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Professor Pamela Conover
Office Hours: Mon and Wed 10:00- 11:30 and by appt.
363 Hamilton Hall
Office Phone: 962-0424
POLITICAL SCIENCE 73
THE POLITICS OF SEXUALITY
SPRING 2000
COURSE DESCRIPTION: After decades of activism, the lesbian and gay movement in the United States has achieved some of its greatest successes in the 1990's. Yet, non-heterosexuals remain one of the most systematically disliked groups of citizens in the United States, and struggles over their basic rights continue to generate some of the most volatile and violent conflicts in recent American politics. This course explores the role of queers as political actors in the United States, both as individuals and collectively as a social movement. This joint focus on individual and collective activity necessitates an examination of both the politicization of sexual identities and the creation of "sexual" communities. This examination is framed theoretically in terms of the "politics of identity" literature as well as contemporary gay, lesbian and queer theories.
CONDUCT OF THE CLASS: Class time will be spent in a combination of professor and student-led discussion. Because discussion will play a major role in the class, students are expected to keep up with the readings on a day-to-day basis and to come to class with relevant questions. To facilitate in-class and on-line discussion, I suggest some preliminary questions for most class meetings. These questions represent starting points for discussion and are not meant to be exhaustive.
COURSE REQUIREMENTS: A student's grade will be determined by FIVE factors:
(1) CLASS PARTICIPATION (20%): Discussion is a vital part of the class. It allows you each to express your views and it allows other students to benefit from hearing your views. Discussion takes two forms in this class: in-class discussion and on-line discussion. In-Class Discussion: I expect that all of you will come to class ready to discuss the readings, even if you choose not to volunteer your comments. From time to time, I will give you specific assignments for in-class exercises or specific questions to consider, and this will require preparation before class. Class attendance counts as part of your participation grade. At a minimum, you can't participate if you aren't here; accordingly, participation grades will be lowered by one letter grade beginning with the 3rd absence. On-Line Discussion: Students are also expected to participate in the on-line discussion of topics that will be conducted on the discussion board linked to my web page: www.unc.edu/~conover/. The number of comments made during the semester will measure “Attendance” for this “virtual discussion”. All students are expected to make at least seven (7) meaningful substantive contributions during the semester to the “virtual discussion”; this is the minimum contribution expected. Participation grades will be lowered for students who fall below that number. Participation Grade: Students may decide for themselves what mix of venues to use for their class discussion. Students who find in-class discussion difficult can compensate by participating more on-line, and vice versa. To receive an “A” for participation, students most participate moderately in BOTH venues or heavily in at least one venue. Students who attend class regularly but seldom participate in either venue will receive a participation grade of C-.
(2) GROUP PARTICIPATION (20%): All students must participate in TWO group projects and presentations during the semester. For both presentations, grades will be assigned to the group as a whole based on: the organization of the presentation, the content presented, how well individual members worked together as a group, creativity, involvement of the class, and use of time. For the second project, the quality of the annotated bibliography will be a major determinant.
Group Project #1: All students must participate in ONE of the following groups, which will lead discussion on the assigned day. Each group is to meet with me at least one week before their presentation date to discuss possible topics for discussion. For each date, there are certain topics that must be discussed, but beyond those the group is free to structure discussion as they wish. The group—working together as a group or in subgroups rather than separately as individuals—is responsible for preparing the class discussion for the day and a written outline that will be handed out to students on the day of the presentation. Groups also have the option of providing to the class preliminary discussion questions, though this is not a requirement.
Group 1: Wed. 2/2: Identity Work: Performing Sexuality (Or Is That Gender, Race and Class?)
Group 2: Mon. 2/21: The Price of Visibility: Violence, Discrimination and Exclusion
Group 3: Mon. 3/20: 2000 Electoral Politics
Group 4: Mon. 4/10: The Military & "Don't Ask, Don't Tell"
Group 5: Mon. 5/1: Challenges to Community: Sex and Privacy
Group Project #2: All students must participate in one of the following discussion groups, each of which focuses on a type of cultural representation. Each group should meet throughout the semester to: (1) discuss different works; (2) prepare annotations of discussed works; (3) prepare a group presentation and handout. On either WEDNESDAY APRIL 19 or MONDAY APRIL 24, each group will make a presentation and lead a discussion (approx. 40 minutes per group) based upon their research during the semester. (Class will run long on those days, so be prepared.) The common theme in each presentation is the representation of queers in culture. Each group is to select at least 5 works that deal with queers, either positively or negatively, stereotypically or not. A non-heterosexual person must have produced one at least one of the works selected, and at least one must have been produced by a heterosexual person. Works selected should deal with different facets—lesbian, gay, bisexual, transgendered, transsexual—of the queer community. Your presentation should: (1) briefly review or present the works (a description on your handout is fine); (2) note whether these cultural works are intended primarily for non-heterosexual audiences or heterosexual audiences, or both; (3) evaluate how the works represent queers; do they challenge or reinforce existing stereotypes and the distribution of power in society? (This should take up a substantial part of your oral presentation). Finally, you should make additional recommendations to the class about other works of this type (not presented) that they might enjoy. This should take the form of an annotated bibliography. Because you are to work on this all semester, it should be substantial, in terms of both the number and quality of the entries.
Group 1: Films (may not include those required for class)
Group 2: Literature, Poetry and Drama
Group 3: Music (contemporary and classical, e.g. opera)
Group 4: Visual Arts (e.g. photography and painting)
(3) PAPER (20%): Due MONDAY APRIL 24; word limit of 2500 words.
(4) TAKE-HOME MIDTERM (20%): Distributed MONDAY FEBRUARY 28 and due on WEDNESDAY MARCH 8.
(5) FINAL EXAM (20%): During the scheduled exam period—FRIDAY MAY 12, 4:00 pm. The exam will be open book and notes; possible questions will be distributed on WEDNESDAY APRIL 26
REQUIRED BOOKS
Alwood, Straight News
Gamson, Freaks Talk Back
Jagose, Queer Theory: An Introduction
Sullivan, Same-Sex Marriage: Pro and Con
Vaid, Virtual Equality
Starred readings are on reserve.
CLASS ASSIGNMENTS
1/12 1. Introduction
1/17 NO CLASS: MLK DAY
I. SEXUAL IDENTITIES AND POLITICS: THEORETICAL PERSPECTIVES
1/19 2. The Social Construction of Sexual Identity
READ: Jagose, Chps. 1-2, pp. 1-21
*McCloskey, “Preface to Crossings”, xi-xvi
*Martin, "Fruits, Nuts, and Chocolate: The Politics of Sexual Identity"
DISCUSSION: List as many different categories dealing with sexuality that you can think of. How are they related? How do we assign people to those categories—based on behavior, on traits, on states or what? Who defines the categories? Do people assigned to different categories have different amounts of power and status in society?
1/24 3. Politics of Choice: Biology vs. Experience
READ: *Byne and Stein, "Varieties of Biological Explanation";
*Golden, "Do Women Choose Their Sexual Orientation";
*Pillard, "The Genetic Theory of Sexual Orientation"
DISCUSSION: Are sexual identities biologically or experientially determined? How do individuals explain their own sexuality? How do social and biological scientists explain it? How do you explain your own sexual orientation? What scientific evidence can we bring to bear on the issue? Do the origins of sexuality differ for men and women? How have the origins of sexuality become politicized? What are some of the political advantages and disadvantages of arguing that sexuality is a matter of choice? a matter of biology?
RELATED FILM: Twilight of the Golds
1/26 4. Politics of Recognition: Be(Coming) Out
READ: Vaid, Chp. 1 EXCEPT for Section: "Virtual Equality and Public Opinion";
*Signorile, "Intro & A Queer Manifesto";
DISCUSSION: In what sense is "coming out" a process? How is "coming out" a political act? A personal act? Why do gays and lesbians feel a need to come out, even though their sexual identities may be negatively viewed –what needs are met by coming out? If homosexuality is a social construct, rather than a trait or an essence that lies at a person's core, how can "coming out" be act of self-authenticity?
RELATED FILMS: All Over Me, Beautiful Thing, In and Out, Late Bloomers, Oranges Are Not the Only Fruit, Wild Reeds, It’s In the Water
1/31 5. Theoretical Perspectives on Sexual Identity: From Identity Politics to Queer Theory
READ: Jagose, Chps. 3-9, pp. 22-126
DISCUSSION: How has the understanding of sexual identities changed in the last 30 years? Why does identity politics require a fixed identity? What does it mean to call oneself “queer”? Can heterosexuals be queer? Why do some people criticize the idea of “queer”? What kind of politics does queer theory suggest?
2/2 6. Identity Work: Performing Sexuality (Or Is That Gender, Race and Class?)
READ: *Findlay, "A Winner in the Lesbian Sex Wars?";
*Garber, "Cross-Dress for Success";
*Holmberg, "Hey butch, your slip(page) is showing!";
*Kamani, "Sexism and the New Gay Male"
DISCUSSION: How do we perform our sexual identities?
How much of our performance is voluntary? In what ways is the performance
of sexuality interwoven with the performance of gender, race and class?
RELATED FILMS: the Birdcage; Chasing Amy; Claire of the Moon; Go Fish; Ma Vie en Rose; Paris is Burning; Priscilla, Queen of the Desert; To Wong Foo, Thanks for Everything, Julie Newmar; Wigstock
STUDENT-LED DISCUSSION
II. HISTORICAL AND CULTURAL CONTEXT
(UN)STRAIGHTENING THE STORY: THE VISIBLE AND VEILED RECORD
2/7 7. The Veiled Record: Pre-Stonewall Era
READ: Vaid, Chp. 2: thru "Post WWII Movement" (skim);
Alwood, Chp. 1-3
WATCH: Before Stonewall
DISCUSSION: What was life like "in the closet" in the pre-Stonewall era? How were gays and lesbians understood by heterosexual society before Stonewall? What are some of the factors that inhibited political organization and activism?
RELATED FILMS: the Boys in the Band, the Celluloid Closet, Desert Hearts, Forbidden Love, The Killing of Sister George, the Watermelon Woman
2/9 8. Becoming Visible: Stonewall and The Birth of a Movement
READ: Vaid, Chp.2: from section: "Stonewall & Birth of a Movement"
Alwood, Chp.4-9
DISCUSSION: What form did political protest take prior to Stonewall? How did Stonewall change things (and not change things)?
Are there comparable moments in the Civil Rights movement for blacks and the women's liberation movement? What is the role of the media in making gays more visible? To what extent was the existence of gay communities a precursor to the birth of the gay liberation movement? Did gays have to come out in the media before they could come out in the rest of culture? What role did the public courage of individuals play in making gays more visible?
WATCH: Stonewall
RELATED FILMS: The Castro, Cruising, Tales of the City
2/14 9. The Experience of AIDS: The Transformation of Gay Life
READ: Vaid, Chp. 3, up to section: "Decoupling AIDS from Systemic Reform” (skim);
Alwood, Chp. 11
DISCUSSION: see assignment for the day
WATCH: Assigned film pertaining to the experience of AIDS and its impact on gay life (e.g. An Early Frost; Heaven's a Drag; Jeffrey; In the Gloaming; It's My Party; Longtime Companion; Love, Valour, Compassion!; Parting Glances; Philadelphia; Silverlake Life; World & Time Enough; Zero Patience). Using the assigned questions, come to class prepared to discuss the depiction of AIDS and gay life presented in the film.
2/16 10. The Politics of AIDS
READ: Vaid, Chp. 3, from section: "Decoupling AIDS from Systemic Reform";
Alwood, Chp. 12;
Jagose, pp. 93-96
WATCH: And the Band Played On
DISCUSSION: How did the association of AIDS with gays (and implicitly homophobia) influence media coverage, research funding and perceptions of a public health threat? What factors were important in shaping the public's awareness of AIDS and sympathy towards AIDS victims? How did politics become more radical as a consequence of AIDS?
2/21 11. The Price of Visibility: Violence, Discrimination and Exclusion
READ: Alwood, Chp. 10;
*Wypijewski, Jo Ann, “A Boy’s Life”, Harper’s (Sept. 1999);
*Bull, Chris, “The State of Hate”, The Advocate (April 13, 1999);
*Dunne, John Gregory, “The Humbolt Murders”, The New Yorker, Jan. 13, 1997, v.72, #42
DISCUSSION: Who is likely to express their anti-gay prejudice violently? What causes violence against queers? To what extent is heteronormativity and “male culture” a factor in hate crime? What are the pros and cons of hate-crime legislation?
RELATED FILMS: Licensed to Kill; Boy’s Don’t Cry; Torch Song Trilogy
STUDENT-LED DISCUSSION
III. THE POLITICS OF MAINSTREAMING—ELECTORAL POLITICS
2/23 12. A Question of Strategy—Mainstreaming Defined
READ: Vaid, Chp. 4 up to section: Legal Mainstreaming and Queer Status
DISCUSSION: What is mainstreaming? What are the alternatives to it? What is the relationship between mainstreaming and a politics of recognition? What are the costs and benefits of mainstreaming? Do you personally favor it?
2/28 13. Partisan Politics
READ: *Frank, "Time to Think Strategy";
*Frank, "Why Party Politics Matter";
*Tafel, "Why a One-Party Strategy Must Fail";
*Frank, "Republicans Must Earn Our Vote"
IN-CLASS EXERCISE: Prepare for Party Convention Simulation
DISCUSSION: Come prepared to debate the following question, from both a Democratic and Republican point of view: "Do Republicans have anything to offer gays and lesbians?"