WGSS 300Professor Cynthia Burack

Introduction to Feminist Analysis:

LGBT Experience in the US274 University Hall

Office Hours: Wednesday 3:00-5:00

Spring 2012and by appointment

Women’s, Gender, and Sexuality Studies 300 is a topics course in which students are introduced to principles of feminist analysis in the form of research strategies that scholars use to investigate social, cultural, legal, and political issues, problems, and phenomena. The topic of this course is lesbian and gay experience in the US. Examining the history, culture, and socio-political experience of lesbians and gay men in the US from the nineteenth century to the present, we will see how different academicdisciplines and research strategies contribute to our knowledge of both the movement and LGBT citizens.

Required Texts

Leila J. Rupp, A Desired Past: A Short History of Same-Sex Love in America (Chicago: University of Chicago Press, 2002, 978-0226731568)

Craig A. Rimmerman, The Lesbian and Gay Movements: Assimilation or Liberation? (Philadelphia, Westview Press: 2008, 9780813340548)

Readings Available on Carmen

Craig Loftin, excerpts from Masked Voices: Gay Men and Lesbians in Cold War America: Introduction and Chapter 7: “Family Anxieties: Parent and Family Responses to Homosexual Disclosures”

Angelia R. Wilson, “Conditional Love” (Below the Belt: Sexuality, Religion and the American South)

Arlene Stein, excerpts from The Stranger Next Door: The Story of a Small Community’s Battle over Sex, Faith, and Civil Rights: Introduction; Chapter 9: “Whose Side Are You On?”; Appendix A: “Methodological Notes: What’s a Nice (Queer) Jewish Girl Doing in a Place Like This?”

Cheryl Clarke, “The Failure to Transform: Homophobia in the Black Community” (Dangerous Liaisons: Blacks, Gays, and the Struggle for Equality”)

Cathy J. Cohen and Tamara Jones, “Fighting Homophobia versus Challenging Heterosexism: ‘The Failure to Transform Revisited’” (Dangerous Liaisons: Blacks, Gays, and the Struggle for Equality)

Ellen D.B. Riggle, Jerry D. Thomas, and Sharon S. Rostosky “The Marriage Debate and Minority Stress”

Judith Stacey and Timothy J. Biblarz, “(How) Does the Sexual Orientation of Parents Matter?” (Fundamental Differences: Feminists Talk Back to Social Conservatives)

Sean Cahill, “The Disproportionate Impact of Antigay Family Policies on Black and Latino Same-sex Couple Households” (Journal of African American Studies)

Nicholas Pedriana, “Intimate Equality: The Lesbian, Gay, Bisexual, and Transgender Movement’s Legal Framing of Sodomy Laws in the Lawrence v. Texas Case” (Queer Mobilizations: LGBT Activists Confront the Law)

Yu-Ping Huang, Melanie E. Brewster, Bonnie Moradi, Marcie C. Wiseman, Annelise Martin, “Content Analysis of Literature About LGB People of Color: 1998-2007” (The Counseling Psychologist, 2010)

W.C. Harris, “Broke(n)back Faggots: Hollywood Gives Queers a Hobson’s Choice” (Queer Externalities: Hazardous Encounters in American Culture)

Adrienne Rich, “The Floating Poem, Unnumbered” (from “Twenty-One Love Poems” in The Dream of a Common Language)

Jeff Mann, “March Magnolias” (from Bliss), “Pietà,” and “Ambush” (from Loving Mountains, Loving Men)

Course Goals

  • To learn about the methods that scholars in different disciplines have used to analyze LGBT experience in the United States
  • To understand the history of LGBT experience, cultural life, and political mobilization in the United States
  • To learn about key public policies that affect LGBT people in the United States
  • To understand the effects of social and cultural norms, ideas, and beliefs about sexuality and gender in the United States
  • To enhance critical reading and thinking skills through examining and interpreting literature that focuses on LGBT experience

Course Requirements

You must complete all readings by the dates indicated on the schedule below. I expect you to attend all class meetings and to hand in papers on time, and I will not negotiate about poor class attendance or late papers. Think of this class as a job: regular attendance is not optional, and you are expected to produce the requisite kind and amount of work. If you have a problem that requires long absences from class during the quarter you must speak to me, and you should only arrive late in the event of an emergency. All cell phones must be turned off for class, and texting should never be done in any class. I will not permit the use of any electronic devices, including laptops, unless you have consulted with the Office for Disability Services and they advise me that you need to use an electronic device because of a registered disability.In the absence of special circumstances you should be prepared to begin class on time with the necessary materials for the day’s work, including the day’s required text(s).

The class will be conducted primarily in a discussion format. I will act on the following assumptions: that you have read the material thoroughly and that you have completed written assignments.I expect that all students will participate in class discussions in a candid, thoughtful, and respectful manner. Please feel free to ask questions at any time. You should plan to take notes during discussions in order to enhance your understanding and retention of information. At the end of the quarter you will be tested on material from class discussions as well as on assigned readings.

Students should make use of the OSU Writing Center in the Center for the Study and Teaching of Writing (CSTW), which offers free writing tutoring to students. CSTW is located at 475 Mendenhall Lab. You can obtain more information about the Center and tutorials at You can contact them at 688.5865.

The Office for Disability Services (ODS) offers a variety of services and auxiliary aids for students with documented disabilities. To access services, students must provide ODS with documentation of the disability. ODS is located in 150 Pomerene Hall; you can contact them at 292.3307.

Plagiarism Policy

As defined by University Rule 3335-31-02, plagiarism is “the representation of another’s works or ideas as one’s own; it includes the unacknowledged word for word use and/or paraphrasing of another person’s work, and/or the inappropriate unacknowledged use of another person’s ideas.”Plagiarism is one of the most serious offenses that can be committed in an academic community; as such, it is the obligation of this department and its instructors to report all cases of suspected plagiarism to the Committee on Academic Misconduct. After the report is filed, a hearing takes place and if the student is found guilty, the possible punishment ranges from failing the class to suspension or expulsion from the university. Although the existence of the Internet makes it relatively easy to plagiarize, it also makes it even easier for instructors to find evidence of plagiarism. It is obvious to most teachers when a student turns in work that is not his or her own and plagiarism search engines make documenting the offense very simple. Always cite your sources. Always ask questions before you turn in an assignment if you are uncertain about what constitutes plagiarism.

Written Assignments

Written work will be due in class for most reading assignments. Please read and follow the instructions for writing assignments below. For both Method Papers and Reading Reports you may use internet sources; however, as you know, not all internet sources provide accurate information. I do not expect you to be able to judge all sources of material on the internet, so I will set certain parameters for the use of internet sources:

  • You may only use Wikipedia if you also rely on another source for the material that meets the criteria in the next bullet point . . .
  • You should look for the following sources: newspapers, news magazines, university research sites, academic journal articles, academic books, online encyclopedias, government websites, and information provided by established national organizations (e.g., The National Gay and Lesbian Task Force [NGLTF])
  • You should not use information from sources such as blogs, videos, websites of individuals, tabloid websites, and any other sites that you recognize to be inappropriate sources of information for academic research

Method Papers

Brief Method Papers will be required for most readings in this course, and each one of these must be handed in at the beginning of the class in which we will be discussing that assigned reading. Fourteen method papers are assigned for the class; of these, the highest ten scores will be averaged together to constitute 50% of the final grade in this class. The grade for each paper will be based on: completing the assignment on time, following instructions, and writing a legible and accurate paper.

Specific instructions for this assignment:

  • Type reports using Times New Roman 12 pt. typeface and double spacing (do not use an extra space between paragraphs. You can change the setting in Word to turn off this feature)
  • Place your name and paper topic (e.g., Method Paper #1: Memoir) at the top of the page
  • Write a one-page paper comprised of two paragraphs. In the first paragraph, define and explain the method we are focusing on in the assigned reading; in the second, use the text to briefly explain why the assigned reading is an example of this method. Be concise, accurate, and informative in your explanation. Remember: the content of any paper that focuses on a piece of writing should demonstrate that you have done the reading
  • Cite your source(s) in an endnote(s) at the bottom of the page in 10 pt. typeface

Reading Reports

For this assignment the class will be divided into four groups for the duration of the course. Beginning on Tuesday, April 3rd, each reading assignment on the syllabus will be assigned to a group. This means that each member of the group designated for a class meeting will be responsible for:1) researching one element of their choice from the reading assignment to be discussed in class, 2) writing up an explanation of the significance of that element in a one page report, 3) contributing to the class by discussing that element, and 4) handing in the report in class.

“Elements” from the reading might include significant terms, concepts, events, policies (e.g., laws or court decisions) or people who are mentioned in the text but not completely explained by the author(s). Your topic must be substantive; so, for example, you may not use the definition of an unfamiliar word as a topic (although readers should look up unfamiliar words in assigned readings). The information gathered by group members will contribute to the class’s comprehension of the material. The grade for each report will be based on: completing the assignment on time, following instructions, writing a legible and accurate report, coordinating with other members of her/his group, and presenting the new material during class discussion. If you have difficulty identifying an element in the assigned reading for further research contact me as quickly as possible, and I will assign you a topic.

Specific instructions for this assignment:

  • Type reports using Times New Roman 12 pt. typeface and double spacing (do not use an extra half space between paragraphs. You can change the setting in Word to turn off this feature)
  • Place your name and group number at the top of the page
  • In a one-page paper, identify the definition/significance of the element of the text you have chosen to research
  • Cite your source(s) in an endnote(s) at the bottom of the page in 10 pt. typeface
  • Coordinate with other members of the group to avoid overlap in topics

Grading Criteria for Papers

A Demonstrates informed mastery of content [and]

Follows all instructions for the assignment [and]

Writes polished prose that contains few (if any) grammatical errors, misspelled words, or infelicities of expression

B Demonstrates good understanding of content

Follows most instructions for the assignment

Generally writes well, with few grammatical errors, misspelled words, or other infelicities of expression

C Demonstrates an average understanding of content

Does not follow instructions adequately

Writing displays multiple errors, misspelled words, or other infelicities of expression

D Demonstrates poor understanding of content

Does not follow instructions

Writing displays multiple errors, misspelled words, or other infelicities of expression

Final Examination

There will be one major examination in this course: a final exam that will constitute 25% of the final course grade. The final exam will be administered on Tuesday, June 5th. Before the exam I will distribute a study guide that will identify key terms, concepts, and/or questions for exam study. Bear in mind that you will be responsible for all material in the course, including discussions and readings, for this exam. If you are not able to come to class you are responsible for what you have missed. I do not provide notes, but once you obtain notes from classmates I am happy to discuss any questions you might have about the material you missed.

Grading

Method Papers50%

Reading Reports25

Essay Exam25

100%

Grading scale: A (95-100) A- (90-94) B+ (88-89) B (85-86) B- (80-84) C+ (77-79) C (75-76) C- (70-74) D+ (68-69) D (65-66) E (64 and below)

Schedule of Readings, Assignments, and Examination

This schedule is subject to change. Changes announced in class and/or on Carmen will be understood to have been added to the course syllabus

Tu March 27Introduction to the course and assignment into groups for Reading Reports

Th March 29History/ Memoir: Rupp, A Desired Past, Chapter One (“Introduction: Thinking about Aunt Leila”) and Chapter Three (“Worlds of Men, Worlds of Women), pp. 1-11; 37-72

Method Paper #1: Memoir

Tu April 3Group 1. History: Rupp, A Desired Past, Chapter Five (“Coming Together: Contested Identities and the Emergence of Communities”), pp. 101-129

Method Paper #2: History

Th April 5Group 2. History/Archival Research: Loftin, Masked Voices: Gay Men and Lesbians in Cold War America

Method Paper #3: Archives/Archival Research

Tu April 10Group 3. History: Rupp, A Desired Past, Chapter Six (“Becoming a People: Lesbian and Gay Worlds and the Organization of Resistance”) and Chapter Seven (“Conclusion: Something Old, Something New”), pp. 130-199

Th April 12Group 4. Social Movement Theory/Policy Analysis: Rimmerman, The Lesbian and Gay Movements, Chapters One (“Introduction”), Two (“Assimilationist and Liberationist Strategies”), and Three (“Conflict Over HIV/AIDS Policy”), pp. 3-63

Method Paper #4: Social Movement Theory

Tu April 17Interview Method/Memoir:Angelia R. Wilson, “Conditional Love,” Below the Belt: Sexuality, Religion and the American South

Method Paper #6: Interviews (as a means of Primary research/Data Collection)

Th April 19Group 1. Policy Analysis: Rimmerman, The Lesbian and Gay Movements, Chapter 4 (“Don’t Ask, Don’t Tell”), pp. 65-96

Journalism: Thom Shanker, “‘Don’t Ask, Don’t Tell’ Hits Women Much More,” New York Times,

Method Paper #5: Journalism

Tu April 24Group 2 [a groupmember should investigate the facts of the original arrest, and another should investigate the process by which a case in one location—in this case, Georgia—is taken up by the Supreme Court]Supreme Court Decision:Bowers v. Hardwick, 1986: U.S. Supreme Court: Bowers v. Hardwick (1986): Read all decisions: Syllabus, White Opinion, Concurrences by Burger and Powell, and Dissents by Blackmun and Stevens

Th April 26Group 3. Ethnography:Arlene Stein, excerpts from The Stranger Next Door: The Story of a Small Community’s Battle over Sex, Faith, and Civil Rights: Introduction; Chapter 9: “Whose Side Are You On?”; Appendix A: “Methodological Notes: What’s a Nice (Queer) Jewish Girl Doing in a Place Like This?”

Method Paper #7: Ethnography/ Ethnographic Research

Tu May 1Group 4. Argumentative Essays:Cheryl Clarke, “The Failure to Transform: Homophobia in the Black Community” (1983)

Cathy J. Cohen and Tamara Jones, “Fighting Homophobia versus Challenging Heterosexism: ‘The Failure to Transform Revisited,’” Dangerous Liaisons: Blacks, Gays, and the Struggle for Equality (1999)

Method Paper #8: Argumentative/ Persuasive Essay

Th May 3Group 1. Policy/ Social Movement Analysis: Rimmerman, Chapter Five (“The Debate Over Same-Sex Marriage”) and Chapter Six (“The Movements’ Futures”), pp. 97-148

Social Psychology:Ellen D.B. Riggle, Jerry D. Thomas, and Sharon S. Rostosky “The Marriage Debate and Minority Stress”

Method Paper #9: Social Psychology

Tu May 8Group 2. Meta-Analysis: Judith Stacey and Timothy J. Biblarz, “(How) Does the Sexual Orientation of Parents Matter?”

Method Paper #10: Meta-Analysis

Th May 10Group 3. Policy Analysis:Sean Cahill, “The Disproportionate Impact of Antigay Family Policies on Black and Latino Same-sex Couple Households”

Method Paper #11: Policy Analysis

Tu May 15Group 4. Legal Analysis:Nicholas Pedriana, “Intimate Equality: The Lesbian, Gay, Bisexual, and Transgender Movement’s Legal Framing of Sodomy Laws in the Lawrence v. Texas Case”

Th May 17Group 1. Content Analysis:Yu-Ping Huang, Melanie E. Brewster, Bonnie Moradi, Marcie C. Wiseman, Annelise Martin, “Content Analysis of Literature About LGB People of Color: 1998-2007”

Method Paper #12: Content Analysis

Tu May 22Group 2 [a group member should report on what the PEW Research Center is and what it does]. Survey Research:PEW Research Center, 2011, “Most Say Homosexuality Should be Accepted by Society,”

Method Paper #13: Survey Research

Th May 24Group 3. Cultural Studies:W.C. Harris, “Broke(n)back Faggots: Hollywood Gives Queers a Hobson’s Choice” (Queer Externalities: Hazardous Encounters in American Culture)

Method Paper #14: Cultural Studies

Tu May 29Group 4. Natural Sciences (Disciplines: Neuroanatomy/Neuropharmacology; Methods: Functional Imaging and Standard Anatomy):Savic and Lindström, “PET and MRI Show Differences in Cerebral Asymmetry and Functional Connectivity Between Homo- and Heterosexual Subjects” (Proceedings of the National Academy of Sciences) Swaab, “Sexual Orientation and its Basis in Brain Structure and Function” (Proceedings of the National Academy of Sciences)

Th May 31No paper due, but every student should bring to class a written question you would ask Professor Mann about gay poetry, writing gay poetry, or the particular poems you are reading. I will collect these questions.

Poetry: “To read poetry is to access a vast archive of research on the human condition” (Washington Post Magazine, “Rhyme and Reason,” January 15, 2012)