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WGST 101C:
Introduction to Women and Gender Studies
Professor
Lisa Jadwin
110 Basil Hall
385-8192 (voice)
385-7311 (fax)
ljadwin@sjfc.edu
(e-mail)
www.jadwin.net
(website) |
Office
hours (Spring 2001):
Mondays 4-6 p.m.
Tuesdays 10-11 a.m.
and by appointment |
Description,
Goals, & Structure
What does it mean to be a woman or man in American society?
How important is gender in determining how you define
yourself and develop as a human being? How has the position
of women changed and developed over time? What is the
future likely to hold? WGST 101 focuses on the experiences
of women and the significance of gender in society, providing
an interdisciplinary, multicultural perspective on women
and cultural constructions of gender that is often ignored
in traditional scholarship. We'll develop a repertory
of facts and an academic discourse that will allow us
rigorously to investigate how gender identity is constructed
by cultural institutions like language, media, religion,
medicine, and law. We'll place particular emphasis on
the contributions of women, especially in areas in which
women have been neglected or devalued.WGST
101C is a writing-intensive and discussion-oriented course.
Lectures will convey only part of the course's content.
You'll participate in group discussions, work collaboratively
with other students, and write every week. Gender is
a controversial topic. It affects us all deeply, and
many of us have strong opinions about gender that stem
from personal experiences good and bad. We will work
to create an atmosphere in which people can talk respectfully
and freely, where disagreements are not only tolerated
but accepted, and where all arguments are substantiated
with evidence.
Electronic Mail
We'll use e-mail frequently to communicate. You are required
to provide a functioning e-mail address and to check
your e-mail at least twice a week for messages about
WGST 101C. Checking your e-mail is especially important
if you've been absent from class. St. John Fisher College
provides e-mail accounts for all students. Contact OIT
(385-8016) to set up an account.
At your earliest convenience, please send
me an e-mail message with the subject line "WGST
101." This will allow me to add your e-mail address
to the course list.
Text
Virginia Sapiro, Women in American Society: An Introduction
to Women's Studies (4th edition; Mayfield
Press).
REQUIREMENTS
Attendance
(5% of final grade)
Because this is a discussion-oriented course, you must
be present in class to learn. The attendance policy in
this course is consequently very strict. Make sure you
understand it fully and that you're prepared to abide
by it before you decide to stay in this course.
- You may miss two classes
without penalty.
- Additional absences, including
partial absences incurred by tardiness or leaving
class early, will cause your final grade to
decline sharply.
- Class begins on the first
day; absences because of registration problems
count fully.
- Students who miss more than
6 classes will fail the course.
- Because all absences have
the same effect, there is no distinction between
"excused" or "unexcused" absences.
- Students who are repeatedly
or substantially late, who leave class early,
or whose tardiness disrupts class will receive
attendance penalties.
- Students with perfect attendance
will receive a bonus.
- I will notify the class by
e-mail by 6 p.m. on any day when I collect
notebooks. If you have been absent that day,
it is your responsibility to get your notebook
to me no later than 5 p.m. the following day.
After an absence, discuss what you missed, including
assignments or handouts, with a classmate. This
helps reinforce the learning process. Check your
e-mail for updates about notebook collection. Feel
free to contact me with additional questions.
Discussion
Participation (15% of final grade)
In a discussion-oriented course, your participation is
essential. Participation is talking and listening actively.
This means staying alert, listening to others actively
and respectfully, asking and answering questions, providing
feedback, making suggestions, and contributing ideas.
Bonus points will be awarded to students who are outstanding
class participators and group leaders.
You may be a quiet, reflective
thinker who pays close attention but rarely speaks
up. People like you make an invaluable contribution
by listening alertly and actively to others. Indeed,
listening is an important part of your participation
grade. However, because speaking in groups is also
an essential skill for survival in the workplace,
everyone is required to speak up at least once per
class in large-group discussion, and to play an
active part in small-group work. If you typically
experience difficulty speaking in groups, WGST 101C
offers an opportunity to practice your skills. Consult
with me if you'd like some coaching. I will consider
improvement in evaluating your performance, especially
if you have worked with me to increase your participation.
Students who fail to participate in discussion are
unlikely to receive a passing grade in this category.
Weekly
Writing Assignments (40% of final grade)
Each week, a brief, informal homework writing assignment
will help you focus on the readings and will serve
as a springboard for class discussion. Assignments
are always due at the beginning of class on Tuesdays.
Topics for homework writing assignments are indicated
on the syllabus. Keep your weekly writing assignments,
along with any in-class writings you do for this
course, in a pocket folder or lightweight loose-leaf
notebook. Bring your notebook to class every day.
You'll turn in this notebook several times during
the semester. I will not announce in advance when
I plan to collect notebooks; this keeps everyone
honest and up-to-date.
Make sure that you always bring your
notebook to class and that you are always up-to-date
on your assignments. Writers who turn in incomplete notebooks
will not be able to make up missing assignments. But
- because everyone has a bad week from time to time -
your lowest individual writing assignment grade will
be dropped at the end of the semester. Remember: there
are no makeups for weekly writing assignments.
Download the handout
"Weekly Writing Assignments" (.pdf file)
Exams (40% of
final grade; midterms 10% each; final exam 20%)
2 short-answer-based midterms will test your completion
of course readings and your understanding of major concepts
discussed during the term. The essay- and short-answer
based final will be cumulative. Makeup exams will be
permitted only when a serious, documented emergency such
as hospitalization or death of an immediate family member
prevents a student from taking a regularly scheduled
exam.
Statement
Regarding Disabilities
In compliance with St. John Fisher College policy and
applicable laws, appropriate academic accommodations
are available to you if you are a student with a disability.
All requests for accommodations must be supported by
appropriate documentation/diagnosis and determined reasonable
by St. John Fisher College. Students with documented
disabilities (physical, learning, psychological) who
may need academic accommodations are advised to make
an appointment with the Coordinator of Services for Students
with Disabilities in the Student Development Center,
Kearney 211. Late notification will delay requested accommodations.
WGST Program at
Fisher
St. John Fisher College offers a Minor in Women and Gender
Studies. The goal of the minor is to explore the complexities
of the relationship between gender and power. By viewing
the topic from a variety of perspectives - social, artistic,
historical, scientific - students will begin to understand
the ways in which biology and culture help construct
gender. We investigate how gender has affected the lives
of men and women all over the world and throughout human
history. Elective courses are offered in a variety of
disciplines, including Anthropology, Political Science,
English, History, Nursing, Sport Studies, and Religious
Studies.
The WGST minor is designed for students planning careers
in business, law, science, the health professions, social
and community service, human resources, public policy,
and education. It will also be useful for students who
want to enrich their understanding of gender dynamics
and of women's contribution to the shaping of society.
Many internships are available, here in Rochester - the
birthplace of voting rights for women - and throughout
New York and the United States. Contact Dr. Jadwin for
more information.
Calendar
of Readings, Writing Assignments, and Examinations
Complete readings and writing assignments before you
come to class each Tuesday. In class, we will discuss
the chapter's main points and you may be called on to
share your weekly writing assignment with others in a
small- or large-group setting.
Students who have failed to complete the weekly writing
assignment will receive an "F" for that assignment; there
are no makeups for weekly writing assignments.
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1/16
1/18
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Introduction
to course. Presentation by Dr. Valerie Cole
about WGST 201.
Sapiro, Ch. 1, "Women's Studies: An
Introduction." Homework writing topic
(begin in class; finish at home; you will
have completed two writings by Tuesday
of next week): Sapiro says "feminism shapes
the practice of women's studies" (Ch.
1, p. 9). What is a feminist? Do you use
this label to refer to yourself? Why or
why not?
Lecture notes:
Sapiro, Chapter 1 (pdf file)
Transparency: definitions
of the words "work" and "labor"
(.pdf file)
Transparency: definition
of the word "role" (.pdf file)
|
1/23
1/25 |
Sapiro,
Ch. 2, "Societal-Level Approaches to Understanding
Women's Lives." Homework writing topic: in
your opinion, which of the factors Sapiro describes
(marriage and reproduction, economic life,
the state, etc.) has the greatest effect on
the life of an ordinary woman anywhere in the
world? Explain your choice.
Lecture notes: Sapiro,
Chapter 2 (.pdf file) |
1/30
2/1 |
Sapiro, Ch. 3, "Individual-Level Approaches to Understanding
Women's Lives." Homework writing topic: the relative values given
to "feminine" and "masculine" personality traits are often arbitrary;
that is, a "feminine" characteristic is considered negative simply
because it is associated with women. From table 3-1 (Ch. 3, p.
81), choose a traditionally pejorative (negative) "feminine" personality
trait and explain why it might be considered a strength, rather
than a weakness, in a variety of interactive situations. Give
concrete examples, preferably from your observation or experience,
to support your argument.
Lecture notes: Sapiro, Chapter 3 (.pdf
file)
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2/6
2/8
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Sapiro,
Ch. 4, "Commonality and Difference among Women."
Note: the homework writing assignment for this
week will begin on Thursday.
Lecture notes: Sapiro, Chapter 4(.pdf
file)
Class meets promptly at 1:45 at the
Lavery Library Reference Desk. Homework
writing topic: using the Internet
(at Lavery Library), locate at least
two news articles and/or commentaries
about recent DNA-based revelations
that Thomas Jefferson had a sexual
relationship with one of his slaves,
Sally Hemings. Make sure the articles
you use cover the subject in depth.
The Lavery reference librarians will
help you use the Internet to locate
the articles. Print out the articles
and include them in your journal.
What do the articles tell you about
the intersection of race, class,
and gender in the 18th century? In
the late 20th century? How have these
revelations affected your view of
one of our "Founding Fathers"?
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2/13
2/15
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Sapiro, Ch. 5, "Education:
Learning to Be Male and Female." Homework writing assignment: using
the concept of "hidden curriculum" discussion in Ch. 5, p. 158,
provide at least two concrete examples from classes you've taken
in the last two years of "hidden curriculum" discrimination against
female students. Describe the examples as completely as possible.
Remember that the hidden curriculum is hidden - unconscious and
systematic rather than easily recognizable and leveled at an individual.
Analyze your examples. At the time, were you aware of the hidden
curriculum? How did you/would you now propose to do something to
change the hidden curriculum?
Lecture notes: Sapiro,
Chapter 5 (pdf file)
MIDTERM 1
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2/20
2/22 |
Sapiro, Ch. 6, "Normal Gender: Health, Fitness, and Beauty."
Homework writing assignment: find a full-page magazine advertisement
for a women's health, beauty, or fashion product. (Include the
advertisement with your journal entry.) Analyze how femininity
is portrayed in the advertisement (including analysis of the ad's
words, pictures, and the product itself). What fears and desires
does the ad exploit? What attitudes and expectations about femininity
does it convey to readers? Do you think the ad will be successful
in selling the product? Why or why not?
Lecture notes: Sapiro, Chapter 6 (pdf
file)
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2/27
3/1 |
Sapiro, Ch. 7, "Women and
Religion." Homework writing assignment: many major world religions
still do not permit women to be ordained as authority figures -
ministers, priests, rabbis, imams, lamas, etc. Though women serve
as nuns, monks, and lay workers, their authority is strictly limited.
Religious organizations lag significantly behind the corporate world,
education, and government in this respect. (In fact, some governments
have been led by women even though the religions that dominate their
countries expressly prohibit the ordination of women - think of
Benazir Bhutto in Pakistan; Golda Meir in Israel; Mary Robinson
in Ireland.) Why, in your opinion, have religious organizations
been so slow to accept the ordination of women? Is it important
for women to assume authority roles in these religions? Why or why
not?
Lecture notes: Sapiro, Chapter 7(pdf file)
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3/6
3/ 8 |
Sapiro, Ch. 8, "Gender and the Institutional Media of Communication".
Homework writing assignment: using a weekly annotated television
programming guide like TV Guide, study the offerings of the cable
channel "Lifetime," which bills itself as "television for women."
What programming does this cable channel think is appropriate
for women? What fears and desires does it exploit? What shows
would you be unlikely to see on Lifetime, and why? Use concrete
examples from the programming guide to support your argument.
Lecture notes: Sapiro, Chapter 8 (pdf
file)
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SPRING
BREAK |
3/20
3/22 |
Sapiro, Ch. 9, "Law and Policy, Government, and the State." Homework
writing assignment: discuss the evolution, as Sapiro presents
it, of laws concerning rape in the United States. What has been
accomplished? What remains to be done, in your opinion? How would
you propose that our culture make rape laws more equitable?
Lecture notes: Sapiro, Chapter 9 (pdf
file)
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3/27
3/29
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Sapiro, Ch. 10, "Gender,
Communication, and Self-Expression." Homework writing assignment:
by yourself or with a friend in this class, videotape a network
or cable-TV news broadcast that includes both male and female anchors.
Analyze the broadcast's "hidden curriculum," paying attention to
the use of inclusive language, physical appearance, age, body language
(including nodding and smiling), and types of stories covered by
the male and female anchors. What is the broadcast quietly "broadcasting"
about gender? OR: for three days, keep track in a notebook each
time you hear someone use the word "girl" to refer to a female and
"boy" for a male. Note the age and situation of the person being
referred to in each case. What did you discover about gender and
naming at the end of the 3-day experiment?
Lecture notes: Sapiro, Chapter 10 (pdf
file)
MIDTERM 2
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4/3
4/5 |
Sapiro,
Ch. 11, "Consenting Adults? Personal and Sexual
Relationships." Homework writing assignment:
according to the chapter, what are the advantages
of marriage for women? The disadvantages? Are
there any advantages or disadvantages that
Sapiro has neglected to mention? In balance,
do you think marriage is a good thing or a
bad thing for women? For men? For their children?
OR: discuss the pros and cons of homosexual
marriage. Why does our culture strongly prohibit
marriage for homosexuals? Are there any hidden
agendas buttressing this prohibition?
Lecture notes: Sapiro,
Chapter 11 (pdf file) |
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4/10
4/12 |
Sapiro,
Ch. 12, "Reproduction, Parenthood, and Child
Care." Homework writing assignment: look up
the words "mother" and "father" in a good dictionary.
Write down the definitions. Then explain what
each definition assumes about the roles of
parents in raising children. What does it mean,
for example, to "mother" a child? What does
it mean to "father" a child? What about the
word "parent"?
Lecture notes: Sapiro,
Chapter 12 (pdf file)
No class - Easter break.
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4/17
4/19 |
Sapiro,
Ch. 13, "Work, Employment, and the Economics
of Gender." Homework writing assignment:
my maternal grandmother used to say, "the
hand that rocks the cradle rules the world."
Using the information provided in the
chapter, evaluate the accuracy of my grandmother's
statement, backing up your assertions
with evidence from the text. |
4/24
4/26 |
Sapiro,
Ch. 14, "Feminism and the Future." Homework
writing assignment: in your opinion, what
social changes about sexual roles and
gender can you expect to see in your lifetime?
What changes would you most want to see?
What would you most like to preserve about
traditional gender roles? What issues
seem most important to you at this point?
Conclusions; course evaluations. |
| 4/30 |
Final exam week
(exam time t.b.a. by Registrar's Office
during semester) |
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