1
Women’s Studies 102: Women, Images, and Ideas
San Diego State University
Spring 2013
Instructor: Jerrica Escoto, GTA
Email: jerricaescoto@gmail.com
Office hours: MW 11-12pm or by appointment, AL 311
Location: MCN 105 10-10:50am MWF
Course Description
This humanity-based introductory Women’s Studies course will engage students in critical
thought about foundational feminist works and discourse. By examining different fields of
knowledge—the media, pop culture, literature, art, creativity, performance, and history—this
class will employ an interdisciplinary approach to guide our analysis in better understanding our
own worlds and the world around us. Together, we will critique and analyze multiple identities:
race, class, gender, ethnicity, religion, age, nationality, physical ability, sexuality, sexual
orientation, etc. and how these identities intersect within a socio-cultural context. Through an
investigation of power dynamics and social behavior, we will formulate ideas of the
representation and roles of women and girls. Our class will include both Western and
Transnational frameworks.
Learning Objectives
 Establish a foundation of Women’s Studies concepts, terminology, and knowledge
 Develop and strengthen skills in critical thinking, reading, and writing
 Gain a comprehensive understanding of systems of power, privilege, and oppression in
order to also obtain knowledge of resistance, healing, and transformation
 Develop an appreciation for activist work and become inspired to perpetuate “activist
behavior” in your own world and the world around you
 Cultivate knowledge of how creativity and creative arts can work hand-in-hand with
academia to promote social change
 Conceptualize “difference,” as well as re-conceptualize how difference has negatively
influenced social ideologies and behaviors
 Recognize images and representations of sexist, racist, homophobic, classist, ableist, and
other oppressive behaviors
General Education
This course is one of nine courses that you will take in General Education Foundations.
Foundations courses cultivate skills in reading, writing, research, communication,
computation, information literacy, and use of technology. They furthermore introduce you to
basic concepts, theories and approaches in a variety of disciplines in order to provide the
intellectual breadth necessary to help you integrate the more specialized knowledge gathered
2
in your major area of study into a broader world picture. This course is one of four
Foundations courses that you will take in the area of Humanities and Fine Arts. Upon
completing of this area of Foundations, you will be able to: 1) analyze written, visual, or
performed texts in the humanities and fine arts with sensitivity to their diverse cultural
contexts and historical moments; 2) describe various aesthetic and other value systems and
the ways they are communicated across time and cultures; 3) identify issues in the humanities
that have personal and global relevance; 4) demonstrate the ability to approach complex
problems and ask complex questions drawing upon knowledge of the humanities.
Academic Integrity
Cheating and plagiarism are serious offenses. You are plagiarizing or cheating if you:









For written work, copy anything from a book, article or website and add or paste it into
your paper without using quotation marks and/or without providing the full reference for
the quotation, including page number
For written work, summarize / paraphrase in your own words ideas you got from a book,
article, or the web without providing the full reference for the source (including page
number in the humanities)
For an oral presentation, copy anything from a book, article, or website and present it
orally as if it were your own words. You must summarize and paraphrase in your own
words, and bring a list of references in case the professor asks to see it
Use visuals or graphs you got from a book, article, or website without providing the full
reference for the picture table
Recycle a paper you wrote for another class
Turn in the same (or a very similar paper) for two classes
Purchase or otherwise obtain a paper and turn it in as your own work
Copy off of a classmate
Use technology or smuggle in documents to obtain or check information in an exam
situation
In a research paper, it is always better to include too many references than not enough. When
in doubt, always err on the side of caution. If you have too many references it might make
your professor smile; if you don’t have enough you might be suspected of plagiarism.
If you have any question or uncertainty about what is or is not cheating, it is your
responsibility to ask your instructor.
Academic integrity is central to the mission of SDSU. All students are expected to maintain
the highest standards of academic honesty. There will be no excuses for any form of
cheating, including plagiarism. If evidence of cheating or plagiarism is found, you will
receive, at the minimum, a grade of zero for that portion of the class, and it can result in
expulsion from the university. If you have any questions on what may be considered
plagiarism, please ask. Also refer to university policy at: http://coursecat.edu/catalog/up.pdf
or www.sa.sdsu.edu/htc/Plagarism.pdf.
3
Major and Minor in Women's Studies
Thinking about a Major or Minor in Women's Studies? The program offers exciting courses,
is committed to women's issues and social justice, and is adaptable to your interests and
concerns. Women's Studies is not impacted! For more information contact: Dr. Irene Lara at
ilara@mail.sdsu.edu. Her office hours are posted in the Women's Studies Office, AL346.
Regarding Students with Disabilities
Students who need accommodation of disabilities should contact me privately to discuss
specific accommodations for which they have received authorization. If you have a
disability, but have not contacted Student Disability Services at 619-594-6473 (Calpulli
Center, Third Floor, Suite 3101), please do so before making an appointment to see me. I will
also consider making reasonable accommodations for pregnant students and students with
documented illnesses.
Religious Holidays and Excused Absences
Students who have to miss a class for religious obligations and/or holidays must notify the
instructor no later than before the second class meeting in order for the absence to be
excused. After your second absence, students need to bring in documentation and speak with
the instructor in order for the absence to be excused.
***Proceed with Caution: This Course Contains Graphic Content***
Some of the assigned films, readings, and/or visual images studied in this course contain
graphic violence and/or sexual content, which may be perceived as offensive or disturbing to
some viewers. Any students with concerns about this should meet with the instructor at least
one week prior to our scheduled viewing of a film, reading, or visual images to discuss those
concerns.
Grading Policies
Grades are calculated on a standard scale, with pluses and minuses as appropriate. Late
submissions are only allowed for exceptional circumstances and with previous approval from
instructor. Otherwise, you will be graded down one letter grade for every day you are late. I will
make an effort to return assignments within one or two weeks. Criteria for assigning grades are
as follows:
A = Outstanding, available for highest accomplishments
B = Praiseworthy, above average
C = Average, satisfactory performance
D = Minimally passing, below average
F = Failing
4
The assignment of letter grades is as follows:
B+ = 87-89% C+ = 77-79%
D+ = 67-69%
F = < 60%
= 74-76%
D = 64-66%
No curves
A- = 90-93% B- = 80-83% C- = 70-73%
D- = 60-63%
A = 94-100% B = 84-86% C
Grade Breakdown:
Attendance and Participation: 10% - 100 points
Blackboard Responses/Discussion: 20% - 200 points
Midterm: 30% - 300 points
Community Events: 10% - 100 points
Final Paper/Project: 30% - 300 points
Total: 1000 Points
Course Policies
SEEKING HEALING RESOURCES: Throughout the class we may have emotionally intense
readings and discussions about violence towards women and girls. If you would like to speak
further about these sensitive issues, I am available during office hours and email and can refer
you to trained counselors. I've also gathered some local resources for your information and in the
service of healing. I encourage you to consult trained counselors at:
•SDSU’s Counseling and Psychological Services: 619-594-5220
•Family Justice Center: 619-533-6000
•San Diego Domestic Violence/Sexual Assault 24-hour Hotline: 1-888-DVLINKS or 1888-385-4657
EMERGENCIES: If you have an unexpected emergency and miss turning in a major assignment,
you must notify me via email. Documentation of emergency is required. If there is an assignment
due on the date of your absence, you must email me your assignment the day it is due.
ABSENCES: You do not have to notify me about the circumstances surrounding your absence in
general, unless you have special circumstances and/or an extended absence. By the end of the
second week of classes, students should notify me regarding planned absences for religious
observances, athletic competitions, or academic conferences or meetings. Walking in 15 minutes
after class begins is counted as an absence. Consistently being late will be taken into account
during the process of final grading.
LATE AND REVISED PAPERS: I will accept late papers; however, all late papers will gain one
whole grade deduction for every day it is late. Papers are no longer accepted after a four day
period unless we have a previous arrangement. You are allowed to do paper revisions after first
meeting with me in my office hours to discuss your grade. You may only revise a paper that
received a letter “C” grade or lower.
5
APPEALING A GRADE: You can appeal a grade by using these guidelines:
1. Must be appealed within one week after assignments have been handed back.
2. Must include a typed explanation thoroughly outlining the reasons why you think
your assignment was not graded properly.
3. Must include the original copy of your graded paper.
CLASSROOM ETIQUETTE: Come to class with your course reader, books and/or notes, readings
completed, and be prepared to discuss them. Expect that we will cover a wide range of topics and
will not always agree on which interpretations are best; however, be prepared to defend your point
of view. At the same time, whenever you agree or disagree with me or with other students, do so
respectfully by drawing on course materials and informed reflections.
It is important that you have a desire to participate in this class. You have a choice in the courses
you take. The nature of this course demands an engaged and open-minded approach. Your
participation is defined as being actively engaged in lectures and class discussion through informed
speaking, attentive listening, and taking notes. You must maintain an attentive class presence. Class
participation is absolutely essential to the success of the course. Students must come to class
prepared to actively contribute to the class discussion. As you read each article before class, take
written notes on loose-leaf paper about various aspects of the readings. Be sure you always come to
class with your reading notes, as they will help you with class participation.
COURTESY REMINDERS:







Arrive on time
Turn off cell phones and all electronic devices during class
NO laptop usage of any kind unless previously excused by instructor
It is not acceptable to side-talk, read non-class materials, text message, surf the web, sleep,
etc. during class. You will be asked to leave.
You may eat and/or drink in class; however, if it becomes a distraction, I will ask you to put
it away.
Let me know ahead of time if you must leave early, arrive late, or answer your phone.
Offensive remarks are not acceptable—please be respectful.
Course Requirements
Attendance and Participation (10%): Each student is allotted two unexcused absences in the
course. Because this course is three days a week, it is vital that you attend all three days so you
are not missing material or lectures that coincide with the week’s theme. Attendance and
participation is crucial in order to maintain lively and open discussion of the feminist topics. I
recognize that participating and speaking up in class may not be preferred for some students;
however, I urge you to see me to discuss ways to participate so that your grade is not negatively
affected.
6
Blackboard Responses/Discussions (20%): During the semester, students must complete 10
critical Blackboard responses (three full paragraphs of 5-7 sentences each) on course readings.
Responses must be completed and submitted on Blackboard by class time on Fridays. Bring
your responses to class and be ready to discuss them. All readings must be mentioned at least
ONCE in the reading response. The reading responses must cover, in-depth, at least TWO of the
following questions:
 Which parts of the readings affected you most? How did the readings make you feel?
Why?
 What did you learn? What did you already know?
 How do the readings connect to what you have learned so far in class?
 What example from your own life connects to the reading? If there is no connection,
how can you see the reading connecting to the lives of others?
All responses must adhere to MLA format (http://owl.english.purdue.edu/owl/resource/747/01/)
and will be graded based on critical analysis, grammar, punctuation, and cohesiveness. Each
response is worth 20 points each.
Midterm (30%): Students will be tested on class material, class lectures, and critical analysis.
More details will be given as the midterm date nears.
Final Paper/Project (30%): You have the option of writing a final paper (8 pages) or
conducting a creative project with a shorter paper (3-4 pages). Paper options are as follows:
 Watch at least 5-10 episodes of a TV show, YouTube series, etc. and use at least 4
readings assigned in class to analyze what you watched. Further, compare and contrast
what you watch with at least 2 films we watched in class. What is the show promoting?
What are major themes in the show? Would you consider this show to be feminist? Why
or why not? What are the larger implications of the show? Do not forget to keep gender,
race, class, nationality, ethnicity, physical ability, sexuality, and age in mind. Remember,
this paper is NOT a summary of what you watch; rather, it is an in-depth analysis of how
the show engages with the material we touch upon in class.
 Choose a feminist and conduct a research paper on that person. A list of feminists will be
provided as the project draws closer (though you may also choose any one of the authors
we have read in this class). Some of the questions to think of while writing include: why
did you choose this particular feminist? How did her life shape the work she
accomplished? How did that feminist contribute to feminism as a whole? What touched
you the most about her work?
 Other options will be given periodically throughout semester. I have a lot of flexibility
for this assignment so if you have an idea of what kind of research paper you would like
to write, please come see me. Any other paper options must be approved by me via email
or in office hours.
 All papers must be in MLA format. http://owl.english.purdue.edu/owl/resource/747/01/
7
Creative project options are as follows:
 Write a series of short story, memoir, fiction, poetry, etc. and answer the following
question: Why does feminism matter? A minimum of 5 pages of creative writing is
required (5 full pages, not separated poetry lines), along with a 3-4 page paper discussing
the process of the creative project and what readings inspired the creative product.
 Write a song in regards to any of the ideas and social issues discussed in class. Record it
on a CD and turn it in along with a 3-4 page paper discussing the process of the creative
project and what readings inspired the creative product.
 Paint, draw, sculpt, make a collage, etc. of what feminism is to you. Provide a 3-4 page
paper discussing the process of the creative project and what readings inspired the
creative product.
 Other options will be given periodically throughout semester. Any other paper options
must be approved by me via email or in office hours.
All final papers/project must first be approved by me via email or in office hours by
APRIL 15. If no approval is given by April 15, points will be deducted from final grade.
Community Events (10%): The Women's Studies Department encourages students to explore
the connections between theory and activism through participation in colloquia, student
organizations, and/or community events relevant to Women's Studies. Students are required to
attend at least THREE Women’s Studies department events on campus and/or feminist events
off-campus. Please be advised that all off-campus events must first be approved by me. For
each event, write a minimum of one-page addressing the following:
 What event did you go to?
 What are new things you learned?
 How does this event relate to feminism? How does it relate to the class?
 Refer to at least ONE class reading.
Final day to turn in community event papers will be on May 10. Your paper should be turned
into me no more than two weeks after the event has ended to preserve your experience in
your memory. Points will be deducted if it is turned in after the two week mark.
Required Course Readings:
 Kirk, Gwyn, and Margo Okazawa-Rey, eds. Women's Lives: Multicultural Perspectives.
5th ed. New York: McGraw-Hill, 2010. Print.
 Valenti, Jessica. Full Frontal Feminism: A Young Woman’s Guide to Why Feminism
Matters. Berkeley, CA: Seal Press, 2007. (FFF)
All other readings will be posted on Blackboard.
8
Important Dates:
Midterm
Final Paper/Project Approval
Final Day to Turn in Blackboard Responses
Final Day to Turn in Community Events
Final Paper/Project Presentation and Due
March 29
April 15
April 29
May 10
May 10
Course Schedule
**This Course Schedule is subject to change according to Instructor’s discretion**
WHY WOMEN’S STUDIES?
Friday, January 18
First day of classes. Syllabus overview and introductions.
Week of January 21
MONDAY: Martin Luther King Jr. Day NO CLASS
FFF: Introduction and Ch.1 “You’re a Hardcore Feminist. I swear.” (pp.1-18)
Blackboard: Lennon, Deborah Halstead. “Why Women’s Studies?” (33-34)
Week of January 28
Blackboard: hooks, bell. Teaching to Transgress: Education as the Practice of Freedom.
Embracing Change: Teaching in a Multicultural World (35-44).
Women’s Lives: Kirk, Gwyn. Okazawa-Rey, Margo. – Chapter One: Women’s Rights, Women’s
Liberation, Women’s Studies (3-17)
FFF: Ch. 9. “I Promise I Won’t Say ‘Herstory’”(165-182).
Film: The Heretics. Dir. Joan Braderman. North American Distribution, 2009. Film.
SOCIALIZATION AND INTERSECTNG RACE, CLASS, and GENDER
Week of February 4
Women’s Lives: Lorber, Judith. The Social Construction of Gender (64-67)
Blackboard: Gillman, Charlotte Perkins. (1890). “The Yellow Wallpaper.” (1-9)
Week of February 11
Blackboard: hooks, bell. The Will To Change: Men, Masculinity, and Love. “Understanding
Patriarchy” (17-33)
9
Kimmel, Michael. “Masculinity as Homophobia.” (149-155)
Gloria Steinem, “If Men Could Menstruate”
FFF: Ch. 10 - “Boys Do Cry” (183-196)
Week of February 18
Blackboard: McIntosh, Peggy. “White Privilege: Unpacking the Invisible Knapsack”
Lorde, Audre. “Age, Race, Class and Sex: Women Redefining Difference”
Women’s Lives: hooks, bell. “Living to Love (1993).” (250-255)
Allison, Dorothy. “A Question of Class (1993).” (112-119)
Week of February 25
Blackboard: Wong, Nellie. “When I Was Growing Up”
Cherríe Moraga. “La Güera.”
Yamada, Mitsuye. “Invisibility is an Unnatural Disaster: Reflections of an Asian American
Woman.”
Rushin, Donna Kate. “The Bridge Poem”Anzaldúa, Gloria. “To Live in the Borderlands Means
You.” (216-217)
Haydar, Maysan. “Veiled Intentions: Don’t Judge a Muslim Girl by her Covering.” (258-265)
SEXUALITIES AND DESIRE
Week of March 4
Blackboard: Tolman, Deborah. “Doing Desire: Adolescent Girls’ Struggles for/with Sexuality”
(324-342)
Gibson, Andrea. “Andrew”
Ordona, Trinity. “The Long Road Ahead.” (211-218)
Comics by Erika Moen. Go to the following link and read “I Like Girls” plus one other comic of
your choice. http://www.erikamoen.com/comics/
Film: But, I’m a Cheerleader. Dir. Jamie Babbit. A Plus Entertainment, 2000. Film.
Week of March 11
TUESDAY: Blackboard: Koedt, Anne. “The Myth of the Vaginal Orgasm.”
Cisneros, Sandra. “Guadalupe the Sex Goddess.”
Johnson, Jennifer. “Exposed at Last: The Truth About Your Clitoris”
Angier, Natalie. “The Well-Tampered Clavier: On The Evolution of the Clitoris”
10
Women’s Lives: Lorde, Audre. “Uses of the Erotic: The Erotic as Power” (161-163)
FFF: Ch. 2. “Feminists Do It Better (And Other Sex Tips) (19-40).
GUEST SPEAKER: Lea Caughlan-owner of The Rubber Rose www.therubberrose.com
WOMEN’S BODIES AND HEALTH
Week of March 18
Blackboard: Haubegger, Christy. “I’m Not Fat, I’m Latina.” (210-211).
Jeffreys, Sheila. “Making Up Is Hard To Do.” (165-185).
Women’s Lives: Kilbourne, Jean. “’The More You Subtract, the More You Add’: Cutting Girls
Down to Size.” (231-238)
FFF: Ch. 3. “Pop Culture Gone Wild.” (41-60)
Week of March 25
**MIDTERM FRIDAY, MARCH 29**
Women’s Lives. (211-216)
Harjo, Joy. “Three Generations of Native American Women’s Birth Experience.” (239-241)
Asian Communities for Reproductive Justice, “Reproductive Justice: Vision, Analysis, and
Action for a Stronger Movement.” (242-246)
Bell, Emma and Orza, Luisa. “Understanding Positive Women’s Realities.” (247-249)
FFF: Ch. 5. “If These Uterine Walls Could Talk.” (81-110)
Week of April 1
**SPRING BREAK**
Week of April 8
Blackboard: Douglas, Susan. Michaels, Meredith. “The New Momism.” (235-247)
McKibbens, Rachel. “Untitled.”
FFF: Ch. 8 “’Real’ Women Have Babies.” (151-164)
WOMEN AND VIOLENCE
Week of April 15
Blackboard: Gibson, Andrea. “Blue Blanket.”
Martin, Del. “A Letter From a Battered Wife.” (454-456)
11
Women’s Lives: Violence Against Women (257-273)
FFF: Ch. 4. “The Blame (And Shame) Game” (41-80)
**APRIL 15 FINAL PAPER/PROJECT APPROVAL DUE**
Week of April 22
Women’s Lives: Morales, Aurora. “Radical Pleasure: Sex and the End of Victimhood” (283284).
Kim, Mimi. “Alternative Interventions to Violence: Creative Interventions.” (291-296)
hooks, bell. “Ending Violence.” (61-66)
Film: Hip Hop: Beyond Beats and Rhymes. Dir. Byron Hurt. Media Education Foundation, 2006.
Film.
POETRY AND THE ARTS
Week of April 29
Cixous, Helene. “The Laugh of the Medusa.” (1643-55)
Collins, Patricia Hill. “The Power of Self-Definition.” (91-114)
Poetry TBD
Guest speakers and performers: Spoken Word Poets
**LAST WEEK TO TURN IN BLACKBOARD RESPONSES**
Week of May 6
**NO READINGS**
Arts and Crafts Week – using feminism and art for expression
**LAST WEEK TO TURN IN COMMUNITY EVENT PAPERS**
Week of May 13
**FINALS WEEK**
Exam Date and Time: Friday, May 10 10:30-12:30pm
Student Presentations and FINAL PAPERS DUE.
As a part of the final grade, students will be expected to share their final papers/projects with the
class.