nationalism in the Classroom: Some Reflections on Globalizing the Curriculum." Feminist Teacher 13 (2001): 90-107.
Chandra Talpade Mohanty, "Women workers and capitalist scripts: Ideologies of Domination Common Interests, and the Politics of Solidarity." Jacqui Alexander and Chandra Talpade Mohanty. Eds., Feminist Genealogies, Colonial Legacies, Democratic Futures (New York: Routledge, 1997).
Barndt, Debra, "Whose choice? 'Flexible' women workers in the tomato food chain," pp. 77-90. Jacqui Alexander et al. Eds., Sing, Whisper, Shout, Pray! Feminist Visions for a Just World (Berkeley, CA: EdgeWork Books, 2003).
Trask, Haunani-Kay, "Self-determination for Pacific Island women: The case of Hawaii," p. 138-1450. Jacqui Alexander et al. Eds., Sing, Whisper, Shout, Pray! Feminist Visions for a Just World (Berkeley, CA: EdgeWork Books, 2003).
El Comite de Mujeres Puertorriquenas, "In the belly of the beast: Puertorriquenas challenging colonialism." Jacqui Alexander et al. Eds., Sing, Whisper, Shout, Pray! Feminist Visions for a Just World (Berkeley, CA: EdgeWork Books, 2003).

Charlotte Hooper, "Masculinities in Transition: The Case of Globalization," pp. 59-73. Edited by Marianne Marchand and Anne Sison. Gender and Global Restructuring: Sightings, Sites and Resistance. (New York: Routledge, 1999).
Anne Sison Runyan and Marianne Marchand, "Feminist Approaches to Global Restructuring," pp. 225-230. Edited by Marianne Marchand and Anne Sison. Gender and Global Restructuring: Sightings, Sites and Resistance. (New York: Routledge, 1999).

Walby, Sylvia. (2002). Feminism in a global era. Economy and Society, 31, 533-557.
Alison Bartlett, "She Seems Nice: Teaching Evaluations and Gender Trouble." Feminist Teacher 15 (2005): 195-202.

· Susan Wendell, “Toward a Feminist Theory of Disability,” The Disability Studies Reader ed. Lennard Davis (New York: Routledge, 1997): 260-278.

Tentative course schedule (to be adjusted after the first class meeting)

Note: make sure you read the assignment (below) to be sure you have all the texts including the on-line ones, before you begin preparing for each class meeting. The numbers in brackets following each set of readings is a reminder of how many readings there are for that class.

1/10 FIRST CLASS Introductions; discussion of syllabus and requirements; New York Times

WHAT IS A FEMINIST, AND WHAT IS ‘WOMEN’S STUDIES’ I

1/17 Women’s Studies in the [Corporate] University: Diane Elam, “Taking Account of Women’s Studies”, pp. 218-223; Dale Bauer, “Academic Housework: Women’s Studies and Second Shifting”, pp. 246-257; Miranda Joseph, “Analogy and Complicity: Women’s Studies, Lesbian/Gay Studies, and Capitalism,” pp. 267-292, all in Robyn Wiegman, Ed., Women’s Studies on its Own (Duke UP, 2002). Kendal L. Broad and Mary K. Bloodsworth, "FemiQueer PedagogieS: Lesbian/Gay Studies in Postmodern Women's Studies." Feminist Teacher 13 (2001): 108-124. All posted on ANGEL under Lessons. bell hooks, “Confronting Class in the Classroom,” Teaching to Transgress: 177-189. [5]

FEMINIST PEDAGOGY I

1/24 Introduction and Chapter 13, Meeting the Challenge (MTC); Cathryn Bailey, "Teaching as Activism and Excuse: A Reconsideration of the Theory-Practice Dichotomy." Feminist Teacher 13 (2001): 125-133 (on Angel); bell hooks, “Theory as Liberatory Practice,” Teaching to Transgress 59-75; Cheyenne Bonnell, “FreshMAN Composition: Blueprint for Subversion” (MTC: 215-228). [5]

FEMINIST PEDAGOGY II

Patricia Maguire, “The Congruency Thing: Transforming Psychological Research and Pedagogy,” pp. 276-289; Beverly Ayers-Nachamkin, "A Feminist Approach to the Introductory Statistics Course." Women's Studies Quarterly 1 (1992): 86-93; Muriel Lederman, "Mutating 'Virology': How Far to Feminist?" All 3 posted on line in Angel; Lynn Weber, “A Conceptual Framework for Understanding Race, Class, Gender and Sexuality,” pp. 121-139. In Hesse-Biber and Yaiser (Eds.) Feminist Perspectives on Social Research Oxford 2004. Maralee Mayberry, “Reproductive and Resistant Pedagogies” MTC Chapter 1.

[5]

DISCIPLINARY POSITIONS

2/7 Social sciences Patricia Hill Collins, “Learning from the Outsider Within” (FATM); Nancy Naples, “The Outsider Phenomenon,” pp. 373-381, in Hesse-Biber and Yaiser (2004); Rabinowitz and Weseen, “Power, Politics, and the Qualitative/Quantitative Debates in Psychology,” pp. 12-28. (E-file in Angel) “Guba and Lincoln, “Competing Paradigms in Qualitative Research” (Hesse-Biber and Leavy, 17-38. [4]

2/14 Humanities Deniz Kandiyoti, “Islam and Patriarchy: A Comparative Perspective” (FATM); Joan Scott, “The Evidence of Experience” (FATM); Susan Lanser, “Feminist Criticism, ‘The Yellow Wallpaper’ and the Politics of Color in America” (FATM); Alison Light, “’Returning to Manderley’—Romance Fiction, Female Sexuality and Class” (F) [4]

2/21 Technosciences Haraway, “A Manifesto for Cyborgs” (F); Emily Martin, “The Egg and the Sperm” (FATM); Cynthia Cockburn and Ruza Furst-Dilic, “Looking for the Gender/Technology Relation” (F) [3]

WHAT IS A FEMINIST AND WHAT IS WOMEN’S STUDIES, II

2/28 Section 2, Feminisms, “Epistemologies” (Introduction and excerpts by Hartsock, Harding, Flax, Collins; Jane Tomkins, “Me and My Shadow” (F); Susan Wendell, “Toward a Feminist Theory of Disability,” The Disability Studies Reader ed. Lennard Davis (New York: Routledge, 1997): 260-278. [7]

3/7 SPRING VACATION

FEMINIST METHODOLOGIES I

3/14 Abstract of seminar paper due in class. Michiko Hase, "Student Resistance and Nationalism in the Classroom: Some Reflections on Globalizing the Curriculum." Feminist Teacher 13 (2001): 90-107. Lee Woodham Digiovanni and Delores D. Liston, "Feminist Pedagogy in the Elementary Classroom: An Agenda for Practice." Feminist Teacher 15 (2005): 122-131.

Alison Bartlett, "She Seems Nice: Teaching Evaluations and Gender Trouble." Feminist Teacher 15 (2005): 195-202. Walby, Sylvia. (2002). Feminism in a global era. Economy and Society, 31, 533-557. All of the readings for this week are posted on Angel. [4]

FEMINIST METHODOLOGIES II

3/21 Laurel Richardson, “Writing: A Method of Inquiry” (Hesse-Biber and Leavy, 473-495, posted on Angel; Jayati Lal, “Situating Locations” (FATM); Sprague and Zimmerman, “Overcoming Dualisms: A Feminist Agenda for Sociological Methodology,” (Hesse-Biber and Leavy, 39-61, on Angel). Anne Sison Runyan and Marianne Marchand, "Feminist Approaches to Global Restructuring." Edited by Marianne Marchand and Anne Sison. Gender and Global Restructuring: Sightings, Sites and Resistance. (New York: Routledge, 1999). On Angel [4]

WHAT IS A FEMINIST, AND WHAT IS ‘WOMEN’S STUDIES’ II

3/28 Wendy Brown, States of Injury [7]

4/4 bell hooks, Teaching to Transgress, Introduction and Chapters 1, 4, 6, 7 [5]

First draft of paper due in class today. We will be workshopping your first draft in small groups.

WHAT IS WOMEN’S STUDIES, AND WHAT IS A FEMINIST PERSPECTIVE I

4/11 Global Nature, Global Culture, Introduction and 1-93. Barndt, Debra, "Whose choice? 'Flexible' women workers in the tomato food chain," pp. 77-90. Jacqui Alexander et al. Eds., Sing, Whisper, Shout, Pray! Feminist Visions for a Just World (Berkeley, CA: EdgeWork Books, 2003). [5]

4/18 Reading and research week. I am at a conference this week, so this is your week to hit the library and do research for your final paper.

4/25 WHAT IS WOMEN’S STUDIES, AND WHAT IS A FEMINIST PERSPECTIVE II Final class meeting at my house in Boalsburg. . Chandra Talpade Mohanty, "Women workers and capitalist scripts: Ideologies of Domination, Common Interests, and the Politics of Solidarity”; Trask, Haunani-Kay, "Self-determination for Pacific Island women: The case of Hawaii”; El Comite de Mujeres Puertorriquenas, "In the belly of the beast: Puertorriquenas challenging colonialism." [3] seminar papers due in class; brief summaries of your findings; potluck meal.

Book Review Options

Laura Behling. The Masculine Woman in America, 1890-1935. University of Illinois Press. 2001.

Sandra Bem. An Unconventional Family. Yale University Press. 2001

Judith Butler. Precarious Life: The Power of Mourning and Violence. Verso. 2004.

_________. Undoing Gender. Routledge. 2004.

Pamela L. Caughie. Passing & Pedagogy: The Dynamics of Responsibility. University of Illinois Press. 1999.

Eli Clare. Exile and Pride: Disability, Queerness and Liberation. South End Press. 1999.

Johnetta Betsch Cole and Beverly Guy-Sheftall. Gender Talk: The Struggle for Women's Equality in African American Communities. Ballantine. 2003.

Rita Felski, Literature after Feminism. University of Chicago Press. 2003.

Aida Hurtado. Voicing Chicana Feminisms: Young Women Speak Out on Sexuality and Identity. NYU Press. 2003.

Linda L. Layne, ed. Transformative Motherhood: On Giving and Getting in a Consumer Culture. NYU Press. 1999.

Simi Linton. Claiming Disability: Knowledge and Identity. New York University Press. 1998.

Nelly Oudshoorn, The Male Pill: A Biography of a Technology in the Making. Duke University Press. 2003.

Rosemarie Tong, ed., with Gwen Anderson and Aida Santos, Globalizing Feminist Bioethics: Crosscultural Perspectives. Westview Press. 2001.

Alys Weinbaum. Wayward Reproductions: Genealogies of Race and Nation in Transatlantic Modern Thought. Duke University Press. 2005.

Elizabeth Wilson. Neural Geographies: Feminism and the Microstructure of Cognition. Routledge.1998.

_____________. Psychosomatic: Feminism and the Neurological Body. Duke UP. 2004.

https://cms.psu.edu/section/default.asp?format=course&id=200506SPUP+++RWMNST501+001&title=WMNST+501+%2C+Section+001%3A+FEM+RSCH+%26+TCHG+++

Syllabus for the Course: A Virtual Introduction to Women’s Studies

WS001 ONLINE: A VIRTUAL INTRODUCTION TO WOMEN'S STUDIES

COURSE SYLLABUS

Instructor: Natalie Jolly

Departments: Women's Studies and Rural Sociology

Mailbox: 122 Willard Building

Email: nataliejolly@psu.edu

Office Hours: Online Tues 10-11am (in the Instructor Message Board) and by appointment. Because this is a webclass, I am unable to meet with any student in person.

Course Description

Women's Studies employs an interdisciplinary set of tools for analyzing women's experiences and studies the ways that sex and gender manifest themselves in social, cultural and political contexts. As an introduction to Women's Studies, this course is designed to:

1. Acquaint you with some key issues, questions and debates in the field of Women's Studies

2. Introduce you to some of the frameworks and concepts feminist scholars have developed

3. Hone your ability to analyze arguments and “read” gender

4. Increase awareness of the history and experience of women as half the world's population.

This course will concentrate on the experiences of women in the United States but, on occasion, we will broaden our scope.

This course does not only consider differences between women and men, but also explores differences among women. The readings and discussion will be designed to examine ideas about race, class, sexuality and other aspects of identity in addition to gender. Together we will discuss the relationships among these categories, and will analyze when and how such categories operate.

There is no single way to understand the controversial issues touched on in this course. Disagreement and debate are not only present in society at large, but are an important part of the theory and practice of Women's Studies. It is important to keep in mind throughout the course that there is no such thing as “the” feminist understanding of issues we will be covering; feminists are a diverse and complicated group. The goal is to expose you to some feminist tools for understanding and analyzing social phenomena, and to help you develop a more critically informed perspective on the issues.

Course Overview

Course Mechanics: This on-line course follows a standard six-week summer semester. As such, course content is delivered in 12 lessons—with 2 lessons each week. The format for the lessons will be relatively consistent throughout the semester. Each week, you will

have readings, message board posts, quizzes and other activities to perform. As a general guideline, you should finish the readings by Monday and Wednesday, allowing you plenty of time to complete the required weekly activities. When group projects are required, you may need extra time to complete activities, so plan accordingly. The activity completion time for most assignments is Wednesday at noon and Friday by 5pm.

Note about deadlines: If you encounter major technological problems, please email me the assignment that is due by the deadline in order to receive credit. Once the email has been sent, go back and try to fix the problem. All works must show up in its assigned space if you want to receive credit.

Our Virtual Community: An important part of an on-line course driven by feminist pedagogy is that it offers students an opportunity to develop a virtual community. Our class is designed to encourage you to develop one or several virtual selves that interact with others. Multiple spaces for dialogue are offered, such as message boards, chatbox and email. We will make a commitment to each other to encourage the expression of critique and dialogue about course materials. In this forum, intimidating remarks, particularly of sexist, racist, or homophobic natures, will not be tolerated. You must treat each other with respect. Failure to do so is a failure to complete this course successfully.

Disclaimers: Some of the materials covered in this course may be considered challenging. Our classroom will remain an open space for the exchange of ideas. You have been warned.

Required Course Material

Texts:

hooks, bell (2000) Feminism is for Everybody: Passionate Politics . Cambridge , MA : South End Press. (noted as FIFE on your syllabus)

And

Shaw, Susan and Janet Lee (2006) Women's Voices, Feminist Visions: Classic and Contemporary Readings (3rd Edition) New York : McGraw Hill (noted as WVFV on your syllabus)

And

Karp, Marcelle and Debbie Stoller (1999) Bust Guide to the New Girl Order . New York : Penguin Books (noted as BUST on your syllabus)

Group Projects

(Approx. 200-500 words)

We will employ a variety of learning strategies during the course of this semester. Each lesson, you are required to critically reflect on the readings and lesson overview by participating in a group project. These range from writing a feminist fairy tale to creating a budget for a family in poverty. Each project is due by NOON on the day that the lesson closes, and must be posted in the Group Projects Folder.

Critical Reflection Essay

(15% of your grade)

(Approx 900-1200 words (not including citations)

This course aims to sharpen your critical reflection skills, and one of the many ways I will encourage this is through a critical reflection paper. You will be required to critically reflect on one set of the course readings and draw on two outside sources to support your case. Your critical reflection paper should not merely review the topic. Instead, you should aim to:

• Introduce & Summarize one or two particular topics that you found interesting and deserving of further attention

• Pose critical questions about what is at stake in this debate for feminists

• Analyze & Synthesize these ideas and discuss their relation to the week's reading and to feminism in general

• Reflect on how this subject matter may relate to other issues we have discussed in the course

Lesson Summaries

Lesson 1 Introducing Women's Studies Virtually

Wednesday, June 28- Friday, June 30

Wednesday:

• Read your syllabus

• Familiarize yourself with the course format and the ANGEL system

• Read Lesson 1 Overview Post written by your instructor

• Post your introduction in the Lesson 1 Message Board

Thursday:

• Buy course textbooks:

o Women's Voices, Feminist Visions (WVFV)

o Feminism is for Everybody (FIFE)

o Bust Guide to the New Girl Order (BUST)

• Respond to a few of your classmates introductions on the Lesson 1 Message Board

• Take Quiz 1 (Open Thursday only)

Friday:

• Respond to a few more of your classmates introductions

Lesson 2 Introducing Feminism

Monday, July 3- Wednesday, July 5

Monday:

• READ THE FOLLOWING:

o Lesson 2 Overview Lecture

o FIFE Introduction (p. vii-x) & Feminist Politics (p. 1-6)

o WVFV A Day Without Feminism (p. 30-33)

o BUST Our Womanly Ways (p. 1-7)

• Take QUIZ 2 (Open Monday Only)

• Post Comment on the Lesson 2 Message Board

• Sign up for your Critical Reflection Essay and Formal Discussion Question using the Sign up sheet

• Introduce yourself to your group members in your private Group Space

• •REMINDER: Group 3 should prepare Formal Discussion Question (individually) and write Critical Reflection Essay for Lesson 3 (individually)

Tuesday:

• Holiday. No class.

Wednesday before NOON:

• Post Comment on the Lesson 2 Message Board

• Guess truth/lie within your private Group Space

• REMINDER: Group 3 submits Critical Reflection Essay and Formal Discussion Question BY 11:00AM TODAY.

Lesson 3 Learning the History of Feminism

Wednesday, July 5 – Friday July 7

• Group 3 Submits Formal Discussion Question before Lesson 3 opens

• Group 3 Submits Critical Reflection Essay before Lesson 3 opens

Wednesday after NOON:

• Read the following:

o Lesson 3 Overview Lecture

o FIFE Sisterhood is Powerful (p. 13-18)

o WVFV Constitutional Argument (p. 479-480)

o BUST Girl on Girls (p. 303-310)

• Take QUIZ 3 (Open Wednesday Only)

• Post Comment on the Lesson 3 Message Board

• Visit your private Group Space and begin work on your Lesson 4 Group Project (due Wednesday, July 12)

Thursday:

• Post Comment on the Lesson 3 Message Board

• Continue to work on your Lesson 4 Group Project (due Wednesday, July 12)

Friday:

• Post Comment on the Lesson 3 Message Board

• Guess truth/lie within your private Group Space

• REMINDER: Group 4 submits Critical Reflection Essay and Formal Discussion Question BY MONDAY JULY 10 @ 7:00AM.

Lesson 4 Learning Gender

Monday, July 10- Wednesday, July 12

• Group 4 Submits Formal Discussion Question before Lesson 4 opens

• Group 4 Submits Critical Reflection Essay before Lesson 4 opens

Monday:

• Read the following:

o Lesson 4 Overview Lecture

o WVFV Learning Gender (p. 113-126) & Social Construction of Gender (p. 129-132) & X: A Fabulous Child's Story (p. 127-129)

o BUST (p. 183-188) & (p. 189-192) & (p. 202-208)

• Take QUIZ 4

• Post Comment on the Lesson 4 Message Board

• Visit your private Group Space and finalize your Lesson 4 Group Project (due Wednesday, July 12)

Tuesday:

• Post Comment on the Lesson 4 Message Board

• Continue to work on your Lesson 4 Group Project (due TOMORROW, Wednesday, July 12, by 8:00AM)

Wednesday before NOON:

• Post your Lesson 4 Project in the Group Project folder

• Post Comment on the Lesson 4 Message Board

• Vote on the best Lesson 4 Project in the Class Poll

• Submit Peer Grades for Lesson 4 Project

• REMINDER: Group 5 submits Critical Reflection Essay and Formal Discussion Question BY Wednesday JULY 12 @ 11:00AM.

Lesson 5 Feminism & the Media

Wednesday, July 12 – Friday, July 14

• Group 5 Submits Formal Discussion Question before Lesson 5 opens

• Group 5 Submits Critical Reflection Essay before Lesson 5 opens

Wednesday after NOON:

• Read the following:

o Lesson 5 Overview Lecture

o BUST Media Whores (p. 265-272) & Bitch on Heels (p. 283-285)

o www.about-face.org

o www.mediareporttowomen.com/statistics.htm

• Take QUIZ 5

• Post Comment on the Lesson 5 Message Board

• Visit your private Group Space and congratulate yourselves on a job well done!

Thursday:

• Post Comment on the Lesson 5 Message Board

• Begin work on your Lesson 6 Group Project (due Wednesday, July 19)

Friday:

• Post Comment on the Lesson 5 Message Board

• Continue to work on your Lesson 6 Group Project (due Wednesday, July 19)

• REMINDER: Group 6 submits Critical Reflection Essay and Formal Discussion Question BY MONDAY JULY 17 @ 7:00AM.

Lesson 6 Sex & Sexuality

Monday, July 17 – Wednesday, July 19

• Group 6 Submits Formal Discussion Questions before Lesson 6 opens

• Group 6 Submits Critical Reflection Essay before Lesson 6 opens

Monday:

• Read the following:

o Lesson 6 Overview Lecture

o FIFE A Feminist Sexual Politic (p. 85-92)

o WVFV Social Construction of Sexuality (p. 153-158) & Politics of Sexuality (p. 158-161)

o BUST Betty & Celina Part II (p. 93-96)

o http://www.siecus.org/pubs/fact/fact0013.html

• Take QUIZ 6

• Post Comment on the Lesson 6 Message Board

• Visit your private Group Space and finalize your Lesson 6 Group Project (due Wednesday, July 19)

Tuesday :

• Post Comment on the Lesson 6 Message Board

• Continue to work on your Lesson 6 Group Project (due TOMORROW, Wednesday, July 19, by 8:00AM)

Wednesday before NOON:

• Post your Lesson 6 Project in the Group Project folder

• Post Comment on the Lesson 6 Message Board

• Vote on the best Lesson 6 Project in the Class Poll

• Submit Peer Grades for Lesson 6 Project

• REMINDER: Group 7 submits Critical Reflection Essay and Formal Discussion Question BY WEDNESDAY JULY 19 @ 11:00AM.

Lesson 7 Reproductive Rights

Wednesday, July 19 – Friday, July 21

• Group 7 Submits Formal Discussion Question before Lesson 7 opens

• Group 7 Submits Critical Reflection Essay before Lesson 7 opens

Wednesday after NOON:

• Read the following:

o Lesson 7 Overview Lecture

o FIFE Our Bodies, Ourselves (p. 25-30)

o WVFV Reproductive Choice (p. 246-259)

o BUST Abortion Story (p. 242-247)

o www.naral.org/generation/index.cfm (surf ‘Walk in her shoes' & FAQ about Choice)

• Take QUIZ 7

• Post Comment on the Lesson 7 Message Board

• Visit your private Group Space and congratulate yourselves on a job well done!

Thursday:

• Post Comment on the Lesson 7 Message Board

• Begin work on your Lesson 8 Group Project (due Wednesday, July 26)

Friday:

• Post Comment on the Lesson 7 Message Board

• Continue to work on your Lesson 8 Group Project (due Wednesday, July 26)

• REMINDER: Group 8 submits Critical Reflection Essay and Formal Discussion Question BY MONDAY JULY 24 @ 7:00AM.

Lesson 8 Pornography and Prostitution

Monday, July 24 – Wednesday, July 26

• Group 8 Submits Formal Discussion Question before Lesson 8 opens

• Group 8 Submits Critical Reflection Essay before Lesson 8 opens

Monday:

• Read the following:

o Lesson 8 Overview Lecture

o WVFV Prostitution (p. 376-379) & Confessions of a Feminist Porno Star (p. 421-422) & Pornography and Freedom (p. 452-456) & The Internet and Global Prostitution (p. 456-460)

o BUST Lesson Number One (p. 104-109)

• Take QUIZ 8

• Post Comment on the Lesson 8 Message Board

• Visit your private Group Space and finalize your Lesson 8 Group Project (due Wednesday, July 26)

Tuesday:

• Post Comment on the Lesson 8 Message Board

• Continue to work on your Lesson 8 Group Project (due TOMORROW, Wednesday, July 26, by 8:00AM)

Wednesday before NOON:

• Post your Lesson 8 Project in the Group Project folder

• Post Comment on the Lesson 8 Message Board

• Vote on the best Lesson 8 Project in the Class Poll

• Submit Peer Grades for Lesson 8 Project

• REMINDER: Group 9 submits Critical Reflection Essay and Formal Discussion Question BY WEDNESDAY JULY 26 @ 11:00AM.

Lesson 9 Birth & Midwifery

Wednesday, July 26 – Friday, July 28

• Group 9 Submits Formal Discussion Posts before Lesson 9 opens

• Group 9 Submits Critical Reflection Essay before Lesson 9 opens

Wednesday after NOON:

• Read the following:

o Lesson 9 Overview Lecture

o Midwifery is Not the Practice of Medicine

• Take QUIZ 9

• Post Comment on the Lesson 9 Message Board

• Visit your private Group Space and congratulate yourselves on a job well done!

Thursday:

• Post Comment on the Lesson 9 Message Board

• Begin work on your Lesson 10 Group Project (due Wednesday, August 2)

Friday:

• Post Comment on the Lesson 9 Message Board

• Continue to work on your Lesson 10 Group Project (due Wednesday, August 2)

• REMINDER: Group 10 submits Critical Reflection Essay and Formal Discussion Question BY MONDAY JULY 31 @ 7:00AM.

Lesson 10 Women and Poverty

Monday, July 31 – Wednesday, August 2

• Group 10 Submits Formal Discussion Posts before Lesson 10 opens

• Group 10 Submits Critical Reflection Essay before Lesson 10 opens

Monday:

• Read the following:

o Lesson 10 Overview Lecture

o WVFV Public Policy (p. 473-474) & The Rhetoric and Reality of Welfare Reform (p. 493-505)

o Women's Poverty in the US

• Take QUIZ 10

• Post Comment on the Lesson 10 Message Board

• Visit your private Group Space and finalize your Lesson 10 Group Project (due Wednesday, August 2)

Tuesday:

• Post Comment on the Lesson 10 Message Board

• Continue to work on your Lesson 10 Group Project (due TOMORROW, Wednesday, August 2, by 8:00AM)

Wednesday before NOON:

• Post your Lesson 10 Project in the Group Project folder

• Post Comment on the Lesson 10 Message Board

• Vote on the best Lesson 10 Project in the Class Poll

• Submit Peer Grades for Lesson 10 Project

• REMINDER: Group 11 submits Critical Reflection Essay and Formal Discussion Question BY WEDNESDAY AUGUST 2 @ 11:00AM.

Lesson 11 Women in the Public Sphere

Wednesday, August 2 – Friday, August, 4

• Group 11 Submits Formal Discussion Posts before Lesson 11 opens

• Group 11 Submits Critical Reflection Essay before Lesson 11 opens

Wednesday after NOON:

• Read the following:

o Lesson 11 Overview Lecture

o FIFE Women and Work (p. 48-54)

o WVFV Living in McJobdom (p. 352-358) & What Is Sexual Harassment? (p. 331) & Hey, Why Don't You Wear A Shorter Skirt? (p. 359-370)

• Take QUIZ 11

• Post Comment on the Lesson 11 Message Board

• Visit your private Group Space and congratulate yourselves on a job well done!

Thursday:

• Post Comment on the Lesson 11 Message Board

• Begin work on your Lesson 12 Group Project (due Wednesday, August 9)

Friday:

• Post Comment on the Lesson 11 Message Board

• Continue to work on your Lesson 12 Group Project (due Wednesday, August 9)

• REMINDER: Group 12 submits Critical Reflection Essay and Formal Discussion Question BY MONDAY AUGUST 7 @ 7:00AM.

Lesson 12 The Future of Feminism

Monday, August 7 – Wednesday, August 9

• Group 12 Submits Formal Discussion Posts before Lesson 12 opens

• Group 12 Submits Critical Reflection Essay before Lesson 12 opens

Monday:

• Read the following;

o Lesson 12 Overview Lecture

o FIFE Global Feminism (p. 44-47) & To Love Again (p. 100-104) & Visionary Feminism (p. 110-118)

o WVFV The Promise of Feminist Education (p. 552-564) & Real Men Join the Movement (p. 568-572) & A Day With Feminism (p. 589-592)

• Take QUIZ 12

• Post Comment on the Lesson 12 Message Board

• Visit your private Group Space and finalize your Lesson 12 Group Project (due Wednesday, August 9)

Tuesday:

• Post Comment on the Lesson 12 Message Board

• Continue to work on your Lesson 12 Group Project (due TOMORROW, Wednesday, August 9, by 8:00AM)

Wednesday before NOON:

• Post your Lesson 12 Project in the Group Project folder

• Post Comment on the Lesson 12 Message Board

• Vote on the best Lesson 12 Project in the Class Poll

• Submit Peer Grades for Lesson 12 Project

http://www.la.psu.edu/CLA-OnlineCourses/syllabus/wmnst001syllabus.pdf

Syllabus for the Course: Race, Gender, and Employment

LIR/WMNST 136: Race, Gender, Employment – Spring 2006

Instructor: Banci E. Tewolde, Esq.

Office Hours: I will have virtual office hours Monday and Wed from 6:00 p.m. to 8:00 p.m. You can expect an immediate e-mail response.

Contact: bet3@psu.edu

Phone: 814-360-9057

Course Information

Credits 3.0

Course 136

Section 001

Location Online

Course Overview

In 1964, the U.S. implemented Title VII of the Civil Rights Act, which made it illegal to practice employment discrimination against someone because of his or her race, sex, religion, or national origin. This was a landmark accomplishment in a time of social upheaval and the quest for civil rights. But did you know that today white women and African American men make approximately 75 percent of white men’s earnings? African American women and Latino men and women earn an even smaller percentage of white men’s earnings. Despite all of society’s efforts and more than 30 years under civil rights legislation, gender and racial inequalities in the work place persist. Why do they persist? What can or should be done about them?

The problems of employment inequalities today are complex, and as you might have guessed, there is no one, simple solution. Therefore, this course will focus on providing you a comprehensive understanding of the “how” and “why” of employment inequalities in order to better assess potential solutions. The content of this course touches on theories of employment stratification, empirical studies of inequality, labor legislation, worker organizations, and current events to begin to develop a picture of work inequality, as it exists today and where it may be going in the future.

This online course designed to be a challenging introduction to many of the various topics within the field of inequality and employment. Students will have the opportunity to learn through several different means including individual assignments, group activities, online discussion collaborative learning, and final group project via online debates.

Required Reading Materials

Text (1) Workplace/Women’s Place. An Anthology Second Edition

Paula J. Dubeck (Editor) and Dana Dunn (Editor) ;ISBN: 1-89148751-5; Publisher Roxbury Press

Text (2) Women’s Work: Degraded and Devalued

Alice A. Kemp (Author); ISBN: 0-13-203662-2; Publisher Prentice Hall

Text (3) Women of Color in U.S. Society

Maxine Baca Zinn and Bonnie Thornton Dill (Editors) ;ISBN 1-56639-106-7; Publisher Temple University Press

Readings on electronic reserve http://reserve.libraries.psu.edu

Class Schedule And Assignments

1/09/06 – 01/16/06

Week 1: Defining Difference: Race, Class, and Gender to Name a Few

1. Due Wed, January 11 Online discussion topic: Are you willing to say you're a feminist? Why or why not?

2. Due Tuesday, January 17 Individual Writing Assignment: Privilege and disadvantage

01/16/06-1/23/06

Week 2: History of Inequalities in Work

1. Due Wed, January 18 Online discussion topic: Why do you think babysitting is lower paid than lawn-mowing?

2. Due Friday, January 20 Group Activity: Preparation for Group Work

3. Due Monday, January 23 Individual Writing Assignment: History of sexual division of labor in your family

1/23/06-1/31/06

Week 3: Work and Families

1. Due Wed, January 25 Online discussion topic: Do you agree or disagree with the statement that a woman should stay at home while her children are younger than school age?

2. Due Friday, January 27 Group Activity: Work/family roles of women and men in the media

3. Due Monday, January 30 Individual Writing Assignment: Non-traditional work/family roles.

1/30/06-2/6/06

Week 4: Group Project Work Time

1. Due Monday January 30 Instructor will assign topics on Monday

2. Due Friday, February 3: The group will:

o Brainstorm a list of 3 to 5 main points on EACH side of the argument (these may change over the course of the research process).

o Submit a schedule of how work will be accomplished in the group in the next 6 weeks (who will do what by when).

3. Due Monday, February 6:Each group member will submit a peer review form rating each group member

2/6/06-2/13/06

Week 5: Socialization: Individual Theories of Inequality

1. Due Wed, February 8 Online discussion topic: Have you noticed the "hidden curriculum" operating in your educational experience? How strong is the effect of the hidden curriculum today? Should anything be done about it?

2. Due Friday, February 10 Group Activity: Gender socialization debate

3. Due Monday, February 13 Individual Writing Assignment: Gender socialization interview

2/13/06-2/20/06

Week 6: Occupational Segregation: Structural Theories of Inequality

1. Due Wed, February 15 Online discussion topic: Which feminist theory do you think is most prominent in the National Organization of Women website (www.now.org)? Explain your choice.

2. Due Friday, February 17 Group Activity: Job evaluation and comparable worth

3. Due Monday, February 20 Individual Writing Assignment: Occupational segregation

2/20/06-2/27/06

Week 7: Gendered Jobs: Women in "Men's Jobs"

1. Due Wed, February 22 Online discussion topic: Which is worse, overt or covert (subtle) discrimination in the workplace?

2. Due Friday, February 24 Group Activity: Phone book exercise

3. Due Monday, February 27 Individual Writing Assignment: Women in men's jobs interview

2/27/06- 3/3/06

Week 8: Gendered Jobs: Men in "Women's Jobs"

1. Due Tue, February 28 Online discussion topic: To what extent do men today feel pressure to conform to hegemonic masculinity? What evidence do you see? Might one say that gender pressures on men are at least as intense as those on women in the 21st century?

2. Due Friday March 3 Individual Writing Assignment: Men in women's jobs interview

MARCH 6, 2006 – MARCH 10, 2006 ---SPRING BREAK

3/13/06-03/20/06

Week 9: Gendered Jobs: Women in "Women's Jobs"

1. Due Wed, March15 Online discussion topic: Comment on the following statement: "Sexual harassment is an important workplace topic, but things have gone too far. It's to the point where people are afraid to talk to each other at work anymore."

2. Due Friday, March 17 Group Activity: Budget exercise

3. Due Monday, March 20 Individual Writing Assignment: Sexual harassment training memo

03/20/2006-3/27/2006

Week 10: Racialized Jobs

1. Due Wed, March 22 Online discussion topic: Address the following statement: "Aren't soft skills important? They don't necessarily have to do with race. Can't it just be good manners or a good way to run a business?"

2. Due Friday, March 24 Group Activity: Images of men of color

3. Due Monday, March 27 Individual Writing Assignment: Objective way to assess soft skills

3/27/06 – 4/3/06

Week 11: Group Project Work Time

1. Due Wed, March 29 Each group must submit:

o a rough draft of their debate in the format described in the lesson

o a list of links to other information/online resources you will use in your debate

o a bibliography

2. Due Friday, March 31 Each group member must submit a peer review form rating each group member

04/03/06 – 4/10/06

Week 12: Resistance, Activism, and Unionization: Women and People of Color in the Labor Movement

1. Due Wed, April 5 Online discussion topic: Do you agree or disagree with the following statement? "A bad union is better than no union."

2. Due Friday, April 7 Group Activity: Gender, race and union websites

3. Due Monday, April 10 Individual Writing Assignment: Movie analysis

4/10/06- 4/17/06

Week 13: The Global Assembly Line: Third World Women's Employment

1. Due Wed, April 12 Online discussion topic: Should people in the U.S. seek to buy "American" goods? If so, how do they go about it? If not, why not?

2. Due Wed, April 14 Group Activity: Budget exercise

3. Due Monday, April 17 Individual Writing Assignment: Globalization

4/17/06-4/24/06

Week 14: Group Debates

1. Due Tuesday, April 18 Post overview (each side) 500 words maximum

2. Due Wednesday, April 19 Post rebuttal one (each side) 200 words maximum

3. Due Thursday, April 20 Post rebuttal two (each side) 200 words maximum

4. Due Friday, April 21 Post rebuttal three AND Closing Statement (each side) 400 words maximum

4/24/-06 -4/28/05

Week 15: Debate Voting

Due Friday, April 28

1. Complete end of course evaluation

2. Cast votes for winning team in each debate other than the one you participated in

3. Submit a peer review form rating each group member

http://www.la.psu.edu/CLA-OnlineCourses/syllabus/lir136syllabus.pdf

Another Syllabus for the Course: Feminist Theory

WOMEN’S STUDIES 400

FEMINIST THEORY

SPRING 2006

MW 4:15-5:30, 127S Henderson South

Prof. Bénédicte Monicat

336 S. Burrowes Building

Telephone: 865-1959/865-1492

Email: bmonicat@psu.edu

Office Hours: Monday, 1:00-3:00 and by appointment

Required books:

Hackett, Elizabeth and Saly Haslanger eds. Theorizing Feminisms. New York, Oxford: Oxford UP, 2006.

Oliver, Kelly, ed. French Feminism Reader. Lanham: Rowman & Littlefield Publishers, 2000.

Course Description:

In this course we will examine writings by contemporary feminist theoreticians. Through the variety of perspectives and contexts introduced we will pay particular attention to the many faces of feminist theory. Our goal will be to understand the systems which define specific approaches and interpretations while making connections between analyses through comparison and contrast. We will reflect upon varied and/or differing visions and understandings of feminism as we will elaborate our own critical readings of the texts. Such reflection will develop both individually and collectively, as your personal contact with the texts will inform our collective discussion.

Syllabus

Week 1

Monday, January 9 Introductions

Wednesday, January 11 TF, Oppression: Iris M. Young, pp.2-16.

Week 2

Monday, January 16 MLK Day Events

Wednesday, January 18 TF, Social Construction: Sally Haslanger pp.16-23, Susan Wendell pp.23-30, Trina Grillo pp.30-40

TF, Epistemic Position: Joanna Kadi pp. 40-50, Patricia Hill Collins pp.51-61, Uma Narayan pp.62-78, Linda Alcoff pp.78-92

Week 3

Monday, January 23 TF, Sameness Approach: John Stuart Mill pp.97-112, Sojourner Truth p.113, Simone de Beauvoir pp.114-124, Martha C. Nussbaum pp.124-140

FF: Simone de Beauvoir pp.20-34

Wednesday, January 25 TF: Susan Scheter pp.140-150, Amartya Sen pp.150-159, Kimberlé Crenshaw pp.159-173

Week 4

Monday, January 30 TF, Difference Approach: Iris M. Young pp.174-187, Jane Adams pp.187-188, Audre Lorde pp.188-192, Paula Gunn Allen pp.192-200

Wednesday, February 1 TF: Carol P. Christ pp.211-219, Alice Walker pp.220-224, Sara Ruddick pp.225-237, pp.238-243

Week 5

Monday, February 6 FF: Luce Irigaray, pp.201-252

Wednesday, February 8 FF: Hélène Cixous, pp. 253-296

Week 6

Monday, February 13 TF, Dominance Approach: Catharine MacKinnon pp.244-255, pp.256-265, pp.266-271

Wednesday, February 15 TF: Emma Goldman pp.271-277, Sandra Lee Bartky pp.277-292, Audre Lorde pp.292-297

Week 7

Monday, February 20 TF: John Stoltenberg pp.298-310, Lisa Duggan, Nan D. Hunter, and Carole S. Vance pp.311-324, Marilyn Frye pp.325-332, bell hooks pp.333-335

Wednesday, February 22 Final Research Paper Discussion Session

Week 8

Monday, February 27 FF: Christine Delphy, pp.35-76

Wednesday, February 29 FF: Colette Guillaumin, pp.77-118

Spring Break!

Week 9

Monday, March 13 FF: Monique Wittig, pp.119-151

Wednesday, March 15 FF: Julia Kristeva, pp.153-200

Paper Proposal and Preliminary Bibliography Due

Week 10

Monday, March 20 TF, Postmodern Feminism: Nancy Fraser and Linda J. Nicholson pp.340-352, Judith Butler pp.353-363, bell hooks pp.363-368

Wednesday, March 22 TF: Sharon Marcus pp.368-381, Kate Bornstein pp.382-384, Susan Bordo pp.385-404

Week 11

Monday, March 27 TF, Feminist Identity Politics: Barbara Christian, pp.405-412, Combahee River Collective pp.412-418, Mari Matsuda pp.418-421

Wednesday, March 29 TF: Gloria Anzaldứa pp.422-430, Angela Davis pp.431-444, Dorothy E. Roberts pp.445-456

Week 12

Monday, April 3 TF, Allies, Postcolonial Theory: Nancy Fraser pp.459-469, Leela Gandhi pp.470-481, Ann Laura Stoler pp.481-490

Wednesday, April 5 TF, Neo-Materialist Theory: Iris M. Young pp.490-501, Gwyn Kirk pp.501-520

Week 13

Monday, April 10 TF, Queer Theory: Leslie Feinberg pp.521-526, Gayle S. Rubin pp.527-540, Judith Butler pp.540-551, Evelynn Hammonds pp.552-564

Wednesday, April 12 Final Research Papers Presentations

Week 14

Monday, April 17 Final Research Papers Presentations

Wednesday, April 19 Final Research Papers Presentations

Week 15

Monday, April 24 Final Research Papers Presentations

Wednesday, April 26 Conclusions

Evaluations

Papers due

Another Syllabus for the Course: Feminist Theory

WMNST 507

Feminist Theory

Fall 2006 s Monday 2:30 – 5:30 s 107 Willard

Instructor: Nancy Tuana, 240 Sparks, 865-1653, ntuana@psu.edu

Office Hours: Tuesday, 10:00-12:00, and by appointment

Course Description:

The goal of this course is to provide an advanced introduction to some of the central theoretical approaches to feminist scholarship as well as examine some of the debates within feminist theory.

The course is linked to a series of lectures sponsored by the Rock Ethics Institute. For more information about these events, see http://rockethics.psu.edu/index.htm.

Required texts:

¨ Julie Bettie Women Without Class: Girls, Race and Identity (University of California)

¨ Sandra Harding Feminist Standpoint Theory Reader (Routledge)

¨ Patricia Williams The Alchemy of Race and Rights (Harvard University Press)

¨ Judith Butler Gender Trouble: Feminism and the Subversion of Identity (Routledge)

¨ Linda Martín Alcoff Visible Identities: Race, Gender, and the Self (Oxford University Press)

¨ LaDelle McWhorter Bodies and Pleasures: Foucault and the Politics of Sexual Normalization (Indiana University Press)

¨ Kum-Kum Bhavnani Feminism and ‘Race’ (Oxford University Press)

¨ Susan Brison Aftermath: Violence and the Remaking of a Self (Princeton University Press)

¨ Nancy J. Hirschmann and Christine Di Stefano Revisioning the Political: Feminist Reconstructions of Traditional Concepts in Western Political Theory (Westview)

¨ Mary Eagleton, Feminist Literary Theory: A Reader (Blackwell)

¨ Mimi Abramovitz and Sandra Morgen Taxes are a Woman’s Issue: Reframing the Debate (The Feminist Press)

¨ Marianne A. Ferber and Julie A. Nelson Feminist Economics Today : Beyond Economic Man (University of Chicago Press)

¨ Maria Lugones Pilgrimages/Peregrinajes : Theorizing Coalition Against Multiple Oppressions (Rowman and Littlefield)

Class Schedule, Essay Due Dates, and Facilitator Schedule:

Assigned reading is to be completed prior to the class for which it is assigned.

Note: You DO NOT write a short reading essay for the weeks you are facilitating

September 11 Sandra Harding Feminist Standpoint Theory Reader

Essays due by September 10^th at noon

Tuana will facilitate class session

September 18 Paul Clark Lecture, 3:00 Foster Auditorium

Marianne A. Ferber and Julie A. Nelson Feminist Economics Today

Essays due by September 17^th at noon

Facilitators: Jess Hayes-Conroy and Emily Wiggins

September 25 Hirschmann and Di Stefano Revisioning the Political

Essays due by September 25^th at noon

Facilitators: Lisa Beane and Jess Hayes-Conroy

October 2 Mary Eagleton, Feminist Literary Theory

Essays due by October 1^st at noon

Facilitators: Gretchen Heuges and Rachel Williams

October 9 Cassandra Veney Lecture, 3:00 Foster Auditorium

Patricia Williams The Alchemy of Race and Rights

**Class will be held Tuesday, October 10^th from 6:15-8:00. On October 9^th you will be required to attend the Veney lecture.

Essays due by October 8^th at noon

Facilitators: Matt Jackson and Robey Patrick

October 16 No Class

October 23 Kum-Kum Bhavnani Feminism and ‘Race’

Essays due by October 22^nd at noon

Facilitators: Erin Whiteside and Ying Wang

October 30 Mama Lecture, 3:00 Foster Auditorium

Julie Bettie Women Without Class: Girls, Race and Identity

Essays due by October 29^th at noon

Facilitators: Lisa Beane and Dana Schulte

November 6 Butler Gender Trouble

Essays due by November 5^th at noon

Facilitators: Dana Schulte and Ying Wang

November 13 Ladelle McWhorter Bodies and Pleasures

Essays due by November 13^th at noon

Facilitators: Erin Whiteside and Rachel Williams

November 20 Maria Lugones Pilgrimages/Peregrinajes

Essays due by November 19^th at noon

Facilitators: Cinnamon Danube and Robey Patrick

November 27 Linda Martín Alcoff Visible Identities: Race, Gender, and the Self

Essays due by November 26^th at noon

Facilitators: Gretchen Heuges and Matt Jackson

December 4 Sandi Morgen Lecture, 3:00 Foster Auditorium

Abramovitz and Morgen Taxes are a Woman’s Issue

Essays due by December 3^rd at noon

Facilitators: Kelsea Lane and Emily Wiggins

December 11 Susan Brison Aftermath: Violence and the Remaking of a Self

Essays due by December 10^that noon

Facilitators: Cinnamon Danube and Kelsea Lane

https://cms.psu.edu/section/default.asp?format=course&id=200607FAUP+++RWMNST507+001&title=WMNST+507+%2C+Section+001%3A+FEMINIST+THEORY+++

Syllabus for the Course: Gender and Politics

WMST/PL SC 428 Gender and Politics

TR 2:30-3:45 p.m. 323 E Health and Human Dev. East

Co-Instructors:

Prof. Lee Ann Banaszak Michael Lipscomb

Burrowes Hall N-157 Sparks 208

Office Hrs.: TR 11:15-12:15, Office Hrs: TW 8-10 a.m.

T 4-5 p.m., or by appt. or by appointment

Telephone: 865-6573 Telephone: 863-4331

E-Mail: lab14@psu.edu E-Mail: mel150@psu.edu

Course Description

This course is designed as an overview to the field of women and politics. It examines the role that women play in politics in the United States and around the world. Two questions will continue to arise throughout the semester: 1) To what extent do women think, believe, and act differently from men in politics and what are the reasons for the existing differences? 2) What is feminist politics and to what extent are the activities of women in politics today feminist? We will begin by examining how women are socialized differently from men and how that socialization affects women's political attitudes and participation. We will then focus on women in different political offices and how their behavior compares to that of their male counterparts. We will then analyze the women's movement in the United States. Finally, we will turn to different theories of the ideal position of women and men in politics and use those theories to explore the issue of pornography. I hope that this course will awaken your interest in the role of gender in politics. At the same time, I hope you develop more informed judgments about and familiarity with the types of evidence used to discuss gender and politics.

Required Readings

Tolleson-Rinehart, Sue and Jyl Josephson, eds. 2000. Gender and American Politics. Armonk, NY: M.E. Sharpe.

Ryan, Barbara. 1992. Feminism and the Women's Movement. New York: Routledge.

** Most other readings are available through the Electronic Reserve System of Pattee Library at http://reserve.libraries.psu.edu except where noted. **

Tentative Course Outline

Day Required Reading

Jan. 9 Introduction

POLITICAL SOCIALIZATION OF WOMEN

Jan. 11 (B) Greenstein, Fred. Excerpts from Children and Politics

(1969) New Haven: Yale University Press, pp. 111-127

and Appendix A. (Electronic Reserve)

Jan. 16 (A) Sapiro, Virginia. Excerpts from The Political

Integration of Women (1983) Urbana: University of

Illinois Press:, pp. 36-53. (Electronic Reserve)

Jan. 18 (B) Gender and American Politics, Chapter 2

Short Assignment Suggestion: Compare and contrast the different views of gender socialization presented by the three authors. What implications do they have for the future of women in the political process?

POLITICAL PARTICIPATION AND PUBLIC OPINION

Jan. 23 (A) Gender and American Politics, Chapter 1

FIRST SHORT ESSAY DUE

Jan. 25 (B) Political Participation

Welch, Susan. 1977. “Women as Political Animals? A Test

of Some Explanations for Male-Female Political

Participation Differences”, American Journal of Political

Science, XXI( 4: 711-730). (Electronic Reserve)

AND

Gender and American Politics, Chapter 3.

Jan. 30 (A) Linda Bennett and Stephen Bennett “Changing Views about Gender Equality in Politics” in Women in Politics, Lois Lovelace Duke, ed. pp. 46-56. (Electronic Reserve)

Feb. 1 (B) The Gender Gaps and the Election

Gail Collins and Illustrations by Cathy Guisewite. 1996. “Wooing the Women” The New York Times Magazine.

July 28, 1996 (Section 6): 32 - 35. (Electronic Reserve)

AND

Mary E. Bendyna and Celinda Lake. 1994. “Gender and Voting in the 1992 Presidential Election.” in The Year of the Woman: Myths and Realities, Elizabeth Cook, Sue Thomas and Clyde Wilcox, eds. pp. 237-254. Boulder: Westview Press. (Electronic Reserve)

Short Assignment Suggestion: From the articles you have read discuss how men and women are differ in their public opinion and political participation. Do these differences reflect fundamental gender differences? Explain your answer.

Feb. 6 Library Resource Day

Meet in 203 Paterno Library

**SECOND SHORT ESSAY DUE**

WOMEN IN POLITICAL OFFICE

Feb. 8 (A) Gender and American Politics, Chapter 10

and

Center for American Women and Politcs. “Election 2000, Results for Women” Found at: http://www.rci.rutgers.edu/~cawp/facts/Summary2000.html

Feb. 13 (B) Thomas, Sue and Clyde Wilcox, eds. 1998. Women and Elective Office (Oxford:Oxford University Press), Chapters 8 and 9. (Electronic Reserve)

Feb. 15 (A) Gender and American Politcs, Chapter 9

Feb. 20 (B) Gender and American Politcs, Chapter 8

Feb. 22 (A) Women as World Leaders

Chapt. 1 (pp. 15-30), Chapt. 4 (pp.59-69) and Chapt. 7 (pp.95-112) of Women in World Politics, edited by Francine D’Amico and Peter Beckman (1995: Bergin and Garvey). (Electronic Reserve)

Short Assignment Suggestion: How do women differ from men when they take political office? Does the type of office (e.g. legislature, judicial position, or head of state) make a difference for how women act?

THE WOMEN’S MOVEMENT

Feb. 27 (B)Ryan, pp. 1-38

**THIRD SHORT ESSAY DUE**

Mar. 1 (A)Ryan, pp. 39-97

Mar. 13 (B) Ryan, pp. 99-134 and & 153-161

Short Assignment Suggestion: Ryan discusses the dynamics of the women's movement, dividing the movement into three time periods: the early 1960s to 1975, 1975-1982, and the Reagan/Bush years. Describe the changes that occur in both the mass movement and small groups sector of the movement from the early 1960s to the 1990s. What factors played the largest roles in determining the success and failure of these two sectors during different periods?

WOMEN IN POLITICAL PHILOSOPHY

Mar. 15 (A) Liberal Feminism

Mary Wollstonecraft, A Vindication of the Rights of Woman, in Political Writings , ed. By Janice Todd (Toronto: University of Toronto Press, 1993), pp. 81 -110. (Electronic Reserve)

**FOURTH SHORT ESSAY DUE**

Mar. 20 (B) Difference Feminism.

Carol Gilligan, In A Different Voice: Psychological Theory and Women’s Development, pp.5 - 23. (Electronic Reserve)

Mar. 22 (A) Feminism and Marxism,

Engels, “The Origin of the Family, Private Property, and the State,” The Marx-Engels Reader (New York: W. W. Norton, 1978), 734 – 759. (Electronic Reserve)

And

Heidi Hartman, “The Unhappy Marriage of Marxism and Feminism,” in Love, 503 – 522 (Electronic Reserve)

Mar. 27 (B) Nancy Hartsock, “The Feminist Standpoint: Developing the Ground for a Specifically Feminist Historical Marxism,” in The Feminist Standpoint Revisited and Other Essays (Boulder Colorado: Westview Press, 1997), 105 – 132. (Electronic Reserve)

Mar. 29 (A) Susan Faludi, “The Son, the Moon, and the Stars: The Promise of Postwar Manhood,” from Stiffed (New York: Morrow, 1999), 3 - 47. (Electronic Reserve)

Optional: Michael S. Kimmel, "Men and Women's Studies: Premises, Perils, and Promise," in Talking Gender, Hewitt ed. (Chapel Hill, NC: University of North Carolina Press, 1966). (Electronic Reserve)

April 3 (B) Monique Wittig, “One is Not Born a Woman,” in Love, 523 – 27. (Electronic Reserve)

April 5 (A) Susan Bordo, “Anorexia Nervosa: Psychopathology as the Crystallization of Culture,” from Unbearable Weight: Feminism, Western Culture and the Body (Berkeley, CA: University of California Press, 1993), 139 – 164. (Electronic Reserve)

Short Assignment Suggestion: TBA.

PORNOGRAPHY

April 10 (B) Gloria Steinem, “Erotica vs. Pornography.” This is on file at the wmst office.

**FIFTH SHORT ESSAY DUE**

April 12 (A) Catherine Mackinnon, Only Words (Cambridge, MA: Harvard University Press, 1993), Chapter One. (Electronic Reserve)

April 17 (B) Andrea Dworkin, selections from Intercourse (New York: Free Press, 1987). In class: Pornography, video.

April 19 (A) Suzie Bright, “The Prime of Miss Kitty McKinnon,” from Sexwise.

April 24 (B) Michael S. Kimmel, selection from Men Confront Pornography (New York: Crown Publishers, 1990).

April 26 (A) Susan Faludi, “Waiting for Wood: A Death on the New Frontier,” from Stiffed, 530 - 574.

Short Assignment Suggestion: TBA.

**SIXTH SHORT ESSAY DUE MAY 1^ST **

Final Exam TENTATIVELY, Friday MAY 4^TH, 2:30-4:20p.m.

Short Essay Assignment

Topic. For the short essay assignments, you may choose to write on the suggested topic or you may choose a topic of your own. If you choose to pick your own topic, you should choose a topic that allows you to analyze the set of readings. Analyzing is not the same as summarizing the reading although you may need to provide several sentences of background before you begin your argument. It is also not just reacting to the reading. Rather it is an intellectual examination or critique of the arguments of the author. This can be done in many ways. In the past, students have critically analyzed readings by 1) comparing the work to others we have read in this class; 2) criticizing the arguments of the work and backing up those criticisms with evidence or logic, 3) applying the author's argument to current events (particularly if they lead you to look at them in a new light), or 4) following a specific theme throughout the reading and analyzing it in depth.

Essay Length. The short essay should be no more than five double-spaced typewritten pages. In writing the essay, you should make sure that your paper develops a specific argument and provides supporting evidence for the argument you develop. It is better to develop the argument in-depth rather than being too general.

Due Date. Essays are due in the class period after the readings on a particular topic are discussed. The due dates of short essays are marked in the class schedule. Short essays handed in late will be graded down for each day they are late (unless accompanied by a doctor’s excuse) and no short essays will be accepted one week after the due date.

Note that there are 6 short essay topics available but only 4 essays are required. The top 4 grades on the short essays may be taken. This means that each person may either do all 6 essays and take the best grades, or skip 2 essays without penalty.

Grading Criteria. Papers are to be your own work (do not work in groups) and will be evaluated along three dimensions: analysis, documentation, and writing. The short essays should not just summarize the work but should analyze the readings and make a specific argument. In order to make a strong argument, you will need to provide evidence or logic to support your argument. Reacting on an emotional level to the readings or simply relating it to personal experience does not constitute an analysis of the readings. Because the ability to explain one's thoughts on paper to others is an expectation of all serious scholars, writing counts and will be a consideration in paper grading. Finally, be sure to cite correctly (with reference to the author and with page numbers) and use quotation marks (when appropriate) when you draw points from the assigned readings.

Advocacy Paper Assignment

The purpose of this paper is to allow you to become an advocate for a specific policy related to women. You are to become a policy expert in this field and you must then write a paper that convinces the less knowledgeable that your policy is the best available choice for women.

Paper Content: The paper should have two parts. The first part of the paper should focus on the background of the issue. Examine recent governmental activity on this issue, including a brief history of federal or state efforts to handle the issue and various proposals for action. A good analysis of the background of the issue will also include a discussion of what values these policies promote, which interests support or oppose current policies and if, and why, these policies are inadequate.

The second section should advocate a specific policy in the area. Discuss why this policy is necessary and how it would address current problems or inadequacies. In so doing, you will want to be clear about the underlying values you are assuming.

Papers are to be your own work (do not work in groups) and will be evaluated along three dimensions: research and documentation, analysis, and writing. Because the ability to explain one's thoughts on paper to others is an expectation of all serious scholars, WRITING COUNTS and will be a consideration in paper grading. Your writing should use proper sentence structure and correct grammar, spelling, punctuation, typing etc. Your analysis should be critical in your appraisal of other authors or current policies; I encourage you to include your own ideas or criticisms that others have not yet noticed or described. However, your analysis should also be well-developed and supported by evidence, accurate data, and/or a plausible example (See section on what constitutes good evidence). When presenting ideas which are not your own, you must use quotation marks and/or references to indicate that the idea is not your own. But be careful of excessive use of quotations; too many quotes often lowers the quality of a paper.

Topics: There are 7 possible topics for the paper. In order to assure that sufficient library sources are available to everyone, only a maximum of 7 people will be allowed to work on the same topic. You will be assigned to a group based on your preferences for a topic. At some point during the first few weeks of class, I will ask you to rank order the topics from favorite to least favorite. I will assign you a topic based on your preferences and the demand for each topic. The possible topics are:

1) domestic violence

2) health care policy for women

3) sexual harassment

4) equal opportunity and affirmative action

5) lesbian rights

6) genetic and reproductive engineering

7) women in the military

Research and Documentation: A good place to start looking for materials is in the bibliographies of some of the required readings for this course. When you find a useful book, you should also check the bibliography to see what other materials are cited. Appropriate materials can also be found by checking the CAT (the computerized card-catalogue of the library) or some of the Journal or Newspaper databases on LIAS. Numerous sources specific to the topic of the paper will also be discussed in the class on finding appropriate library sources. While I encourage you to use sources on the World Wide Web, be careful in using such sources. You will need to be selective in which sources you utilize (after all, any fool can put material – false or true -- on the web). In addition, the web doesn’t always contain good background on issues since it is only a few years old. For these reasons, it is usually impossible to write a good advocacy paper using only web sources.

You might also consider gathering information by interviewing or writing to relevant activists, such as pressure group leaders, elected representatives, or information centers on public policy concerning women. In all of these cases, be sure to cite the source of the material you use in your paper.

What Constitutes Strong Evidence.

Both the short essay assignments and the advocacy paper assignment require that you use evidence to back up your arguments. Evidence consists of facts that support the specific point that you are making; they are not merely opinion or assertion. Evidence is also not simply an appeal to or citation of some other scholar.

Consider the following examples that try to use evidence to back up an argument about how women think about politics.

1) Women are raised from childhood not to be interested in politics. They are encouraged to play games that emphasize the home and interpersonal relationships.

2) Women are raised from childhood not to be interested in politics (Greenstein 1969: 112). They are encouraged to play games that emphasize the home and interpersonal relationships (Greenstein 1969: 120).

3) Women are raised from childhood not to be interested in politics. A survey of American children in New Haven showed that by the age of ten, boys were already more interested in politics than girls (Greenstein 1969: 112). The boys in the sample were particularly likely to mention international events, particularly war, as being of interest. They also mentioned playing more war-related games than the girls in the sample, who tended to play games related to the family (Greenstein 1969: 120).

As written, number 1 is not evidence. It is a set of assertions, since there is no reference to any factual source. Number 2 is slightly better, since it at least cites a source of information. However, it does not provide any detail on the (quite general) statements made. Number 3 uses information and data well. It furnishes facts to support the general statements, giving a sense of how the author knows that women were raised differently from men. Of course, it also gives the source of the information. Even better would be to use multiple sources to verify that this particular study was correct.

In addition, not all facts are of the same quality. For example, if I tell you “I always eat Cheerios for breakfast,” you might use this as evidence for the fact that I eat cereal for breakfast. However, it would be better to actually observe the behavior. I may be exaggerating or even lying. More importantly, my statement or even observing me eat the cereal does not provide evidence for a widespread phenomenon (i.e., Professors always eat Cheerios for breakfast). To provide good evidence for the statement, “professors always eat Cheerios for breakfast,” you need to have information about more than one professor in more than one department at more than one university. In writing essays and in reading the works of others, you should always consider the quality of the evidence.

http://polisci.la.psu.edu/faculty/banaszak/428-syllabus.htm

Syllabus for the Course: Work-Life

LIR & WMNST 472: Work-Life
Spring 2006
Prof. Bob Drago
Department of Labor Studies and Industrial Relations
Women's Studies Program
Penn State University
865-0751 (phone), drago@psu.edu (email), http://lsir.la.psu.edu/workfam (web page)
127 Willard, office hours: by appt.
Section 001: M/W 2:30-3:45p, 203 Sackett Bldg.

Last revised: 11/30/2005

Welcome to the world of work-life, a topic that has recently attracted much attention from researchers, the media, and policy-makers. The critical issues we cover concern how employment and life at home interact. The field exists because white, middle-class mothers, who were largely homemakers 50 years ago, are now mainly employed. For these women and their partners, juggling work and family tends to be difficult. The field has since expanded to cover a variety of family types, fathers as well as mothers, caregivers who provide elder care, people at diverse points in their lives, and various ethnic groups. These turn out to be important, as the needs of individuals differ depending upon whether they are single or partnered, whether they are men or women, whether they are caring for very young children, teenagers, disabled adults, or the elderly, and depending upon where the individual is located in society.

Those of us in the field try to discover ways that families, employers, unions and various governmental bodies can make life better for those caught juggling work and family. The course then has two objectives. First, the course should provide an opportunity for intellectual discovery, as we explore how employment and home life fit (or often do not fit). Second, the course is intended to provide you with ways of thinking about your own life, both as a prospective employee, family member, and citizen.

Critical reading, thinking and writing is central to accomplishing the objectives of the course. For purposes of reading, this means asking 1) can I describe a specific reading briefly, 2) did the author accomplish what she or he set out to do, 3) do the data (if used) fit the author's arguments, 4) does the reading help to make sense of your world, 5) does the reading help to make sense of the lives of others here in the U.S. and abroad, and 6) what is missing or wrong with the reading, and does it contradict other readings?

This course uses a living syllabus approach, so you should check the world-wide web version of this syllabus regularly for any changes in the scheduling of readings or assignments and for any revisions to the discussion questions. If you or I discover better or more up-to-date readings during the semester, readings can be switched, but the class will always have at least two weeks notice of any changes (and the assigned books will not be changed).

Readings:
Most of the readings are available by clicking on this syllabus from the world-wide web (http://lsir.la.psu.edu/workfam/lirwmst472.htm). Articles that are not directly available from the web are available either directly from the on-line PSU "CAT" (check the catalogue entry for the link) or through the "e-journals" links on the library web page. The three books you need to purchase can be found (often used) at www.amazon.com or www.barnesandnoble.com and are:

1) Eileen Appelbaum, ed. Balancing Acts: Easing the Burdens and Improving the Options for Working Families, Washington DC: Economic Policy Institute, 2000.

2) Jody Heymann, The Widening Gap, New York: Basic Books, 2000.

3) Any one book from list at end of syllabus.

Project: A project, concluding with a 15-page paper due during the final examination period or a 20-minute in-class presentation, should pull the course together for students. For the project, you pick a real family (it need not be your own, but could be), and give a history of work and family commitments and conflicts. For example, if you picked your mother, you might ask a) what plans she had for work, family, marriage and education during high school, b) how these plans actually played out and why they (usually) did not work as hoped, c) how children, other family issues, and volunteer work or paid employment (if relevant) was juggled with those other commitments, and d) what policies he or she thinks might have helped. This history and discussion should be analyzed in light of the class readings and discussion (e.g., whether the circumstances were typical, and how societal gender, race and class patterns fit or do not fit), and conclude with your own policy prescriptions. Students are invited to (but do not have to) work on these projects in groups of two. If you work in a group, you will also be expected to analyze: a) who 'pays' for any policies or strategies you suggest (including time and money), b) why your suggested strategies are fair, and c) whether the strategies are likely to be implemented soon and why. Eight students will be able to present the project in class; powerpoint will be available and should be used for in-class presentations, but no written version of the presentation is required. For those of you who would like to undertake a different research project, please let me know and that can be arranged. A one-page outline of the paper is due on April 4 [the project is 24% of the final grade, 3% based on the outline]

Work/Family Seminars: The PSU Center for Work and Family Research will hold seminars during the semester (these will be listed here and announced in class). Students may attend these seminars to replace the participation grade for any other class period during the semester.

CLASS SCHEDULE

Introduction of the Class 1/11

An introduction to the issues and to class members, and a survey.

Take Care Net, "The Work and Family Bill of Rights," 2005.

The Family & Medical Leave Act 1/18

U.S. Dept. of Labor, Questions and Answers on the FMLA, 2003.

Tara Habasevich, Why We Need Paid Family Leave, Take Care Net, 2004.

Lissa Bell & Sandra Newman, Paid Family and Medical Leave: Why We Need It and How We Can Get It, Family Caregiver Alliance, 2003.

Introduction to the Field 1/23-2/1

Robert Drago, "Striking a Balance," Ch.1 and Ch.2 (1/23), Ch.3 and Ch. 4 (1/25), Ch.5 and Ch.6 (1/30), Ch.7 (2/1)

Poverty and Work-Family 2/6-2/15 Book summary due 2/6

Jody Heymann, The Widening Gap (Ch.s 1-2 on 2/6, Ch.s 3-4 on 2/8, Ch.s 5-6 on 2/13, Ch.s 7-8 on 2/15)

Special Topics 2/20-2/22 & 3/20-3/22 (NOTE: no class 2/27 or 3/1)

Eileen Appelbaum, ed. Balancing Acts. (Intro. & Ch.s 1-2 on 2/20, Ch.s 3-5 on 2/22, Ch.s 6-8 on 3/20, Ch.s 9-10 on 3/22) NOTES for entire

Book Review Presentations 3/13-3/15

Class presentations these dates, written reviews due 3/13 in class or by email before class.

Working Time Change 3/27

Jackie Rogers, "The Politics of Time Transfer in the Teaching Profession," Work and Occupations, April 2001.

Ellen Galinsky, et al. "Overwork in America: Summary," 2005.

Mary Dean Lee and Ellen Ernst Kossek, "Crafting Lives That Work: A Six-Year Retrospective on Reduced-Hours Work" 2005.

Unions and Work/Family 3/29 NOTES

Naomi Gerstel and Dan Clawson, "Unions Responses to Family Concerns," Social Problems 48(2), 2001, 277-298.

The UAW/Ford Family Service & Learning Center online http://www.familycenteronline.org/

OUTLINE OF FINAL PROJECT DUE 3/29

Sexual Harassment 4/3 NOTES

PSU Policies on Sexual Harassment, 2000.

Cases of Sexual Harassment, 2000.

Child Care & Work/Family at PSU (guest speaker: Linda Pierce, Coordinator of Work/Life Programs, PSU) 4/5 NOTES

U.S. Office of Personnel Management, "Types of Child Care," October 1999.

21st Century Community Learning Centers, "Frequently Asked Questions," March 2000 (after school care)

Nat. Assoc. for the Education of Young Children, "Accreditation." 2003.

CLASP, The Senate's $6 Billion Child Care Provision. 2005.

Ethnic Context 4/10

"My American Girls: A Dominican Story" (movie, Average class ratings out of 10: Useful Content ??, Interesting and fun ??).

Academic Work 4/12

Drago ppt presentation

Australia & the U.S.: A Comparative Perspective 4/17

Australian Bureau of Statistics, "Changing Families," 2003.

Australian Bureau of Statistics, "Balancing Family and Work," 2003.

Robert Drago, Rosanna Scutella, & Amy Varner, "Work and Family Directions in the US and Australia: A Policy Research Agenda," Journal of Industrial Relations (forthcoming). Paper here.

Student Presentations: 4/19, 4/24, 4/26

Written Final Project due on Final Exam time/date (not scheduled yet). Papers can be dropped in Drago mailbox in Willard 122, or sent as an attachment by email to drago@psu.edu, or left in my office, Willard 127. Please make an extra copy of the paper in case the original is lost!

LIST OF BOOKS FOR REVIEW (Pick one!):

Randy Albelda and Chris Tilly, Glass Ceilings and Bottomless Pits, South End Press, 1997.

Lotte Bailyn, Breaking the Mold, Free Press, 1993.

Rosalind Barnett and Caryl Rivers, Same Difference, Basic, 2004.

Blair-Loy, Mary. Competing Devotions, Harvard, 2003.

Ellen Bravo, The Job/Family Challenge, John Wiley & Sons, 1994.

Martin Carnoy, Sustaining the New Economy, Harvard University Press, 2000.

Ann Crittenden, The Price of Motherhood, Metropolitan Books, 2000.

Francine Deutsch, Halving It All, Harvard University Press, 1999.

Nancy Dowd, Redefining Fatherhood, Oxford Univ. Press, 2000.

Nancy Folbre, The Invisible Heart, New Press, 2001.

Karen Fredriksen-Golsen and Andrew Scharlach, Families and Work: New Directions in the Twenty-First Century, Oxford University Press, 2001.

Mindy Fried, Taking Time, Temple Univ. Press, 1999.

Stewart Fridman and Jeffrey Greenhaus, Work and Family - Allies or Enemies? Oxford, 2000.

Ellen Galinsky, Ask the Children, William Morrow, 1999.

Anita Garey, Weaving Work & Motherhood, Temple University Press, 1999.

Stewart Friedman and Jeffrey H. Greenhaus, Work and Family -- Allies or Enemies? Oxford University Press, 2000.

Ellen Galinsky, Ask the Children, William Morrow & Sons, 1999.

Kathleen Gerson, No Man’s Land: Men’s Changing Commitments to Family and Work, Basic Books, 1994.

Lonnie Golden and Deborah Figart (eds.), Working Time, Routledge, 2000.

Karen Hansen, Not-so-nuclear Families, Rutgers, 2005.

Mona Harrington, Care and Equality, Alfred A. Knopf, 1999.

Arlie Hochschild, The Second Shift, Avon, 1989.

Arlie Hochschild, The Time Bind, Metropolitan Books, 1997.

Maggie Jackson, What's Happening to Home? Sorin Books, 2002.

Thomas Kochan, Restoring the American Dream, MIT, 2005.

Rosabeth Moss Kanter, Work and Family in the United States, Russell Sage Foundation, 1977.

Phyllis Moen and Patricia Roehling, The Career Mystique. Rowman & Littlefield, 2005.

Leslie A. Perlow, Finding Time: How Corporations, Individuals, and Families Can Benefit from Work Practices, Cornell University Press, 1997.

Adam Pertman, Adoption Nation, Basic Books, 2000.

Ilene Philipson, Married to the Job, Free Press, 2002.

Rhona Rapoport, Lotte Bailyn, Joyce Fletcher and Bettye Pruitt, Beyond Work-Family Balance, Jossey-Bass, 2002.

Barbara Schneider and Linda Waite (eds.), Being Together, Working Apart, Cambridge, 2005.

Steven Wisensale, Family Leave Policy, M.E. Sharpe, 2001.

http://lsir.la.psu.edu/workfam/lirwmns472.htm

Syllabus for the Course: Interrogating Femininity: Women, Culture, and Productions of the Self

I N TERR OGATI NG FEMI N I NI T Y:

WOMEN , C UL TURE, A N D PRO D U C TIO N S

O F THE S ELF

S E C T I O N 1 0 1 I N S T R U C T O R : L E I S H A J O N E S

Office Hours: On-line by appointment

Office Phone: 865-5480 Email: ljj4@psu.edu Credits: 3 hours

O B J E C T I V E S

In this course, we will explore some of the contributions made by women in the

cultural arena. There will be a variety of writers, filmmakers, and artists both

infamous and unknown, celebrated and condemned. Our main objectives are

1) to become familiar with the cultural milieus that give rise to and restrict the

development and acceptance of women’s roles as cultural producers; 2) to

question the benefits and consequences of what it means to be labeled a

“woman” artist; 3) to interrogate practices of femininity that both enable and

constrain productions of the “self;” 4) to encounter women artists as they appear

as subjects in their own works; 4) to develop a critical vocabulary necessary to

assess the art-texts presented; 5) to become producers ourselves of art-texts

about the complications of self-representation during a milieu in which identity is

already conceptualized and marketed as a brand.

C O U R S E M A T E R I A L S

The Guerrilla Girls' Bedside Companion to the History of Western Art by the Guerilla

Girls, and My Life by Lyn Hejinian are available at the Penn State Bookstore.

Additional readings are available online. You may need to purchase other art

supplies to complete some of our projects.

S T U D E N T RE Q U I R E M E N T S

1) Read all of the course materials presented in each lesson. A good schedule for you to

follow is to have everything for each individual lesson read by Wednesday night,

leaving you the rest of the week to complete assigned activities. This is important

because last minute questions about assignments may not be answered in time for

you to complete them. Assignments are due Sunday nights by midnight.

2) Group Participation: We will work on a variety of group projects throughout the

semester. Group participation and project success will be both teacher evaluated and

peer evaluated.

3) E-Portfolios: Each student is required to develop and maintain an e-portfolio. Your eportfolio

is both a repository for completed assignments and a way to craft and

present an on-line identity. It must include a showcase of your work as well as a

reflections blog. Your e-portfolio will be peer evaluated and teacher evaluated at the

end of the semester. Technical Note: You are allotted 500MG of web space. Please be

careful to keep your image files at 72dpi at 640x480. If you upload videos, they

should be 320x240 and compressed to 15 frames per second.

4) Individual Projects: Artwork projects are a way to interrogate, synthesize, and

produce objects about the concepts we encounter in class. Because this course is

about gender and productions of the self, your projects will most often be about how

you practice gender, and how what you do congeals into something recognizable to

you and others as “yourself.” You will have three self-portrait projects, and other

projects that incorporate text and images.

5 ) E-Portfolio Peer Evaluations: At the end of the semester, you will be required to

evaluate one classmate’s e-portfolio. This will allow me to determine how well you

have learned to evaluate the aesthetics of design, successful address of content

thematics, and synthesis of course materials.

C L A S S R O O M D I S C O U R S E

We will make a commitment to each other to encourage the expression of critique and

dialogue about course materials. In this forum, intimidating remarks, particularly of

sexist, racist, or homophobic natures, will not be tolerated. You must treat each other

with respect. Failure to do so is a failure to complete this course successfully.

D I S C L A I M E R

S O M E O F T H E M A T E R I A L S C O V E R E D I N T H I S C O U R S E M A Y B E

C O N S I D E R E D CH A L L E N E G I N G O R “ O F F E N S I V E . ” O U R

C L A S S R O O M W I L L R E M A I N A N O P E N S P A C E F O R T H E

E X C H A N G E O F I D E A S . Y O U H A V E B E E N W A R N E D.

T H E P E N N S Y L V A N I A S T A T E U N I V E R S I T Y E N C O U R A G E S P E R S O N S W I T H

D I S A B I L I T I E S T O P A R T I C I P A T E I N I T S P R O G R A M S A N D A C T I V I T I E S . I F

Y O U A N T I C I P A T E N E E D I N G A N Y T Y P E O F A C C O M O D A T I O N I N T H I S

C O U R S E O R H A V E A N Y Q U E S T I O N S A B O U T P H Y S I C A L A C C E S S , P L E A S E

C O N T A C T T H E I N S T R U C O R A S S O O N A S P O S S I B L E .

http://www.la.psu.edu/CLA-OnlineCourses/syllabus/wmnst003syllabus.pdf

Syllabus for the Course: Women, Minorities, and Employment

LIR/WMST 136
WOMEN, MINORITIES AND
EMPLOYMENT

James B. Stewart

Department of Labor Studies and Industrial Relations

Penn State University

135 Willard Building

e-mail - js8@psu.edu
website: http://lsir.la.psu.edu/stewart.html

Class Time/Location: TR 2:30-3:45 -- 258 Willard

Teaching Assistant:

Office Hours: TR 9:00 - 11:00/W 8:30 - 11:00
and by appointment

COURSE DESCRIPTION:

This course is designed to provide students with an understanding of
contemporary challenges in the workplace associated with changing
demographics. Of the 70 millionjobs added in the US between 1964
and 1999, 43 million went to women. Job growth for women was strongerthan for men in services, retail trade, and government. Important changes have also occurred in the racial/ethnic composition of the workforce. The racial/ethnic composiiton of the workforce will continue to shift as we progress through the 21st century. By the year it is projected that by theyear 2008 Blacks, Latinos, Asians and other non-whites will comprise30.8% of the labor force compared to 26.6% in 1998. These changes are causing firms to develop new strategiesto manage workforce diversity. Such strategies are necessary because of the continuing effects of past
and present discrimination, attitudes, stereotypes, residential and social segregation, and other barriers to constructive interaction in the workplace.

We will examine the historical and contemporary forces underlying tensions related to gender and race/ethnicity in the workplace in detail. We will alsoexplore strategies to overcome these tensions. The knowledge gained in this course will be particularly useful for students planning careers in human resources. In addition, the insights will be helpful in your professional careers as you encounter increasing diversity in your place of employment, particularly as team approaches to work organization become more popular.

The subject matter will be explored through a variety of techniques including collaborative learning, simulationexercises, interactive in-class discussions and debates, videos and lectures. The material that will be examined in the course is sensitive and it is important that al students be free to express differing points of view. You are expected to treat all classmates with respect. Failure to do so will result in sanctions to be determined by the instructor.

TEXTS:

Breaking the Glass Ceining, Sexism & Racism in Corporate
America: The Myths, The Realities & The Solutions, Anthony
Stith, Warwick Publishing, 1998

Implementing Diversity, Marilyn Loden, McGraw-Hill, 1996.

Women of Color in U.S. Society, Maxine Zinn and Bonnie
Dill, eds., Temple University Press, 1994.

Women's Work, Degraded and Devalued, Alice Abel Kemp
Prentice Hall, 1994

Workplace/Women's Place, An Anthology, Dana Dunn, ed.,
Roxbury Publixhing Company, 1997.

Other readings will either be distributed or placed on
electronic reserve

http://lsir.la.psu.edu/faculty/stewart/136/syllab.htm

Syllabus for the Course: Feminine/Masculine

SYLLABUS

BESC 464 / WOMST 464 Feminine/Masculine

Fall 2005

Tuesday/Thursday 11:00 AM to 12:15 PM

Olmsted W207 Penn State Harrisburg

Instructor: Dr. Auden Thomas

Phone: 948-6435

Email: adt121@psu.edu

Email hours: Monday through Friday 9:00 AM to 6:00 PM

Office: 131 Church Hall

Office hours: By appointment Monday through Friday 9:00 AM to 6:00 PM

Course Overview:

This course investigates the centrality of gender in shaping people’s lives. It provides a critical examination of the concepts of masculinity and femininity through a consideration of how these have shifted and changed historically and cross-culturally. Beginning with an examination of the biological basis of gender difference, the course progresses to consider the ways in which gender is socially constructed and practiced. It does so by examining how gender is enacted in interpersonal relationships and defined, reinforced, and challenged through processes of socialization and through the various institutional spheres of life. For example, we examine how notions of masculinity and femininity are represented in the mass media, how they are reflected in the ways in which work places are organized, and how they are developed and challenged in the schooling process. An important aspect of the course will be to consider the diversity of masculinities and femininities within a single society. Thus, attention is given to race and class-based differences as well as to transgenderism and homosexuality.

Required texts: (be sure to get the correct edition of the texts)

Kimmel, Michael S. The Gendered Society. 2nd ed. New York: Oxford University Press, 2004.

Kimmel, Michael S., and Michael A. Messner. Men's Lives. 6th ed. Boston: Allyn and Bacon, 2004.

Required readings (online or reserve):

Bem, Daryl J. "The Exotic-Becomes-Erotic Theory of Sexual Orientation." In The Gendered Society Reader, edited by Michael S. Kimmel, 82-94. New York: Oxford University Press, 2004.

Cofer, Judith Ortiz. "The Myth of the Latin Woman: I Just Met a Girl Named Maria." In Race, Class, and Gender in the United States: An Integrated Study, edited by Paula S. Rothenberg, 292-96. New York: St. Martin's Press, 1998.

Diamond, Diane, and Michael S. Kimmel. ""Toxic Virus" or Lady Virtue: Gender Integration and Assimilation at West Point and VMI." In Going Coed: Women's Experiences in Formerly Men's Colleges and Universities, edited by Leslie Miller-Bernal and Susan L. Poulson, 263-86. Nashville, TN: Vanderbilt University Press, 2004.

Dill, Bonnie Thornton. "Our Mothers' Grief: Racial-Ethnic Women and the Maintenance of Families." In The Social Construction of Difference and Inequality: Race, Class, Gender, and Sexuality, edited by Tracy E. Ore, 205-25. Boston: McGraw Hill, 2003.

Dines, Gail. "Racism and Representation: The Social Construction of "Blackness" and "Whiteness" (Parts 1 and 2)." Iris: A Journal About Women (Winter 1994): 34-41. (available from Contemporary Women's Issues database).

Halberstam, Judith. In a Queer Time and Place: Transgender Bodies, Subcultural Lives. New York: New York University Press, 2005 ("Oh, Behave! Austin Powers and the Drag Queens" pages 125-151).

Fausto-Sterling, Anne. "The Five Sexes: Why Male and Female are Not Enough." In The Gendered Society Reader, Second edition, edited by Michael S. Kimmel and Amy Aronson, 344-50. New York: Oxford University Press.

Richardson, Laurel. The Dynamics of Sex and Gender: A Sociological Perspective. Third ed. New York: Harper & Row, 1988 (read pages 18-28).

West, Candace, and Don H. Zimmerman. "Doing Gender." Gender & Society 1, no. 2 (June 1987): 125-51. (available on JSTOR)

Course schedule:

Week 1 Aug 30 & Sept 1

Topic: Introduction

Required reading: Kimmel, Chapter 1

Week 2 Sept 6 & Sept 8

Topic: Biological Perspectives on Gender

Required reading: Kimmel, Chapter 2

Fausto-Sterling article

Assignment due: Weekly questions due Sept 6

Week 3 Sept 13 & Sept 15

Topic: Cultural Constructions of Gender

Required reading: Kimmel, Chapter 3

Assignment due: Weekly questions due Sept 13

Week 4 Sept 20 & Sept 22

Topic: Psychological Perspectives on Gender

Required reading: Kimmel Chapter 4

Bem article

Video: The Anatomy of Desire

Assignment due: Weekly questions due Sept 20

Week 5 Sept 27 & Sept 29

Topic: The Social Construction of Gender

Required reading: Kimmel, Chapter 5

West and Zimmerman article

Assignment due: Weekly questions due Sept 27

Week 6 Oct 4 & Oct 6

Mid-term Exam: October 4 (in class exam)

Video: Tough Guise (Part 1 Oct 6)

Peer discussions on proposal assignment (Oct. 6)

Week 7 Oct 11 & Oct 13

Topic: Masculinities

Required reading: Kimmel and Messner:

Article 2 Marable

Article 4 Espiritu

Article 7 Kimmel

Article 21 Nonn

Tough Guise (Part 2 - Oct 11)

Assignment due: Weekly questions due Oct 11

Week 8 Oct 18 & Oct 20

Topic: Femininities

Required reading: Cofer article

Dill article

Dines article

Assignments due: Weekly questions due Oct 18

Proposal due Oct 20

Week 9 Oct 25 & Oct 27

Topic: Learning Gender: Early Experiences/Schooling

Required reading: Kimmel Chapter 7

Kimmel and Messner

Article 9 Jordan and Cowan

Article 13 Ferguson

Diamond and Kimmel article

Assignment due: Weekly questions due Oct 25

Week 10 Nov 1 & Nov 3

Topic: Language, Media, and Representation

Required reading: Richardson selection

Halberstam selection

Kimmel and Messner

Article 46 Dworkin and Wachs

Video: Ethnic Notions (time permitting)

Assignment due: Weekly questions due Nov 1

Week 11 Nov 8 & Nov 10

Topic: Gender and Work

Required reading: Kimmel, Chapter 8

Kimmel and Messner

Article 19 Williams

Assignment due: Weekly questions due Nov 8

Week 12 Nov 15 & Nov 17

No class this week. Use the time to work on your final paper and presentation.

Week 13 Nov 22 & Nov 24

No class this week. PSU follows Friday class schedule on Tuesday, and Thursday is Thanksgiving Recess.

Week 14 Nov 29 & Dec 1, and Week 15 Dec 6 & Dec 8

Paper due Nov 29

Student presentations of paper projects Nov 29 and Dec 1, 6, & 8. These may be individual or group depending on the size of the class.

Week 16 Dec 12 through 16

Final Exam (exact time and date TBA)

Syllabus for the Course: Latina Feminisms

LTNST300/WMNST 300 TR: 2:30-3:45 219 Willard Bldg.

FALL 2006 Office: 220 S. Burrowes Bldg. Phone: 865-9414

Dr. Roselyn Costantino Office Hours: T: 1:00-2:15 (220 Burrowes)

Associate Professor of Spanish and Women´s Studies R: 4:00-5:00 (118 Williard) & by appt.

rxc19@psu.edu

LATINA FEMINISMS

This course is designed to give students an in-depth understanding of the formation of Latina feminism, introducing the foundational writings in Latina/Chicana feminst theory. Areas of focus include: history that connects Latina feminisms to Latin American feminisms; Latina feminisms' formation in relation to the social protest movements of the 1960s and 1970s; sociological and cultural studies research into Latina/o families; and Latina cultural production that focuses on gender and sexuality. Students will study the relationships between gender, sexuality, race, and ethnicity and analyze how one category of identity cannot be fully understood without study of the others. Students examine the influences of Catholicism and colonialism on gender and sexual identities, stereotypes of Latinas in the national imaginary and mainstream media, and common concerns of, and resistance to, the various oppressions Latina and Latin American feminists face. We will analyze Latina cultural production in the areas of literature, film, performance art, and hip hop. We begin with a historical overview of the effects of Spanish colonialism on the Spanish-speaking Americas, including Mexico, the Dominican Republic, Puerto Rico, Cuba, Central American and Andean countries, and the Southern Cone.

Required Books:

Gloria Anzaldúa (Editor), Making Face, Making Soul Haciendo Caras: Creative and Critical Perspectives by Feminists of Color. San Francisco: aunt lute books, 1990.

Santiago, Roberto, ed. Boricuas: Influential Ruerto Rican Writings. An Anthology. One World, Ballantine Books, NY.

Cisneros, Sandra. Woman Hollering Creek. Vintage Contemporary Editions, 1991.

**Torres, Rodolfo D. and Francisco A.Vásquez, eds. Latino/a Thought. Culture, Politics, and Society. Lanham, Boulder, NY, Oxford: Rowman and Littlefield, 2003.

**Torres, Edén. Chicana Without Apology. The New Chicana Cultural Studies. Routledge, 2003.

**Horno-Delgado, Asunción, et. al. Breaking Boundaries: Latina Writing and Critical Readings. Amherst, MA: U of Mass P, 1989.

**Chicana Feminisms

Latinas in the Media

Additional Readings will be available on E-Reserve and Angel. Please print these and bring them to class, with your critical comments, on the days they are assigned for discussion. Course Films (In class or on reserve, Media Desk, 2^nd floor of Pattee Library):

Almost a Woman; Real Women Have Curves; Señorita Extraviada; In The Time of The Butterflies; Brincando el Charco;The Bronze Screen; Latina/0 Artists; Américas: Artists

Course Calendar

NOTE: All readings on Angel unless otherwise indicated. Calendar Content is subject to change.

Week 1: Mapping Latina Feminisms.

9/5 Introductions. Definitions.

“Will the Real Latina Please Stand Up”

“Fun Stuff…Differences btw a PR Woman and Domincan Woman” (Angel)

Issues in Latina Feminisms:

9/7 “My Feminism Doesn´t Look Like Yours” (Blog-Angel Link).

Cherrie Moraga, “Art in América con Acento” in Women Writing Resistance.
“What is Women’s Studies” in Women. Images and Reality. 1-37 (as needed)

“Will the Real Latina Please Stand UP” (handout)

Week 2: Latin American and Latin American Connections

9/12 “Quick Guide to Latin American History” (Angel)

Worksheet: Latin American Colonial History: Major Questions

9/14 “How Race Counts for Hispanic Americans”; (Angel)

“The Idea of Race in Latin America” (Angel)

“Concepts of Race”; “Geneology of Terms: Hispanic vs. Latino”

Images: Castas Paintings

Week 3: Feminism, Racism, Oppression: Inside / Out

9/19 “Labeling” Eduardo Del Rio “Introduction” Latino Literature.1-6.

Julia de Burgos, Ay Ay Ay for the Kinky Black Woman. Boricuas: Part 3:

“Poem For The Young White Man Who Asked Me How I, An Intelligent, Well-Read Person, Could Believe In The War Between Races”. Lorna D. Cervantes in Haciendo Caras

“Merging Borders: The Remapping of America.” Acosta, Santiago,

in The Latino Studies Reader. 29-42.

9/19-9/21 Individual Meetings: Course Project

9/21 Journal Assignment #1 Latina Feminisms and Personal Experience

Gloria Anzaldúa, “To live in the Borderlands means you”

Eliana Ortega, Nany Saporta Sternbach. “At the Threshold of the Unnamed” in Breaking Boundaries: Latina Writing and Critical Readings. 2-23.

Week 4: Imagined and Unimagined Communities

9/26 “Negotiating Latina Identities” Ofelia Shutte

Sandra Cisneros: “Woman Hollering Creek”

“To live in the Borderlands means you” Gloria Anzaldua in Latino Literature.

“Introduction to Latino Literature” “Labeling” Edwardo Ríos pp.1-6.

Elizabeth Martínez, “In Pursuit of Latina Liberation” in Reading Women´s Lives

9/28 Latinas Cultural Heritage: Oppression and/or Resistance

Gloria Anzaldúa, “La conciencia de la mestiza: Toward a New Consciousness”

“Haciendo Caras, una entrada” in Haciendo Caras.

“Chicana Feminisms”

Week 5: The Latina Body II: Theories of Agency and Representation

10/3 Presentation of Summaries: Shutte and “Contemporary Chicana Thought”

10/5 Achy Obejas. “We Came All This Way So You Could Dress Like This?”

(in Cubana). Yañez, Intro. to Cubana.

Judith Cofer Ortiz, “The Myth of the Latin Woman: I Just Met a Girl named María.” “La historia de mi cuerpo” Latin Deli

Aurora Levins Morales “Child of The Americas”: Boricua

Week 6: Language and Identity

10/10 Essay Exam 1

10/12 Class Visit: Dr. Jacqueline Toribio: Domincana: Language and Identity

Julia Álvarez, “Something to Declare” and Link to “Julia Alvarez” Angel

Haciendo Caras: “In Silence, Giving Tongue”: Morones, Cervantes, Marín, Sánchez, Mora, Ríos. 177-196

Tey Diana Rebolledo, “The Problematics of Writing in Spanish” in Women Singing in the Snow 145-181.

Yamila Azize-Vargas. “The Emergence of Feminism in Puerto Rico” 1870-1930” in Latina/o Thought: Culture, Politics and Society, 175. ANGEL

Week 7: Chicanas/Latinas Theory, Culture, Self-Representation

10/17 Readings and CD: Chicana Falsa.

Norma Alarcón, “Theoretical Subject(s) of This Bridge Called my Back and Anglo American Feminism” in Haciendo caras.

Reconstructing Gender pp.132-136. Chicanos / Latinos in the Movies: Stanford U Sources (Angel)

10/19 Peréz, Laura. “El desorden, Nationalism, and Chicano/a Aesthetics.” in Between Woman and Nation, 19-46.

Journal Entry: Chicana Falsa.

DVD: The Bronze Screen (on reserve)

10/20-22? Dinner and a Movie: Yo Boricua! Or Julia Álvarez, In the Time of the Butterflies

Week 8: Latinas: Art, Resistance and Citizenship

10/23 CAMPUS VISIT. Laura E. Pérez. Lecture (3:00) Seminar (6:30)

Times/Place to be confirmed.

10/24 Critical Summaries: Latina Aesthetics.

10/26 Testimonios and Border-line Personalities. A new Generation of Latinas Dish on Sex, Sass, and Cultural Shifting. Selections.

Defining Positions: Selena, Shakira, Cristina Aguilera, Jennifer López (analysis of audio, visual, audience)

DUE in Class: Written Proposal for Final Paper

Week 9: Sexualities/ Religion / Spirituality

10/31 Performance Art/Theatre: Coco Fusco, Nao Bustamante “Stuff”

“Latinas and Eating Disorders”

Diana Taylor, “Opening Remarks” in Negotiating Performance.

Marguerite Waller, “Border Boda o Divorcio Fronterizo” in Negotiating Performance and Carmelita Tropicana,

Jewelle Gómez: “I Lost It at the Movies” in Haciendo Caras 203-207.

11/2 Davila, Arlene. Latinos, Inc.: The Marketing and Making of a People.

Introduction, Ch. 3.

Week 10: Latinas, Globalization, Labor and Violence: Conditions and Responses

11/7 “History of Latinas in the U.S. Labor Force”

“La Guera” Cherrie Moraga

“New Challenges” Women and Development

Edén Torres, “Rich in Culture, Low in Capital” in Chicana Without Apology

“Femicidio in Guatemala: Violence and Impunity: Women´s Resistance and Citizenship” Costantino.

Selections: Women Writing Resistance and from Wright, Melissa.

11/9 Campus visit: Arlene Dávila. Lecture and Seminar. Readings, Times, Places TBA.

Week 11: Latinas and/in Migration, Immigration, Diaspora, Exile

11/14 Alicia Partnoy, ed, You Can´t Drown the Fire, selected readings

New Nativism. Latina´s Cultural Citizenship

Summaries.

11/16 Essay Exam II.

Week 12: Thanksgiving Recess

Week 13: Solidarity, Coalitions, and the Way Forward

11/28 Reading/Post Assignment: #10, 30, 60 from Race, Class and Gender (Angel)

“Developing Unity Among Women of Color”

In Haciendo Caras:

Tey Diana Rebolledo, “The Politics of Poetics: Or, What Am I, A Critic, Doing in This Text Anyhow?”, 346.

María Lugones, “´World´’Travelling, and Loving Perceptions” 390

Papusa Molina, “Recognizing, Accepting and Celebrating Our Differences” 326.

11/30 Recent Developments in Latina Feminisms

Edén E. Torres, “Donde hay amor, hay dolor” in Chicana Without Apology, ch 6.

Critical Summaries

Week 14: Final Considerations

12/5 Readings: Alexandra Minna Stern

1^st Draft of Final Paper Due.

12/7 CAMPUS VISIT: Alexandra Minna Stern (details forthcoming)

Week 15: Needing to Exhale. Final Paper Proposals/Projects

12/12 Critical Summaries. Sexualities.

12/14 In-class presentations and Evaluations.

12/18 Final Paper Due 5PM

FILMS: Real Women Have Curves. Señorita Extraviada. Bronze Screen. Yo Soy Boricua!

Readings for review:

If you have not had much experience in Latina/o Studies, please consult the following:

The Latino/a Condition

If you have had little or no experience in Women´s Studies, please consult the following:

https://cms.psu.edu/section/default.asp?format=course&id=200607FAUP+++RWMNST300+001&title=WMNST+300+%2C+Section+001%3A+LAT+FEMINISMS+++++

Syllabus for the Course: Gender and Nationalism

WMNST 520 , Section 001: GENDER&NATIONALISM

Faculty Information

Title	Associate Professor of Geography, Director of Women's Studies
Instructor	Dr. Lorraine Dowler
Office Phone	814 863-5422
Office Address	101 Willard Building
Office Hours	Mondays 3:30-5:30pm
E-mail	lxd17@psu.edu

Course Information

Credits	3
Course	520
Section	001
Location	second floor Willard
Times	Moday 6-9pm

Required Text

Imagined Communities: Reflections on the Origins and Spread of Nationalism
By Benedict Anderson, ISBN 0860915468. Publisher: Verso, 1991.

The Nation and its Fragments by Partha Chatterjee, ISBN: A000022465177

The Curious Feminist: Searching for Women in the New Age of Empire by Cynthia Enloe, ISBN 0520243811 University of California Press, 2004

Nationalisms and Sexualities by Parker, Russo Sommer and Yaeger, ISBN0415904331
Publisher Rouledge 1991

Sites of Violence: Gender and Conflict Zones by Giles and Hyndman, ISBN 0520243811 University of California Press, 2004

War Talk by Arundhati Roy, ISBN 0-896087247, South End Press, 2003

An Ordinary Person’s Guide to Empire by Arundhati Roy, ISBN 0896087271 South End Press, 2004

Frontline Feminisms, Women, War and Resistance, By Waller and Rycenga, Garland Publishing Inc A member of the Taylor and Francis Group, 200

Growing Up Global: Economic Restructuring and Children’s Everyday Lives, ISBN 0816642109, by Cindi Katz, University of Minnesota, 2004

Confessions of an Economic Hit Man by John Perkins, ISBN, 1576753018. Publisher, Berrett-Koehler, 2004

Bushwomen: Tales of a Cynical Species, by Laura Flanders, ISBN,1859845878 Verso, 2004

Course Description

This course will revisit the politically charged and intellectually animated debates around nationalist movements, ideas, and theories. We will examine how nationalist movements and discourses imagine and construct national identities in specific gendered, class, race, community, and caste terms over time and space. In using gender as an analytical lens to re-evaluate nationalist politics, we will seek to understand how masculine and feminine ideals are constantly reworked to project images of strong, healthy, virile, and morally pure nations. While paying close attention to women’s roles, this course seeks to do much more than merely document women’s presence within nationalist movements. Rather, we aim to understand the many negotiations, compromises, and concessions women enter into with dominant nationalisms to shape political agendas. In order to facilitate our understanding of nationalisms and their gendered manifestations, we will draw upon a variety of different works by feminist scholars, political scientists, literary critics, and historians. We will also review works of fiction and films to grasp the complex ways in which nationalist identities are gendered.

This class is a reading, writing and discussion intensive graduate seminar. Each student, besides being required to engage with the readings will asked to choose on theme from the syllabus and lead the class discussion. Discussion leaders are urged to meet with me or discuss over email their presentation ahead of class. Given the nature of the course this class will work best if we are all committed to timely completion of requied reading and lively intellectual conversations. While encouraging debate and critical engagement with our colleagues and instructor in the class room, proper inellectual decorum should be maintained.

Tentative Schedule

Provisional Course Schedule: Subject to Modification

Sept 12: Theorizing the Nation: Framing the Questions

Benedict Anderson, Imagined Communities, rev. ed. (London: Verso, 1991), ch. 1-5 (1-82).
.
Partha Chatterjee, “Whose Imagined Community?” 3-13,” in The Nation and its Fragments: Colonial and Postcolonial Histories (Princeton, N.J.: Princeton University Press, 1993

September 19tth: Women’s Bodies Constructing the Boundary of the Nation.

Cyntihai Enloe, The Curious Feminist, pgs 1-95, part I

Marguerite Waller and Jennifer Rycenga, Frontline Feminisms, Part I pgs 1-82.

September 26: Nationalism and Sexuality (Rework to have another film and Aitkens stuff) Have them also read Staheli for that week and Landes.

Oct 3: Gender, Race, and Colonialism

Benedict Anderson, Imagined Communities, ch. 8, ch. 10 (141-154, 163-186).
Partha Chatterjee, Chapter 6 “The Nation and its Women,” 116-134, “Women and the Nation,” 135-157 in The Nation and its Fragments (Princeton: Princeton University Press, 1993).
Feminist Theory Reader, Carole R. McCann and Seung-Kyung Kim, Section II, Race and Nation. Chapts15-20, pgs148-205

October 10: Women as Citizens in an Age of Empire

Arundhati Roy, An Ordinary Person’s Guide to Empire, 1-118
Partha Chatterjee, The Nation and its Fragments, 158-240

October 17 Gender and Militarism

Cynthia Enloe, The Curious Feminist pgs 99-192
Waller and Rycenga, Frontline Feminisms, pgs 83-194

Oct 24: The Gendered Body and Symbols of Nationhood
Dowler and they Think I’m a Nice Old Lady
Wenona Giles and Jennifer Hyndman, Sites of Violence, pgs 3-192

Nov 7: Film Viewing

Some Mothers Son

Nov 14: Gender ,Globalization and War

Arundhath Roy, War Talk, pgs 1-112
Cynthia Enloe, The Curious Feminist, pgs 193-308

Nov 21 Globalization, Development and the Nation

Cindi Katz Growing Up Global: Economic Restructuring and Children’s Everyday Lives,

Nov 28: Women’s Bodies and the Body Politic during (and after) War:

Wenona Giles and Jennifer Hynman, Sites of Violence, pgs 193-316
Waller and Rycenga, Frontline Feminisms, pgs,341-436

Dec 5: Gendered Icons of the Nation

Confessions of an Economic Hit Man by John Perkins, 2004

Bushwomen: Tales of a Cynical Species, by Laura Flanders, 2004
Provisional Course Schedule: Subject to Modification

https://cms.psu.edu/section/default.asp?format=course&id=200506FAUP+++RWMNST520+001&title=WMNST+520+%2C+Section+001%3A+GENDER%26NATIONALISM

Syllabus for the Course: Feminist Visual Culture: Image, Peformance, and the Body

Feminist Visual Culture: Image, Peformance, and the body

AED/WMNST 597A

The Pennsylvania State University

University Park, Pennsylvania

Spring 2006

Mondays and Wednesdays 1:25 to 4:25

Instructor: Dr. Stephanie Springgay

Office: 207 Arts Cottage

Phone: 814.865.6570

Email: sss23@psu.edu

Office hours: Mondays 11:30 to 12:30

Email to schedule an appointment.

Course Description:

The body is our mode of perceiving both what is interior to us, and which
lies outside of ourselves, demarcations and prohibitions between self and
other, marking and defining the individual subject. Yet, in the work of
contemporary visual culture the body is never represented as distant and
separate, but performed as an opening to others; a relationality between
being(s). Examining notions of performativity, embodied subjectivity,
relational epistemology and the phenomenological intercorporeality of
meaning making, feminist reconceptualizations of the body become powerful
enunciations for thinking through embodied visual space. In this course we
will explore creative and scholarly work from the fields of visual art and
culture, philosophy, and feminist theory that contest body-self boundaries,
critically interrogating how subjects perform themselves as
being(s)-in-relation. The work of contemporary artists will be used as a catalyst for discussion in addition to contemporary films, performances, and popular visual culture.

Course Materials:

Readings are available online, through course handouts, on electronic reserve [ER] or on ANGEL. Please consult the course calendar for details. In addition, we will be using these texts (available at the bookstore):

Sidonie Smith and Julia Watson (eds). Interfaces:

Women/Autobiography/Image/Performance. INT

Sara Ahmed and Jackie Stacey.(eds). Thinking through skin. TTS

Elizabeth Grosz. Volatile Bodies. VB

Other suggested texts:

Janet Price and Margrit Shildrick (1999). Feminist theory and the body:

A Reader.

Katie Conboy, Nadia Medina, and Sarah Stanbury (1997). Writing on

the body: Female embodiment and feminist theory.

Amelia Jones (2003). The feminism and visual culture reader.

Marsha Meskimmon (2003). Women Making art.

Readings are due for the day that they are listed

Each class there are readings listed that we will read as an entire class. These will be pivotal to class discussion. In addition, I view contemporary art as “text” and will ask that you engage with art in the same fashion. If an artist’s name is listed, please “google” the artist and become familiar with their work. While you are not expected to research every artist mentioned in individual papers, you should become familiar at least one for each week. In the same way that you will come to class prepared to discuss readings these visual texts will be a part of our knowledge production.

Leading class discussion

Each week ONE student will facilitate class discussion. The student will not be responsible for preparing a formal presentation on the material, but rather for facilitating a dialogue amongst all students. Students will be expected to come prepared to lead (at least) the first half of the class. Suggestions include preparing questions to pose to the class, presenting visual texts that are perhaps referenced in readings or intersect with ideas in the readings, or you may even draw on contemporary issues from newspaper sources etc. You might also think about how the readings intersect with your particular research concerns. Use this as a chance to “talk back” to the readings. However, this does not mean that you will spend the entire time with an “activity”; it is also important that close readings of texts happen. You should not come prepared to “talk to” the class but to encourage and challenge discussion. To the same extent all students must come to class willing to participate.

Tentative schedule:

January 9 Re-claiming the Body

Grosz: pp. 3-10 (omit Spinoza) and pp. 13-24 [VB]

Grosz: 86-111 [VB]

January 16 NO CLASS

January 23 Embodiment and Touch

Dorothy Cross: [readings posted on ANGEL]

Grosz: Merleau-Ponty and Irigaray in the flesh [ANGEL]

Grosz: pp. 160-183 [VB]

January 30 Singularity

Sorial: Heidegger, Jean-Luc Nancy, and the question of Dasein’s

embodiment pp. 216-223 [ANGEL]

Meskimmon: The Word and the flesh [ER]

Ann Hamilton

Kim sooja

February 6 Abjection

ON LINE CLASS: This class will be held virtually using ANGEL.

Grosz: 187-210 [VB]

Kristeva: Approaching abjection [ER]

February 13 Body Art

Jones: Introduction pp. 1-14 [ER]

Jones: Postmodernism, subjectivity, and body art: A Trajectory [ER]

Raine: Subjectivity and materiality in the work of Ana Mendieta [ER]

Ana Mendieta

Mona Hatoum

February 20 Performativity

Jones: Performing the other as self [INT]

Butler: Performative acts and gender constitution [ER]

Butler: Bodies that matter [ER]

Nan Goldin

February 27 Spectatorship

ON LINE CLASS: This class will be held virtually using ANGEL.

Berger: From ways of seeing [ANGEL]

Mulvey: Visual pleasure and narrative cinema [ANGEL]

Hooks: The oppositional gaze [ANGEL]

Fusco: The other history of intercultural performance [ANGEL]

Cindy Sherman

March 6 SPRING BREAK

March 13 Autobiography and Writing the Body

Mid term “papers” due

Smith and Watson: Introduction pp. 1-37 [INT]

Bal: Autotopography [INT]

Drake: Variations on negation [INT]

Minh-ha: Write your body [ER]

March 20 Thinking Through Skins

Ahmed and Stacey: Introduction pp. 1-9 and Chapter 1 [TTS]

Kauffman: Cutups in beauty school [INT]

Grosz: 138-159 [VB]

March 27 No Class

April 3 Devouring Bodies

Ahmed and Stacey: Chapter 5 [TTS]

Smith: Bodies of evidence [INT]

Bordo: Never just pictures [ANGEL]

Baert: Bodies, dress, boundaries [ANGEL]

April 10 Woundings

Ahmed and Stacey: Chapter 6 [TTS]

Jones: The Rhetoric of the pose [ER]

Yang: Articulate image, painted diary [INT]

April 17 Technologies

Ahmed and Stacey: Chapter 9 and 13 [TTS]

Meskimmon: Corporeal theory [ANGEL]

Hayles: Virtual bodies and flickering signifiers [ER]

April 24 Final projects due

https://cms.psu.edu/section/default.asp?format=course&id=200506SPUP+++RWMNST597A001&title=WMNST+597A%2C+Section+001%3A+FEM+VISUAL+CULTURE

Penn State – Altoona Campus
http://www.altoona.psu.edu/women/

Invited speakers of the program have included Molly Ivins and Medea Benjamin.

The “Activism” page on the Women’s Studies website shows members taking part in anti-war rallies.

From the program’s website:

Women's Studies History

Women's Studies is an interdisciplinary field with its beginnings in the Women's Liberation movement of the late 1960's. Women's Studies arose from the curiosity of faculty and students about their history, their lives, and their fellow women, rather than from a nineteenth century disciplinary base. As the field has expanded, from compensatory or recuperative scholarship to work increasingly devoted to complex theoretical and empirical studies, Penn State Altoona has developed the Women ’s Studies minor with a common pedagogical vision and orientation.

Areas of study include gender theory, classical philology, international relations, and empirical work across interdisciplinary areas. Women's Studies is one of the fastest growing fields of inquiry to emerge in higher education in the past thirty years.

Careers

Women's Studies examines the diversity of women’s lives, experiences, and voices in our multicultural and globalized world. We question traditional scholarship by asking: how have women been represented? how are knowledge and creativity influenced by gender, class, race, sexuality, and nationality? and how has knowledge been used to dominate and control?

Emerging out of the women’s movement, Women’s Studies explores issues of oppression and social transformation, ranging from the seemingly personal world of the home to the far reaches of economic and cultural globalization. At the heart of Women’s Studies is the concept of gender as it is shaped by race, ethnicity, class, sexuality, and nationality. We seek to discover the ways that diverse women - whose lives are formed at intersection of these differences - shape their worlds of meaning, creating, and sheer survival.

What kinds of careers will Women's Studies prepare me for?
Many corporate employers recruit applicants with a concentration in Women’s Studies. These students have gone on to successful careers in a variety of fields, from media to medicine to mathematics. Many choose to pursue an advanced academic degree. Moreover, a number of fellowships are available for students with an academic background in Women, Gender, and Sexuality. These days, many corporate employers also recruit applicants with an interdisciplinary background.

Career Possibilities for our Majors:
(some of these occupations may require additional or specialized coursework)

administrator of nonprofit women's organization
affirmative action officer
attorney
community organizer
computer software designer
coordinator of women's programs in government and business
counselor
editor
environmental activist
international development worker
journalist legal assistant
lobbyist for women's issues
political advocate
psychologist
rape crisis specialist
researcher on women's projects
social worker
teacher
union organizer
urban planner
women's center director
women's health care specialist
public policy specialist
writer

Syllabus for the Course: Introduction to Feminist Thought

Women’s Studies 301

Introduction to Feminist Thought

Spring 2005

Instructor: Office Hours:

Dr. Lee Ann De Reus T-TH 2:30-3:30

Office: 129J Smith W 1-3 pm

ph: 949-5751 or by appt.

e-mail: lad12@psu.edu

Required Texts/Resources:

Kolmar, W. & Bartkowski, F. (2005). Feminist theory: A reader (2^nd ed.). New York: McGraw

Hill.

Baumgardner, J. & Richards, A. (2000). Manifesta: Young women, feminism, and the future.

New York: Farrar, Straus and Giroux.

Additional readings as assigned.

Course Description:

This course is designed to introduce you to the main concepts in feminist thought, and to the major changes characterizing feminism in the twentieth century. We will use a historical approach to cover the key issues in “second wave” feminism (post World War II to early 1990s) including post-‘80s feminism (influenced by postmodernism) and conclude with the most recent, very exciting work of “third wave” feminism.

This is a course in both feminist thought and feminist theory. We will be introduced to the varieties of ways feminists THINK – about politics, class, race, sexuality, art, the university, technology, and so on – and we will be introduced to some of the most important concepts in second, postmodern, and third wave feminist theories – notions like the public/private divide, “maternal thinking,” the distinction between “sex” and “gender,” “compulsory heterosexuality,” and “essentialism,” just to name a few.

Like any course, this represents a “take” on knowledge – in this case, knowledge about feminist thought – that is not neutral – it is polemical. My aim is to give you a comfortable familiarity with second, postmodern, and third wave feminism, so that you can understand the value as well as the limitations of each position. I want you to experience the fact that feminism is anything but static, or unitary, or stable, or fixed. Feminism is a commitment to process.

Prejudice: In this class, as in the entire University, racism, sexism, anti-Semitism, and other forms of prejudice will not be tolerated. If you believe that the instructor has exhibited any form of prejudice, please bring it to the instructor’s attention. If a student feels she or he has been the victim of prejudice and has been harmed as a result of this event, the student may take one of the following courses of action:

1) Talk with the instructor.

2) Talk with another professor you trust.

3) Talk with someone in the Division of Student Affairs office in Slep.

4) Talk with a counselor in the Division of Student Affairs.

Tentative Course Schedule

Jan. 11 Introduction to Course

Jan. 13 What is Feminism? Why is Feminism Important?

______________________________________________________________________________

Start First Book: Feminist Theory: A Reader

Jan. 18 Video: Seneca Falls Women’s Rights Convention

What is Feminist Theory? What is Feminism? Part I, pg. 1-60

Jan. 20

______________________________________________________________________________

Jan. 25 1792-1920: First Wave Feminism Part II, ch. 8-19

Jan. 27 Part II, ch. 20-29

______________________________________________________________________________Feb. 1 1920-1963: First Wave Feminism Part III, ch. 30-37

Feb. 3 Part III, ch. 38-41

______________________________________________________________________________

Feb. 8 1963-1975: Second Wave Feminism Part IV, ch. 42-51

Feb. 10 Part IV, ch. 52-59

Feb. 15 1975-1985: Second Wave Feminism Part V, ch. 60-68

Feb. 17 Part V, ch. 69-75

Feb. 22 1985-1995: Second to Third Wave Feminism Part VI, ch. 76-81

Feb. 24 Part VI, ch. 82-86

March 1 1985-1995: Second to Third Wave Feminism Part VI, ch. 87-94

March 3 1995-2003: Third Wave Feminism Part VII, ch. 95-98 ______________________________________________________________________________

March 8, 10 Spring Break!

______________________________________________________________________________

March 15 1995-2003: Third Wave Feminism Part VII, ch. 99-103

March 17 Mid-term Paper Due

______________________________________________________________________________

Start Second Book: Manifesta

March 22 Prologue, The Dinner Party pgs. XV-49

March 24

_____________________________________________________________________________

March 29 What is Feminism? pgs. 50-86

March 31 Feminists Want to Know: Is the Media Dead? pgs. 87-125

______________________________________________________________________________

April 5 Girl, You’ll Be a Woman Soon pgs. 126-166

April 7

______________________________________________________________________________

April 12 Barbie vs. the Menstrual Kit pgs. 167-201

April 14 NO CLASS

______________________________________________________________________________

April 19 Thou Shalt Not Become Thy Mother pgs. 202-234

April 21 Who’s Afraid of Katie Roiphe? pgs. 235-266

______________________________________________________________________________

April 26 What is Activism?, Epilogue pgs. 267-321

End of Semester Party

April 28 NO CLASS

______________________________________________________________________________

May 2 Final Paper Due

Instructions for Mid-term Paper

For this paper, you may choose one of the following options. Your paper should be 5-7 pages in length and include a reference page with a minimum of four references (your book can count as one of these sources if you wish).

Options:

1) Feminist Theorist Paper: Choose one feminist theorist from the readings and read more of her/his works. Then in four (out of five total) pages, present her/his goals as a feminist, and her/his strategies for achieving those goals. On the fifth page, you are to respond from your position to the goals and strategies of your theorist.

2) Definition of Feminism Paper: Use this paper to explore the various interpretations of feminism. You paper should consider the following questions: What is feminism? How is it defined? How has the definition changed over time? Who are the individuals or organizations that have been the most influential in determining this definition? In the last page or page and a half of the paper, respond to the questions: What is YOUR definition of feminism? Why? What does your personal definition of feminism mean for your life?

3) Issue(s) Paper: Use this paper to explore a “feminist” or “women’s issue.” This could be anything of your choosing that is of interest and you would like to explore further (i.e., pornography, the abortion pill, women’s reproductive rights, motherhood, sexual politics). Your task is to discuss this issue from a feminist perspective. In other words, look at this issue through the eyes of a feminist. What are feminists saying about this issue? Are there different feminist opinions? What are the politics surrounding this issue? In the last page, page and a half of the paper, identify YOUR personal stance on the issue.

You may want to use feminist theory or women’s rights web sites (i.e., NOW) to identify an issue and find sources. Also, consider using feminist magazines, including those on-line for more information.

Instructions for Final Paper

For this paper, please respond to each of the following questions. Your paper should be 6-7 pages in length and include a reference page with a minimum of five references.

1) Using the readings from class, compare second wave feminism to third wave. How are

they the same? How are they different? Could you relate to one wave more than the

other? Which one and why?

2) Is a women’s movement necessary or have we achieved equality? Support your opinion. If you believe that we are still in need of a women’s movement, what is it going to take for a successful women’s movement? What would it look like? Is a successful movement possible? Why/how? Support your opinion with readings from the class.

3) Are you a different person now at the end of the semester than the beginning? Why/why not? How are you different person for having taken this course? Do you consider yourself a feminist? Why/why not? How do you define feminism? Will you be different in the world due to this course? How will you be different?

http://www.altoona.psu.edu/women/WS%20301%20syllabus%20spring%202005.doc

Syllabus for the Course: Women Writers and Their Worlds

Dr. Roselyn Costantino 107 Eiche 949-5245

ENG/WMNST 490 Office Hours: T/Th 2-3 W : 3-4.

Spring 2003 and by appointment

Women Writers and Their Worlds:

Body and Soul of Women Creators of the Americas

On the page, on the stage, in the street, between the sheets, women writers leave their unique marks on our cultural landscape as they explore, express, and represent our ever-expanding world. Beginning with the rebellious literary tradition of 17th-century Sor Juana Inés de la Cruz to 21st-century testimonials and fantastic literature, we will read fiction, poetry, essays, and drama by some of the most notable and notorious women of the Americas. We’ll see their worldview translated into film, into visual and performance art, theatre, and cyber installations. Despite the suppression and censorship of women as intellectuals, creators and leaders in the patriarchal societies of the Americas, contemporary writers and artists continue to build upon the rich cultural heritage of their foremothers. We will study and apply a variety of theoretical frames (feminist, cultural, literary, postmodern) through which to view and interpret their works, as well as to explore how they have been interpreted and represented by their societies.

Course Objectives:

1. Provide students with an overview of women’s writing from the American continents.

2. Develop students´ ability to apply key components of feminist theories from Latin America and internationally.

3. Teach students to analyze the writing of women in order to identify the text’s

approach to women’s writing.

4. Provide students with critical tools for analyzing women’s writing in its social,

cultural context.

5. Emphasize the complex socio-historical factors that contribute to gendered identities.

The goal is not only to explore and read these women´s view of and place in their worlds, but to expand our understanding of our own.

REQUIRED TEXTS:

Manuel, Alberto, ed. Other Fires. Short Fiction by Latin American Women. NY: Clarkson

N. Potter (distr. Crown Publishers), 1986. ISBN 0-517-55870-X

Lispector, Clarice. The Hour of the Star. NY, New Directions Book, 1986. ISBN: 0-8112-

1190-9

Poniatowska, Elena. Dear Diego. NY: Pantheon Books, 1986.

Cinsneros, Sandra. The House on Mango Street. Selections. 0-679-73477-5

Picon Garfield, Evelyn, ed. Women's Fiction from Latin America. Detroit: Wayne State UP,

1988. ISBN 0- 8143-1859-2

Laura Esquivel, Like Water For Chocolate. NY: Bantam Doubleday Dell Publishing, 1992.

Translatedby Carol and Thomas Chrisstensen. isbn 0-385-42017-X

Campobello, Nellie. Cartucho and My Mother’s Hands. Translated by Doris Meyer and Irene

Matthews. Intro. by Elena Poniatowska. 1st ed. Austin, TX: U of Texas P, 1988. ISBN:

0292711107

Moraga, Cherrie. Loving in the War Years. Publisher: South End Pr; ISBN: 0896086267; 2nd

edition (September 1, 2000).<O:P</O:P

Partnoy, Alicia. The Little School: Tales of Disappearance & Survival in Argentina. Trans.

Lois Althey. Publisher: Cleis Pr; ISBN: 1573440299; 2nd edition (September

1998).<O:P</O:P

Syllabus for the Course: Women’s Health Issues

Biobehavioral Health 452/Women's Studies 452
Women’s Health Issues
Spring 2004

Professor: Dr. Lori J. Bechtel - Professor of Biobehavioral Health

Office: 127 Community Arts Center

Phone: 949-5239

Email: ljb3@psu.edu

Office
Hours: Monday, Wednesday and Friday 10:00 a.m. – 10:50 a.m.; 2:00 p.m. – 3:00 p.m. and by appointment.

Course Description:

This course is an interdisciplinary study of issues concerning women’s health, examining the interaction among biological, behavioral and sociocultural factors on health. Linkages between women’s mental and physical health will be explored in a socio-environmental context, with emphasis placed on maintaining a healthy lifestyle. Gender-sensitive research and health promotion strategies also will be examined.

Required Text:

Behavioral Medicine & Women: A Comprehensive Handbook, edited by Elaine A. Blechman and Kelly D. Brownell (1998). New York: The Guilford Press.

Academic Course Objectives:

The student will:

1. Define the concepts of sex, gender, and biohavioral health.
2. Describe biobehavioral factors that affect women’s physical and mental health in a developmental context.
3. Describe how stress and coping processes affect women’s physical and mental health.
4. Describe gender-sensitive strategies aimed at preventing physical and mental health dysfunction among women.
5. Describe and critique health care paradigms and policies that affect women’s health.
6. Describe guidelines for sex/gender –sensitive strategies for health research.
7. Compare and contrast various research methods.
8. Describe the effects of body image on women’s physical and mental health.
9. Describe issues of sexuality and reproduction as they affect women’s physical and mental health.
10. Describe biobehavioral components of physiological and psychological disorders that affect women.
11. Describe linkages among behavioral, psychosocial and physical disorders.
12. Describe effects of culture, race and ethnicity on women’s health.
13. Critique research on a particular health issue, particularly as related to possible gender bias.
14. Describe and critique health promotion strategies designed to alleviate a particular health concern among women.

Tentative Course Outline

Date Topic Assignment

Jan. 12 Module 1: Life Review syllabus, Ch. 1
Course Perspectives

Jan. 14                   Course Introduction                                  Ch. 2, 3
                              Introduction to Health &
                              Health Promotion

Jan. 16                   Feminism/Feminist Theory                         Ch. 4, 5
                              & Health
                              Maternal Alcohol Use &
                              Fetal Development

Jan. 19 Gender Role Development Ch. 6

Jan. 21                   Adolescence, Puberty,                              Ch. 7, 8, 9, 10
                               Adolescent Sexuality,
                               Teen Pregnancy

Jan. 23 Parenting, Midlife, Aging & Ch. 11, 12, 13, 14
Women’s Life Course

Jan. 26                 Module 2: Stress &                               Ch. 15, 16, 17, 18, 19
                             Coping
                               Close Relationships: Attachment,
                               Marital Quality, Marital Conflict
                               Social Support

Jan. 28                   Personal Style: Personality,                         Ch. 20, 21, 22, 23, 24, 25, 26
                               Type A Behavior, Hostility,
                               Achievement, Optimism,
                               Hardiness, Resilience

Jan. 30 Lab: Accessing Data Bases Class meets in 201 CLRC
(Ms. Mila Su, Librarian) Topic for Paper Due

Feb. 2                   Current Stressors: Multiple                     Ch. 27, 28, 29, 30
                               Roles, Life Events, Social
                               Comparison, Positive Mental
                               Health

Feb. 4 Exam 1 Ch. 1 - 30

Feb. 6 Module 3: Prevention Ch. 31, 32, 33

Feb. 9                 Breast Cancer, Osteoporosis,                     Ch. 34, 35, 36, 37
                           Smoking Prevention                                Web site Evaluations due
                                                                                         Article Critique due

Feb. 11              Preventing Alcohol                                   Ch. 38, 39, 40, 41, 42, 43, 44
                           Problems, Nutrition, Oral                         45
                           Health, Exercise, Relaxation

Feb. 13            Module 4: Health Care                       Ch. 46, 47, 48, 49, 50
                         Paradigms, Policies &
                         Settings
                           Health Care Policy,
                           Accountability, Medical
                           Curricula & Training,
                           Substance Abuse & Health
                           Care Utilization

Feb. 16              School-Based Clinics,                              Ch. 51, 52, 53, 54, 55, 56
                           Worksite Nicotine Treatment,               Schedule meeting to review
                           Military & Health, Access                      outline and resources
                           to Prenatal Care, Self-
                           Administered Interventions,
                           Alternative Medicines

Feb. 18              Module 5: Body Image                         Ch. 57, 58, 59, 60
                         and Substance Abuse
                           Anorexia Nervosa, Bulimia
                           Nervosa, Stress & Coping
                           in Eating Disorders

Feb. 20              Diet/Exercise & Body                              Ch. 61, 62, 63, 64
                          Weight, Social Physique
                          Anxiety, Negative Body Image

Feb. 23 Breast Implants, Obesity Ch. 65, 66
Outline for paper due

Feb. 25 Alcoholism, Alcohol Ch. 67, 68
Metabolism

Feb. 27 Drug Abuse/Treatment, Ch. 69, 70. 71
Cigarette Smoking

Mar. 1 Exam 2 Ch. 31-71

Mar. 3 Students Work on Papers
Dr. Bechtel at Conference

Mar. 5               Module 6: Sexuality &                         Ch. 72, 73, 74
                           Reproduction
                           Sexual Functioning, Reproductive
                           Endrocrinology

Mar. 8-12 Spring Break!

Mar. 15              Premenstrual Disorders,                         Ch. 75, 76, 77
                           Gynocological Pain,
                           Sexual Abuse

Mar. 17              Pregnancy & Childbirth                         Ch. 78, 79, 80
                           Pregnancy in Women
                           with Disabilities, Post
                           Partum Depression

Mar. 19              Breastfeeding, Lactational                     Ch. 81, 82, 83, 84
                           Amenorrhea, Contraception,
                           Abortion

Mar. 22              Reproductive Technologies,                 Ch. 85, 86, 87
                           Menopause, Sexuality &                   First Draft of Paper Due
                            Aging

Mar. 24            Module 7: Physiological               Ch. 88, 89, 90
                         Disorders with Behavioral
                         & Psychosocial Components
                           Alzheimer’s Disease

Mar. 26 Arthritis, Osteoporosis, Ch. 91, 92, 93, 94
Asthma

Mar. 29 Breast Cancer, Cancer Ch. 95, 96, 97, 98
Schedule meeting on 1st draft

Mar. 31 Cardiovascular Disorders, Ch. 99, 100, 101, 102
Coronary Heart Disease, Diabetes

Apr. 2 Exam 3 Ch. 71-102

Apr. 5               Endocrine System                                      Ch. 102, 104, 105
                           Disorders, Gastrointestinal
                           Physiology, Syndromes &
                           Disorders

Apr. 7               Headache, HIV Infection,                         Ch. 106, 107, 108, 109
                           Epileptic Seizures,
                           Hypertension

Apr. 9               Immune System, Immunity                         Ch. 110, 111, 112, 113, 114,
                           & Behavior, Lupus, Multiple Sclerosis,     115, 116, 117
                           Pain, Raynauds’ Disease, Respiratory
                           Disorders, Syndrome X

Apr. 12            Module 8: Gender,                             Ch. 133, 134
                           Culture & Health
                            Culture & Women’s Health

Apr. 14              African-American Women’s                     Ch. 135, 136
                           Health, Asian-American
                           Women’s Health

Apr. 16              Hispanic Women &                                  Ch. 137, 138
                           Native American                                   Research Papers Due
                           Women & Health Care                         Sign up for presentation

Apr. 19 Lesbian Health Ch. 139

Apr. 21               Physician Gender &                                  Ch. 140, 141
                           Physician-Patient Interaction,
                           What We Know about Women’s Health

Apr. 23 Paper Presentations

Apr. 26 Paper Presentations Current Events Portfolio due

Apr. 28 Paper Presentations

Apr. 30 Paper Presentations

May 3 Exam 4 Ch. 103-117; 133-141
1:00 p.m. – 2:50 p.m.

http://www.personal.psu.edu/ljb3/bbh452syllabus.html

Penn State – Delaware County Campus

Syllabus for the Course: Introduction To Women’s Studies

Syllabus

Wmnst 001

Introduction To Women’s Studies

Peru, December 2006-January 2007

Instructor: Nancy Wyatt, Associate Professor, Women’s Studies

Office: 212A Main

Phone: 610 892 1428

Office Hours: TR 2:30-5:00 or by appointment

E-mail: njw@psu.edu

Course Text

Required:

Texts: Sheila Ruth, Issues in Feminism: An Introduction to Women’s Studies, 5th

Edition. McGraw-Hill

Insight Guide to Peru, 2005 Singapore: Insight Print Services.

Videotapes on reserve in the library:

Cuzco (2001). Babbitt, Harry E. [An overview of Cuzco's history,

geography and culture.]

The Royal Hunt Of The Sun (2005). Yordan, Philip. [Story of the

Spanish conquest of Peru]

Girls Around the World (1999). Phoba, Monique Mbeka. [Story of the

hopes and dreams, world and worldview of a 17-year-old Peruvian girl]

Machu Picchu revealed. (1995). Soare, Thomas F. [An overview of the

Pre-Columbian civilizations of the Andean region of South America.

Examines the ruins of the city of Machu Picchu and explains their political

significance.]

Mysteries of Peru. (1993). Spry-Leverton, Peter. [Part of a documentary

series exploring the achievements of pre-Inca civilization, this film

examines the ruins of ancient civilizations that thrived along Peru's coastal

deserts. The ruins of Chan Chan and the religious center of Pakatnamu

bear silent witness to the great Chimu culture.]

Peru: A Golden Treasure (1992). Hempel, Gordon J. [Shows sites of

interest in Cuzco, Chan Chan, Lima, Machu Picchu and other areas of

Peru.]

CAS 455 Page 2

Nancy Wyatt, Ph.D. Spring 2004

Course Description

This section of WMNST 001 is designed to be offered to students participating in the

Delaware County Campus trip to Peru, December 1006-January 2007. Students will

work with Dr. Wyatt throughout the fall semester in preparation for the trip.

WMNST 001 acquaints students with basic information in women’s studies in the social

sciences. Students will learn more about women’s lives in America through comparisons

with women’s lives in Peru. The course will focus on a comparison of women’s issues

through three periods of Pan-American history: pre-Colonial, Colonial, and post-

Colonial. Students will learn to place feminist theory into historical context as well as to

apply feminist theory to the analysis of social problems.

http://www.de.psu.edu/Documents/Academics/WMNST_001_fa_06.pdf

Penn State – Schuylkill Campus

Abbreviated Syllabus for the Course: Psychology of Women

Schuylkill Campus

Penn State Capital College

Psychology of Women: PSYC 365 & WOMST 365, Section 001, 3 credits

Monday, Wednesday & Friday 11:00 – 11:50 AM

Room 210 Administration Bldg.

Spring 2006

To Contact Me: Prof. Cobi Michael

Office: Room A-201a

Office hours: Monday, Wednesday, and Friday 12:00-1:00 PM, and by appointment. I am also available by phone-mail and email, which I check frequently.

Phone: 570-385-6152

Email: please contact me through ANGEL

Required Texts: Matlin, M. (2004). The Psychology of Women (5^th ed.).

Belmont, CA: Wadsworth/Thomson learning.

Prerequisites: PSYC 002

Course Description: The purpose of this course is to examine the lives of girls and women, including such topics as gender stereotypes, the development of gender roles, gender comparisons, women and work, etc…. Students who take this course should acquire and understanding of what it means to be female in North America.

Course Objectives: To develop an understanding of the critical-thinking skills required to evaluate research articles and media influences.

To develop concern for others who experience inequities, not just on the basis of gender, but on the basis of other characteristics as well.

To guide the student in exploring one’s own attitudes about gender.

https://cms.psu.edu/section/default.asp?format=course&id=200506SPSL+++RWOMST365+001&title=WOMST+365+%2C+Section+001%3A+PSYCH+OF+WOMEN++++

Other Courses of Note

WMNST (COMM) 205 Women, Minorities, and Media (3)
(US) (BA) This course meets the Bachelor of Arts degree requirements.
Communications 205 explores the historical, economic, legal, political and social implications of the relationship between women, minorities, class and the mass media. In this class students explore how the media helps in constructing notions of social reality. The primary focus of the course is on media representations of marginalized groups in the United States. The course objectives are as follows:
· To understand historical, political, economic and cultural influences that shape media representations of women, minorities and other marginalized groups.
· To understand culture -- what it is and the interplay between media and culture.
· From a cultural perspective, learn tools to help students understand and criticize media as related to representation of gender, race and class.
· To acquaint students with relevant media theory, as well as theories of representation.
· To encourage students to, think about ways that media depictions of marginalized and disempowered groups might be improved.

BLACK & WHITE SEXUALITY ( 3) This course explains how narrow ways of thinking limit our understanding of the diverse expressions of human sexuality.

WMNST 410 (AAA S) SPIRIT, SPACE, SURVIVAL: CONTEMPORARY BLACK WOMEN ( 3) How recent Black women have used spirit and space to survive.

WMNST 419 (US;IL) (HIST) THE HISTORY OF FEMINIST THOUGHT ( 3) A critical analysis of European and United States feminist thought from the Renaissance to the present

WMNST (CAS) 455 Gender Roles in Communication (3)
(US)
This 400-level course is a theory and application course which also satisfies an intercultural requirement. CAS/WMNST 455 strives to ensure that students understand female and male differences and similarities in communication patterns, perceptions of the opposite sex, and expectations and stereotypes regarding the opposite sex. Many researchers find that gender communication is "cross cultural," i.e., that women and men come from two different cultures, and therefore misunderstanding of each others' intent and expectations may frequently occur. This course examines how distinctions in meaning and interpersonal dynamics may create these two differing cultures, and promotes understanding and possibilities for adaptation. It also investigates when and if changing communication styles is desirable, and in which settings. A goal of the course is to help students to solve puzzles toward understanding those we work with and relate to, as well as to apply their knowledge to their own lives and contexts. The course content and format reflects these goals. CAS/WMNST 455 begins with theoretical information, later applying it to situations of interest to most -- relationships, language use differences (verbal and nonverbal), media messages, and workplace issues. Lecture incorporates considerable discussion and exploration of gender issues and most topics are followed by activities, which illustrate how theories work in real life. This course is useful for any students seeking an intercultural course. It is recommended to Communication Arts and Sciences and Women's Studies majors and minors due to emphasis on communication theory and gender issues. Business, Counseling, Psychology, Sociology, Education and any Social Science majors may fulfill a GI requirement through 455. Exams are geared toward testing ability to apply theory to life. Other evaluation methods encompass short reaction papers, a book review, application paper, and team research papers and presentations. These assignments and all class exercises focus on application of theory and course content to students' lives.

WMNST 456 (SOC) GENDER, OCCUPATIONS, AND PROFESSIONS ( 3) The role of gender in shaping contemporary North American patterns of employment, occupational roles, and statuses.

WMNST 458 (BB H) CRITICAL ISSUES IN REPRODUCTION ( 3) Examination and analysis of the new reproductive technologies from the standpoint of medical ethics, feminism, and sociocultural influences

WMNST (ENGL) 462 Reading Black, Reading Feminist (3)
(US) (BA) This course meets the Bachelor of Arts degree requirements.
ENGL/WMNST 462 provides two important learning opportunities for undergraduate students. The first is to examine the construction of female identity in the textual representations of gender, class, color, and cultural differences by black American women. The second is to identify, explore, and analyze the major issues concerning the discovery and development of a black feminist literary tradition. Authors under consideration will vary from class to class, but may include writers such as Hortense Spillers, Harriet Jacobs, Harriet Wilson, E. Genovese, Hazel Carby, Francis Harper, J. Fauset, Nella Larsen, Zora Neale Hurston, Gwendolyn Brooks, Margaret Walker, Nikki Giovanni, Sonia Sanchez, Maya Angelou, Lorraine Hansberry, Adrienne Kennedy, E. Brown-Guillory, Toni Morrison, S. A. Williams, Alice Walker, Paula Marshall, and Octavia Butler. The course will focus on the complex relationship of slavery and post-slavery black experience to the literary imagination of African American women, and of issues of gender in black identity in America. Topics covered will vary, but will include issues of the legacy of slavery, the development of black feminist thought, nineteenth-century conceptions of black womanhood, women's roles in the Harlem Renaissance, representations of black womanhood by male writers, and self-representation by female writers, women "Black Power" poets, black female playwrights, neo-slave narratives, the aesthetics of contemporary black feminism, and post-modernism and the challenge to understandings of canonicity posed by black women's writing, and the like. This class will prepare students for advanced courses in African American and feminist literature, as well as other academic courses that engage in the verbal and written analysis of complex written forms. Students will be evaluated by class participation, a group oral presentation, small group problem solving exercises, three out-of-class essays (of 5-8 pages each), and an in-class final examination consisting of essays and short answers. In addition to satisfying requirements for students emphasizing in African American literature within the English major, this course will be important in the offerings of African/African American Studies, American Studies, Women's Studies, and History. The course may be used as English major elective credit or as credit towards the English minor, and will be offered once every other year, with 40 seats per offering. The course can be used to complete the major and minor in Women's Studies Arts and Humanities area and it also satisfies the Women of Color (WOC) sub-requirement

WMNST (HIST) 466 Lesbian and Gay History (3)
(US;IL)
This course will explore the relationships in different cultures and historical periods between the dominant culture and homosexuals, whom the culture deemed, at different times, sinful, deviant, criminal or, more recently, a minority community. Students will confront the very nature of difference, and how it has been played out in European and American history. The course will challenge students to deal with how societies define difference itself; how they isolate or punish deviants; and how the creation of the "homosexual" helped establish not simply difference but "normalcy" in a highly sexualized modern culture. Finally, the course will explore notions of identity itself, focusing on the creation of a modern gay and lesbian identity and its impact on broader questions of gender, community, civil rights, and political discourse in the United States.

WMNST 492W Current Feminist Issues
This course is the capstone course for the Women's Studies major. We keep the course small (15-20 students) and offer it every spring. It is constructed to provide you the opportunity to apply the knowledge and skills you have developed in Women's Studies to some of the major topics being addressed in current academic feminist discourse. The first goal of the course is for each student to become familiar with the major arguments and evidence regarding some of the current major topics in feminism. The second goal is for each student to learn more about the multidisciplinary perspectives of women's studies. The third goal of the course is for each student to develop and demonstrate her skill at carrying out feminist scholarship.

There are two core elements of the course. The first is class discussion of readings addressing some of the major current feminist issues. Each year a new set of these topics is put together by the instructor, drawing upon the suggestions of other Women's Studies faculty and majors. The second core element of the course is each individual student doing a term paper. Work on these papers will take place both publicly and privately, so that everyone in the course will learn something about how feminist projects are constructed in the various disciplines represented by the students' choices of topics for their papers.

Because this is a W course, 2/3 of your grade will be based on writing assignments. Throughout the course, you will write short (2 page) papers on the readings that we will be discussing in our seminars. You will also write a term paper and some preliminary assignments related to it, including a topic justification paper, an annotated bibliography accompanied by a text description of the major themes identified in the bibliography, a class presentation on your paper topic, and the final 10-15 page paper. The other third of your grade will be based on your participation in seminar discussions.

Philosophy Department
http://philosophy.la.psu.edu/

Syllabus for the Course: Philosophy and Feminism

PHIL 008 PHILOSOPHY AND FEMINISM FALL 2005

Professor Paula Droege

Office: 244 Sparks Building

Office phone: 863-4842

Office hours: Wednesday 11:15-1:00 pm, and by appointment

Email: pdroege@psu.edu

COURSE DESCRIPTION

The current moment in American politics is marked by stark oppositional debate. In this climate, the reasons and arguments behind each position are often obscured by rhetorical flourish. This course presents arguments for various feminist positions on such issues as pornography, prostitution and abortion in order to examine and critique these positions through reasons and objections.

FALL 2005 SCHEDULE

F = Saul, Jennifer. Feminism: Issues and Arguments. Oxford University Press. 2003.

ER = Available through the library online Course Reserves

ANGEL = Available on ANGEL

* Note: Readings listed as ‘Recommended’ are optional. All other readings are required.

WEEK 1 Feminism

8/31 Introduction

9/2 ANGEL/ER Weiss, Peggy. “Conversation as Method: I’m not a feminist, but…” Conversations with Feminism. Rowman & Littlefield. 1998. 1-25.

WEEK 2 Work & Family

9/5 NO CLASS

9/7 F 1-44

9/9 ANGEL/ER MacKinnon, Catherine. “Difference and Dominance.” Feminism Unmodified. Harvard UP. 32-45.

WEEK 3 Sexual Harrassment

9/12 F 45-73

9/14 ANGEL/ER Cairns, Kathleen V. “’Femininity’ and women’s silence.” In Sexual Harassment. Alison M. Thomas & Celia Kitzinger, eds. Open UP. 1997. 91-111.

9/16 ANGEL Chetkovich, Carol. “Women’s Agency in a Context of Oppression.” Hypatia v19, #4 (2004): 122-142.

WEEK 4 Prostitution

9/19 ANGEL Shrage, Laurie. “Should Feminists Oppose Prostitution?” Ethics 99 (1989): 347-361.

ANGEL/ER Anderson, Clelia Smyth & Yolanda Estes. “The Myth of the Happy Hooker.” In Violence Against Women. Stanley French, Wanda Teays & Laura M. Purday, editors. Cornell UP. 1998. 152-158.

9/21 ANGEL/ER Jaggar, Alison M. “Prostitution.” In The Philosophy of Sex, Alan Soble, editor. Rowman and Littlefield. 1991. 259-280.

9/23 ANGEL Satz, Debra. “Markets in Women’s Sexual Labor.” Ethics 106 (1995): 63-85.

Recommended: ANGEL Anderson, Scott A. “Prostitution and Sexual Autonomy.” Ethics 112 (2002): 748-780.

WEEK 5 Pornography

9/26 F 74-109

9/28 ANGEL/ER Longino, Helen E. “Pornography, Oppression, and Freedom.” In Take Back the Night: Women on Pornography. Laura Lederer, editor. William Morrow. 1980. 40-59.

9/30 ANGEL Allen, Amy. “Pornography and Power.” Journal of Social Philosophy v32, #4 (2001): 512-531.

Recommended: ANGEL Scoccia, Danny. “Can Liberals Support a Ban on Violent Pornography?” Ethics 106 (1996): 776-799.

WEEK 6 Rape/Battery

10/3 ANGEL/ER Bogart, J.H. “On the Nature of Rape.” Public Affairs Quarterly v5, #2 (1991): 117-136.

10/5 ANGEL Heberle, Renee. “Deconstructive Strategies and the Movement Against Sexual Violence.” Hypatia v11, #4 (1996): 63-76.

10/7 ANGEL Gaitskill, Mary. “On Not Being a Victim.” Harper’s Magazine 288 (1994): 35-44

**Speaker from CWS **

WEEK 7 EXAM I

10/10 Review

10/12 **EXAM I**

10/14 NO CLASS

WEEK 8 Appearance

10/17 F 140-169

10/19 ANGEL Bartky, Sandra. “Foucault, Femininity, and the Modernization of Patriarchal Power.” In Femininity and Domination. Routledge. 1990. 63-82.

10/21 Choose ONE article from LISTEN UP:

- One Bad Hair Day Too Many

- The Body Politic

- Big, Fat Revolution

OR ONE article from BODY OUTLAWS (any article)

WEEK 9 Different Voice

10/24 F 199-231

10/26 ANGEL Gilligan, Carol. “Hearing the Difference: Theorizing Connection.” Hypatia v10, #2 (1995): 120-127.

10/28 ANGEL Calhoun, Cheshire. “Justice, Care, Gender Bias.” Journal of Philosophy v85, #9 (1988): 451-463.

WEEK 10 Abortion

10/31 F 110-139

11/2 ANGEL/ER Addelson, Kathryn Pyne. “Moral Revolution.” In Women and Values, 3^rd ed. Marilyn Pearsall, editor. Wadsworth. 1999. 328-343.

11/4 ANGEL/ER Sherwin, Susan. “Abortion through a Feminist Lens” Dialogue v30 #3 (1991): 327-342.

Choose ONE from LISTEN UP:

- Abortion, Vacuum Cleaners and the Power Within

- And So I Chose

Recommended: ANGEL Schoen, Johanna. “Reconceiving Abortion.” Feminist Studies v26, #2 (2000): 349-376.

WEEK 11 Language/EXAM II

11/7 F 170-198

11/9 Choose ONE from LISTEN UP:

- Class Feminist

- Bringing Feminism a la Casa

- Word Warrior

- Isolated-Connected

11/11 ***EXAM II***

WEEK 12 Science

11/14 F 232-260

11/16 ANGEL/ER Antony, Louise M. “Quine as Feminist.” In A Mind of One’s Own. Louise M. Antony, editor. Westview. 1993. 185-191, 203-219.

11/18 ANGEL Anderson, Elizabeth. “Feminist Epistemology: An Interpretation and a Defense.” Hypatia v10, #3 (1995): 1-6, 20-21 and one section assigned in class.

WEEK 13 ESSAY

11/21 Essay draft due

11/22 ***ESSAY DUE**

NO CLASS WEDNESDAY OR FRIDAY – HAPPY THANKSGIVING

WEEK 14 Multiculturalism

11/28 F 261-292

11/30 ANGEL Schutte, Ofelia. “Cultural Alterity.” Hypatia v13, #2 (1998): 53-72.

12/2 Choose ONE from LISTEN UP:

- Weaving an Identity Tapestry

- Two Jews, Three Opinions

- Beyond Bean Counting

- Tight Jeans and Chania Chorris

- Better in the Bahamas?

WEEK 15 ? Open to suggestion

12/9 Final review

FINAL EXAMS 12/13-12/1

https://cms.psu.edu/section/default.asp?format=course&id=200506FAUP+++RPHIL+008+001&title=PHIL++008+%2C+Section+001%3A+PHIL+%26+FEMINISM+++

Syllabus for the Course: Philosophy, Race and Diversity

Philosophy 9.2: Philosophy, Race and Diversity

MWF 02:30P - 03:20P

207S Henderson-South

Alia Zapparova Office Hours: Monday 4-6pm

email: auz102@psu.edu Office: 228 Sparks

phone: 865-1150 (during office hours only)

Course Description:

In this course we will examine the concept of "race" through a variety of philosophical perspectives. We will read texts addressing the history of the idea of race, its contemporary relevance and application, as well as its meanings and manifestations as an existential lived phenomenon. We will consider the role of "racial" categories and definitions in determining personal and collective identities, their theoretical and practical usefulness, and the ways in which they are problematized, transformed, or undermined.

Required Texts:

The Idea of Race Robert Bernasconi and Tommy Lee Lott, eds.

Black Skin, White Masks Frantz Fanon

Anti-Semite and Jew: An Exploration of the Etiology of Hate Jean-Paul Sartre

Borderlands/La Frontera Gloria Anzaldúa

Articles available on ANGEL at https://cms.psu.edu

Philosophy 9.2: Philosophy, Race and Diversity

Class Schedule

Date Assigned Readings and Topics for Discussion

(items marked with * are available on ANGEL at https://cms.psu.edu)

August 31	Syllabus and course overview
September 2	Introduction
September 7	Mills, “Non-Cartesian Sums: Philosophy and the African-American Experience” *
September 9, 12	Mills, “’But What Are You Really?’ The Metaphysics of Race”*
September 14	Mills, “Racial Polity”*
September 16	Hall, “Old and New Identities, Old and New Ethnicities”*
September 19	Goldberg, “Racial Knowledge”*
September 21	Winant, “The Theoretical Status of the Concept of Race”*
September 23	Bernasconi, “Who Invented the Concept of Race? Kant’s Role in the Enlightenment Construction of Race”*
September 26	Kant, “On the Use of Teleological Principles in Philosophy”*
September 28	The Idea of Race (IR): The Classification of Races
Sept 30, Oct 3	IR: Heredity and Culture (pp. 84-108)
October 5, 7	Selection from Du Bois* IR pp. 108-136
October 10	Ilbañez, “The Concept of Identity”*
October 12, 17, 19	IR: Racial Identity (pp. 139-213)
October 21	Zack, “Race, Life, Death, Identity, Tragedy and Good Faith”*
October 24	Alcoff, "Toward a Phenomenology of Racial Embodiment"*
October 26	Adorno and Horkheimer, “Elements of Anti-Semitism”*
October 28	Bauman, “Modernity, Racism, Extermination”*
October 31	Gilman, “Are Jews White?”*
November 2, 4, 7	Sartre, Anti-Semite and Jew
November 9-21	Fanon, Black Skin White Masks
November 22	Selection from Lewis Gordon*
November 28	Anzaldúa, Borderlands/La Frontera, ch. 1
November 30	Anzaldúa, ch. 2
December 2	Anzaldúa, ch. 3-4
December 5	Anzaldúa, ch. 5-6
December 7	Anzaldúa, ch. 7
December 9	Review of the course

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Syllabus for the Course: Critical Thinking

Fall 2005, Philosophy 010: Critical Thinking

M W F 12:20P - 01:10P 104 Chambers Bldg.

Instructor: Alex Stehn, avs133@psu.edu

Office hours: Sparks 219—Tuesdays 1:15-2:15; Fridays 11:10-12:10; and by appointment

Course Description: Discussion of the validity, soundness, and fallacies of everyday language use and reasoning; informal logic; and manipulative arguments and propaganda.

Each day we are confronted with arguments debated in the socio-political arena that try to get us to believe something. This class is designed to help us analyze and evaluate these arguments as they appear in a variety of daily-life settings. The intent is not to move people to the right or the left of the political spectrum, but rather to learn how to move up on the scale of critical thinking ability (this nifty right/left vs. up metaphor comes from your textbook authors).

In the second half of the course, we will begin to look at the role our particular background beliefs or worldviews play in our analysis and evaluation of arguments, in hopes that we may learn not only to reason well using the beliefs that we already have, but learn to charitably engage beliefs that contradict our own. The religious question of God’s nature (whether illusory or real), as well as the complex relations between (dis)belief in God and politics, will provide an important set of topics around which we can practice taking the viewpoints of others seriously.

Apart from any view you may hold or come to hold concerning God, I am most interested in our learning (this includes myself) to understand the other people we share the world with. I envision the ethical significance of this task largely through a quote that comes from the Reverend Martin Luther King’s address to a group of clergy and laypersons gathered together because they were concerned about Vietnam. This quote resounds in my mind during the entire course:

“Here is the true meaning and value of compassion and nonviolence when it helps us to see the enemy’s point of view, to hear his questions, to know his assessment of ourselves. For from his view, we may indeed see the basic weaknesses of our own condition, and if we are mature, we may learn and grow and profit from the wisdom of the brothers who are called the opposition.”

Required Texts:

Howard Kahane and Nancy Cavender, Logic and Contemporary Rhetoric: The Use of Reason in Everyday Life (10^th edition)

C.S. Lewis, Mere Christianity

Sigmund Freud, The Future of an Illusion

Various articles available on electronic reserve (see tentative class schedule below)

You will also be required to watch 4 films outside of our regularly scheduled class time: The 2004 Presidential Debates, The Corporation, Manufacturing Consent, and The Question of God.

Week 1

W, 8/31: Course introduction

F, 9/2: ER—“The Student and Society”

Week 2

M, 9/5: Labor Day—no class

W, 9/7: Kahane, Ch. 1, 1-15

F, 9/9: Kahane, Ch. 1, 15-29

Week 3

M, 9/12: Quiz #1; Kahane, Ch. 3

W, 9/14: Kahane, Ch. 3

F, 9/16: Kahane, Ch. 4

Week 4

M, 9/19: Kahane, Ch. 5

W, 9/21: Kahane, Ch. 5

F, 9/23: Quiz #2 on Fallacies

Week 5

M, 9/26: Kahane, Ch. 6

W, 9/28: Watch 2004 presidential debates

F, 9/30: ER—“Don’t Think of an Elephant”

Week 6

M, 10/3: ER—“Chicks and Pricks”

W, 10/5: Kahane, Ch. 7; ER—Two 5-page essays from Going Nucular (recommended)

F, 10/7: Kahane, Ch. 8

Week 7

M, 10/10: ER—US Dec. of Independence and A British Response by Bentham

W, 10/12: Mid-Term Exam: Ch. 1-8

F, 10/14: No class—PSU “study day”

Week 8

M, 10/17: Kahane, Ch. 10

W, 10/19: Watch The Corporation

F, 10/21: Kahane, Ch. 11

Week 9

M, 10/24: Watch Manufacturing Consent

W, 10/26: Kahane, Ch. 12

F, 10/28: No reading; set up Part II of course

Week 10

M, 10/31: Reflective essay due;

Watch Freud/Lewis Video

W, 11/2: Freud, Chapters 1-3 (pp. 5-26)

F, 11/4: Freud, 4-7 (pp. 26-50)

Week 11

M, 11/7: Freud, 8-10 (pp. 50-71); Quiz #3

W, 11/9: Lewis, Preface and Bk. I (vii-32)

F, 11/11: Lewis, Bk. II (35-65)

Week 12

M, 11/14: Lewis, Bk. III (70-94; 121-128)

W, 11/16: Lewis, (134-150; 207-227);

F, 11/18: Freud & Lewis wrap-up; Quiz #4

Week 13

M, 11/21: ER—Pagels, Beyond Belief Ch. 1

T, 11/22: ER—Tinder, “Can We Be Good w/o God?”

W-F, 11/23-25: Thanksgiving Break

Week 14

M, 11/28: ER—Sartre’s “Existentialism is a Humanism”

W, 11/30: ER—Myths America Lives By

F, 12/2: ER—“Dangerous Religion”

Week 15

M, 12/5: ER—Bin Laden’s letter to America

W, 12/7: Quiz #5 (covers readings since Quiz #4)

F, 12/9: Making sense of the entire course!!!

Week 16

Final Exam: Friday, 12/16 in 022 DEIKE 10:10A-12:00P

https://cms.psu.edu/section/default.asp?format=course&id=200506FAUP+++RPHIL+010+002&title=PHIL++010+%2C+Section+002%3A+CRIT+THINK++++++++

Syllabus for the Course: Philosophy of Love and Sex

Amy E. Wendling Office Hours

228 Sparks Building 9:00-9:30 pm MW

aew144@psu.edu & by appointment

Philosophy of Love and Sex

Philosophy 014

First Summer Session 2006

MW 6:00pm-9:30 pm

Course Description:

We study the changing philosophical significance of physically intimate human relationships during different time periods in Western history. For the Greeks, erotic sexuality between men was seen as a key political force in a well-ordered public realm. The Christian mystics often characterized their private relationships with God in the terms of erotic sexuality (and in texts far more likely than those of the Marquis de Sade to make the contemporary reader blush). In contrast to both Greek and Christian sexuality, the Victorian era relegated sexual expression to the private realm of the reproductive family, the consequences of which are outlined in Sigmund Freud. Finally, the twentieth century has organized some of its discourses of political liberation around sexual freedom. We ask if the connection between freedom and transgressive sexual expression is authentic, including addressing feminist critiques of the concept of “Romance.” At the end of the course, you should be able speculate about what remainders from these systems are implicit in contemporary thinking about love and sex.

Required Texts:

Plato’s Symposium

Mark Jordan’s The Invention of Sodomy in Christian Theology

Freud’s Three Essays on the Theory of Sexuality

Califia’s Public Sex

Daily Schedule (Will be followed in all sessions apart from initial meeting)

6-6:30 pm Small group discussions in response to assigned questions

6:30 pm-7:45 pm Large group discussion

7:45-8:00 pm BREAK

8:00pm-9:00 Continued Lecture and/or audiovisual material related to course readings

9:00-9:30 pm Office Hours

Schedule of Readings and Assignments

M, 5/15 Syllabus Discussion; Meet the Students; Small Groups Assigned; Lecture on Greek Sexuality and Introduction to Plato’s Symposium

W, 5/17 Symposium, pages 1-31

M, 5/22 Symposium, pages 32-77 (short paper due)

W, 5/24 Jordan, pages 1-44

M, 5/29 Jordan, pages 92-113 and 136-176 (short paper due)

W, 5/31 Freud, Prefaces, Introduction, and Essay I: The Sexual Aberrations

M, 6/5 Freud, Essay II: Infantile Sexuality and Essay III: The Transformations of Puberty and Summary (short paper due)

W, 6/7 Foucault, Marcuse, and Firestone (handouts)

M, 6/12 Califia, pages 3-27 and 42-88 (short paper due)

W, 6/14 Califia, pages 104-128; MacKinnon and Dworkin (handouts)

M, 6/19 Califia, please choose three essays from “Sluts in Utopia”

W, 6/21 No new reading: Final Paper Workshop.

F, 6/23 noon Final Papers Due

Syllabus for the Course: Philosophy, Race, and Diversity

PHILOSOPHY 009

PHILOSOPHY, RACE, AND DIVERSITY

SPRING 2006

MWF 2:30-3:20 Catherine Kemp[1]

129 Waring cek13@psu.edu

Office Hours: MW 6-7p Phone: 814.865.1674

and by appointment Sparks 247

TA: Alicen Beheler[2]

REVISED 1/10/06

Pragmatic theories of meaning suggest that meaning resides in how we use particular concepts or ideas. This course asks what the concept of race means and has meant--for better or worse--as a practical matter in American sociolegal culture. Our inquiry proceeds by looking at what race has meant in different times and contexts and by an examination of how we use race in the ordering of our society. You will be expected to read a variety of material with rigor and sensitivity and to be able to understand that material. The often controversial nature of the subjects we consider in this course makes it imperative that though we inevitably bring our experiences and strong feelings to class, we support--not bludgeon--the inquiry with them.

For Friday each week during the semester we will read a chapter (or two) from a contemporary autobiography, US Senator from Illinois Barack Obama's Dreams from My Father. The autobiography will give us a sustained exposure to the inside of one person's experience with the phenomenon of race in our culture. On Fridays (except for the last week) we will discuss the chapter(s) we read for that day and issues in the course material raised by what we've read.

I will be available in my office hours and by appointment to discuss the course material and will regularly respond by e-mail. I will send any updates to the syllabus or assignments by e-mail on Angel: please be sure your e-mail address on Angel is correct!

Assigned Texts

Reading for this course consists of the following texts available the Student Book Store: (1) (through Pro-Copy): a Course Packet containing excerpts and articles [CP], and (2) an autobiography, Barack Obama's Dreams from My Father (Three Rivers Press, 2004). Note: the volume of reading for a given week varies wildly--some days just 10 pages, others 30 or 40--be sure to look ahead at future assignments and plan accordingly.

SCHEDULE OF ASSIGNMENTS

Week 1 (1/09/06)

M: Introduction: The Pragmatic Meaning of the Concept of Race

W: State-of-the-art: the term "minority" today, CP 3.

F: No class meeting. Instead, do two things by 12PM TUESDAY 1/17:

(1) read Barack Obama, Dreams from My Father, Preface, Introduction, & Chapters 1-2, pp. vii-52 (we will discuss this material Friday 1/20), AND

(2) for 5 points added to your lowest exam grade EITHER see 45 minutes of film series "Eyes on the Prize" in HUB 1/16 between 11am and 2pm OR look up one Dr. Martin Luther King, Jr. Day event somewhere in the country this year. THEN summarize what you see or read in a 100-200 word e-mail message to me by noon on 1/17.

Week 2 (1/16/06)

M: MARTIN LUTHER KING, JR. DAY: This is the first time ever that Penn State has recognized this day as a national holiday from classes. See schedule of events. No class meeting.

W: Jury Selection, CP 5-19.

F: Obama, chs. 3-5, pp. 53-112.

Week 3 (1/23/06)

M: Jury Selection continued.

W: Regulation of Voting Districts & Marriage, CP 21-32.

F: Obama, chs. 6-7, pp. 113-143.

Week 4 (1/30/06)

M: NO CLASS: Exam review on Angel.

W: **FIRST EXAM IN CLASS: NO MAKE-UP EXAMS**[3]

F: Obama, ch. 8, pp. 144-163.

Week 5 (2/6/06)

M: American History of the Concept of Race: Laws of Colonial Virginia, CP 33-42.

W: Laws of Virginia continued.

F: Obama, ch. 9, pp. 164-186.

Week 6 (2/13/06)

M: Laws of Virginia continued, CP 43-52.

W: Laws of Virginia continued.

F: Obama, ch. 10, pp. 187-206.

Week 7 (2/20/06)

M: The Law of Race vs. Naturalist Theories of Race, CP 53-74.

W: The Law of Race vs. Naturalist Theories of Race, CP 75-82.

F: Obama, ch. 11, pp. 207-222.

Week 8 (2/27/06)

M: The Emergence of Whiteness: the White Working Class, CP 83-92.

W: **SECOND EXAM IN CLASS: NO MAKE-UP EXAMS**

F: Obama, ch. 12, pp. 223-248.

SPRING BREAK MARCH 6-10

Week 9 (3/13/06)

M: The Emergence of Whiteness: the White Working Class, continued.

W: White Race Consciousness, CP 93-110.

F: Obama, ch. 13, pp. 249-271.

Week 10 (3/20/06)

M: Mixed-Race Theory, CP 111-124.

W: Mixed-Race Theory continued, CP 125-146.

F: Obama, ch. 14, pp. 272-295.

Week 11 (3/27/06)

M: Interlude on Certainty: Comparison with Sex/Gender, CP 147-157.

W: History of Affirmative Action: Plessy & the NAACP Litigation Campaign, CP 159-180.

F: Obama, ch. 15, pp. 299-323.

Week 12 (4/03/06)

M: **THIRD EXAM IN CLASS--NO MAKE-UP EXAMS**

W: History of Affirmative Action: Bakke, CP 181-190.

F: Obama, ch.16, pp. 324-345.

Week 13 (4/10/06)

M: The run-up to the Michigan decisions: Prop. 209, Piscataway, & Hopwood, CP 191-208.

W: The Michigan decisions: Grutter & Gratz, CP 209-210 & 216-223.

F: Obama, ch. 17, pp. 346-366.

Week 14 (4/17/06)

M: The Michigan decisions continued, CP 223-244.

W: Aftermath of the Michigan decisions, CP 211-214 & 245.

F: Obama, ch. 18, pp. 367-390.

Week 15 (4/24/06)

M: Obama, ch. 19 & Epilogue, pp. 392-442.

W: Conclusions, Review, and Course Evaluations.

F: **FOURTH EXAM IN CLASS--NO MAKE-UP EXAMS**

https://cms.psu.edu/section/default.asp?format=course&id=200506SPUP+++RPHIL+009+001&title=PHIL++009+%2C+Section+001%3A+PHIL+RACE+%26+DIV+++

English Department
http://english.la.psu.edu/

Professor Michael Berube

Berube’s DTN profile:

http://www.discoverthenetworks.org/individualProfile.asp?indid=2178

Syllabus for the Course: Disability Studies

Michael Bérubé

English 597A

Spring 2006

59 Burrowes

Wednesdays 12:20 - 3:20

Office: 230 Burrowes

863-5742

W 4-5, Th 12-2 and by appointment

mfb12@psu.edu

Disability Studies

Required:

Eli Clare, Exile and Pride: Disability, Queerness, and Liberation. South End Press, 1999.

Lennard Davis, ed., The Disability Studies Reader. Routledge, 1997.

Rosemarie Garland-Thomson, Extraordinary Bodies Figuring Physical Disability in American Literature

and Culture. Columbia U P, 1997.

Erving Goffman, Stigma: Notes on the Management of Spoiled Identity. Simon and Schuster, 1963.

Mark Haddon, The Curious Incident of the Dog in the Night-Time. Vintage, 2003.

Cary Smith Henderson, Partial View: An Alzheimer's Journal. Southern Methodist U P, 1998.

Paul Longmore and Lauri Umansky, eds., The New Disability History: American Perspectives.

New York U P, 2001.

Alisdair McIntyre, Dependent Rational Animals: Why Human Beings Need the Virtues. Open Court

Publishing, 2001.

Sharon L. Snyder, Brenda Jo Brueggemann, and Rosemarie Garland-Thomson, eds. Disability Studies:

Enabling the Humanities. MLA, 2002.

Henri-Jacques Stiker. A History of Disability. Trans. William Sayers. Foreword by David Mitchell.

U Michigan P, 1999.

The remainder of the syllabus– that is, all the material flagged with an asterisk among the readings below– is available at Kopease at 230 S. Allen Street.

Semester Schedule

January 11 Introduction

January 18 *Lennard Davis, Enforcing Normalcy: Disability, Deafness, and the Body (Verso, 1995).

Preface, 1-49.

*Rosemarie Garland-Thomson, “Disability and Representation,” PMLA 120.2 (2005):

522-27.

*Carol Thomas, “Disability Theory: Key Ideas, Issues and Thinkers,” Disability Studies

Today, ed. Colin Barnes, Mike Oliver, and Len Barton (Polity Press, 2002), 38-57.

January 25 Stiker, A History of Disability. Foreword, Preface, 1-119.

February 1 Stiker, A History of Disability, 121-206.

February 8 Douglas C. Baynton, “Disability and the Justification of Inequality in American History,”

The New Disability History, 33-57.

*Philip M. Ferguson, “The Legacy of the Almshouse,” Mental Retardation in America: A

Historical Reader, ed. Steven Noll and James W. Trent, Jr. (New York U P, 2004), 40-64.

*Harlan Hahn, “Academic Debates and Political Advocacy: The US Disability Movement,”

Disability Studies Today, 162-89.

*Anita Silvers, “People with Disabilities,” The Oxford Book of Practical Ethics, ed. Hugh

LaFollette (Oxford U P, 2003), 300-328.

February 15 Rosemarie Garland-Thomson, Extraordinary Bodies.

Rosemarie Garland-Thomson, “The Politics of Staring: Visual Rhetorics of Disability in

Popular Photography,” Disability Studies: Enabling the Humanities, ed. Sharon L. Snyder, Brenda Jo Brueggemann, and Rosemarie Garland-Thomson (MLA, 2002), 56-75.

February 22 *Tobin Siebers, “Disability in Theory: From Social Constructionism to the New Realism of

the Body,” American Literary History 13.4 (2001): 737-54.

*Tobin Siebers, “What Can Disability Studies Learn from the Culture Wars?” Cultural

Critique 55 (2003): 182-216.

Tobin Siebers, “Tender Organs, Narcissism, and Identity Politics,” in Disability Studies:

Enabling the Humanities, 40-55.

March 1 Eli Clare, Exile and Pride.

Robert McRuer, “Compulsory Able-Bodiedness and Queer/Disabled Existence,” in

Disability Studies, 88-99.

*Robert McRuer, “Critical Investments: AIDS, Christopher Reeve, and Queer/Disability

Studies,” Journal of Medical Humanities 23.3-4 (2002): 221-37.

*Robert McRuer, “Crip Eye for the Normate Guy: Queer Theory and the Disciplining of

Disability Studies,” PMLA 120.2 (2005): 586-92.

Paper proposals due

March 15 Erving Goffman, Stigma

April 1 Lennard Davis, “Universalizing Marginality: How Europe Became Deaf in the Eighteenth

[Saturday] Century,” The Disability Studies Reader, 110-27.

Douglas Baynton, “A Silent Exile on this Earth: The Metaphoric Construction of Deafness

in the Nineteenth Century,” The Disability Studies Reader, 128-50.

Harlan Lane, “Constructions of Deafness,” The Disability Studies Reader, 153-71.

H. Dirksen L. Bauman, “Toward a Poetics of Vision, Space, and the Body: Sign Language

and Literary Theory,” The Disability Studies Reader, 315-31.

*Carol Padden, “Talking Culture: Deaf People and Disability Studies,” PMLA 120.2 (2005):

508-13.

Paper drafts due

April 5 *Steven Jay Gould, The Mismeasure of Man (Norton, 1996), 142-204.

*Martin S. Pernick, “Defining the Defective: Eugenics, Aesthetics, and Mass Culture

in Early-Twentieth-Century America,” The Body and Physical Difference: Discourses of Disability, ed. David T. Mitchell and Sharon L. Snyder (U Michigan P, 1997), 89-110.

*Leila Zenderland, “The Parable of The Kallikak Family: Explaining the Meaning of

Heredity in 1912,” Mental Retardation in America, 165-85.

Ruth Hubbard, “Abortion and Disability: Who Should and Who Should Not Inhabit the

World?” The Disability Studies Reader, 187-200.

April 12 *Anita Silvers and Michael Ashley Stein, “From Plessy (1896) and Goesart (1948) to

Cleburne (1985) and Garrett (2001): ‘A Chill Wind From the Past Blows Equal Protection Away,’" in Backlash Against the ADA: Reinterpreting Disability Rights, ed. Linda Hamilton Kreiger (U Michigan P, 2003), 245-271.

*Anita Silvers, “Reconciling Equality to Difference: Caring (F)or Justice For People with

Disabilities,” Hypatia 10.1 (1995): 30-55.

*Matthew Diller, “Judicial Backlash, the ADA, and the Civil Rights Model of Disability,”

Backlash Against the ADA, 62-97.

*Marta Russell, “Backlash, the Political Economy, and Structural Exclusion,” Backlash

Against the ADA, 254-96.

*Paul Steven Miller, “Developing Diversity and Equal Opportunity: Why the Disability

Perspective Matters,” PMLA 120.2 (2005): 634-37.

April 19 Alasdair McIntyre, Dependent Rational Animals.

*Eva Feder Kittay, Love’s Labor: Essays on Women, Equality, and Dependency

(Routledge, 1999), 49-113.

*Ian Hacking, The Social Construction of What? (Harvard UP, 1999), 100-24.

April 21 Papers due

April 26 Cary Henderson, Partial View.

*Patrick Fox, “From Senility to Alzheimer’s Disease: The Rise of the Alzheimer’s Disease

Movement,” The Milbank Quarterly 67.1 (1989): 58-102.

Memento, dir. Christopher Nolan (2000).

May 3 Mark Haddon, The Curious Incident of the Dog in the Night-Time

Michael Bérubé, “Disability and Narrative,” PMLA 120.2 (2005): 568-76.

Syllabus for the Freshman English Course: Rhetoric and Composition

English 15 Course Packet Fall 2005 Eng 015, Section 005

Ms. Michelle Smith Email: mcs288@psu.edu

Office: 58 Burrowes Office Phone: 6440 Mailbox: 112 Burrowes

Office hours: Mon 4-5, Thurs 2:30-4 and by appointment

Course Description

This course will introduce you to various elements of rhetoric, with the aim of helping you on your way to becoming active, critical citizens. Put plainly, this course will teach you to how to make and evaluate arguments.

Texts

Lunsford, Ruszkiewicz and Walters, Everything’s An Argument 3^rd Edition, with readings.

Daniel Quinn, Ishmael.

Supplementary readings: available on Angel or handed out in class.

The Reading

The readings have been chosen with two goals in mind. First, I have chosen readings intended to make you think about your own life and experience critically. Second, I have chosen readings from the perspectives of people that you might not encounter in your own lives. One of the most important aspects of rhetoric is to be able to consider and understand other perspectives; one of the major themes of our course is to consider alternative perspectives and ways of seeing the world.

Schedule of Events:

Reading and writing assignments are due at the beginning of class on the day they are written by. Reading assignments with an asterisk* are available on Angel and should be printed and brought to class for the day that they are assigned. Reading in italics will be handed out in class.

Date Day Topic Reading Writing

8/31 W Introductions and Writing Sample

9/2 F Kinds of Argument 3-21, 27-37, Quinn Ch 1

9/5 M No Class: Labor Day

9/7 W Visual Arguments: Baraka 65-75, Quinn Ch 2&3

9/9 F Film: Baraka 285-98, 78-97

9/12 M Rhetorical Techniques Letter From Birmingham

Jail*, 100-17

9/14 W Text and Context King supplements

9/16 F Cultural Analysis: Film Quinn Ch 4&5 proposal #1

9/19 M Cultural Analysis Contd. 500-03

9/21 W Draft Workshop draft #1

9/23 F Ishmael’s Cultural Analysis Quinn Ch 6&7 paper #1 due

9/26 M Intro to Definition 147-159, Bitch

9/28 W Tricky Definitions 828-34, 846-52, 854-61

9/30 F Definitional Arguments 718-729

10/3 M Defining Race Quinn Ch 8, Begley proposal #2

10/5 W Race and Identity Skin Deep

10/7 F Language and Identity 712-17, 753-54, 768-72

10/10 M ****************draft workshops TBA*****************

10/12 W ****************draft workshops TBA*****************

10/14 F **********NO CLASS: PAPERS DUE AT 5PM***********

10/17 M Intro to Evaluation 174-89

10/19 W Criteria of Evaluation Passion of the Christ*,

Quinn Ch 9

10/21 F Evaluating Community:film Barlow*, Rheingold*

10/24 M Exploring Alternatives:film intentional communities proposal #3

10/26 W Exploring Alternatives Another City for Another

Life*, Quinn Ch 10

10/28 F Evaluating Arguments 647-52

10/31 M Draft Review draft #3

11/2 W Intro to Proposal 238-247 paper #3 due

11/4 F Straightforward Proposals 863, 867, Quinn Ch 11

11/7 M Modest Proposals Swift*, 259-61

11/9 W Manifestos Bitch Manifesto*, 863-69

11/11 F Manifestos Continued Port Huron Statement* proposal #4

11/14 M Ishmael’s Proposal Quinn Ch 12&13

11/16 W ****************draft workshops TBA*****************

11/18 F ****************draft workshops TBA*****************

11/21 M Intro to Revision paper #4 due

11/22 T (the Tuesday before Thanksgiving follows a Friday schedule)

Body Snatchers 1956

11/23-25 *************NO CLASS—HAPPY THANKSGIVING************

11/28 M Body Snatchers ’56 article: Invasion of the Body

Snatchers*

11/30 W Share Proposals proposal #5

12/2 F Body Snatchers ’56 and ’78 Film: Invasion of the Body

Snatchers (1978)

12/5 M Draft Review draft #5

12/7 W Draft Review

12/9 F Last Day! Evaluations paper #5 due

Assignments

(Almost) Weekly Writing Responses (400 words each: 8 total)

These responses should be typed (follow the format for written work) and revised before sharing them with the class and/or handing them in to me. Each response will receive an A, B, or C grade. As long as you complete all 8 responses and average a B, you will get full credit for this part of your grade. I will provide at least 10 opportunities for responses, so you can skip two.

Ishmael Journal (9 entries: one for each time Ishmael is assigned reading)

The journal entries are much less formal than the weekly writings, and will not be shared with the class as a whole. They should be handwritten in a notebook or journal. The point of the journal is to make sure you take the time to reflect upon what you’re reading in Ishmael. You should write about whatever you find fascinating in the reading, and consider the relation of the book to our class, your other classes, your life, and your observations of the world in general. I will collect these journals several times throughout the semester, but I strongly advise you to write each entry as you complete each reading assignment. There is no official page length; you will be graded on your demonstration of familiarity with the text, and on the depth of your thinking/analysis).

Paper #1: Rhetorical and Cultural Analysis

Preface: The purpose for writing a rhetorical analysis is to explain how an author attempts to influence an audience. That is, we use specific evidence from the text to establish a generalization (thesis) about the text’s rhetoric (how it persuades its readers). Beyond this, I am asking you to use your analysis of the text’s rhetoric to make some sort of cultural claim.

Assignment: Find an advertisement, a traditional printed argument, a website, or some other type of text that you deem to be interesting and that has a persuasive aim. By “interesting,” I mean that the text in question should have some sophistication about it. There is no point in analyzing the obvious. Then write an analysis that will help your readers understand how the text works to persuade its audience, and that will teach your readers something about our culture that they might not have known before.

Invention:

1) Give the background for your argument. Tell us where and when the text appeared. Identify the claim/thesis of the text. Explain the rhetorical situation. Discuss the audience of the piece. Consider the aimed-at audience (who is the ideal audience for this argumentative text) in addition to the demographic or readership of the forum of the text.

2) Discuss concrete, specific examples of each strategy you see in play. Identify the strategy, give an example or two of the strategy, and then explain why that strategy is suited to this audience in relation to this argument.

3) Make a larger argument about what your analysis of this text teaches us about our society. Think: what does my analysis of this particular text show about some aspect of our culture? Your analysis might expose a value, an icon, an assumption, a stereotype, a prejudice, or a desire characteristic of our culture.

Strategies:

Ø The key to doing this paper well is to do a very thorough analysis of who exactly is the audience for the text. Identify and describe the audience in detail at the beginning of your paper, so that when it comes time to explain why a certain strategy might persuade this audience, you have that analysis to fall back on.

Ø In considering the strategies in play, don’t just go blandly through examples of ethos, pathos, and logos that you see. Make your analysis unique by telling us about the kind of ethos, pathos, and logos used in the text. Discuss other strategies like tone, timing, visual effect, organization, emphasis, humor, etc.

Ø The purpose of this paper is to teach your audience something about our culture that they may not considered on their own; go beyond the obvious to make a unique claim.

Length: 3-4 pages

Due: September 23

Paper #2: Definition Arguments

Preface: We rely on definition for successful, efficient communication. Not only do we need to know what others mean when they write to us, but we also want them to know exactly what we mean. When words have more than one meaning, we need to make sure that the meaning we intend is clear. To this end, the purpose of your definition essay will be to argue by (1) classifying the term or short phrase in a broader category and then (2) differentiating that term or short phrase from other terms in the same category, stating its distinguishing characteristics. Your definition will serve as the basis of your thesis statement.

Assignment and Invention:

Option #1: Redefinition

Challenge the conventional definition of a word or short phrase by redefining it in a new way. For example, perhaps you think that the word “messy” suffers too much of a negative connotation. Take this opportunity to redefine it. Be sure to take the time to explain why the conventional definition is problematic.

Option #2: Invention

Invent a new word, define it, and show its significance as a useful piece of language within the context of a language paradigm. Be sure to explain why we need this word, why the words/phrases currently used are not sufficient. For the sake of clarity, compare and contrast the term to other existing words of a similar nature to illustrate where it fits into an existing vocabulary.

Option #3: Counter-definition

Stipulate an interesting definition for a contested word or phrase that generates discussion in contemporary society (e.g., “classy,” “miracle,” “art,” “entertainment,” “style,” “home,” “punk rock,” “public sphere,” “propaganda,” “shindig,” “manners,” “self-deception,” “sexual harassment,” etc.), and then defend that definition against similar and alternative definitions. Again, explain what is problematic about the existing ways of defining and using these words/phrases.

Strategies:

1) Compare and contrast your word against other words in its category.

2) Reflect upon the strengths and weaknesses of existing definitions and uses.

3) Use interesting references (popular, academic, esoteric) to add texture to your piece.

4) Appreciate how language not only reflects reality but also shapes reality.

5) Choose an audience and genre appropriate to your purpose at hand. Possible genres: traditional essay, nontraditional essay, letter, report, website, zine, blog, email correspondence, nonfiction narrative, informal speech, and so forth.

Length: 3-4 pages

Due: October 14 at 5 PM in my mailbox.

Paper #3: Evaluation Arguments

Preface: We evaluate in order to determine the value of something (e.g., work of art, work of entertainment, piece of furniture, company policy, unspoken rule, phenomenon of some sort, etc.). We evaluate in order to make judgments. Such judgments should be based upon criteria, and in many circumstances, writers make criteria explicit during the process of evaluation, either at the beginning of the evaluation or along the way.

Assignment:

Option 1: Traditional Evaluation

The traditional evaluation chooses a specific subject to evaluate. The thesis of the paper makes a claim about the subject in the form of “X is a good/bad/unfair/etc Y”. For example, “Broccoli is the best green vegetable.” The paper then provides criteria for the Y part of the claim (good green vegetables provide health benefits, can be cooked in many ways, etc.), and finally, the paper provides evidence that the subject meets these criteria. To do this paper well, you should make the Y part of your claim as specific as possible, and come up with unique, well-defended, criteria.

Option 2: Evaluating Alternatives

For this paper you will begin by choosing an aspect of life that you want to discuss: living situations, diet, exercise, religion, friendships, romantic relationships, family, child care, etc. You will come up with criteria that explain what you think we should hope to get out of this aspect of our lives. Then, you will discuss what you see as the most common, most accepted, or most valued form of this aspect of life in our culture. (For example, most Americans eat processed foods.) You will evaluate this dominating tendency, showing its strengths and weaknesses. Next, you will research and describe an alternative to this dominating tendency which you believe may be strong in areas where the dominating form is weak. This alternative may be from a subculture, or a completely foreign culture, from a past culture, or from your own imagination.

Strategies:

Ø Write for a specific forum and audience and tailor your argument accordingly.

Ø Use the value topics (aesthetics, practical, and moral) to help generate criteria.

Ø Explore what others have said or are saying on the topic to improve your credibility and the effectiveness of your evaluation.

Length: 4-6 pages.

Sources: Three (only one can be an online source- a source unavailable in print): quote and paraphrase from your sources, use parenthetical citation (MLA format), and be sure to include a works cited page.

Due: November 2.

Paper #4: Proposals

To write your proposal, figure out something you feel strongly about and think should be changed. Then figure out how it should be changed and choose the most appropriate or attractive option from below. Consider writing a proposal suggesting some action we should take in response to your evaluation paper.

1. Straightforward proposal

Ø This is the best option if you have a clear idea of how to solve a problem and you are ready to tackle feasibility and implementation issues. Think about concerns you have as a student or as a citizen. Think about our policies for education, entertainment, sports, etc.

Ø Invention: explain the problem, show the negative consequences of the status quo, explain your solution, show the positive consequences of your solution, explain how your solution could be implemented and why it’s feasible.

Ø Strategies: write for a specific audience (authority figures or laymen) and think about how to make this problem matter to them and how to make your solution attractive to them.

2. The Modest Proposal

Ø This is the best option if you are annoyed with public attitude towards a certain problem in our society. Come up with a fake proposal that illustrates how harmful and ridiculous public attitude is on this subject. Do this option if you’re ready to take your ideas to an extreme; satire doesn’t work if it’s done halfway.

Ø Invention: before you write, figure out who you’re targeting/critiquing and address your piece to that audience. Your proposal should be something extreme and ridiculous that is still somewhat in line with your audience’s values and priorities. (Which you think are misplaced or troubling.) As far as format, your modest proposal will follow the same basic steps as the straightforward proposal, but will do so with deep irony and satire.

Ø Strategies: Do not step out of character! Satire must be satire from cover to cover.

3. The Manifesto

Ø This is the best option if you are so bothered or inspired by a subject, situation, or worldview that you can’t offer a reasonable solution or keep your irritation under cover (as in a modest proposal). Manifestos tell us about someone’s vision of the world, and usually are rants against people that misunderstand a certain group, attempting to explain why they do what they do. Your proposal in this case is that we look at things differently.

Ø Invention: figure out an argument you want to make, and find a specific tool to help you make that point. Your tool is whatever group (real or imaginary) you’re writing the manifesto on behalf of.

Ø Strategies: make sure you have a focused, though probably somewhat abstract, point that you want to make.

Length: 4-6 pages.

Sources: As needed.

Due: November 21.

Paper #5: Major Revision

Preface: Throughout the semester we’ve been working on helping each other to revise our papers. Your final assignment is to do a major revision, and reworking, of one of your previous papers. The goal of this assignment is to make you put the rhetorical skills you’ve gained in this class to work. Try to apply the concepts we’ve used when discussing things we’ve read for class. Think about who your audience is, and how best to reach them through developing ethos, pathos, and logos. Make sure your paper has a strong, well-organized, argument. Even more important, do something unique in your paper; try on a new perspective, or write in an unusual genre.

Option 1:

You may go back to one of the previous assignments and write it again, on a different topic. Maybe you didn’t understand one of the assignments at the time, and want another shot at it. Maybe you found a type of argument you really like and you want to do it again, with a new topic. This option is fairly straightforward.

Option 2:

You may choose any of your previous papers and do a major revision of that paper. Revision literally means “see again”, so I want you to think about seeing your argument in a new light. DO NOT simply move a paragraph or two around or change things on the sentence level. Think about writing for a different purpose, forum or audience. Changing one of these will require rethinking the kind of evidence you used, the tone you used, the information presented, etc. Or combine two of the kinds of argument we’ve covered. Or change a piece from a serious piece to a humorous, or modest, tone. This option will be graded not just on the excellence of the paper, but on the significance of your revision.

Length: No fewer than 4 pages.

Sources: As needed.

Due: December 9.

https://cms.psu.edu/section/default.asp?format=course&id=200506FAUP+++RENGL+015+005&title=ENGL++015+%2C+Section+005%3A+RHETORIC+%26+COMP+++

Other Courses of Note

ENGL 182A Literature and Empire (3)
(GH;US;IL)(BA) This course meets the Bachelor of Arts degree requirements.
English 182A will constitute a wide ranging study of literature written in English, including novels, short stories, poems, plays, and prose, from countries that were once part of the British Empire or some other European empire. The class will approach this literature from a variety of thematic, historical, and/or generic vantages. Authors under consideration will vary from class to class, but may include writers such as Chinua Achebe, Buchi Emecheta, Alan Paton, David Malouf, Robertson Davies, Ngugi Wa Thiongo, J. M. Coetzee, R. K. Narayan, Amitabha Ghosh, Salman Rushdie, Christina Stead, Thomas Keneally, Jill Ker Conway, V. S. Naipaul, Wilson Harris, and Michael Ondaatje. Topics under consideration will vary from class to class, but the course will often discuss matters of race and ethnicity, as well as matters of religion, gender, sexual orientation and global context, where appropriate. The principle emphasis of the works in this course will be the recognition of non-European/non-American societies and the differences between their culture and that of Europeans or Americans. The conflicts generated by clashing cultures will drive the choice of readings. By the end of the course, students will have studied works from a minimum of five different cultural perspectives. This class will also prepare students to consider social and cultural problems from a variety of cultural perspectives. Students will be evaluated by means of essays written in and out of class, essay exams, term-long reading journals, and class participation. Students should expect to complete a mimimum of three written assignments in the course of the term. The course may be used as English Major elective credit or as credit towards the English Minor and will be offered once a year, when staffing restrictions permit, with 35 seats per offering.

ENGL 226 Latina and Latino Border Theories (3)
(GH;US;IL) (BA) This course meets the Bachelor of Arts degree requirements.
This course focuses on contemporary Latina/o cultural production, placing it in historical context and analyzing it through the framework of borders. We make connections between Latina/o groups, showing both similarities and differences. We examine the politics of representation, asking how artistic texts define community and individual identities that are coherent yet also embody the complexity of these identities. The texts cross and claim borders—cultural, sexual, gender, geographical, generational, spiritual, and institutional. We will ask how these art forms work to claim border spaces: How are cultural differences retained without constructing hierarchies of exclusion? What models of identity do these artists propose in response to structures of domination? We’ll read novels, short stories, poems, history, and theoretical essays; we will also watch several films. Throughout the course, we will attend to particular histories and cultures of Latina/o groups; it is crucial to both maintain the specificity of each culture (Chicana/o, Puerto Rican, Cuban-American, and Dominican-American) and their connections to each other as Latinas/os in the U.S. Inquiring into these intersections leads one to ask the following: how can Latinos unite against the assault on immigrants and bilingual education without erasing very important differences among Latina/o populations? How can Latinas unite against ongoing sexism and homophobia within their communities and the U.S. in general? How should we view the marketing category “Hispanic” and/or “Latino,” and how do artists offer alternative conceptions of group identity?

ENGL (AAA S) 469 Slavery and the Literary Imagination (3)
(US) (BA) This course meets the Bachelor of Arts degree requirements.
ENGL/AAA S 469 provides an opportunity for undergraduate students to examine African American petitions, poetry, slave narratives, autobiographies, and novels as literary reconstructions of the economics, politics, ethics, and poetics of slavery. Authors under consideration will vary from class to class, but may include writers such as Paul Laurence Dunbar, Phillis Wheatley, F. Harper, James Weldon Johnson, Langston Hughes, Claude McKay, Sterling Brown, Booker T. Washington, Harriet Jacobs, W. W. Brown, Harriet Wilson, Margaret Walker, Arna Bontemps, D. Bradley, S. A. Williams, Toni Morrison, Ishmael Reed, and Charles Johnson. The course will focus on the complex relationship of slavery to the literary imagination of Americans of African descent as they increasingly discovered the limitations and possibilities of reading and writing themselves into freedom, literacy, and wholeness as human beings and American citizens. Topics covered will vary, but will include issues of the legacy of slavery in the west; the political aims and rhetorical conventions of African-American autobiography; the myths and realities of slavery; economic, political, ethical, and aesthetic issues of the representation of slavery; understandings of black consciousness and black culture on the road from slavery to freedom; the rise of African American realism as a response to the legacy of slavery; Black Feminism and issues of slavery; the role of history and memory in the construction of slavery; post-modern configurations of slavery; and the like. This class will prepare students for advanced courses in African American literature, as well as other academic courses that engage in the verbal and written analysis of complex written forms. Students will be evaluated by class participation, a group oral presentation, small group problem solving exercises, three out-of-class essays (of 5-8 pages each), and an in-class final examination consisting of essays and short answers. AAA S/ENGL 469 will satisfy one of the six 300H-400 level courses required for the major in English and the required 400 level course for the emphasis in African American literature within the major. It can also satisfy one of the six courses required for a minor in English. The course may be used as English Major elective credit or as credit towards the English minor. It will also be important in the offerings of African and African American Studies, American Studies, and American History. This course can be used to fulfill major requirements on the African and African American Studies major. It will be offered once every other year, with 40 seats per offering.

Other Syllabi of Note

Syllabus for the Course: Communication in Conflict Resolution & Negotiation

CAS 404

Communication in Conflict Resolution & Negotiation

Spring, 2005

Instructor: Jennifer K. Wood, Ph.D.

Office: 113 Faculty & Administration Bldg. (across from the Art Gallery)

Office phone & voice mail: 724-334-6727 (voice mail checked on T, W, & H)

Home phone: 724-378-7204 (any day after 9AM & before 9PM)

E-mail: jkwood@psu.edu (usually checked daily)

Office hours: TBA

COURSE DESCRIPTION & OBJECTIVES

“It is easy to fly into a passion—anybody can do that—but to be angry with the right person and at the right time and with the right object and in the right way

—that is not easy.” –Aristotle, Nicomachean Ethics (384-322 BCE)

Conflict, as we will learn throughout this semester, is part of being human. Indeed, if you have made it this far in your life without experiencing any conflict, then one might wonder if you were really human at all! Though a common experience, conflict can make communication very difficult and poses many communication challenges. The way we deal with conflict can have a profound affect on our lives, often determining whether our working and personal relationships are productive and enjoyable or destructive and draining. I can’t claim that the secret of happiness will be revealed in this course. I can, however, promise that by developing and enhancing skills to help you manage the conflicts you will inevitably encounter, you will be a happier, more successful, and more fulfilled person. Conceivably, the world could be a better place! Inspiring, eh?

Upon completing this course, you should be able to:

1) Examine and understand the nature of conflict;

2) Understand what makes communication difficult in conflict situations;

3) Develop and enhance communication skills to help you better manage the conflicts you experience;

4) Increase awareness of your personal attitudes and styles when dealing with conflict;

5) Enhance your research, reading, and discussion skills;

6) Practice the art of dialogue in general and specifically when dealing with controversial issues;

7) Develop an awareness and enrich your understanding of social, political, cultural, and economic conflicts in the world.

TEXTS (required)

Willam W. Wilmot & Joyce L. Hocker. 2001. Interpersonal Conflict. 6^thedition. Boston: McGrawHill.

Chris Hedges. 2003. War Is a Force that Gives Us Meaning. New York: Anchor Books, 2003.

The New York Times

ASSIGNMENTS

The harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly; it is dearness only that gives everything its value. I love the person that can smile in trouble, that can gather strength from distress and grow brave by reflection. 'Tis the business of little minds to shrink; but those whose hearts are firm, and whose conscience approves their conduct, will pursue their principles unto death.

Thomas Paine, Common Sense (18^thcentury American Revolutionary)

Take Home Exams: You will complete two take home exams, which will be based upon the material in the text and our class discussions. The first exam is worth 150 points and the second is worth 200.

Dialogue: You will participate in a major dialogue assignment at the end of the term, which you will have planned and developed throughout the semester. With a group of your classmates, you will select an on-going cultural, social, political, and/or economic conflict. You and your group will thoroughly research the conflict, including developing an understanding of the various perspectives that are brought to bear upon it. Your group will prepare an annotated bibliography detailing your research, which is worth 150 points. You will then present a dialogue in which all sides of the conflict are represented, also worth 150 points. We’ll talk more about this project in class and there will be written materials providing more specifics.

Mini Dialogues: You will participate in two “mini” dialogues, which are designed to help you become acquainted with the dialogue process. With a group of your class mates, you’ll select articles from the New York Times that cover a single, controversial issue. You will each take a role in the issue and discuss it using the dialogue format. The mini dialogues are each worth 25 points and are pass/fail. You must be present and participate in the mini dialogue to earn the points.

Book Club: On select days throughout the semester, our class time will be devoted to a discussion of Chris Hedge’s book, War Is a Force that Gives Us Meaning. War, it would seem, is a norm of human existence—not an anomaly. (That is, there are very few years in the known history of the world that war has not been waged somewhere.) Hedges’s book gives us a lot to chew on in that regard. During each Book Club session, some of you will take on the role of discussion leader, posing questions and keeping our discussion on track. Our goals for the Book Club will be to 1) read a current, popular book this semester that deals with conflict, and 2) to wrestle with what Hedges has to say about the causes, experiences, and effects of war. Leading and participating in the Book Club discussions are worth 100 points toward your final grade.

Demonstrating that you’ve done the readings: This is worth 100 points. During our first class session, you can tell me what you’d like to do to earn these points.

Class Responsibilities:

“I have come to believe over and over again that what is most important to me must be spoken, made verbal and shared, even at the risk of having it bruised or misunderstood. That the speaking profits me beyond any other effect.”

--Audre Lorde, “The Transformation of Silence into Language & Action”

(20^thcentury poet and activist)

Notice how much more interesting some of your classes become when genuine disagreement arises in them? As Audre Lorde’s quote suggests, frankly expressing our ideas is beneficial in its own right and can lead us to wisdom. If we don’t disagree with each other during this course, we’re going to have a long, dull semester, and we’re not going to learn very much. So, one of the most important responsibilities you have this semester is to speak up, especially when you disagree with someone—even if that someone is your best friend, a person you don’t know at all, or me.

Moreover, I expect you to be an active and responsible learner during this entire semester. In every class, however, you are responsible for conducting yourself in an engaged manner that suggests you are interested in learning. Fulfilling your class responsibilities includes:

􀀹Coming to class having completed the assignments for the day;

􀀹Conveying a willingness to try out new skills during class;

􀀹Completing in class exercises;

􀀹Speaking your mind in ways that put into practice the communication skills we’re learning;

􀀹Sharing your thoughts about the material and the course in on-line discussions;

􀀹Coming to class ready to learn;

􀀹Listening actively to your classmates and me when we are speaking; and

􀀹Generally being a good citizen of the class.

Syllabus for the Course: America in the 1960s

History 448

AMERICA IN THE 1960S

Fall 2001

Class meets MWF 11:15-12:05 in 005 HH DEV-East

Philip Jenkins Office: 407 Weaver Building

I check my e-mail regularly (obsessively?) and this is an excellent way to get in touch with me if you have a quick question or if you want to make an appointment for a more substantial discussion.

The Course

The course will examine a turbulent and highly creative period in modern American history, namely the 1960s. I will be seeking to integrate social, political and cultural themes. Major themes and individuals will include: the presidency of John F. Kennedy; the race to the moon; the domestic reaction to the Vietnam war; the rise of Black political consciousness and radicalism; the upsurge of youth culture, with all its trappings of sex, drugs, rock and roll; the emergence of social movements like feminism, gay liberation, and environmentalism; and particularly the cultural explosion during and after the critical year of 1968.

TEXTS

(all are in paperback, all are required)

1. Eldridge Cleaver, Soul on Ice Delta 1999; ISBN: 038533379X

2. Robert A. Heinlein, Stranger in a Strange Land, Ace Books ISBN: 0441790348

3. Ken Kesey, One Flew Over the Cuckoo's Nest New American Library 1989; ISBN: 0451163966 ;

4. Martin A. Lee and Bruce Shlain, Acid Dreams : The Complete Social History of LSD - The CIA, the Sixties, and Beyond Grove Press 1986; ISBN: 0802130623

5. Irwin Unger and Debi Unger (Editors), The Times Were a Changin': The Sixties Reader Three Rivers Press 1998. ISBN: 0609803379

6. Tom Wolfe, Radical Chic & Mau-Mauing the Flak Catchers Bantam Doubleday Dell Pub (1999); ISBN: 0553380621

I could easily have used lots more collections of documents, readings etc, but that seems foolish given the unimaginably vast range of texts available for free on the Internet, which cover every conceivable topic you might be researching. Please use them

SYLLABUS OF CLASSES

1. August 22 - The 1960s - myths and stereotypes.

2. August 24 - What's left from the 1950s. DISCUSS: The Times Were a Changin: 1-12

3. August 27 - The New Frontier. DISCUSS: The Times Were a Changin: 13-25

4. August 29 - Cuba and the nuclear threat. DISCUSS: The Times Were a Changin: 241-56

5. August 31 - Civil Rights. DISCUSS: The Times Were a Changin: 115-35

SEPTEMBER 3 -LABOR DAY

6. September 5 - Space: the final frontier. DISCUSS: The Times Were a Changin: 304-13

7. September 7 - Confrontations

8. September 10 - Assassination DISCUSS: The Times Were a Changin: 26-38

9. September 12 - DISCUSS Heinlein, Stranger in a Strange Land

10. September 14 - Conspiracy theories and intelligence wars

I NEED TO KNOW THE TOPICS OF YOUR TERM PAPERS TODAY

11. September 17 - Backlash from the Right. The 1964 election. DISCUSS: The Times Were a Changin: 93-114

12. September 19 - Escalation. DISCUSS: The Times Were a Changin: 257-265

13. September 21 - Welfare and warfare. DISCUSS: The Times Were a Changin: 39-54 AND 135-42

14. September 24 – Protest.

15. September 26 - The emergence of a counter-culture DISCUSS: The Times Were a Changin: 55-78

16. September 28 - British invasion.

17. October 1 - The new Black nationalism DISCUSS: The Times Were a Changin: 142-57

18. October 3 - DISCUSS Cleaver Soul on Ice

19. October 5 - The age of urban riot

OCTOBER 8 - FALL BREAK

20. October 10 - Sex and the new liberalism. DISCUSS: The Times Were a Changin: 158-71

21. October 12 - EXAM ONE

22. October 15 - Normality and deviancy

23. October 17 - The drug culture: DISCUSS: The Times Were a Changin: 177-93

24. October 19 - Beats, hippies and yippies. DISCUSS Lee and Shlain, Acid Dreams

25. October 22 - Mass culture and rock music

26. October 24 - Permissiveness and censorship. DISCUSS: The Times Were a Changin: 219-40

27. October 26 - Crime and violence

FILM PAPER DUE

28. October 29 - Government by gunplay. DISCUSS: The Times Were a Changin: 314-28

29. October 31 - The 1968 election. DISCUSS: The Times Were a Changin: 329-48

30. November 2 - The New Left versus Amerika; American Terrorism. The Times Were a Changin: 78-92

31. November 5 - Dirty Tricks

32. November 7 – Woodstock Nation and Easy Rider

33. November 9 - Going to Hell: Altamont, My Lai, Sharon Tate, Chappaquiddick.

34. November 12 - DISCUSS Wolfe, Radical Chic

35. November 14 - The War Goes Very, Very Wrong DISCUSS: The Times Were a Changin: 265-81

36. November 16 - Feminism. DISCUSS: The Times Were a Changin: 194-218

37. November 19 - 1970: Coming Apart. DISCUSS: The Times Were a Changin: 282-303

DRAFT OF TERM PAPERS DUE

38. November 21 - Stonewall. DISCUSS: The Times Were a Changin: 171-76

NOVEMBER 23 - THANKSGIVING

39. November 26 - DISCUSS Kesey, One Flew Over the Cuckoo's Nest

40. November 28 - EXAM TWO

41. November 30 - Nixon and the Plumbers

42. December 3 - Getting Saved From the Sixties

43. December 5 - The new ice age.

44. December 7 - Conclusion

TERM PAPER DUE IN FINALS PERIOD

************************

Syllabus for the Course: Political Geography

Political Geography:
An attempt to understand the geography of war.

GEOG 460
Spring 2005 TR 1.00-2.15
Hosler 218A
Prof. Colin Flint
flint@geog.psu.edu
312C Walker
865-2493
Office Hours TR 11.30-12.30

We live in a world at war. Though this may be a constant condition for humanity, it seems the current conflicts will have direct and indirect impacts upon your life. How can we make sense of the causes and consequences of a world of conflict?

There are many ways of answering the overarching question. This class offers a particular perspective, that of political geography. We will approach the world as an integrated political, economic, and cultural system, but by using a collection of essays we will read many different theoretical perspectives on the geography of war. Emphasis will be placed upon understanding the processes of geopolitics, imperialism, nationalism, and identity politics (including religion), and the geographic concepts of territoriality, borders, regionalization, network relationships, and scale.

Such a project requires a commitment from each of you to read material critically and discuss it in class with your fellow students. You will also be required to write in a way that synthesizes, utilizes, and critiques academic material while relating it to developments in the real world.

You will come out of it with a set of tools to better evaluate the questions, why is the world at war and what is my position within it?

Learning Objectives

After taking this class students will:

understand the various linkages between geography and war
be able to apply a multi-scalar framework to understanding conflict
use a geohistorical framework to interpret conflict
contextualize conflict and conflict resolution in both time and space
understand the recursive relationship between geography and conflict
understand how geographic settings simultaneously enable and constrain political agents
understand the possible causes and consequences of war and other conflicts

Instruction methods

To provide the information necessary for your work the course will consist of lectures, readings, (a few) videos, and in-class discussions.

Required Reading

A collection of essays, The Geography of War and Peace (GWP), edited by Colin Flint (Oxford University Press, 2005) complements the lectures, and is required reading.

Also, to allow us to talk more specifically about some of the topics additional readings are on reserve at the EMS library in the Deike Building.

Grading and Course Requirements

The class is centered upon the readings from the Geography of War and Peace (GWP) book. A critical and careful reading of this book is the basis for your grade and class discussions. If you do not want to read this book, drop the class. Also, this class requires almost weekly written assignments; if this is not what you want then dropping the class is probably your best bet.

Response Papers: On Tuesday of each week, I will collect 1 page response papers for the upcoming (that Tuesday and the Thursday) reading. The papers may be single-spaced using a font equivalent to Times Roman 12 point. You do not have to write a paper each week. But these response papers will be graded, the best 8 out of a possible 10 will count towards 60% of your final grade. So, if you choose to only submit 8 papers only these will be the basis for your grade. If you submit 9 or 10 I will count the best 8. It is your responsibility, not mine, to keep track of how many papers you have submitted and how many are left to do.

Posted on the ANGEL site is a grading rubric for these response papers. The same grading rubric applies to each of the week's papers - one size fits all!

Yes, this means that these papers are formulaic, but it will make them easy to manage for you, and you will see the goals of these papers: i) defining what is the geographic approach and ii) seeing whether or not it adds to our understanding of contemporary war and peace. Additional goals are to nurture your ability to argue with clarity and brevity.

Final paper: The final paper counts towards 30% of your final grade. It is a 15 page (double-spaced: font equivalent to Times Roman 12 point) paper that explores any conflict or peace process of your choice (any place in the world and any time period). The goal of the paper is to see the way this conflict/peace process has been analyzed by one set of non-geographic academics (international relations, historians, economists, sociologists, etc.) and then apply any two of the geographic concepts we have discussed in class. The main questions to be addressed by your paper are: What new insights (if any) are gained from the geographic approach? Does the geographic approach create new understandings regarding the causes of the conflict, the conflict was fought, the parties involved, and the manner it was resolved (or was unable to be resolved)?

I will provide a detailed rubric for this paper later, and we will have ample time to discuss paper outlines and structure in class. I do expect about 5 academic references for this paper outside of GWP.

Schedule

Introduction to the geography of war and peace: January 11 & 13

Chapter 1, Introduction, Colin Flint, GWP.

Chapter 2, Geographies of War, Jeremy Black, GWP.

How have geographers thought about war and peace over the years? January 18 & 20

Chapter 3, Geography and War, Geographers and Peace, Virginie Mamadouh, GWP.

Colin Flint "Changing Times, Changing Scales: World Politics and Political Geography Since 1890" in Reordering the World: Geopolitical Perspectives on the 21st Century. Edited by George Demko and William Wood. Westview Press, 2nd edition. 1999, pp. 3-18.

Conflict, Violence, and Politics in an Unequal World: January 25 & 27

Chapter 4, Violence, Development, and Political Order, Herman van der Wusten, GWP.

Chapters 1 and 3, Political Geography: World-Economy, Nation-State, and Locality, Peter Taylor and Colin Flint, 4th edition, Prentice Hall, 2000.

Global Patterns of Conflict: February 1 & 3

Chapter 5, The Political Geography of Conflict, John O'Loughlin, GWP.

Chapter 2, Political Geography: World-Economy, Nation-State, and Locality, Peter Taylor and Colin Flint.

Nationalism and War: February 8 & 10

Chapter 6, Soldiers and Nationalism, Gertjan Dijkink, GWP.

Chapter 7, Amazonian Landscapes, Lorraine Dowler, GWP.

Chapter 5, Political Geography: World-Economy, Nation-State, and Locality, Peter Taylor and Colin Flint.

Religion, Genocide and War: February 15 & 17

Chapter 8, Religion and the Geographies of War, Roger Stump, GWP.

Chapter 9, Geographies of Genocide and Ethnic Cleansing, Carl Dahlman, GWP.

Terrorism: February 22 & 24

Chapter 10, Dynamic Metageographies of Terrorism, Colin Flint, GWP.

Borders, Territory and Wars: March 1 & 3

Chapter 14, Territorial Ideology and Interstate Conflict, Alexander Murphy, GWP.

Chapter 15, Peace, Deception, and Justification for Territorial Claims, Ghazi-Walid Falah, GWP.

Chapter 16, Conflict at the Interface, David Newman, GWP.

Resource Wars: March 15 & 17

Chapter 11, The Geography of 'Resource Wars', Philippe Le Billon, GWP.

Drugs, Water and War: March 22 & 24

Chapter 12, Landscapes of Drugs and War, Michael Steinberg and Kent Mathewson, GWP.

Chapter 13, Navigating Uncertain Waters, Leila Harris, GWP.

Geographies of Peace, anyone? March 29 & 31

Chapter 17, The Geography of Peace Movements, Guntram Herb, GWP.

Chapter 20, The Geopolitics of Post-war Recovery, Brendan Soennecken, GWP.

April 5 & 7 NO CLASS. I AM AT A CONFERENCE

April 12 & 14 "Fog of War" movie and class discussion.

April 19 & 21 Reviewing the concepts and preparing for the final paper.

April 26 & 28 Putting the concepts together: preparing for the final paper

Syllabus for the Course: Civic and Community Engagement

SYLLABUS YFE 211

Foundations: Civic and Community Engagement

Tuesdays and Thursdays, 4:15 – 5:30

301A Agricultural Administration Building

Instructor: Connie Flanagan (cflanagan@psu.edu)

336 Ag. Admin. Bldg. 863 7425

Office Hours: Tuesdays and Thursdays, 3:00 – 4:00 or by appointment

Staff Associate: Betty Blair (bblair@psu.edu), 417 Ag. Admin. 863-3824

Graduate Assistant Amy Bertelsen [akb184@psu.edu]

Course Description and Objectives

The course will use lectures, case studies, films, and class exercises to provide a foundation for students’ orientation to public scholarship, civic engagement, and the relationship between learning and democratic practice. Core concepts about democracy in America, the land-grant university’s historic mission, and about how everyday citizens collectively can build a strong democracy will be introduced. Students will also be introduced to the range of ways that citizens participate in democratic decision making and will practice some of these forms (e.g., op-ed pieces and letters to the editor) and they will learn about models and opportunities to engage in public scholarship at Penn State.

Texts: The Good Citizen, Michael Schudson; The Quickening of America, Frances Moore Lappe and Paul Martin DuBois; Why are all the Black kids sitting together in the cafeteria, Beverly Daniel Tatum. Other readings will be provided on line.

Course Requirements

· A five page analysis of one or more of the topics covered in the course, extending and elaborating upon the ideas presented in the literature, discussions and guest speaker presentations. Incorporate course readings to elevate and support your arguments and ideas. Include a reference page. The paper, excluding references, must be a minimum of five pages in length. (30% of the grade)

· An op-ed piece or letter to the editor on a topic of interest to the student (15% of the grade)

· Active participation in Democracy Lab – on-line deliberative dialogues (10% of the grade)

· Active participation in class discussions based on PRIOR READING OF THE MATERIAL SCHEDULED FOR EACH DAY’S DISCUSSION. STUDENTS SHOULD COME TO CLASS PREPARED WITH QUESTIONS AND DISCUSSION POINTS (20% of the grade)

· One exam (25% of the grade)

1/11: Course introduction: Syllabus and overview

1/13 Public Scholarship and the new minor, Read Public Scholarship by Dr. Jeremy Cohen, article will be distributed via email.

1/18 History of the Land Grant University

1/20 Class exercises on Living Democracy – Ch. 1 from The Quickening of America, especially pp. 14 – 16; Lecture – What is democracy: Views of diverse youth

Discuss op ed and letters to editor - collecting

1/25 Guest lecture on “The scholarship of Outreach and Extension – What insights do we gain from applied problems?” – Dr. Bruce McPheron, Associate Dean for Research, College of Agricultural Sciences

1/27 Class exercises on Myths about public life, Chapters 2 and 3 from The Quickening of America Kahne and Westheimer’s What is a good citizen

Class pulse; Update and students’ observations – Democracy Lab

2/1 The Good Citizen, Chapters 1, 2 STUDENTS MUST HAVE READ MATERIAL BEFORE THIS CLASS AND BE PREPARED WITH QUESTIONS AND DISCUSSION POINTS, Class exercises, Chapter 6 on media from The Quickening of America.

2/3 Guest lecture, Service Learning, Dr. Nicole Webster, Assistant Professor Service Learning, Department of Agricultural and Extension Education

2/8 Raising “the public” – Schools and CBOs as mini polities

Chapter 9 from The Quickening of America, Educating Real World Problem Solvers.

2/10 The Good Citizen, Chapter 3 and Entr’Acte I, STUDENTS MUST HAVE READ MATERIAL BEFORE THIS CLASS AND BE PREPARED WITH QUESTIONS AND DISCUSSION POINTS; Discussion of Justice Talking and State College: A civil liberties safe zone. See Bill of Rights Defense Committee website – www.bordc.org.

2/15 Guest lecture, Dr. James Birge, Director, Pennsylvania Campus Compact

2/17 Film, America’s Promise

2/22 Good Citizen, Chapter 4, STUDENTS MUST HAVE READ MATERIAL BEFORE THIS CLASS AND BE PREPARED WITH QUESTIONS AND DISCUSSION POINTS;

The Quickening of America, Ch. 4: Discovering Power (It’s not a dirty word)

Letters to editor – observations

2/24 Trends in social trust; Uslaner article on social trust; The Quickening of America, Ch. 5: Our jobs, our economy, our lives

3/1 Good Citizen, Chapter 5 and Entr’Acte II, STUDENTS MUST HAVE READ MATERIAL BEFORE THIS CLASS AND BE PREPARED WITH QUESTIONS AND DISCUSSION POINTS; Discussion of Op Ed and letters to editor

Class pulse; Update and students’ observations – Democracy Lab

3/3 Guest lecture on issues and activism in the developing world, Ms. Rehnuma Karim, graduate student in Leisure Studies

3/8 and 3/10 Spring Break

3/15 Op Ed and letters to editor due; The Quickening of America, Ch. 10: One on one skills

3/17 Guest lecture on leadership, Dr. Tracy Hoover, Associate Professor of Agricultural and Extension Education

3/22 Exam; Hand out copies of Outreach Magazine

3/24 Discussion of Outreach Magazine

3/29 Dr. Michael Rios, Associate Professor of Landscape Architecture and Director of the Hamer Center, Penn State University

3/31 The Good Citizen, Chapter 6, STUDENTS MUST HAVE READ MATERIAL BEFORE THIS CLASS AND BE PREPARED WITH QUESTIONS AND DISCUSSION POINTS

4/5 The Good Citizen, AGathering of Citizens, The Quickening of America, Ch. 11:Group skills. Hand out reading for 4/12 guest lecture

4/7 No class.

4/12 Guest lecture, Nancy Kranich, Past president of the American Library Association

4/14 Why are all the Black kids sitting on one side of the cafeteria and other conversations on race, STUDENTS MUST HAVE READ MATERIAL BEFORE THIS CLASS AND BE PREPARED WITH QUESTIONS AND DISCUSSION POINTS

4/19 Guest lecture on diversity education, Dr. Patreese Ingram, Associate Professor of Agricultural and Extension Education

4/21 Why are all the Black kids sitting on one side of the cafeteria

Class sharing of final papers

4/26 Class sharing of final papers

4/38 Collective Wrap Up – Group Reflection and Recommendations -- Foundations Class and Minor in Civic and Community Engagement

Syllabus for the Course: Race, Class and the New Economy

Geography 420W: Race, Class and the New Economy:

Inequality, Poverty and Urban Development in Pittsburgh and Durban

(http://www.geog.psu.edu/courses/geog420/)

Time: T/Th 9:45-11:00 am

Location: 7A Sparks Building

Instructor: Chris Benner

318 Walker Building

865-6693

cbenner@psu.edu

Office Hours: Thursdays, 2:30-4:30pm or by appointment

Course Description:

This course examines race and class dynamics in urban development, and how patterns of urban inequality are being influenced by the ‘new economy’. Cities are fundamentally shaped by inequality and conflict, as different social groups mobilize political and economic resources in an effort to improve their socio-economic circumstances. Rapid globalization and the rise of an information economy, however, are resulting in rapidly changing patterns of employment, economic opportunity and political power. Understanding these changes, how they differ in different places, and how they are affecting patterns of inequality and economic opportunity, is both critical for understanding patterns of urbanization, and essential for promoting more equitable, livable, and sustainable cities.

This course explores these issues in an international, comparative and applied policy perspective, through a detailed comparison of the industrial history and contemporary socio-economic dynamics of Pittsburgh and Durban. Through this process, the course aims to help us understand the ways that race and class are socially constructed, and that seemingly universal processes of globalization and economic restructuring are fundamentally shaped by local political dynamics.

Course Texts:

Many of the readings will be drawn from the following texts, which should be available from the bookstores, and will also be available on reserve at the EMS library in 105 Deike Building:

Hays, Samuel, ed. (1989) City at the Point: Essays on the Social History of Pittsburgh (Pittsburgh: University of Pittsburgh Press)

Lubove, Roy. (1996) Twentieth Century Pittsburgh: Volume 2, The Post Steel Era (Pittsburgh: University of Pittsburgh Press)

Maylam, Paul and Iain Edwards, eds. (1996) The People’s City: African Life in Twentieth Century Durban (Pietermaritzburg: University of Natal Press)

Freund, Bill and Vishnu Padayachee, eds. (2002) (D)urban Vortex: South African City in Transition (Pietermaritzburg: University of Natal Press)

Additional assigned reading material will be available via electronic reserve and the course web-site.

COURSE SCHEDULE (subject to change as needed):

SECTION I: INTRODUCTION AND SETTING THE CONTEXT

Tu	1/13	Course introduction, personal introductions, discussion of writing assignments and evaluations
Th	1/15	Setting the Context: Pittsburgh and Durban: Industrial Restructuring and Renewal Jezierski, Louise (1996) “Pittsburgh: Partnerships in a Regional City” in Savitch, H.V. and Vogel, Ronald K. Regional Politics: America in a Post-City Age Urban Affairs Annual Review #45. (Thousand Oaks: Sage Publications) (electronic reserve) Morris, Mike et al. (2002) “From Import Substitution Industrialisation to Globalised International Competitiveness” pp. 107-133 in (D)urban Vortex.
Tu	1/20	Race and Racism in the U.S. Roediger, David R. (1994) “From the Social Construction of Race to the Abolition of Whiteness” in Towards the Abolition of Whiteness (New York: Verso Press) pp. 1-17 (electronic reserve) Marable, Manning (1995) “History and Black Consciousness: The Political Culture of Black America” in Beyond Black and White: Transforming African-American Politics (New York: Verso) pp 216-229 Omi, Michael and Howard Winant (1994) Racial Formation in the United States: From the 1960s to the 1990s (New York: Routledge) Chapter 4 (Racial Formation) and Epilogue (Closing Pandora’s Box: Race and the “New Democrats”
Th	1/22	Race and Racial Narratives in South Africa Greenstein, Ran (1993) “Racial Formation: Towards a Comparative Study of Collective Identities in South Africa and the United States” Social Dynamics 19.2, pp. 1-29 (electronic reserves) Steve Biko, (1996) I Write What I Like(Aelred Stubbs. London: Boweredean Publishing) “Introduction”, pp. x-xxiv and “Black Consciousness and the Quest for True Humanity”, pp. 87-98. (electronic reserve) Nelson Mandela, (1986) No Easy Walk to Freedom (London: Heinemann) pp. 21-31. (electronic reserve)

SECTION II: EARLY PATTERNS OF INDUSTRIALIZATION AND URBANIZATION

Tu	1/27	Origins of industry and the industrial revolution in Pittsburgh Lorant, Stefan (1999) “Gateway to the West” Chapter 2 of Pittsburgh: The Story of an American City (Pittsburgh: Esselmont Books) (electronic version) Muller, Edward. (2001) “Industrial Suburbs and the Growth of Metropolitan Pittsburgh 1870-1920” Journal of Historical Geography 27:1, 58-73 (electronic)
Th	1/29	Pittsburgh: Immigration, ethnicity and urban development 1870-1920 From Hays, Samuel (1989) City at the Point: Chapter 1: Faires, Nora “Immigrant and Industry: Peopling the ‘Iron City’”. Chapter 3: Glasco, Laurence “Double Burden: The Black Experience in Pittsburgh”
Tu	2/3	Pittsburgh: Class formation and class conflict, 1870-1920 From Hays, Samuel (1989) City at the Point: Chapter 4: Oestreicher, Richard “Working-Class Formation, Development, and Consciousness in Pittsburgh, 1790-1960” Chapter 8: Ingham, John “Steel City Aristocrats”
Th	2/5	Pittsburgh: Government and Urban Services From Hays, Samuel (1989) City at the Point: Chapter 5: Kleppner, Paul “Government, Parties and Voters in Pittsburgh” Chapter 7: Tarr, Joel “Infrastructure and City-Building in the Nineteenth and Twentieth Centuries”
Tu	2/10	Durban: Early Industrialization and Urbanization Swanson, Maynard (1983) “The Asiatic Menace: Creating Segregation in Durban, 1870-1900” The International Journal of African Historical Studies, 16:3, pp. 401-421 (electronic version) La Hausse, Paul (1990) “The Cows of Nongoloza: Youth, Crime and Amalaita Gangs in Durban, 1900-1936” Journal of Southern African Studies 16:1, pp. 79-111 (electronic version)
Th	2/12	Durban: Development of an Apartheid City Maharaj, B. 1996. The historical development of the apartheid local state in South Africa: the case of Durban. International Journal of Urban and Regional Research, 20: 587-600 (electronic version) Maylam, Paul and Iain Edwards The People’s City: “Introduction: The Struggle for Space in Twentieth Century Durban”.

SECTION III: 20^th CENTURY DEVELOPMENT AND RESTRUCTURING

Tu	2/17	Pittsburgh economic decline and renewal, post WWII. Lubove, Roy (1995) “ The Pittsburgh Renaissance: An Experiment in Public Paternalism” Chapter six of Twentieth Century Pittsburgh: Volume 1, Government, Business and Environmental Change (electronic reserve)
Th	2/19	End of the Steel Era in Pittsburgh Lubove, Roy (1996) Twentieth Century Pittsburgh, Vol. II Chapter 1: “Elegy for a Bygone World” Chapter 2: “Economic Development Strategy in the Post-Steel Era”
Tu	2/24	Pittsburgh: Socio-Economic Realities of “New Economy” University Center for Social and Urban Research (1999) The State of the Region: Economic, Demographic and Social Conditions and Trends in SWPA September 1999. (http://www.ucsur.pitt.edu/State%20of%20Region.htm) Keystone Research Center (2002) The State of Working Pennsylvania 2002 (http://www.keystoneresearch.org/releases/swp_2002.html)
Th	2/26		Durban: Class formation and class conflict, 1930s-1980s Maylam, Paul and Iain Edwards The People’s City: Hemson, David “In the Eye of the Storm: Dock-workers in Durban” Nuttal, Tim “The Leaves in the Trees are Proclaiming our Slavery: African Trade-Union Organisation, 1937-1949 Sitas, Ari “The Sweat was Black: Working for Dunlop”
Tu	3/3		Durban: Economic Development and Change Freund and Padayachee (2002) (D)urban Vortex Chapter 5: Padayachee, Vishnu “Financing Durban’s Development, 1970-1999”
Th	3/5			Durban: Society and Governance Basic Needs and Informalization Freund and Padayachee (2002) (D)urban Vortex Chapter 6: Maharaj, Brij “Segregation, Desegregation and De-racialisation” Chapter 7: Hemson, David “Breaking the Impasse, Beginning the Change Chapter 10: Nesvag, Stein Inge “The Development of Mass Street Trading in Durban”
T/R				3/10-12--No class—spring break
T/R				3/16-18—No class—work on research projects

SECTION IV: POST 1970s & CONTEMPORARY DEVELOPMENTS

Tu	3/23	The New Economy: Splintering Metropolis Graham, Stephen and Simon Marvin (2001) Splintering Urbanism: Networked Infrastructures, Technological Mobilities and the Urban Condition (London: Routledge) Chapter 6 “Social Landscapes of Splintering Urbanism” , pp. 217-301 (electronic reserve)
Th	3/25	Reconnecting the Splintered Metropolis: Community-Based Regionalism Pastor Manuel. 2000. Regions that work : how cities and suburbs can grow together. Minneapolis: University of Minnesota Press. Chapter 1 (The New Regionalism and the New Community Building ) and Chapter 7 (Growing Together: Policies for Regional Prosperity and Equity) (electronic copy)
Tu	3/30	Durban: Economic Development Policy Freund and Padayachee (2002) (D)urban Vortex Chapter 1: Fruend, Bill “City Hall and the Direction of Development” Chapter 2: Hall, Peter and Glen Robbins “Economic Development for a New Era””
Th	4/1	Durban: Contemporary Economic Development Issues and Initiatives Monitor Company (200)) Durban at the Watershed (Economic Competitiveness Report) City of Durban (eThekwini) (2002) Integrated Development Plan Summary
Tu	4/6	Durban: Specific Development Initiatives To be determined…
Th	4/8	Pittsburgh: Regional Development and Governance Lubove, Roy (1996) Twentieth Century Pittsburgh, Vol. II Chapter 4: “A Second Renaissance” Chapter 5: “Pittsburgh Neighborhoods: A System of Subsidized Empowerment” Chapter 9: “Amenities and Economic Development”
Tu	4/13	Pittsburgh: Workforce Development Working Together Consortium Working Together to Connect Workers to the Jobs of the Future: Critical Steps for Regional Success (aka The Nordenberg Report) Workforce Alliance, Background Report on the Workforce Investment Act. http://www.workforcealliance.org/policy/wia.shtm The Reinvestment Fund, Summary of Workforce Investment System in Pennsylvania
Th	4/15	Pittsburgh: “New Economy” Development Strategies Carnegie Mellon University (1994) The Greater Pittsburgh Region: Working Together to Compete Globally Carnegie Mellon University and Allegheny Conference on Community Development Detrick, Sabina (1999) “The post-industrial revitalization of Pittsburgh: myths and evidence” Community Development Journal 34:1, pp. 4-12
Tu	4/20	Pittsburgh: Specific ‘New Economy’ Development Initiatives Review web-sites: Pittsburgh Digital Greenhouse (http://www.digitalgreenhouse.com/) Innovation Works (http://www.innovationworks.org/) Pittsburgh Technology Council (http://www.tc-p.com/) Carnegie Mellon Center for Economic Development, especially recent reports on Bio-technology in Pittsburgh (http://www.smartpolicy.org/)
Th	4/22	Student Presentations of Final Project
Tu	4/27	Student Presentations of Final Project
Th	4/29	Student Presentations of Final Project

http://www.geog.psu.edu/courses/geog420/Geog%20420%20syllabus.htm

Syllabus for the History Course: American Civilization Since 1877

American Civilization Since 1877

History 21 Prof. Daniel Letwin

Fall 2006 Off: 409 Weaver

M/W 12:20-1:10 OH: M/W 4-5 & by appt.

& Fri. section Ph: 3-0417

112 Forest Resources Bldg. E-mail: letwin@psu.edu

Texts

Eric Foner, Give Me Liberty!: An American History, v. 2

Daniel Letwin, Study Guide for Eric Foner, Give Me Liberty!: An American History, v. 2

Eric Foner, ed., Voices of Freedom: A Documentary History, v. 2

David McCullough, The Johnstown Flood: The Incredible Story Behind One of the

Most Devastating “Natural Disasters” America Has Ever Known

William Ivy Hair, Carnival of Fury: Robert Charles and the New Orleans Race Riot of

1900

Nancy A. Walker, Women’s Magazines, 1940-1960

Schedule of Lectures & Readings

Sept. 6: Introduction

Sept. 11: Prologue: The Rise and Fall of Reconstruction

Eric Foner, Give Me Liberty!: An American History, v. 2, 549-84

Eric Foner, ed., Voices of Freedom: A Documentary History, v. 2, 3-22

Colloquy With Colored Ministers (1865)

Petition of Committee in Behalf of the Freedmen to Andrew Johnson

(1865)

Sidney Andrews on the White South and Black Freedom (1866)

Elizabeth Cady Stanton, Home Life (ca. 1875)

Robert B. Elliott on Civil Rights (1874)

Sept. 13: America in 1877

Sept. 18: The Second Industrial Revolution

Foner, Give Me Liberty, 587-600

Sept. 20: Transformation of the West

Foner, Give Me Liberty, 604-13

Foner, ed., Voices of Freedom, 23-27

Chief Joseph, An Indian’s View of Indian Affairs (1879)

Sept. 25: New Immigrants, New Cities, New Workers

Foner, Give Me Liberty, 600-03

David McCullough, The Johnstown Flood: The Incredible Story Behind One of

the Most Devastating “Natural Disasters” America Has Ever Known

Sept. 27: Gilded Age Politics

Foner, Give Me Liberty, 614-24

Oct. 2: Gilded Age Protest

Foner, Give Me Liberty, 624-47, 655-61

Foner, ed., Voices of Freedom, 28-40, 45-50

William Graham Sumner on Social Darwinism (ca. 1880)

Henry George, Progress and Poverty (1879)

George E. McNeill on the Labor Movement in the Gilded Age (1887)

The Populist Platform (1892)

Oct. 4: Republic or Empire?: The Rise of Imperial America

Foner, Give Me Liberty, 662-72

Foner, ed., Voices of Freedom, 58-63

Rev. Charles G. Ames on the Anti-Imperialist Movement (1898)

Oct. 9: *** First Midterm ***

Oct. 11: The Progressive Era

Foner, Give Me Liberty, 661-62, 675-716

Foner, ed., Voices of Freedom, 68-76, 82-89

Charlotte Perkins Gilman, Women and Economics (1898)

John Mitchell, Workingman’s Conception of Industrial Liberty (1910)

Margaret Sanger on Free Motherhood (1920)

Woodrow Wilson and the New Freedom (1912)

Oct. 16: African-Americans in the Age of Jim Crow

Foner, Give Me Liberty, 647-55

Foner, ed., Voices of Freedom, 51-55

John Marshall Harlan, Dissent in Plessy v. Ferguson (1896)

Oct. 18: Film -- “Ethnic Notions”

William Ivy Hair, Carnival of Fury: Robert Charles and the New Orleans Race

Riot of 1900

*** Essay #1 Due, Fri. Section ***

Oct. 23: World War I

Foner, Give Me Liberty, 719-62

Foner, ed., Voices of Freedom, 90-103, 107-12

Woodrow Wilson on America and the World (1916)

Eugene V. Debs, Speech to the Jury (1918)

Randolph Bourne on Trans-National America (1916)

John A. Fitch on the Great Steel Strike (1919)

Oct. 25: “The Roaring Twenties”

Foner, Give Me Liberty, 765-98

Foner, ed., Voices of Freedom, 113-32

André Siegfried on the New Society (1928)

The Fight for Civil Liberties (1921)

Clarence Darrow at the Scopes Trial (1924)

Alain Locke, The New Negro (1925)

Oct. 30: The Great Depression

Foner, Give Me Liberty, 799-806

Nov. 1: The New Deal

Foner, Give Me Liberty, 809-46

Foner, ed., Voices of Freedom, 137-53

Letter to Secretary of Labor Frances Perkins (1937)

John L. Lewis on Labor’s Great Upheaval (1936)

Franklin D. Roosevelt on Economic Freedom (1936)

Herbert Hoover on the New Deal and Liberty (1936)

Nov. 6: World War II

Foner, Give Me Liberty, 849-90

Foner, ed., Voices of Freedom, 158-66, 170-74

Franklin D. Roosevelt on the Four Freedoms (1941)

Henry R. Luce, The American Century (1941)

Henry A. Wallace on the Century of the Common Man (1942)

Justice Robert A. Jackson, Dissent in Korematsu v. United States (1944)

Nov. 8: *** Second Midterm ***

Nov. 13: Post-War America -- Cold War

Foner, Give Me Liberty, 893-926

Foner, ed., Voices of Freedom, 175-92, 198-202

The Truman Doctrine (1947)

NSC 68 and the Ideological Cold War (1950)

Walter Lippmann, a Critique of Containment (1947)

The Universal Declaration of Human Rights (1948)

Henry Steele Commager on the Loyalty Crusade (1947)

Nov. 15: Post-War America -- “Happy Days”

Nancy A. Walker, Women’s Magazines, 1940-1960

Foner, Give Me Liberty, 929-63, 972-76

Foner, ed., Voices of Freedom, 211-16

C. Wright Mills on Cheerful Robots (1959)

Alan Ginsberg, Howl (1956)

*** Essay #2 Due, Fri. Section ***

Nov. 20: Film -- “Building the American Dream: Levittown, NY”

Nov. 22: No Class -- Thanksgiving

Nov. 27: The Civil Rights Movement

Foner, Give Me Liberty, 963-72, 979-98

Foner, ed., Voices of Freedom, 192-98, 216-18, 244-48

The President’s Commission on Civil Rights, To Secure these Rights

(1947)

Martin Luther King, Jr., and the Montgomery Bus Boycott (1955)

James Baldwin on Student Radicals (1960)

Lyndon B. Johnson, Freedom is Not Enough (1965)

César Chávez, Letter from Delano (1969)

Nov. 29: The New Frontier and The Great Society

Dec. 4: The War in Vietnam and the War at Home

Foner, Give Me Liberty, 998-1020

Foner, ed., Voices of Freedom, 228-39

The Port Huron Statement (1962)

Paul Potter on the Antiwar Movement (1965)

Dec. 6: Post-‘60s America -- Division, Malaise, and Conservative Revival

Foner, Give Me Liberty, 1023-66

Foner, ed., Voices of Freedom, 249-59, 263-66

Milton Friedman, Capitalism and Freedom (1962)

The Sharon Statement (1960)

Barry Goldwater on Extremism in the Defense of Liberty (1964)

Ronald Reagan, Inaugural Address (1981)

Dec. 11: America in the Post-Cold War World

Foner, Give Me Liberty, 1069-1110

Foner, ed., Voices of Freedom, 267-72

Declaration for Global Democracy (1999)

Dick Armey, The Freedom Revolution (1995)

Dec. 13: America in 2006

Foner, Give Me Liberty, 1113-30

Foner, ed., Voices of Freedom, 278-90

The Bush Doctrine (2001)

The National Security Strategy of the United States (2002)

Robert Byrd on the War in Iraq (2003)

Anthony Kennedy, Opinion of the Court in Lawrence v. Texas (2003)

*** Final Examination -- date and time to be announced in mid-October ***

https://cms.psu.edu/section/default.asp?format=course&id=200607FAUP+++RHIST+021+001&title=HIST+021%2C+Section+001

Syllabus for the History Course: Latin America and the United States

History 467 Latin America and the United States

Dr. Grace Peña Delgado gpd3@psu.edu

Office Hours: Tuesdays 2-4; Thursdays 5-6 cell phone: 814.441.9831

& by appointment office: 303 Weaver Building

Course Description: Indifference, intervention, cooperation, and conflict marks U.S. policy toward Latin America. This course not only seeks to increase your knowledge of the most significant policies the United States has pursed in the region from the 19^th and 20^th centuries, but more important, examines the responses to such policies by those living in both Latin America and the United States. This course will explore most regions in Latin America, but the case studies of Puerto Rico, Mexico, and El Salvador will highlight the struggles for independence, national identity, economic development, human rights, and humane borders. In the end, you will have a solid understanding of the history of U.S. relations with Latin America, the significance of these relations, and a sense of how the region and its people are likely to evolve.

This course also combines traditional face-to-face classroom lectures and discussions with online class instruction. At Penn State, this means you will be using Angel, an e-learning environment. It is your responsibility to know the ins-and-outs of Angel well before the assignment is relayed. There are no excuses for missing “Angel” classroom sessions or assignments. This instruction is professor-led.

Course Objectives:

1. Students will understand and analyze the historically interdependent relationship between Latin America and the United States

2. Students will understand key historical turning points in U.S. policy of the region

3. Students will consider appropriate conceptual frameworks for the analysis of Latin American and U.S. history

4. Students will access, evaluate, and produce information for an upper-division, research paper using primary source documents.

5. Students will communicate critically and clearly using PowerPoint

Required Texts for Purchase at the PSU Bookstore

Annerino, John. Dead in Their Tracks: Crossing America’s Desert Borderlands

Chavez-Garcia, Miroslava. Negotiating Conquest: Gender and Power in California, 1770s to 1880s

Maria Teresa Tula. Hear My Testimony: Maria Teresa Tula Human Rights Activist of El Salvador

De Genova, Nick. Latino Crossings: Mexicans, Puerto Ricans, and the Politics of Race and Citizenship

Duany, Jorge. The Puerto Rican Nation on the Move: Identities on the Island and in the United States

Sanchez, George. Becoming Mexican American: Ethnicity, Culture, and Identity in Chicano Los Angeles, 1900-1945

History and the Present

September 5

Lecture: The Status of US Latinos—Legacies

September 7

Lecture: Meso-America and the Ta-íno Caribbean

1. Bartolomé de Las Casas (Angel)

2. Massimo Livi-Bacci, “Return to Hispanola: Reassessing a Demographic Catastrophe” to middle of article (Angel)

Paper one topic distributed

Week Two Colonialism in the Atlantic World

September 12

Library Presentation with Eric Novotny—meet in Paterno Library 302

1. Massimo Livi-Bacci, “Return to Hispanola: Reassessing a Demographic Catastrophe” complete reading (Angel)

September 14

Lecture: Slavery and Freedom in Haiti, Brazil, and Cuba

1. Franklin Wright, “The Haitian Revolution” (Angel)

2. African Diaspora and the Haitian Revolution (Angel)

Week Three Imperialism in the Americas

September 19

Lecture: The Monroe Doctrine and the ‘White Man’s Burden’

1. Rudyard Kipling, “White Man’s Burden” (Angel)

2. The Monroe Doctrine, 1823 (Angel)

September 21

Library Assignment—Meet in Paterno 211

Week Four Imperialism in the Americas

September 26

Lecture: Gender and the Mexican American War, 1846-1848

1. Chavez-Garcia, Miroslava. Negotiating Conquest: Gender and Power in California, 1770s to 1880s (all)

2. The Treaty of Guadalupe Hidalgo (Angel)

September 28

Lecture: The Spanish American War & the Roosevelt Corollary

1. The Roosevelt Corollary (Angel)

2. Duany, Jorge. The Puerto Rican Nation on the Move: Identities on the Island and in the United States (introduction and chapter 1)

Week Five Paper One and Quiz One

October 3

1. Quiz One—on Angel

Make sure you are logged on and ready to go by 1:00 PM

2. Duany, Jorge. The Puerto Rican Nation on the Move: Identities on the Island and in the United States (chapters 2 and 3)

October 5

1. Turn in Paper One

You must use the “Turnitin” function of Angel

Week Six Neo-Colonial Americas

October 10

Lecture: The Puerto Rican Nation

1. Duany, Jorge. The Puerto Rican Nation on the Move: Identities on the Island and in the United States (chapters 5 and 6 )

October 12

Lecture: The Mexican Revolution, Repatriation, and the Bracero Program

1. Sanchez, George. Becoming Mexican American: Ethnicity, Culture, and Identity in Chicano Los Angeles, 1900-1945 (chapters 1, 2, and 3)

Week Seven Neo-Colonial Americas

October 17

Lecture: The Cold War and the Good Neighbor Policy

1. “The Good Neighbor Policy” (Angel)

2. Sanchez, George. Becoming Mexican American: Ethnicity, Culture, and Identity in Chicano Los Angeles, 1900-1945 (chapters 4, 5, 6, and 10)

October 19

Lecture: JFK and Cuba on Angel (Angel--Virtual Chat)

1. Response Paper One (Angel: Fishbowl Discussion)

2. Fidel Castro : kidnaper : public meeting of the Committee on Foreign Relations, United States Senate, One Hundred Sixth Congress, second session, September 20, 2000 (Angel)

Week Eight Post-1959 Central America

October 24

Lecture: A Prelude to Civil War

1. Maria Teresa Tula. Hear My Testimony: Maria Teresa Tula Human Rights Activist of El Salvador

October 26

Lecture: Crisis in Central America--Battle for El Salvador

1. Maria Teresa Tula. Hear My Testimony: Maria Teresa Tula Human Rights Activist of El Salvador (complete book)

Week Nine Post-1989 Central America

October 31

Lecture: Guatemalan, Nicaraguan, and Salvadoran Peace Processes

1. Susan Burgerman, “Building the Peace by Mandating Reform: United Nations-Mediated Human Rights Agreements in El Salvador and Guatemala” (Angel)

November 2

1. Midterm Exam

Week Ten U.S.-Mexico Border

November 7

Lecture: La Frontera—Maquiladoras and NAFTA

1. De Genova, Nick. Latino Crossings: Mexicans, Puerto Ricans, and the Politics of Race and Citizenship (chapters 1 through 4)

Final Project Parameters Handout

November 9

Lecture: Las Hijas de Juarez and Human Rights

1. Darryl M. Williams and Nuria Homedes, “The Impact of the Maquiladoras on Health and Health Policy along the U.S.-Mexico Border” (Angel)

2. De Genova, Nick. Latino Crossings: Mexicans, Puerto Ricans, and the Politics of Race and Citizenship (chapters 5 through 8)

Week Eleven The New Nativism

November 14

Lecture: Walls and Mirrors—Responses to Latino Immigration

1. Annerino, John. Dead in Their Tracks: Crossing America’s Desert Borderlands

2. “Congressional Quarterly, June 30, 2005” (Angel)

November 16

Film: Los Mojados

1. Annerino, John. Dead in Their Tracks: Crossing America’s Desert Borderlands

(complete book)

Final Project Thesis and Outline Due

Week Twelve Thanksgiving Holiday

November 21

Lecture: On Angel (Response Paper Two)

1. Roberto Suro and Gabriel Escobar, “2006 National Survey of Latinos: The Immigration Debate” (Angel)

2. Immigration Debate Scenarios and Groups

November 23—no class

Week Thirteen Debating Immigration

November 28

Class Debate: Immigration

November 30

Class Discussion: US Immigration Policy: Solutions & Problems

1. PEW Center for the Study of Hispanics, “America's Immigration Quandary: No Consensus on Immigration Problem or Proposed Fixes” (Angel) pp. 1-37 only

Week Fourteen Human Rights

December 5

Lecture: Indigenous Movements in Mexico and Guatemala

1. “http://www.ghrc-usa.org/Publications/Publications.htm (Angel)

a. 2005 Guatemala Human Rights Update

b. Human Rights Review (two reports of your choice)

https://cms.psu.edu/section/default.asp?format=course&id=200607FAUP+++RHIST+467+001&title=HIST+467%2C+Latin+America+and+the+United+States

Syllabus for the Course: Cultural Anthropology

SYLLABUS

Cultural Anthropology

Summer 2006

Anthropology 045

PSU, McKeesport

Schedule No.: 696046

Section No.: 501

Meeting Time::6-8:45 pm; Mon., Tues., Thurs.

Location: Main 101

Instructor: Jake Fox

Office Hours: Wednesday Evenings by Appointment

Contact Information:

email: jake@sigmaxi.org

phone: (emergencies only) 412-247-0734

Course Overview

Anthropology is the holistic and comparative study of human cultural, biological, and linguistic, diversity. While the discipline has traditionally been associated with the study of ‘exotic’ and ‘primitive’ cultures, more contemporary anthropological research has concerned itself with human cultures in all times and places, including modern US culture. In this course you will learn the specific methods and theories used by cultural anthropologists to understand the tremendous diversity of human cultures across both time and space. We will apply these tools (methods and theories) to a broad range of human cultures in text, film, lecture, and discussion.

Course Objectives / Learning Outcomes:

We have several key objectives that are worth stating here in the syllabus. How well you do in this class will be based on how well you demonstrate learning in exams, assignments, class exercises, and quizzes. By the end of this class you will be able:

a. to demonstrate a basic knowledge of the academic field of anthropology, including knowledge of the field’s subdisciplines and specializations.

b. to apply anthropological theory and method to a given body of information with the objective of drawing sound, defensible, anthropological conclusions from such an analysis.

c. to use anthropological concepts to approach cross-cultural analysis, unfettered to the degree possible by your own cultural biases and preconceptions.

d. to bring cross-cultural analysis to bear on the problems (social, ethnic, environmental) faced by our own society, as well as those problems facing the global community.

Assigned Readings:

It is strongly recommended that you complete your reading assignments prior to the class in which they will be discussed. Readings and lectures are designed to be complementary, and I will expect that students are familiar with the textbook material so that they can participate in class discussions. There are two required texts for this class, which may be purchased in the bookstore. In addition to these two texts, supplementary readings will be assigned for certain weeks of the semester. These supplementary readings will consist of articles that you may download from our Angel course website (see section on Angel below).

The two required texts are:

1. Scupin, Raymond

2005 Cultural Anthropology: A Global Perspective 6^thEdition. Upper Saddle River, NJ: Prentice Hall/Pearson.

2. Turnbull, Colin M.

1987 The Forest People (1962). New York, NY: Touchstone Books.

Schedule of Course (subject to change):

Date	Classroom Topics and Activities		Assignment Schedule		Readings
Tuesday, May 30		Introduction to the Class: Objectives and Requirements What is Anthropology? Film: Race: The Power of an Illusion Part I		Scupin: Chapters 1 and 2
Thursday, June 1	What is Culture? Assignment #1 Film: Race: The Power of an Illusion Part II		Assignment #1 Handed Out in Class		Scupin: Chapter 3 ONLINE ARTICLES: 1. Bohannan 2. Miner 1956 3. Savishinsky 1979
Monday, June 5		Enculturation Language and Culture Film: Race: The Power of Illusion Part III		Scupin: Chapters 4 and 5
Tuesday, June 6		The Anthropology of Race Introduction to the Mbuti Film: Children of the Forest		Scupin: Chapter 7 Turnbull: Forward, Chapters 1, 2, 3
Thursday, June 8		Globalization Theory Ethnographic Fieldwork and the Analysis of Socio-Cultural Systems Film: To Be Announced		Scupin: Chapters 6 and 8 Turnbull: Chapter 4
Monday, June 12		Band and Tribal Level Societies Film: Ongka’s Big Moka Review for First Exam		Scupin: Chapters 9 and 10 Turnbull Chapter 5
Tuesday, June 13		Exam 1 Revisiting the Mbuti		Turnbull: Chapters 6 and 7
Thursday, June 15	Rank Societies: Chiefdoms States Part I: The Origins of State		Assignment #1: Due over email by 11:59 pm Assignment #2 Handed Out in Class		Scupin: Chapter 11 Turnbull: Chapters 8 and 9

Monday, June 19	States Part II: The Agricultural State States Part III: The Industrial State		Scupin: Chapter 12 Turnbull: Chapters 10 and 11
Tuesday, June 20	States Part III: The Industrial State (cont.) Post-Colonialism and Globalization Film: The Japanese Version		Scupin: Chapter 13 Turnbull: Chapters 12 and 13
Thursday, June 22	Contemporary Challenges in Anthropology and the Dark Underbelly of Globalization Film: !Nai, Story of a !Kung Woman		Scupin: Chapter 14 Turnbull: Chapter 14
Monday, June 26	Applied and Activist Anthropology Concluding the Mbuti Explaining Globalization and Inequality: Principles of Guns, Germs, and Steel		Scupin: Chapter 17 Turnbull: Chapter 15 Additional Readings to be announced
Tuesday, June 27	Guns, Germs, Steel, and the Conquest of America (the whole world?) Globalization and Cultural Diversity: Who Cares Anyway? Review for Final Exam	Assignment #2 Due over email by 11:59 pm	Readings to be announced
Thursday, June 29	FINAL EXAM	-	-

Student Newspaper Articles of Note

Educators express mixed views on requiring voter participation:

http://www.collegian.psu.edu/archive/2004/09/09-29-04tdc/09-29-04dnews-01.asp

Class studies social justice issues, civil disobedience:

http://www.collegian.psu.edu/archive/2001/03/03-27-01tdc/03-27-01dnews-3.asp

Horowitz claims 2 teachers are unfit:

http://www.collegian.psu.edu/archive/2006/02/02-28-06tdc/02-28-06dnews-03.asp

Rally emphasizes activism:

http://www.collegian.psu.edu/archive/2000/09/09-27-00tdc/09-27-00dnews-2.asp

[1] Catherine Kemp ["Cathy" or "Professor Kemp" or "Dr. Kemp"] is an Assistant Professor in the philosophy department at Penn State. She earned her Ph.D. at SUNY Stony Brook and her J.D. at the University of Texas, and works in the areas of eighteenth century philosophy and the philosophy of law.

[2] Alicen Beheler is a graduate student in the philosophy department at Penn State.

[3] For exceptions in extraordinary circumstances, see the Course Policies page.

Philosophy Department

Syllabus for the Course: Philosophy and Feminism Syllabus for the Course: Philosophy, Race and Diversity

Academic Freedom Policy

PURPOSE:

TO WHOM IT APPLIES:

AS A CITIZEN:

AS RELATED TO THE UNIVERSITY:

IN RESEARCH AND PUBLICATIONS:

IN THE CLASSROOM:

APPEALS:

American Studies Program

Syllabus for the Course: Introduction to American Studies

Dr. M. P. Wilkins Phone: 865-4381

Syllabus for the Course: American Studies Seminar

Syllabus for the Course: Work in America (Berks Campus)

African and African American Studies Program http://aaas.la.psu.edu/programs.htm

Syllabus for the Course: Inequality in America

Syllabus for the Course: Blacks in the 20th Century

Race, Economics, Entrepreneurship and the New Order October 5-10

Another Syllabus for the Course: Inequality in America

Another Syllabus for the Course: Blacks in the 20th Century

Introduction

Syllabus for the Course: African American Women in the US

Guest Presentation

Syllabus for the Course: Minority Health

Syllabus for the Course: Cultural Leadership Institute

Other Courses of Note

Science, Technology and Science Program http://www.engr.psu.edu/sts/

The Peace and Conflict Studies Minor

Typical Peace and Conflict Studies courses focus on such areas as:

Syllabus for the Course: Peace Seminar

Syllabus for the Course: Science, Technology, and Human Values

Syllabus for the Course: Critical Issues in STS

Syllabus for the Course: Conflict Resolution

Other Courses of Note

Sociology Department http://www.sociology.psu.edu/index.htm

Professor Sam Richards

Syllabus for the Course: Introduction to Sociology

Syllabus for the Course: Race and Ethnic Relations

Syllabus for the Course: Social Problems

Syllabus for the Course: Sociology of Gender

Week 1 Introduction to the Course

Week 3 Gender vs. Sex

Week 4 Theories of Gender

how do class, racial, and ethnic differences inform our understanding of gender?

Week 6 Gender and Inequality

how is ‘sexuality’ shaped by the power inherent in social relationships?

how are our ‘gender’ experiences shaped by sexual orientation?

what is the relationship between sexual orientation and inequality?

what is the relationship between sexism, heterosexism, and gender violence?

why don’t we celebrate being on the rag?

Syllabus for the Course: Sociology of Education

Syllabus for the Course: Sociology of Higher Education

Syllabus for the Course: Inequality in Educational Attainment

SOCIOLOGY 597D:

INEQUALITY IN EDUCATIONAL ATTAINMENT

Professor George Farkas

Readings are posted on, and can be downloaded from, the course website: http://athens.pop.psu.edu/farkas/login.cfm

SCHEDULE

September 8 Course Introduction

September 15 Inequality, Education, Mobility

September 22 Family Inequality

October 20 Unequal Attainment in K-12 (Cont.)

Syllabus for the Course: Race/Ethnic Diversity and Family

Syllabus for the Course: Social Stratification

Other Courses of Note

Women’s Studies Department http://www.womenstudies.psu.edu/

Emeritus Professor Michael Johnson

Notes on his website: “My preferred definition of feminism: You're a feminist if you believe that (1) men are privileged relative to women, (2) that's not right, and (3) you're going to do something about it, even if it's only in your personal life.”

Links the Feminist Majority Foundation on his website

Syllabus for the Course: Introduction to Women’s Studies

Women’s Studies 001.8

Introduction to Women’s Studies

Syllabus for the Course: Racism and Sexism

Syllabus for the Course: The Sociology of Gender

http://www.personal.psu.edu/mpj/SYL110.html

Syllabus for the Course: Current Feminist Issues

Syllabus for the Course: Feminist Family Sociology

September 19b

October 17a

Syllabus for the Course: Philosophy and Feminism
Syllabus for the Course: Philosophy, Race and Diversity

African and African American Studies Program
http://aaas.la.psu.edu/programs.htm

Syllabus for the Course: Blacks in the 20^th Century

Another Syllabus for the Course: Blacks in the 20^th Century

Science, Technology and Science Program
http://www.engr.psu.edu/sts/

Sociology Department
http://www.sociology.psu.edu/index.htm

Women’s Studies Department
http://www.womenstudies.psu.edu/

**Chandra Mohanty. 2003. Feminism without Borders : Decolonizing Theory, Practicing Solidarity. Duke University Press.**

Group Project: Projects Due: Friday, November 11^th!

WVFV- **Nelson: Boys will be Boys but…(22) p. 142**

WVFV- **Margaret Sanger: My Fight for Birth Control (45) p. 275**