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Psychology of Women and Gender (Psy 374)
Term 7, Spring, 2005
Carolyn Zerbe Enns
Office: Law 106D
Telephone: 895-4351(office)
895-6605 (home)
E-mail: cenns@cornellcollege.edu
Class hours selected from
9-11 A.M., Monday - Friday
1-3 P.M., Monday - Thursday
OVERVIEW:
"Psychology has nothing to say about what women are really like, what they need and what they want,
essentially, because psychology does not know."
More than thirty-five years have passed since Naomi Weisstein (1968/1993) made this statement. As a
result of Naomi Weisstein's and many other psychologists' efforts, the psychology of women and gender
has become an important and exciting area of research and study. Furthermore, the entire field of
psychology has been influenced by the work of feminist psychologists who have made extensive
progress in correcting biases within the field of psychology. This course will increase your awareness of
this progress, review major theoretical orientations and research findings relating to the psychology of
women and gender, and identify the ways in which gender bias, sexism, and related systems of
oppression (e.g., heterosexism and racism) still influence the lives of people.
As noted by feminist theorist bell hooks, “Feminism is for everybody” (2000), including women, men,
people of color, gay and lesbian and transgendered persons, religious and nonreligious persons, persons
of all class backgrounds, persons from around the world etc. As knowledge about women’s lives has
increased over the past 35 years, feminist psychologists have also been influential in creating a new
psychology of men and masculinities. Although this course focuses primarily on the lives of women, it
is also highly relevant to the lives of men in society.
We will discuss issues related to the psychology of women and men such as achievement, interpersonal
relationships, victimization, parenting, health, and adjustment. We will focus on theories of and
research about women and gender, as well as historical and social themes that influence human
experience. Women's and men’s life choices and tasks, gender similarities and differences, and the
psychological health of women will receive special emphasis. This class will also explore the diversity
of women by examining the impact of social factors, race, ethnicity, class values, cultural themes, and
sexual and gender role orientations on women and men. We will explore the complex intersections of
these various social identities and how certain identities may confer privilege while others are often
associated with societal oppression and discrimination.
References:
hooks, b. (2000). Feminism is for everybody: Passionate politics.. Cambridge: South End Press.
Weisstein, N. (1968/1993). Psychology constructs the female; or the fantasy life of the male
psychologist. Feminism and Psychology, 3, 195-210.
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Assumptions for learning about the psychology of women (Adapted from Michele Paludi)
Assumption 1: The course should be a laboratory of feminist principles (e.g., egalitarianism, shared
power) and every individual in the class is a potential teaching resource.
Assumption 2: A psychology of women and gender course centralizes content relevant to women’s and
gender issues. However, this course is relevant to the lives of all people. All lives are characterized by a
diversity of choices and life paths. Respect for difference is essential.
Assumption 3: A focus on human behavior in social interactions and within social systems is important
for understanding the relationship between the personal and the political. Integrating knowledge of the
self with knowledge of social factors that influence our lives is central to developing a complete view of
human experience.
Assumption 4: The subjective, personal, emotional experiences of individuals are valid and important to
learning. The objective, empirical study of human experience is also useful. The integration of
subjective and objective, as well as emotional and cognitive experiences supports comprehensive forms
of learning.
Assumption 5: It is important for learners to assume responsibility and claim their own learning and
growth. Self-directed learning is often the most empowering form of learning. Cooperation between
class members in pursuing learning objectives creates a more positive learning climate than does
competition. Full participation of all class members will contribute to a positive learning experience. I
encourage class members to help equalize participation in order to assure that all persons are heard: both
highly verbal and less verbal class members.
Assumption 6: Opportunities outside of class (e.g. informal discussion, journals) are useful for
enhancing classroom discussion and interaction. Assignments that encourage reflective observation
about women's and men’s lives are useful tools for applying knowledge about women and men.
Objective, analytical exploration of theory and research is also productive, especially when integrated
with personal reflection.
Assumption 7: Individuals hold a wide range of views about the appropriate role of feminism in the
study of women, as well as the causes of sexism, other “isms” that intersect with gender, and appropriate
solutions for eradicating gender inequity. In addition, feminists with different theoretical orientations
frequently disagree about solutions to important issues. Disagreement need not be alienating. An
exploration of and appreciation for these differences is useful in defining one's own theoretical
orientation to feminism and the psychology of women.
Assumption 8: Individuals come to a psychology of women and gender course with varied levels of
exposure to women's and gender issues. Some individuals define themselves as feminists and others do
not. Some individuals find the content of this course to be emotionally intense and others do not. Those
individuals who have extensive background with women's issues and/or women's studies may need to
demonstrate patience, tolerance, and understanding of those who do not have less background. Those
individuals with less background may need to engage in personal "homework" to catch up with some
discussions. However, each person's contribution is valuable and sometimes questions or comments that
appear simple can help bring a new perspective to an issue.
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TEXT AND READINGS:
Roberts, Tomi-Ann (Ed.). (2004). The Lanahan Readings in the Psychology of Women (2nd ed.).
Baltimore, MD: Lanahan Publishers, Inc.
Hernández, Daisy, & Rehman, Bushra (Eds.). (2002). Colonize This! Young Women of Color on Today’s
Feminism. New York: Seal Press.
Selected readings on reserve (see class schedule)
ATTENDANCE:
In order for you to meet the goals that I have outlined above, it will be important for you to attend class
regularly and to participate actively. I appreciate your efforts to let me know if you are unable to attend a
class session. You may e-mail me, speak with me in person, or leave a voice mail message. If you are
absent for more than two full sick days, I will expect you to submit a statement from a medical
professional. Given the importance of active participation to your own learning and that of others,
excessive absences may result in a lowering of your final grade.
TESTS:
You will be asked to respond to essays, some short answer items, and some multiple choice questions.
Test dates are Thursday, March 10 and Wednesday, March 23.
OCCASIONAL SHORT REACTIONS:
These short directed papers represent overnight assignments that will require approximately one or twopage responses related to the topic of study for a specific day.
PARTICIPATION AND FACILITATING DISCUSSION:
Each class is responsible for reading assigned material, reflecting on the issues raised by readings prior
to class meetings, and participating in class discussion. Each class member is responsible for leading a
portion of class discussion on one day. Discussion facilitators should prepare questions designed to
guide discussion for approximately half an hour.
PAPERS:
A. Social Identity Analysis
Length: Approximately 3 pages
Due: Friday, March 4
During the first several days of class, we will complete several activities that explore social identity.
This short paper provides an occasion for you to consider how the various social identities you inhabit
influence your self-definition, experiences of privilege and/or discrimination, goals, and style of coping.
I encourage you to write this short paper about yourself. However, you may also focus on the life of a
parent, friend, or a character portrayed in the media, a novel, or an autobiography.
How do the interconnections among the social identities and social locations influence your life
experience? As you answer this question, I encourage you to consider some or all of the following areas:
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sexuality, relationships with women and men, education, adjustment, achievement, and encounters with
negative life events.
B. Case Study of a Contributor to the Psychology of Women
Length: 5-7 pages (submit an electronic and paper version)
Due: Saturday, March 19 at 5 P.M.
Class Presentation: Class members will make presentations about the contributors they are studying
during the final week of class. Class members will use Powerpoint to communicate salient points to the
class. Class members will also submit a copy of their Powerpoint presentation with their papers.
Use this paper to explore the life and work of a past or current contributor to the psychology of
women and/or gender. Whenever possible, you should also locate and explore whatever
autobiographical or biographical information that is available about this person. Many contemporary
contributors are likely to maintain home pages within their institutions, and this may be the best source
of biographical information about individuals. You should also describe and evaluate the nature of this
person’s research and/or theoretical contributions. You should be able to gain access to a list of this
person's publications through PsychInfo, and ideally, you should read/summarize some of this person’s
most important works. Please include an annotated bibliography at the end of the paper.
The following questions may help you focus your thinking. What did this person contribute to
the field of psychology (or what is she currently contributing)? What is the nature of this person's
theoretical, applied, or empirical contributions (in other words, a summary of her or his major work)?
How did this person's ideas evolve? If information about this person’s life is available, what life
experiences and/or historical/cultural trends appear to have influenced the nature of her or his work and
research? How did this person overcome traditional stereotypes in order to make her or his
contribution? What barriers did this person experience as she or he attempted to meet career goals? If
relevant, what factors led to this person’s lack of recognition within psychology?
In some cases, you will have limited access to biographical information. In such situations, you
will focus primarily on the person's professional contributions to psychology. If the individual's personal
life influenced her or his professional work, I encourage you to comment on the relationship between
these factors.
Our library contains a selection of books that will help you begin your exploration of women's
lives. They include: Untold Lives: The First Generation of American Women Psychologists (by E.
Scarborough & L. Furumoto), In the Shadow of the Past: Psychology Portrays the Sexes (edited by M.
Lewin), Eminent Women in Psychology: Models of Achievement (several volumes, edited by A.
O'Connell & N. Russo), and Women in Psychology: A Bio-Bibliographic Sourcebook (edited by Agnes
O'Connell and Nancy Felipe Russo).
There are many current contributors to psychology whose work may be featured in a paper such
as this. The following represents a sample of some prominent feminist psychologists whose work might
be especially appropriate:
Sandra Bem (androgyny, gender role issues)
Laura Brown (feminist therapy, lesbian issues)
Alice Chang (health issues, multicultural and gender issues)
Hortensia Amaro (minority women and health, especially AIDS)
Lillian Comas-Diaz (feminist therapy and women of color in psychology)
Pamela Trotman Reid (developmental issues and issues of poor women/women of color)
Evelyn Hooker (mental health of homosexual people)
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Carolyn West (images and stereotypes of women of color)
Maria Root (feminist therapy and biracial women)
Paula Caplan (feminist therapy, mother-blaming, and research bias issues)
Janet Shibley Hyde (feminist identity, sexuality, maternity/paternity leave)
Patricia Devine (prejudice)
Carol Gilligan (personality issues, adolescence)
Michele Paludi (sexual harassment)
Louise Fitzgerald (sexual harassment, career development)
Nancy Felipe Russo (abortion, women of color in psychology)
Oliva Espin (feminist therapy, women of color in psychology, lesbian issues)
Susan Fiske (stereotyping and power)
Mary Crawford (women and language)
Lenore Walker (feminist therapy, battered women)
Mary Koss (violence against women, rape)
Ruth Fassinger (career development, lesbian identity)
Janice Yoder (women and work)
Mary Heppner (women and career development)
Melba Vasquez (Latinas, multicultural issues, affirmative action, ethics)
Rhoda Unger (research methodology)
Glenn Good, James O’Neal, Jim Mahalik, Robert Levant, William Pollack (psychology of gender and
masculinity)
Arnold Kahn (violence against women)
GRADING:
94%=A, 90%=A-, 88%=B+, 83%=B, 80%=B-, 77%=C+=, 73%=C
Tests:
Paper: social identity analysis
Paper: Contributor to psychology of women
Discussion/participation
Total points
70-80 points each
20-25 points
65-70 points
30-40 points
Approximately 300
ACADEMIC HONESTY:
Plagiarism is the unacknowledged borrowing of information, wording, organization, or ideas. Whether
the original source is public (e.g., a newspaper or critical article) or private (e.g., a classmate’s paper),
you need to indicate your indebtedness in any of the above areas. Where you repeat the exact language
of your source, you must treat the borrowed material as a quotation and place it within quotation marks.
However, by merely changing a few words or the word order or by paraphrasing, you do not avoid
plagiarism. In all cases, you should cite your sources by using a recognized format such as APA style).
Cornell College policies regarding academic dishonesty are available in the Student Handbook (The
Compass).
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PSYCHOLOGY OF WOMEN
Schedule and Readings
Term 7, 2005
Note: Class readings should be completed prior to class meetings.
Monday, February 28
Introduction to feminist psychology
Overview: Women and the study of women and gender in psychology
Placing the Psychology of Women in the context of social and feminist movements
Tuesday, March 1
Feminist foundations and history
Reading:
Reader selection 29: Bernstein, M. D., & Russo, N. F., The history of psychology revisited: Or, up with
our foremothers.
Reader selection 30: Weisstein, N., “Kinder, Küche, Kirche” as scientific law: Psychology constructs the
female.
Reader chapter 31: Shields, S., Functionalism, Darwinism, and the psychology of women: A study in
social myth.
On classroom reserve:
Shields, S. A. (1975). Ms. Pilgrim's Progress: The contributions to Leta Stetter Hollingworth to the
psychology of women. American Psychologist, 30, 852-857.
For enrichment:
Furumoto, L., & Scarborough, E. (1986). Placing women in the history of psychology: The first
American women psychologists. American Psychologist, 41, 35-42.
Wednesday, March 2
Challenging sexism and other biases through gender-fair research practices
Feminism and scientific methodology
Reading:
Reader selection 32: Parlee, M. B., Psychology and women.
Reader selection 33: McHugh, M. C., Koeske, R. D., & Frieze, I.H., Issues to consider in conducting
nonsexist psychological research: A guide for researchers.
From Colonize This (CT): Weiner-Mahfuz, L., Organizing 101: A mixed-race feminist in movements
for social justice, p. 29-39.
From CT: Jones, D., Falling off the tightrope onto a bed of feathers, pp. 312-325.
From CT: Leong, P. L., Living outside the box, pp. 343-356.
From CT: Jamila, S., Can I get a witness? Testimony from a hip hop feminist, pp. 382-394.
From CT: Mody, B., Lost in the Indophile translation: A validation of my experience, pp. 268-278.
On classroom reserve:
Glick, P., & Fiske, S. T. (2001). An ambivalent alliance: Hostile and benevolent sexism as
complementary justifications for gender inequality. American Psychologist, 56, 109-118.
Ostenson, R. S. (2004). Who’s in and who’s out: The results of oppression. In J. C. Chrisler, C.
Golder, & R. D. Rozee (Eds.), Lectures on the psychology of women (3rd ed.) (pp. 16-26). Boston:
McGraw-Hill.
Tavris, C. (1993). The mismeasure of woman. Feminism and Psychology, 3, 149-168.
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Thursday, March 3
Explaining gender and becoming gendered: Theoretical and research perspectives
The meanings of gender and sex
Reading:
Reader selection 1: Rubin, J. A., Provenzano, F. J., & Luria, Z., The eye of the beholder: Parents’ views
of sex of newborns.
Reader selection 2: Thorne, B., Girls and boys together…but mostly apart: Gender arrangements in
elementary schools.
Reader selection 3: Thompson, B. W., Childhood lessons: Culture, race, class, and sexuality.
Reader selection 37: Bem, S. L., Gender schema theory and its implications for child development:
Raising gender-aschematic children in a gender schematic society.
From CT: Ijeoma, A. “Because you’re a girl.”
Friday, March 4
Stereotyping and gender role scripts, and their alternatives
Diverse meanings of femininity, masculinity, and gender
Reading:
From CT: Profete, L., Feminist musing on the No. 3 train., pp. 170-181.
From CT: Martinez, E. G. Dutiful hijas: Dependency, power and guilt, pp. 142-156.
From CT: Austin, P., Femme-Inism: Lessons of my mother, pp. 157-169.
On classroom reserve:
Golden, C. (2004). The intersexed and the transgendered: Rethinking sex/gender. In J. C. Chrisler, C.
Golden, & P. D. Rozee (Eds.), Lectures on the psychology of women (3rd ed.) (pp. 95-109). New
York: McGraw-Hill.
Mahalik, J. R., Good, G. E., & Englar-Carlson, M. (2003). Masculinity scripts, presenting concerns,
and help seeking: Implications for practice and training. Professional Psychology, 34, 123-131.
Monday, March 7
Embodied selves: Images of women and men
Reading:
Reader selection 5: Angier, N., Default line: Is the female body a passive construct?
Reader selection 6: Fredrickson, B. L., & Roberts, T., Objectification theory: An explanation for
women’s lived experience and mental health risks.
Reader selection 7: Malkin, A., Wornian, K., & Chrisler, J. C., Women and weight, Gendered messages
on magazine covers.
Reader selection 8: Young, I. M., Throwing like a girl.
From CT: Riley, S. J., The Black beauty myth.
On classroom reserve:
West, C. (2004). Mammy, Jezebel, and Sapphire: Developing an “oppositional gaze” toward the
images of Black women. In In J. C. Chrisler, C. Golder, & R. D. Rozee (Eds.), Lectures on the
psychology of women (3rd ed.) (pp. 236-252). Boston: McGraw-Hill.
Hatoum, I. J., & Belle, D. (2004). Mags and abs: Media consumption and bodily concerns in men. Sex
Roles, 51, 397-407.
Short overnight paper: Be prepared to examine a set of magazines by applying the methodology
articulated by Malkin and colleagues.
Tuesday, March 8
Sexuality
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Reading:
Reader selection 9: Muscio, I., Cunt: A declaration of independence.
Tuesday, March 8 continued
Reader selection 10: Tolman, D. L.: Object lessons: Romance, violation, and female adolescent sexual
desire.
Reader selection 11: Golden, C., Diversity and variability in women’s sexual identities.
Reader selection 12: Angier, N., What women really want.
From CT: Tzintzún, C., Colonize this!
From CT: Im, S., Love clinic.
On classroom reserve:
Daniluk, Judith (1993). The meaning and experience of female sexuality: A phenomenological analysis.
Psychology of Women Quarterly, 17, 53-69.
Handout on “Women’s Sexual Problems” (Tiefer & Tavris)
Wednesday, March 9
Research basics: What do we learn from cognitive and social comparisons of men and women?
Comparisons regarding the “big four:” The study of differences in verbal, mathematical, spatial, and
social domains (aggression)
Reading:
Reader selection 19: Talbot, M., Girls just want to be mean.
On classroom reserve:
Yoder, J. D., & Kahn, A. S. (2003). Making gender comparisons more meaningful: A call for more
attention to social context. Psychology of Women Quarterly, 27, 281-290.
Basow, S. (2004). Gender dynamics in the classroom. In J. C. Chrisler, C. Golder, & R. D. Rozee
(Eds.), Lectures on the psychology of women (3rd ed.) (pp. 44-55). Boston: McGraw-Hill.
Clinchy, B. M. (1989). The development of thoughtfulness in college women. American Behavioral
Scientist, 32, 647-657.
Thursday, March 10
Test #1
7 P.M.: Voices of Iowa Farm Women (film and panel)
Friday, March 11
Menstruation and Reproductive Health
11:10 A.M. (Hedges) Cornell Women’s Studies graduates speak about their lives and work
Reading:
Reader selection 13: Golub, S., Menarche: The beginning of menstrual life.
Reader selection 14: Steinem, G., If men could menstruate.
Reader selection 15: Harjo, J., Three generations of native American women’s birth experience
Reader selection 16: Hrdy, S. B., Natural-born mothers.
Reading selection 34: Gergen, M., Toward a feminist metatheory and methodology in the social
sciences.
Reading selection 24: Grant, P., Who are you calling crazy?
From CT: Luna, S. HIV and me: The Chicana version.
From CT: Tumang, P. J., Nasaan ka anak ko? A queer Filipina-American feminist’s tale of abortion
and self-recovery.
Lee, S. (2002). Health and sickness: The meaning of menstruation and premenstrual syndrome in
women’s lives. Sex Roles, 46, 25-35.
Chrisler, J. (2004). PMS as a culture bound syndrome. In J. C. Chrisler, C. Golder, & R. D. Rozee
(Eds.), Lectures on the psychology of women (3rd ed.) (pp. 110-127). Boston: McGraw-Hill.
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Cooper, C. L. (2001, August-September). Abortion under attack: Post-abortion stress syndrome. Ms.,
11 (5), 68-72.
Saturday, March 12
Feminist symposium
Keynote speaker: Dr. Trudier Harris
Reading: On classroom reserve:
For Saturday and Monday: Selections from Summer Snow (Trudier Harris)
Monday, March 14 (9 A.M.)
Achievement and work roles
Reading:
Reader selection 20: Sidler, M., Living in McJobdom: third wave feminism and class inequality
Reader selection 21: Sonnert, G., & Holton, G., Career patterns of women and men in the sciences.
Reader selection 22: Mainardi, P., The politics of housework.
On classroom reserve:
Yoder, J. D. (2002). Context matters: Understanding tokenism processes and their impact on women’s
work. Psychology of Women Quarterly, 26, 1-8.
Gilbert, L.A., & Rader, J. (2001). Current perspectives on women’s adult roles: Women, family, and life.
In Handbook of the Psychology of Women and Gender.
Recommended for further reading:
Gutek, B. A. (2001). Women and paid work. Psychology of Women Quarterly, 25, 379-393. (up to
section on sexual harassment)
Heilman, M. E. (2001). Description and prescription: How gender stereotypes prevent women’s ascent
up the organizational ladder. Journal of Social Issues, 57, 657-674.
Tuesday, March 15 (9 A.M. & 1 P.M.)
Women’s and men’s life choices, relationships, and multiple roles: The interface of work and personal
life
Current controversies: Evolutionary theory and women’s and men’s roles
Reading:
Reader selection 36: Wright, R., The moral animal
Read two of the following from Colonize This (I will ask class members to sign up): (1) Sayeed,
A.,Chappals and gym shorts: An Indian Muslim woman in the Land of Oz., pp. 203-214; (2)
Lantigua, J., Man of the house, pp. 40-53; (3) Darraz, S. M., It’s not an oxymoron: The search for an
Arab feminism, pp. 295-331; (4) Balli, C., Thirty-eight, pp. 182-202; (5) Sethi, T., Ladies only, pp.
245-256; (6) Lopez, A., In praise of difficult Chicas: Femininism and femininity, pp. 119-132; (7)
Smith, T., What happens when your hood is the last stop on the white flight express?, pp. 54-70.
On classroom reserve:
Bem, S. (1998). Egalitarian partnering, Chapter 4 of An unconventional family. New Haven, CT: Yale
University Press.
Barnett, R. C., & Hyde, J. S. (2001). Women, men, work, and family: An expansionist theory.
American Psychologist, 56, 781-796.
Eagly, A.H., & Wood, W. (1999). The origins of sex differences in human behavior: Evolved
dispositions versus social roles. American Psychologist, 54, 408-423. (Read pp. 408-414.)
Recommended for further reading:
Steil, J. M. (2001). Family forms and member well-being: A research agenda for the decade of
behavior. Psychology of Women Quarterly, 25, 344-363.
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Reader selection 17: Peplau, L. A., & Gordon, S. L., Women and men in love: Gender differences in
close heterosexual relationships.
Reader selection 18: Peplau, L.A., & Amaro, H., Understanding lesbian relationships.
Wednesday, March 16 (9 A.M.)
Violence against women and its psychological consequences
Rape and sexual abuse
Reading:
Reader selection 26: Warshaw, R., The reality of acquaintance rape.
Reader selection 28: Beneki, T., Men on rape.
Wednesday, March 16 continued
On classroom reserve:
Kahn, A. S. (2004). What college women do and do not experience as rape. Psychology of Women
Quarterly, 28, 9-15.
Rozee, P.D., & Koss, M. P. (2001). Rape: A century of resistance. Psychology of Women Quarterly, 25,
295-311.
Recommended for further reading:
Morrow, S. L., & Smith M. L. (1995). Constructions of survival and coping by women who have
survived childhood sexual abuse. Journal of Counseling Psychology, 42, 24-33.
Thursday, March 17 (11:10 and 1:30)
Life choices, life work, and social activism
What can we learn about life choices and social activism from role models such as Jane Addams?
11:10: The Education of Jane Addams (Hedges, 11:10)
1:30: Joint meeting with WST 171 in Harlan Dining Room
Reading:
On classroom reserve:
Cole, E., Zucker, A.N., & Duncan, L. E. (2001). Changing Society, Changing Women (and Men). In
Handbook of the Psychology of Women and Gender.
Friday, March 18 (9 AM)
Violence against women and its psychological consequences: Sexual harassment and domestic violence
Reading:
Reader selection 27: Morgan, P., Sexual harassment: Violence against women at work.
From CT: Salaam, K. I., How sexual harassment slaughtered, then saved me, pp. 326-342.
On classroom reserve:
Wood, J. T. (2001). The normalization of violence in heterosexual romantic relationships: Women’s
narratives of love and violence. Journal of Social and Personal Relationships, 18, 239-261.
Recommended:
Gutek, B. A. (2001). Women and paid work (section on sexual harassment). Psychology of Women
Quarterly, 25, 379-393.
Saturday, March 19 Due at 5 PM (negotiable): Contributor to the Psychology of Women paper
Monday, March 21 (9 A.M. and 1 P.M.)
Women, mental health, and psychotherapy
11:10 (Hedges): Judith Hallett: Roman Women: Images and Realities
Reading:
P.M.: Research Presentations
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Reader selection 23: Jack, D.C., Silencing the self: Women and depression.
Reader selection 25: Ballou, M., & West, C., Feminist therapy approaches
From CT: Brooks, S. (2002). Black feminism in everyday life: Race, mental illness, poverty and
motherhood, pp. 99-118.
From CT: Horn-Miller, K., Bring us back into the dance: Women of the Wasase, pp. 230-244.
Monday, March 21 continued
On classroom reserve:
Chesler, P. (1997, Nov/Dec). Women and madness: A feminist diagnosis. Ms., 36-41.
Tuesday, March 22 (9 A.M. to 11:30? 1 P.M. if necessary)
Research Presentations (approximately 10 minute presentation on the contributor paper)
Wednesday, March 23 Test #2