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Politics 125AFall 2017
Seminar: Women in American Politics
Tuesday and Thursday, 2:00 – 3:20
Professor Jill Greenlee
Email:
Office: 205 Olin-Sang
Office Hours: Thursday 9:00am –11:00am and by appointment
COURSE OVERVIEW AND OBJECTIVES:This course provides an overview of women’s role in the American political system as activists, citizens, and elected officials. Throughout the semester, we will consider the important historical efforts of women in the political world, learn about the political behavior and attitudes of more contemporary female citizens, and contemplate the role of women as political leaders and policy makers. The central questions that run throughout this course are: what is the nature of women’s power in the American political system? How has women’s political power changed over time? How do other characteristics such as race and class shape political power among women? What is the state of women’s political power today, and what can we anticipate in the future? In answering these questions, we draw will from many areas of scholarship, including American political development, social movements, political behavior, and political psychology.
Within the Politics department, this course fulfills the seminar requirement and the American politics distribution requirement.
As with all courses in the Politics Department, this class requires three hours of work (i.e. reading, writing, studying) for every hour spent in the classroom. Please plan to spend an average of 9 hours per week preparing for this course.
PREREQUISITES: While there are no formal prerequisites for this course, students must have a basic knowledge of the American political system.
LEARNING GOALS: In line with the learning goals for the Politics Department, we will work together to do the following:
-Develop the core skills of the discipline. Political science is a field that requires students to think carefully and analytically about arguments, and to build arguments based on the proper evaluation of evidence. Students also must be able to articulate reasoned arguments in writing and orally. In this course we also will become familiar with some research methods employed by political scientists, including qualitative and quantitative methods.
-Acquire knowledge about the political system. Students in this course will learn about political institutions, the distribution of power within the political system, and how actors have worked both within and outside of political institutions to bring out greater political equality and fairness.
-Develop an understanding of core dynamics in political behavior. In addition to discussing institutions, we will also focus on how individuals think and act in the political world.
-Gain contemporary insights into how women shape political discourse and political outcomes. In addition to studying scholarship on gender in political science, we pay close attention to ongoing political and policy debates, observing women’s roles as leaders, activists, and voters.
ASSIGNMENTS AND GRADING:
We will learn together through bi-weekly lectures and discussion, written work, and an exam. You are responsible for completing all the assigned readings in the course, and completing all of the paper assignments. You are also responsible to posting reading responses on LATTE, and contributing to in class discussions.
The final grade will be based on the following:
1)Midterm exam(in class)20pts
2)Class presentation (in class)10pts
3)Short paper (based on an interview)15pts
4)Paper25pts
5)Participation 20pts
6)Attendance10pts
The midterm will be given in class and will cover all of the readings and lectures prior to that date.
The class presentation will be based on a shortpaper (3-4 page) that each student will write independently. The paper and presentation will be based on an interview that each student will conduct independently with a woman who currently holds or in the past has held elected office. This individual can hold any type of public office (e.g. city council member, state senator, judge, etc.). We will discuss in class how to identify and contact potential interviewees.
The paper (8-10 pages) will offer a short description and analysis of two organizations (contemporary or historical) that claim to represent the interests of women on a particular issue or set of issues. These organizations may take very different stances on these issues, or may differ slightly in their positions or political strategies. The goal of this paper is to think critically about how women’s interests are differently defined and presented in the political sphere. What are the policy goals of these organizations? What type of women do these groups portend to represent? How do they “see” women? What political tactics do they employ to reach their objectives? By looking critically at the goals, membership, and activities of these groups, you should gain important insights into how interest groups differently define the needs of women. Each student should meet with me to discuss the possible focus of the paper and resources.
The participation portion of the course will be based on both in-class contributions to our discussion, as well as the completion of twelve “reading responses” throughout the course of the semester; one response must be submitted for each of the 4 sections in the course (as delineated in the syllabus). These reading responses need not be formal papers, but rather thoughtful reactions to the materials that we have read that week. These responses should be 2 paragraphs in length, well written, and edited. You should post them on LATTE no later than NOON the day before our class meets. The content of these responses can focus on a critique of one or several of the readings, questions that the readings raise for you, or comments on how the readings tie into previously discussed materials in the course. All students are encouraged to log onto LATTE before class to read their colleagues posts in order to ensure an enriching discussion during our meeting.
Finally, attendance in this course is vital to success. Two free absences during the term are permitted. Additional absences will result in a deduction of one point per absence from your attendance grade.
Though I will discuss in greater detail how the papers, presentation, and exam will be evaluated, in general each of the course requirements is intended to measure 1) factual knowledge, 2) ability to understand and apply theoretical reasoning, 3) ability to craft coherent and consistent arguments, and 4) ability to write and communicate ideas clearly. You should keep this in mind as you think about your own progress and performance in the course.
Please feel free to speak with me at any time about the course requirements and their evaluation. In addition, if you are a student with a documented disability on record at Brandeis University and wish to have a reasonable accommodation made for you in this class, please see me immediately. You can also learn about resources on campus by contacting the Disabled Students’ Program.
Late policy: I do not grant extensions (unless there are extenuating circumstances). However, you may opt to turn in your work late for a penalty of 1/3rd of a letter grade for every 24 hours late.
In order to pass this course, you must complete all of the exams and assignments.
Academic dishonesty will not be tolerated and will result in a failing grade for the course. Academic dishonesty is defined as cheating, plagiarism, unauthorized collaboration, falsifying academic records, and any act designed to avoid participating honestly in the learning process. Scholastic dishonesty also includes, but is not limited to, providing false or misleading information to receive a postponement or extension on a test or assignment, and submission of essentially the same written assignment for two different courses without the prior permission of faculty members.
Computer policy: No computers are permitted in the classroom, unless you have academic accommodations that specify your need for a computer to take notes.
COMMUNICATION: I am accessible via email, and will try to respond to all messages within 24 hours. If you have a simple question, email is a fine way to communicate. For lengthier discussions, you should come to my office hours. Should there be a snow day during the semester, I will send an email to you via LATTE to make adjustments or arrangements, if necessary.
STUDENT SUPPORT:
If you are a student who needs academic accommodations because of a documented disability, please contact me and present your letter of accommodation as soon as possible.
If you have questions about documenting a disability or requesting academic accommodations, you should contact Beth Rodgers-Kay in Academic Services (x6-3470 or .)
Letters of accommodation should be presented at the start of the semester to ensure provision of accommodations, and absolutely before the day of an exam or test. Accommodations cannot be granted retroactively
CLASSROOM CODE OF CONDUCT: In addition to coming to each class fully prepared to participate (i.e. having done all the readings), I ask that you:
- Come to class with an open mind and check your ideology at the door. This class is not about our political preferences, but rather about objective, analytical thinking about institutions and political behavior.
- Be respectful. Please arrive at class on time, participate, listen, and stay engaged. Put your cell phone away and turn the ringer off. You may use your computer ONLY to take notes. If I suspect that you are doing anything else, I will ask you to put your computer away. If I have to ask you more than one time during the semester to put your computer away, I will not allow you to use it in the classroom.
COURSE TEXTS: We will be reading two books in this course:
Luker, Kristin.1985. Abortion and the Politics of Motherhood.
Lawless, Jennifer and Richard Fox. 2010. It Still Takes a Candidate: Why Women Don’t Run for Office.
Both of these books can be purchased at the campus bookstore or on-line. Other readings can be found on the Latte page for this class.
Section 1: Moments of Change
Class 1:IntroductionAugust 31
Garza, Alicia. October 7, 2014. A Herstory of the #BlackLivesMatter Movement. the feminist wire.
Chira, Susan. “You Focus on the Good’: Women Who Voted for Trump, in Their Own Word” The New York Times. January 14, 2017.
West, Lindy. “Her Loss.” The New York Times. https://
Class 2:The Suffrage MovementSeptember 5
Keyssar, Alexander, TheRight to Vote: The Contested History of Democracy in the United States. Chapter 6.
Class 3:The Women’s Liberation MovementSeptember 7
Berkeley, Kathleen. 1999. The Women’s Liberation Movement in America. Chapters 2–5.
Costain, Anne. 1992. Inviting Women’s Rebellion: A Political Process Interpretation of the Women’s Movement. (p1-15, p136 - 142)
Class 4: Differing Perspectives on LiberationSeptember 12
Friedan, Betty, The Feminine Mystique. Chapter 1.
hooks, bell. Feminist Theory: From Margin to Center. Chapters 2 and 3.
Class 5: The Third WaveSeptember 14
Crenshaw, Kimberle. "Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics."U. Chi. Legal F.(1989): 139.
Stockman, Farrah. January 9, 2017 “Women’s March on Washington Opens Contentious Dialogues About Race” The New York Times.
Class 6: The 2016 ElectionSeptember 19
Center for American Women in Politics, 2017, Finding Gender in the Election.
Carr, Glynda and Kelly Dittmar. July 27, 2017. “OpEd: Electing More Black Women Requires Rejecting a Single Story of Women’s Political Progress.” NBCNews.com
Junn, Jane. 2017. “The Trump Majority: White Womanhood and the Making of Female Voters in the US” in Politics, Groups, and Identities. 5:2, 343-352.
Section 2: Women and Political Behavior
Class 7: Politicized IdentitiesSeptember 26
Gurin Patricia. “Women's Gender Consciousness.” Public Opinion Quarterly, volume 49, page 143 – 163
Langner, Carrie, Jill Greenlee and Grace Deason. 2017. “Identity and Activism in an Era of Politicized Motherhood.” Mothers and Others. Melanee Thomas and Amanda Bittner.
Class 8: Political AttitudesSeptember 28
Huddy, Leonie, Erin Cassese, and Mary-Kate Lizotte. 2008. “Gender, Public Opinion and Political Reasoning,” Political Women and American Democracy, eds. Christina Wolbrecht, Karen Beckwith, Lisa Baldez.
Class 9: Political ParticipationOctober 3
Burns, Nancy, Kay Lehman Schlozman, and Verba, Sidney. 2001. The Private Roots of Public Action: Gender, Equality, and Political Participation. Harvard University Press, Chapters 1 and 3. (Note: you do not have to read chapter 11)
Egan, Patrick J. 2012. Group Cohesion without Group Mobilization: The Case of Lesbians, Gays and Bisexuals. British Journal of Political Science Vol 42: 597-616.
Class 10: The Gender GapOctober 10
Norrander, Barbara and Clyde Wilcox. “The Gender Gap in Ideology” Political Behavior Vol 30: 503-523.
Brooks, Deborah Jordan and Benjamin A. Valentino. 2011. “A War of One’s Own: Understanding the Gender Gap in Support for War.” Public Opinion Quarterly. 75: 270-286.
Barnes, Tiffany and Erin Cassesse. 2017. “American Party Women: A Look at the Gender Gap within Parties.” Political Research Quarterly. Vol 70: 127-141.
Section3:Getting into the Game
Class 11: Putting a Hat in the RingOctober 11
Lawless, Jennifer and Richard Fox. 2010. It Still Takes a Candidate: Why Women Don’t Run for Office.Chapter 1 - 3
Class12: October 17
Lawless, Jennifer and Richard Fox. 2010. It Still Takes a Candidate: Why Women Don’t Run for Office.Chapter 4 - 8
Class 13:MidtermOctober 19
Class 14:CLASS CANCELED – But there are TWO important opportunities this week. I hope
that each student will attend one of these talks:
Tuesday, Oct 24th– 11:00am -12:20pm - Kimberlé Williams Crenshaw speaks to Prof. Freeze’s course (WGS 5a: Women, Genders and Sexualities) – in the International Lounge in Usdan
Wednesday, Oct. 25th – 4:00am – 5:30pm - Kimberlé Williams Crenshaw – Gittler Prize Lecture - Treasure Hall in the Goldfarb Library.
These eventsare not required, but I STRONGLY RECOMMEND that you attend one or both of them.
Class 15:Women and Electoral PoliticsOctober 26
Lawless, Jennifer. 2004. “Women, War, and Winning Elections: Gender Stereotyping in the Post-September 11th Era” Political Research Quarterly.
Dolan, Kathleen. 2013. “Gender Stereotypes, Candidate Evaluations, and Voting for Women Candidates: What Really Matters?”Political Research Quarterly.
Class 16: Women and AdvocacyOctober 31
Luker, Kristin.1985. Abortion and the Politics of Motherhood. Chapters 1 - 5
Class 17: Women and AdvocacyNovember 2
Luker, Kristin.1985. Abortion and the Politics of Motherhood. Chapters 6 - 9
Section 4: Women and Political Office
Class 18:Women as LegislatorsNovember 7
Frederick, Brian and Shannon Jenkins. 2017. “The Impact of Gender in the Legislative Process” The Politcal Psychology of Women in US Politics. Eds. Monica C. Schneider and Angela Bos. Routledge.
Swers, Michele L. 2013. Women of the Club. Chapter 5: Providing for a Common Defense
Lawrence, Jill. July 11, 2013. “Do Women Make Better Senators than Men?” National Journal.
Class 19:Descriptive RepresentationNovember 9
Barrett, Edith J. “Black Women in State Legislatures: The Relationship of Race and Gender to the Legislative Experience” in The Impact of Women in Political Office, Susan J. Carroll (ed.), Indiana University Press, 185-204.
Reingold, Beth. 2008. “Women as Officeholders: Linking Descriptive and Substantive Representation” in Political Women and American Democracy, Christina Wolbrecht, Karen Beckwith, & Lisa Baldez (eds.), Cambridge University Press, 128-147.
Class 20:Women and Public PolicyNovember 14
Conway, Margaret M. 2004. Women and Public Policy: A Revolution In Progress, CQ Press, Chapters 1 &5.
Redden, Molly. “The War on Women is Over – and Women Lost.” Mother Jones. October 2015
Class21:Women and the JudiciaryNovember 16
Nelson, Kjersten. 2017. “Gender and the Bench: Does Judge Sex Influence Citizens?” The Political Psychology of Women in US Politics. Eds. Monica C. Schneider and Angela Bos. Routledge.
Class22:Women Who RanNovember 21
Class Presentations
Short Paper Due
Class23:Women Who RanNovember 28
Class Presentations
Class24:A Woman in the Oval (and other Executive Offices)November 30
Jalalzai, Farida. "Women rule: Shattering the executive glass ceiling."Politics & Gender4, no. 2 (2008): 205-231.
Chira, Susan. April 14, 2017. “Is This the Way a Woman Will Reach the White House?” The New York Times.
Class25:Leading the Way?December 5
Traister, Rebecca. February 21, 2016. “The Single American Woman.” The Cut.
Lawless, Jennifer and Richard Fox. March 2013. Girls Just Wanna Not Run. American University. School of Public Affairs.
Class26:Where Are We Now?December 7
Paper due by 5:00pmDecember 12