Women’s, Gender, and Sexuality Studies 110:
Gender, Sex, and Power
Spring2012
MondayWednesday5:30pm – 7:18pm
University Hall 0043
It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences.
-- AudreLorde
Instructor: Hyejin Kim
Email:
Office Location: 37 University Hall(Basement)
Mailbox: WGSS Department, 286 University Hall (2nd Floor)
Office Phone: 614-292-1031
Office Hours:Wednesday3:30– 5:30 in my office or by appointment in my office
University Documented Disabilities
Students with a university- documented disability certified by the Office of Disability Services should discuss with me any special accommodations needed for the course. Please make me aware of your needs as soon as possible. The Office for Disability Services, located in 150 Pomerene Hall, offers services for students with documented disabilities. Contact the ODS at 2-3307292-3307, TDD 292-0901;
Your Mental Health
A recent American College Health Survey found stress, sleep problems, anxiety, depression, interpersonal concerns, death of a significant other and alcohol use among the top ten health impediments to academic performance. Students experiencing personal problems or situational crises during the quarter are encouraged to contact the OSU Counseling and Consultation Services (614-292-5766) for assistance, support and advocacy. This service is free and confidential.
Course Description
This course is an introduction to the interdisciplinary scholarship in Women’s, Gender, and SexualityStudies. The course is designed to give students with diverse backgrounds and disciplines a basic understanding of the debates and perspectives discussed in the field of women’s studies. We will focus on the ways in which gender shapes our everyday lives in the world. Much of the course will focus on the ways in which women-- in all their diversity have worked to improve the lives of women through political activism and social justice work. Our course discussions will not only focus on women’s lives but all of society. We will pay particular attention to the ways gender, race, sexuality, class, physical ability, and age impact our lives and inform the public policies and institutions.
This course is a pre-requisite for the major and minor in Women’s, Gender, and SexualityStudies. The course fulfills three GEC requirements: Cultures and Ideas,Social Science Individuals and Groups and Social Diversity in the United States. WGSST 110 fulfills the Cultures and Ideas GEC by engaging students in critical listening, reading, seeing, thinking, writing and experiencing the arts and reflecting on that experience. It fulfills the Social Science GEC requirement by helping students understand human behavior. The course focuses specifically on how gender structures human societies, cultures and institutions. In addition, this course fulfills the Social Diversity GEC requirement by fostering an understanding of the varied ways gender, race, class, sexuality, physical ability, and age impact the nature of institutions, society and culture in the United States.
Course Learning Objectives
- To understand the ways in which women in all their diversity are affected by U.S. and other societies, culture, and their institutions.
- To understand the ways in which the diversity of women’s experiences impact one’s own attitudes and values.
- To understand the ways in which gender informs theories and methods of inquiry
- To develop the abilities to recognize the importance of gender in shaping and organizing societal values.
- To understand the role of gender in structuring approaches to address policymaking.
- To understand how ideas influence the character of human beliefs, perceptions of reality, and norms that guide human behavior.
- To appreciate, analyze, and interpret major forms of human thought and expression.
Required Text
Reading Women’s Lives. Pearson Custom Publishing.(Green Cover)
Be sure to purchase the volume for SP 2012 compiled by Hyejin Kim, as this course is taught by numerous instructors who also compile their own volumes. The text is available at Student Book Exchange. (SBX Bookstore: 1806 North High St., Columbus, Ohio 43201, Phone: (614) 291-9528)
Required Work and Grading
Requirements / % / Descriptions1) Response Papers
(Due 4/11and 5/16) / 20% / 600-700 words, double-spaced, 12-point font in Times New Roman, MLA documentation style and10% each.
2) Midterm
(5/2) / 20% / Multiple choice,short-answer questions, and short essays: Identification, application of terms, and short essays about course material and readings.
3) Group Presentation / 20% / In-class presentation (using PowerPoint),maximum 20 min.
1) The reflection of the last class,
2) The major arguments or ideas of the assigned course material,
3) Proper examples or researches with the cited references
4) Discussion questions.
5) Submit peer evaluation on the Carmen Dropbox
4) Final paper
(Due: 6/4) / 20% / 1400-1500 words, double-spaced, 12-point font in Times New Roman, and MLA documentation style. Deliver a Hard Copy to my Department Mailbox AND Submit a copy in the CARMEN Digital Dropbox by 5:00pm.
“Using Gender as a Lens for Critical Analysis”
5) Participation and Attendance / 20% / Attendance: 20 points
Peer evaluation: 20 points
Discussion participation: 20 points
Carmen Posting: 20 points
Group activity participation: 20 points
TOTAL : 100 points
1) Response Papers (2):Due 4/11and 5/16
A response paper is a written reaction to a class reading, discussion, and lecture. A paper must have a thesis, introduction, supporting evidence (skillfully integrate at least three quotations) a conclusion and a works cited page (MLA documentation style). Papers should be double-spaced, in Times New Roman, 12 point font, have ample margins, and properly indented paragraphs. Papers must be 600-700 words each (not including the works cited page). Give the word count at the end of paper. Be sure to discuss our class materials.
A=Demonstrates advanced analytical and critical thinking and outstanding knowledge of the readings. Ideas are original, depth of analysis is excellent and illustrations/examples are concrete, appropriate, and vivid. Writing is clear, structured, concise, and free of basic errors. Instructions were carefully followed. Citations are correct.
B=Demonstrates solid analytical and critical thinking skills, familiarity with readings and other course content and makes explicit connections to them. Writing is coherent, concise, easy to follow, and nearly free of basic errors. Illustrations/examples are given. Instructions were followed. Citations are correct.
C=Demonstrates basic understanding of readings and can provide a good summary of material but shows lack of development and support for issues raised.
D=Demonstrates some understanding of readings. Shows lack of or simplistic analysis. Writing lacks coherence.
F=Demonstrates serious lack of understanding of readings. Incoherent or series lack of articulation and analysis.
*Late Work: All assignments should be submitted by the assigned due date. I will not accept late work. No electronic copies accepted without prior permission.
2) Midterm: This exam will consist of multiple choice, short-answer questions, and short essays.
3) Group Presentation
Every studentwill present part of the course material during the quarter. The course material to be presented and groups will be assigned during first class meeting. The presentation guideis given by each group at the end of syllabus. Upload your PowerPoint file on the Carmen Discussion before the presentation day. Presentations should be no longer than twenty (20) minutes and should give:
1) Thereflection of the last class,
2)The major arguments or ideas of the assigned course material,
3) Proper examples or researches with the cited references
4) Discussion questions.
4) Final Paper: Using Gender as a Lens for Critical Analysis
This writing assignment asks you build on the work we have done this quarter and analyze a particular issue from a feminist perspective. Using gender as critical lens, you will write a1400-1500 words final paper that explores the social, political and cultural dimensions of your own life as it relates to gender, sex and power. A paper must have a thesis, introduction, supporting evidence (skillfully integrate at least three quotations), a conclusion and a works cited page.Students will present their work on this paper to the class at the end of the quarter. Detailed assignment guidelines and paper topics will be provided.
5) Class Participation and Attendance Policy
Each student is allowed two absences over the duration of the quarter. For each absence beyond that, two points will be deducted from your final grade. In the event that class is cancelled, it will be notified by me. Attendance will be taken every day. If at all possible, please contact me in advance if you need to miss class.
Throughout the course we will engage in small group activities that are related to the course materials and you will be evaluated based on your participation. Given the nature of these activities, there is no way to make-up missed class activities. Likewise, Carmen postings will periodically be askedin class, so each student should post some answers on the Carmen discussion board by that day. There will be no make-up Carmen postings. You are strongly encouraged to attend all classes and be on time for class. After your presentation, you will be asked to submit peer evaluation for your group members. In-class discussions, Carmen postings, in-class group activitiesand peer evaluation will count towards your participation grade.
Academic Misconduct:
As defined in University Rule #3335-31-02, plagiarism is “the representation of another’s works or their 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 easier for instructors to find evidence of plagiarism.
• Always cite your sources (your TA or professor can help with this)
• Always ask questions before you turn in an assignment if you are uncertain about what constitutes plagiarism
• Always see your TA or professor if you are having difficulty with an assignment
To preserve the integrity of OSU as an institution of higher learning, to maintain your own integrity, and to avoid jeopardizing your future, DO NOT PLAGIARIZE!
Resources
• Please make use of my office hours to discuss the course material, assignments, and/or any concerns you might have.
• The OSU Writing Center offers free individual tutoring with writing consultants who can help writers working at any level. While I encourage you to take advantage of this resource, you are not required to do so, and your visits to the center can remain confidential. Phone: 688-5865. Website:
• College dictionary, I suggest the American Heritage, or the Oxford English Dictionary (
Class Schedule
• All of the readings should be completed by the date listed.The instructor reserves the right to change the course schedule. Students will be held accountable of changes madein class.
Week 1. Approaching Feminism and Women’s Studies
Mon., Mar26thIntroductionCourse Overview
Wed., Mar28th What is Feminism? What isWomen’s Studies?
''I'm Not a Feminist, But...'' Popular Myths about Feminism(1998) Penny A. Weiss
Ain't I a Woman? (1851)Sojourner Truth
From “When Heaven and Earth Changed Places” (1989) Le Ly Hayslip
From “Life and Death in Shanghai” (1986) Nien Cheng
Week 2. The Politics of Difference
Mon., Apr2nd Understanding Difference and Privilege
[Group1 Presentation: Similarities & Differences ]
Age, Race, Class, and Sex: Women Redefining Difference (1984) AudreLorde
White Privilege: Unpacking the Invisible Backpack (1989) Peggy McIntosh
Wed., Apr4thInequality and Intersectionality
The Other Body: Reflections on Difference, Disability, andIdentity Politics (1993)Ynestra King
No Name Woman (1977)Maxine Hong-Kingston
Asian Is Not Oriental (1989) Anonymous
Film: Mirrors of Privilege: Making Whiteness Visible(2006).
Week 3. Gender Roles and Socialization
Mon., Apr9th Learning Gender Roles
[Group 2 Presentation: Why study difference and privilege? ]
Straightening Our Hair (1989) bell hooks
The Deportation of Barbie from Iran (1999) FarzanehMilani
Film: Killing us softly 3:Advertising's image of women (2002).
Wed., Apr11thPerforming Gender Roles / Response Paper #1 Due
Becoming a Gendered Body: Practices of Preschools (1998) Karen A. Martin
The Body Politic (1995)Abra Fortune Chernik
Why Boys Don't Play with Dolls?(1995)Katha Pollitt
Films: Tough Guise: Violence, Media & the Crisis in Masculinity(2002).
Week 4. Violence Against Women
Mon., Apr16th Violence Against Women
[Group 3 Presentation:Review Tough Guise and Killing us softly-The media analysis]
Introduction: Myths and Realities Regarding Battered Women (1996) Albert R. Roberts
For the Boys: Filipinas Expose Years of Sexual Slavery by the U.S. and Japan (1993) Sheila Coronel and NinotchkaRosca
Wed., Apr18th Violence Against Women
The "Rape" of Mr. Smith (1980)
Putting on Sunday Best: The Silencing of Battered WomenWithin Christian Faith Communities (2010)
Nicole Knickmeyer, Heidi Levitt, and Sharon G. Horne
Film: Power and control: Domestic violence in America (2010).
Week 5. Sexualities
Mon., Apr 23rd Sexualities
[Group 4 Presentation: Violence against Women around you]
Homophobia: A Weapon of Sexism (1988) Suzanne Pharr
When Sex is a job: An Interview with ChantawipaApisuk of Empower (1995) Ara Wilson
Wed.,Apr25th Sexualities
Maiden Voyage: Excursion into Sexuality and Identity Politics in Asian America (1997) Dana Y. Takagi
Erotica Vs. Pornography (1983) Gloria Steinem
Film: Southern Comfort (2003).
Week 6. Midterm Week
Mon., Apr30th Review Session
[Group 5 Presentation: Review Southern Comfort and Research gay/lesbian/transgender communities]
Midterm study guide will be provided.
Wed., May2nd *****MIDTERM EXAM*****
Week 7. Work, Poverty and Economic Policy
Mon., May7th Work and Family
Rethinking the Nature of Work (2000) bell hooks
Bad Mother (2010)Ayelet Waldman
Wed., May9th Work and Poverty
A Feminist Perspective on Hurricane Katrina (2005) Loretta J. Ross
Week In Sweatshop Reveals Conspiracy of the Poor (1995) Jane H. Lii
Film: China Blue (2005)
Week 8. Identities
Mon., May14th Identities
[Group 6 Presentation: My Future Dream and Difficulties]
Self, Other, and Community: Jewish Women’s Autobiography (2004) Tzvi Howard Adelman
In Pursuit of Latina Liberation (1995)Elizabeth Martinez
Wed., May16thIdentities/ Response Paper #2 Due
Outcast Mothers and Surrogates: Racism and ReproductivePolitics in the Nineties (1993)Angela Davis
Adoption (2005)Bordo, Susan
Hambun-Hambun (1997)Susan Ito
Activity: scavenger hunt for information about the resources available at OSU for students considering their reproductive options. (Bring your laptops and cell phones to the class.)
Week 9. Transnational Perspectives
Mon., May21st Transnational Perspectives
[Group 7 Presentation: Reproductive Choices on campus ]
Global Politics and Transnational Feminisms (2004)Jan JindyPettman
Gender, Culture And Religion: An Islamic Perspective (1990) AminaWadud
Wed., May23rd Transnational Perspectives
Introduction: Reimaging Transnational Sisterhood (2002) Stanlie M. James and Claire C. Robertson
A Day without Feminism & Third Wave Manifesta: A Thirteen-Point Agenda (2000) Jennifer Baumgardner and Amy Richards
Film: Lion women: the fight for freedom in Iran(2011).
Week 10. Using Gender as a Lens for Critical Analysis
Mon., May28thNo Class/ Memorial Day
Wed., May30thUsing Gender as a Lens for Critical Analysis
Final Paper Presentations /Course Wrap-Up/Potluck Party
Film: Taking root (2008).
Week 11. Exam Week
Mon., Jun4th No Class
***** FINAL PAPER DUE: MondayJun4th*****
Deliver a Hard Copy to my Department Mailbox AND
Submit a copy in the an CARMEN Digital Dropbox by 5:00pm
Presentation Guidelines
1st Group presentation
1. Briefly introduce three authors (Hayslip, Truth, and Cheng)
2. What are the differences and similarities between these three authors?
3. What do these three stories relate to feminism?
4. Bring interesting discussion questions for the class.
2nd Group presentation
1. Pinpoint differences between women of color, white women, and women with disabilities. Based onLorde's, Hong-Kingston's and King's articles, you can compare and contrast different women's experiences.
2. How does racism and white privilege differ? How do individual and institutional racism differ? These are questions from the book (p.82). Try toanswer those questions, and then you can explain what privilege is.
3. Why study difference and privilege? Please share your own ideas and opinions. There are no correct or right answers.
4. Bring interesting discussion questions for the class.
3rd Group presentation
1. Find children's ads which can make them "become a gendered body" You can use Karin Martin's article if you want to describe whatagendered body is for children. I have a good example: Hasbro's Rose Petal Cottage Commercial #1 ( Like this, you can use anyYouTube clips if you want to.
2. Find two adswhich aredirected towards men (ex:GQ,MAXIM,Men's Health) andtwoads whichare directed towards women (ex: Oprah, Vogue, Glamour, InStyle). Andcompare and contrast these through the lens of gender schemas and the body politics. (Again you can use any articles to support these ideas.)
3. Try to find gender-neutral toys for children. It would be great if you can find pictures of them. Also try to find any resources or blogs which mention how to raise children without gender-biased perspectives.
4. And lastly, create your interesting discussion questions. Consider how to facilitate class discussion effectively as well.
4th Group presentation
1. Research2 cases ofdate rapes, rapes, or any sexual assault which happened on campus within 5 years through online resources such as newspapers or blogs. Try to find any cases at the OSU primarily, if you cannot find many, you can also find othercolleges as well.
2. Research1 case of sexual assault which involved any religious groups (e.g. Catholic, Christian, or Muslim. etc.) and was reported for the general public recently.
3. Research any resources that women can ask for help when experience abuses. I give you some information about resources below, so try to find out how to ask help, or how they can help these women specifically. I will give you more resources as the form of hard copy on Tuesday.