Syllabus for SOCIOLOGY OF GENDER (SOC 383)
Fall Session 2004, 11:15 – 12:30, T, Th
Professor: Michelle Budig
Office: W34 Machmer, Office Hours: T & Th 9:30 – 10:30pm
Telephone: 545-5972 e-mail:
Course Website:
COURSE DESCRIPTION AND GOALS: This course will use the sociological method to examine gender as a social construct. Starting with theory on gender, we will turn to the empirical world to examine how gender shapes and is shaped by personal interaction and social institutions such as race and class, sexuality and intimate relationships, and intimate violence. We will discuss how constructions of gender lead to inequality. You should leave the course with new tools for critically examining the world around you and a better understanding of how gender shapes your social life. NOTE: In this course we will read some texts and watch movies that include explicit language and explore sensitive topics. At times, these materials and our discussions may make you uncomfortable. It’s important to be willing to struggle with this material, and its implications, while also treating one another with respect and consideration.
COURSE REQUIREMENTS:
Required Readings:
All available at the Textbook Annex
a) A packet of articles (required) is available at the Textbook Annex on the UMass Campus
b) Lorber, Judith. 2004. Gender Inequality: Feminist Theories and Politics. Los Angeles: Roxbury Pub.
c) Kimmel, Michael and Michael Messner. 2004. Men’s Lives. 6th Edition. Allyn and Bacon.
d) Book of your choice (from syllabus) for group project, a copy of each book is also on 3-day reserve at library.
Exams: There will be two exams. The exams will be multiple choice, at least half of the material will come from lectures, and will cover only the most recent sections of the course. Each of the exams will count for 30% of your final grade. There is no excuse for missing exams. If you can’t attend an exam, you must make other arrangements with me PRIOR to the exam. Otherwise, a zero will be assigned for the missed exam.
Small Group Paper and Presentation:
Small Groups: At the beginning of the semester, you will join a 5-person work group for the term. In addition to working with your group in class, your group will meet outside of class to work on a paper and oral presentation. Your group will summarize and critique theoretical and empirical analyses from sociological studies of gender. The set of four group progress reports will count for 5%, the paper will count for 10%, the presentation, 5%, of your final grade. In addition, each member of your group will anonymously grade your contribution to the group project, this grade will count for 10% of your final grade. In sum, the components of the group project will constitute 1/3rd of your final grade
Paper and presentation: There are 9 different books listed in the syllabus from which you will choose one. Your group will outline the study, its core questions and theory, discuss the methodology and data used, present findings, and evaluate/critique the study, point out areas of improvement, questions that weren’t addressed, future direction for research on this topic. Your group will also answer the following questions in your paper and presentation:
Group Project: There are 9 different books listed in the syllabus from which you will choose one. Your group will outline the study, its core questions and theory, discuss the methodology and data used, present findings, and evaluate/critique the study, point out areas of improvement, questions that weren’t addressed, future direction for research on this topic. Your group will also answer the following questions in your paper and presentation:
- What is the author’s theoretical and methodological approach?
- Do they begin with a theory or specific hypotheses? What are they?
- If they don’t start out w/ theoretical predictions, what is their approach?
- How do they gather evidence and interpret it?
- What conclusions does the author draw? Are they well supported by the evidence?
- How does this book tie into readings done in class? Does it have different arguments, findings, etc. on the same topic as others? If so, what answers do you find the most compelling and why?
Class Participation and Journal: You are expected to attend class, read assigned readings before each class period, and actively participate in class discussion. Your journal should be a separate notebook from your course notes, and one that you can hand in at the end of the term. Your journal will count for 10% of your final grade.
Academic Honesty: Academic honesty is required of all students at the University of Massachusetts. Academic dishonesty includes cheating, fabrication, plagiarism, and facilitating dishonesty. Sanctions will be sought for any cases of academic dishonesty.More information about academic honesty is available at the following weblink: . It is your responsibility to read this material and comply fully with it.
SOURCES OF READINGS IN COURSE PACKET:
Andersen, Margaret L. and Patricia Hill Collins. 1995. Race, Class, and Gender: An Anthology. Belmont, CA:Wadsworth Publishing Company.
Collins, Patricia Hill. 1991. Black Feminist Thought. New York: Routledge.
hooks, bell. 1992. Black Looks. Boston: South End Press.
Lindsey, Linda. 1994. Gender Roles: A Sociological Perspective. Englewood Cliffs, NJ: Prentice Hall.
Ruth, Sheila. 1990. Issues in Feminism. Mountain View, CA: Mayfield Publishing Company.
Schwartz, Pepper and Virginia Rutter. 1998. The Gender of Sexuality. Thousand Oaks, CA: Pine Forge.
COURSE SCHEDULE:
THEORIES ON GENDER
Sep 9 Class Business and Course Introduction
Lorber Chapter 7
Sep 14 Gender, Biology, and Psychology
“Gender Role Development: Biological and Psychological Perspectives” (packet)
“How to Build a Man” (K&M)
“Masculinities and Men’s Health” (K&M)
“If Men Could Menstruate” (K&M)
Sep 16 Gender and Psychology
Psychoanalytic Feminist Theory—Lorber Intro to Part III and chapter 6
Sep 21 Gender and Socialization Part One
“Barbie Girls versus Sea Monsters: Children Constructing Gender” (K&M)
Sep 23 Gender and Socialization Part Two
“Language and Socialization” (packet)
Sep 28 Feminist Theory: Liberal
Lorber Intro to Part 1 and Chapter 1
Group Progress Report #1 due
Sep 30 Feminist Theory: Marxist and Socialist
Lorber Chapter 2
Oct 5 Feminist Theory: Radical
Lorber Chapter 4
Oct 7 Feminist Theory and Men
Introduction K&M (pages ix-xvii)
Lorber Chapter 9
Oct 12 Men’s Gender Theory
“Beer Commercials: A Manual on Masculinity” (K&M)
“Clarence, William, Iron Mike, Tailhook, Senator Packwood, Spur Posse, Magic…and Us” (K&M)
Oct 14 Feminism, Masculinity, and Race/Ethnicity
Lorber Chapter 8
“Mammies, Matriarchs, and Other Controlling Images” (packet)
“Ain’t I a Woman?” Sojourner Truth (packet)
Oct 19 Feminism, Masculinity, and Race
“White Privilege and Male Privilege” (packet)
“Men: Comrades in Struggle” (K&M)
Oct 21 EXAM 1 !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
GENDER, RACE, AND SEXUALITY
Oct 26 Gender and Heterosexuality
“Sexual Behavior and Gender” (packet)
Group Progress Report #2 due
Oct 28 Gender and Homosexuality
“Memories of Same-Sex Attractions” (K&M)
“Heterosexual Questionnaire” (K&M)
Lorber Chapter 5
Nov 2 Social Construction of Gender, Race, and Sexuality
FILM– Paris is Burning
Nov 4 Social Construction of Gender, Race, and Sexuality
Finish Paris is Burning
“Is Paris Burning?” bell hooks (packet)
Lorber Chapter 10
Nov 9 Gender and Intimacy
“The Approach-Avoidance Dance: Men, Women, and Intimacy” (K&M)
“I’m Not Friends the Way She’s Friends” (K&M)
Nov. 11 Veteran’s Day, No Class
GENDER, RACISM, AND VIOLENCE
Nov 16 Gender and Sexual Violence: Women’s Perspective
“The ‘Rape’ of Mr. Smith” (packet)
“Rape: the power of Consciousness” (packet)
“Fraternities and Collegiate Rape Culture: Why Are Some Fraternities More Dangerous Places for
Women?” (K&M)
Mass Hotline numbers for assault or abuse:
(800)992-2600, (617)248-0922, (508)342-2919, (413)562-5739
Nov 18 Gender and Violence
FILM: Defending Our Lives
Class Discussion
Visit the website:
Nov 22 Gender and Sexual Violence: Men’s Perspective
“Men on Rape” (K&M)
“Rape and the Prison Code” (K&M)
“The Antirape Rules” (K&M)
Nov 23 Gender, Racism, and Sexual Violence
“The Mind That Burns in Each Body: Women, Rape, and Racial Violence” (packet)
Group Progress Report #3 and full paper draft due
Nov 25 No Class, Thanksgiving
Nov 30 Gender, Racism, and Sexual Violence
FILM: Scottsboro Boys
Visit the website:
Dec 2 Gender, Racism, and Sexual Violence
FILM: Scottsboro Boys
Class Discussion
Dec 7 Gender and the Future, Course Evaluations
“National Organization of Men Against Sexism: A Statement of Principals” (K&M)
Lorber Part V
Dec 9 Group Project Reports
EXAM 2 to be scheduled during finals week
Group Progress Report #4 and Paper Due at final exam
Group Project
One-third of your final grade will come from your participation in a group project. This project is designed on the “book club” format. You will choose a sociological research study from the book list (discussed below) and be partnered with others who also choose this book to comprise a group of five students. As discussed in the syllabus, 1/3 or your grade for the group project will be from your paper grade, 1/6 from your group presentation, and 1/3 from your group members who will grade each member (anonymously) on the effort they contributed to the project.
Your group will need to set up a schedule of meetings and turn in progress reports throughout the semester to complete this project. You should schedule an organizational meeting with your group by September 23rd. After this meeting, you may read the book in sections or chapters and hold several meetings with your group to discuss these sections (recommended), or you may meet with your group after you’ve read the entire book. Once everyone has read and understands the material, your work truly begins. (Everyone must have read her or his book by October 26th.)
As a group, you will write a paper and prepare and give a presentation to the class. In the paper and your presentation, you should do the following…
- Outline the study, including its core questions and theoretical approach
- Discuss the methodology and data used in detail
- Present only the MAIN findings from the research
- Analyze how these findings compare/contrast with course readings, discussions, and lectures
- Evaluate/critique the study: point out areas of improvement, or questions that weren’t addressed
- Identify future direction for research on this topic
Your group should schedule a meeting with Prof. Budig after you’ve turned in your first draft to discuss the research and strategize about your class presentation. It will not be adequate to simply read your paper at the presentation. You will need to think creatively about how to quickly and clearly convey your main points using audio and visual aids.
SIGN UP FOR BOOKS
Choose three books you would like to use for your project and rank-order this list. Turn your list in to the professor at the end of the first class. I will try to give everyone their top choices, but only 5 students may work on each book.
Choices for Group “Book Club” Projects (available at Textbook Annex & on 3-day reserve at DuBois library)
1) Brownmiller, Susan. 1975. Against Our Will: Men, Women, and Rape. New York: Simon and Schuster.
Ground-breaking feminist classic presents the history, politics, and sociology of rape and its relationship to men’s and women’s inequality under the law. Considered a comprehensive and powerful study of social structures, gender inequality, and sexual violence.
2) Craig, Maxine Leeds. 2002. Ain’t I a Beauty Queen? Black Women, Beauty, and the Politics of Race. New York: Oxford University Press.
“Black is Beautiful!” Craig documents how black women have negotiated the intersection of race, class, politics, and personal appearance since the late 1800s. Will fascinate those interested in beauty culture, gender, class, and the dynamics of race and social movements.
3) Fausto-Sterling, Anne. 2000. Sexing the Body: Gender Politics and the Construction of Sexuality. New York: Basic Books.
Nature or nurture? Biologist Fausto-Sterling challenges biological and sociological analyses of gender. She examines the resolution of real-life medical cases of hermaphrodites and critiques centuries of scientific thought to tease out the biological and social origins of gender.
4) Frankenberg, Ruth. 1994. White Women, Race Matters: The Social Construction of Whiteness. Minneapolis, MN: University of Minnesota Press.
Often we think only women have “gender” and only people of color have “race.” In fact, gender impacts men as much as women, and race shapes white peoples’ lives as much as the lives of people of color. Frankenberg explores how white middle class women understand and live in the racial hierarchy of the United States.
5) Luciano, Lynne. 2001. Looking Good: Male Body Image in Modern America. New York: Hill and Wang.
Modern men are spending millions of dollars on fitness training, bodybuilding, hair replacement, and cosmetic surgery…what has caused American men to fall into the beauty trap? This trap has long been thought to be a special danger for women. Luciano examines the social, economic, and cultural causes of the new cult of male body image.
6) Messner, Michael A. 1992. Power at Play: Sports and the Problem of Masculinity. Boston: Beacon Press.
Why is the American male’s sense of self so closely intertwined with his success, or failure, as an athlete? What are the physical and emotional costs, to individual men and society at large, of engaging in organized athletics? Messner conducts an in-depth study with 30 former male athletes to uncover the relationship between sports and masculinity.
7) Sanday, Peggy Reeves. 1990. Fraternity Gang Rape: Sex, Brotherhood, and Privilege on Campus. New York: NYU Press.
This book explores under what conditions fraternity gang rapes occur and how the construction of gender identity is important to the occurrence of sexual violence. Institutional sexism and building male community are two foci of her analysis.
8) Tannen, Deborah. 1990. You Just Don’t Understand: Women and Men in Conversation. New York: Morrow.
Why do men tend to lead discussions? Who interrupts more? Why do women seem to be carrying on three different conversations at once? Is he really listening when she wants to talk about “the relationship”? Tannen explores these gender differences in communication.
9) Thorne, Barrie. 1993. Gender Play: Girls and Boys in School. New Brunswick, NJ: Rutgers University Press.
Boy Germs! Girl Germs! This book looks at boys and girls in elementary school and how they construct their own gender identities through games, imaginative play, and social interaction. Thorne also examines how teachers and schools organize gender roles for children.
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