Introduction to Feminist Theory
Instructor: Larissa Brian
Class: GSWS 0500-1100,
2:25pm
Room: 402 Cathedral of
Email: LAB158@pitt.edu
Office: 402C Cathedral of
Office hours: Wednesdays 3pm-4pm and by appt.
Gender is the poetry each of us makes out of the language
~Leslie Feinberg, from Trans
Pink or Blue
Wed. 12pmLearning
Learning
we are taught.
Liberation: Beyond
Course Overview
“Feminism” is a term that has seeped into the parlance of our times. Yet, in the haze of words like “postfeminism,” “sex-positive feminism,” and “transfeminism,” it is sometimes difficult to identify and discern
what exactly lies at the heart of feminism itself, and what exactly the definitions are that have come to
constitute our understandings of it. This course affords a moment to more deeply explore and think about
the terrain of feminist theory. To that end, we will examine the history, theories, and methods of the field of
feminist theory ranging from early definitions of “woman” to more radical perspectives on sex, sexuality, and
the body. We will engage with canonical texts as well as other supplementary texts that affirm, challenge,
and/or complicate the theories that emerge in canonical texts. In analyzing this corpus of materials, we will
ultimately seek to critically question the world in which we live. Theory in this sense is a tool for thinking
systematically about how the world works, and for constructing arguments about how we want the world to
work. Consequently, we will pay particular attention to the (de)construction of power in both public and
private relations as we critically analyze texts, discuss and present ideas in class, and complete written
analyses.
Course Objectives
Students that successfully complete this course will be able to:
1. Historicize theoretical discourses on “feminist theory.”
2. Be able to critically read and synthesize, compare, and identify varying perspectives on feminism.
3. Be able to cultivate your own voice and critically analyze different theories of feminism.
4. Be able to understand how feminist theoretical perspectives are practically situated and made manifest in
the world in which we live.
5. Apply feminist theory to your own research interests and home discipline(s).
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*This is a Writing-Intensive course. It satisfies the Gen Ed Requirements for both a “W”
and “Philosophy” course.
Required Readings
Please obtain a copy of Feminist Theory Reader: Local and Global Perspectives, McCann, Carole R. and Seung-kyung
Kim (eds). 2013. Third Edition. Routledge. (“FTR” listed on the Class Schedule designates chapters
from this Reader).
Articles will also be assigned as required readings for this course. In the Class Schedule, those readings will be
designated with (CW) and will be available under the “Weekly Readings” heading on CourseWeb. All articles
uploaded to Courseweb should be brought to class.
* This syllabus is subject to change. You will be notified in advance of changes.
Course Mechanics and Normative Expectations
1. Course Requirements and Point Distribution:
Your final grade for this course will consist of three theory reflections, five theory reflection responses, two
papers, a final revised paper, a presentation and abstract, and participation points. Your grade is calculated as
a total of 625 possible earned points in the class and each assignment is weighted accordingly to constitute
your final grade.
Theory Reflections (3 x 25)
Theory Reflection responses (5 x 10)
Paper #1
Paper #2
Final Revised Paper
Final Presentation and abstract
Participation
75pts
50pts
100pts
100pts
100pts
100pts
100pts
Letter Grades and Percent Ranges
A+ 97-100
B+ 87-89
C+ 77-79
A 93-96
B 83-86
C 73-76
A- 90-92
B- 80-82
C- 70-72
(5% of final grade)
(5% of final grade)
(20% of final grade)
(20% of final grade)
(25% of final grade)
(10% of final grade)
(15% of final grade)
D+ 67-69
D 63-66
D- 60-62
F 0-59
2. Assignments:
Theory Reflections: Throughout the semester, you must do three Theory Reflections and post them on our
class Discussion Board on Courseweb (please post the body of the text directly into the form field; do not
attach the Reflection). The instructions for the Reflections will be available on CourseWeb. It should be
between 500-700 words and include: 1) a brief summary of the reading; 2) an analysis of the strengths and
weaknesses of the argument, a comparison to arguments we have previously read, or a critical reflection on
the implications of the author’s perspective; and 3) three questions that will guide class discussion. All
Reflections are due no later than 6pm the day before the class in which your reading will be discussed. So, for
example, if your reading is scheduled for Jan. 20, post your Reflection by 6pm on Jan. 19. Posting it by 6pm
the day before it is due gives your classmates time to read it before we meet. Bring a hard copy of your
Reflection to class on the day we are discussing the readings to draw from during our discussion and to turn
in. Each Reflection is worth up to 25 points.
Theory Reflection Responses: Creating a dialogue and an online discussion environment is important for
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this kind of class that relies heavily on the robust exchange of ideas. We will work to create such an
environment using the Google Group Discussion forum on our course website. This will help you come to
class with a sense of what other students are thinking about the assigned readings and it will encourage you to
get a better sense of other students’ voices in the class. Five times throughout the semester, you will
need to post a response to someone else’s Reflection prior to the class in which we will discuss the
readings. These should be between 150 and 200 words and should seek to complicate another student’s
ideas by pushing them further. Think of it as engaging in a conversation with one of your peers. You may
choose to pose a challenge to your classmate’s claims, extend their argument, or answer their questions (as
long as the answer furthers discussion of the author’s ideas; avoid purely personal/anecdotal responses).
Your responses should end with a question that you would like to ask the author of the piece to think about
(this should also, more generally, be a question that you can address to our class as a whole. All students in
the class are required to read the Reflection posts for every class period on the Discussion Forum, as well as
the responses. I will draw ideas and questions from these responses during our class discussions. Directions
on how to make these posts will be given in class.
Paper #1 – “Feminism and Pop Culture”: For this paper, you will use class readings in feminist theory to
analyze a specific aspect of popular culture. This could be a movie, a music video, a song, a television show, a
magazine, a blog, a commercial, or a variety of other cultural artifacts. Detailed instructions for this
assignment and a grading rubric will be available on CourseWeb, and we will discuss this assignment in
further depth in class. This paper is worth up to 100 points.
Paper #2 – “Feminism and Social Change”: For this paper, you will use class readings in feminist theory
to analyze a current or past societal inequality concerning gender and/or sexuality, and a subsequent effort (or
efforts) to spur social change. Detailed instructions for this assignment and a grading rubric will be available
on CourseWeb, and we will discuss this assignment in further depth in class. This paper is worth up to 100
points.
**All papers should be typed and double-spaced in Times New Roman 12pt. font with 1inch margins**
Final Paper, Presentation, and Abstract: On the last days of class, you will turn in a revised version of one
of your previously written papers. You can choose which paper – “Feminism and Pop Culture” or
“Feminism and Social Change” – you would prefer to revise. You will also present this version to the class.
Visual aids should accompany your verbal presentation. These may include handouts, videos, or power point
slides. You must also turn in a 150-word abstract about your paper on your assigned presentation date. This
will count toward part of your score of a possible 100 points. The abstract should identify the aim of your
paper, address why it is important, and summarize your argument. The revised paper will be worth 100
points.
Participation: You are strongly encouraged to attend all classes, as your presence is required to earn
participation points. Your active participation and attendance is important to the success of the course for
both you and your classmates. Therefore, you are expected to arrive on time and stay for the entire class
period. Chronic absences will negatively affect your final grade. Class sessions will consist of lectures,
discussions, in-class writing, and small group exercises. Your participation in these activities counts toward
the 100 possible participation points you can earn, and they cannot be made up!
You are also required to attend one panel at the conference on “Doing the Body in the 21st Century” on
Saturday, April 2, between 9 a.m. and 7pm.
3. Class Preparation and Reading:
Be prepared: Finish all readings on time. The reading load for this class is fairly heavy and will be rigorous so
read thoroughly and make notes for yourself. Bring the readings to class and come to class with prepared thoughts
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and questions. Take responsibility for making our discussions the very best they can be. The ultimate
responsibility for discussion is mine (in the sense that I must facilitate and figure out what it takes to promote
a good and thought-provoking discussion), but I cannot make discussions good ones if you do not do your
part. You should think carefully about the questions I ask and be prepared to engage in a dialogue on the
pertinent issues. You need not have all the answers, but you must demonstrate in class and in your class
writing that you are grappling seriously with the issues.
Pay attention to fine details: Having something to say about our readings should not be difficult. Having
something insightful to say about the finer points and subtle details will be hard. You must push beyond the
superficial, obvious points and keep working until you identify and tease out meaningful, less obvious points.
4. Class Etiquette:
Monitor yourself so that you do not egregiously dominate the discussion and exclude others. But do not hold
yourself back from making meaningful contributions for fear of “talking too much.” A good discussion
requires good timing and persistence. One important trick is to dig deeper on points until the law of
diminishing returns kicks in: We might have more to say about point X if we were to keep at it, but the return
on investment wouldn’t be great enough to warrant the effort. Another important trick is to time
contributions so that we don’t divert our attention in too many directions at once, but we must also avoid
losing good contributions just because they did not fit into the flow of discussion when the thought occurred
to you. Our discussions invariably require revisiting points for a second, third, or fourth go. Each time can let
us dig a bit deeper. Do not be afraid to ask the class to come back to a previous point. Hard issues resist
quick, easy, unequivocal answers so numerous attempts at discussing them are certainly welcome.
A Note on Body Language, Tone, and Manner: Since we will be discussing uncomfortable subject matter at
times, you may find yourself having a personal (and not always pleasant) reaction to something that emerges
out of the reading, or something that someone says. Instead of going into “attack mode,” please be selfreflexive and ask yourself why it is that you feel uncomfortable. Only in asking questions like this can we truly
grow in our capacities to communicate with others. To that end, your daily participation grade will be
evaluated not only on the content of what you say, but also how you say it. If you use a sharp or condescending
tone towards others, roll your eyes, or mumble snarky comments under your breath, I will certainly take note
(as well as your classmates) and your grade will be affected. Along with that, poor body language that
demonstrates carelessness, boredom, disengagement, or blatant disregard for others’ comments will not bode
well for your participation grade. I expect that each of you with approach the subject matter with maturity,
sophistication, and respect.
5. Academic Integrity
All of the writing you present in this course must be your own work. Presenting the work of others as if it is
your own constitutes plagiarism, and is a serious breach of academic integrity. Plagiarism refers not only to
copying someone else’s paper, but also to including someone else’s sentences or paragraphs in your work
without acknowledgement. Whenever you draw on the writing of others (for ideas, information, or examples),
you must properly cite your sources. If you have questions about plagiarism, please see the University’s
statement on this subject, available at: http://www.as.pitt.edu/academicintegrity.html. Students caught
plagiarizing will receive an F on the assignment, an F for the course, and/or will be reported to the university.
6. Assistance (Disability Statement)
If you have a disability for which you are or may be requesting an accommodation, you are encouraged to
contact both your instructor and the Office of Disability Resources and Services (DRS), 140 William Pitt
Union, 412-648-7890, drsrecep@pitt.edu, 412-228-5347 for P3 ASL users, as early as possible in the term.
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DRS will verify your disability and determine reasonable accommodations for this course.
7. Cell Phones, Computers, & etc.
Use of any technology for any reason other than coursework will negatively impact your participation grade.
If you are expecting an emergency call, or if you have any other reasonable reason for needing to have access
to your phone during our scheduled meetings, please let me know before class. Laptops and other PDF
readers (excluding phones) are permitted for course readings and note-taking only. Electronic copies of
assignments are not accepted. Do not send assignments via email.
8. Classroom Recording Policy
To ensure the free and open discussion of ideas, students may not record classroom lectures, discussion,
and/or activities without the advance written permission of the instructor, and any such recording properly
approved in advance can be used solely for the student's own private use.
9. E-mail Policy
Each student is issued a University e-mail address (username@pitt.edu) upon admittance. This e-mail address
may be used by the University for official communication with students. Students are expected to read e-mail
sent to this account on a regular basis. Failure to read and react to University communications in a timely
manner does not absolve the student from knowing and complying with the content of the communications.
The University provides an e-mail forwarding service that allows students to read their e-mail via other
service providers (e.g.,Hotmail, AOL, Yahoo). Students that choose to forward their e-mail from their
pitt.edu address to another address do so at their own risk. If e-mail is lost as a result of forwarding, it does
not absolve the student from responding to official communications sent to their University e-mail address.
Please give me time to respond to emails. I will do my best to reply to emails within 24 hours (M-F). I will
respond to weekend emails when time permits; I will reply to urgent weekend emails as soon as possible, but
otherwise please wait until Monday for a response. Email is ideally used for quick questions/clarifications. All
other concerns—questions about your progress, written work, your grade, class in general—should be
addressed during office hours.
* Please feel free to send a reminder/follow up if I have missed an important email.
10. Gender-Inclusive Language Guidelines
Aspiring to create an academic environment in which people of all identities are encouraged to contribute
their perspectives to academic discourse, The University of Pittsburgh Gender, Sexuality, and Women’s
Studies Program provides guidelines regarding gender-inclusive/non-sexist language. Following these
guidelines fosters an inclusive and welcoming environment that will strengthen and enrich academic
discussion and writing.
Language is gender-inclusive and non-sexist when we use words that affirm and respect how people describe,
express, and experience their gender. Just as sexist language excludes women’s experiences, non-genderinclusive language excludes the experiences of individuals whose identities may not fit the gender binary,
and/or who may not identify with the sex they were assigned at birth. Identities including trans, intersex, and
genderqueer reflect personal descriptions, expressions, and experiences. Gender-inclusive/non-sexist
language acknowledges people of any gender (for example, first year student versus freshman, chair versus
chairman, humankind versus mankind, etc.). It also affirms non-binary gender identifications, and recognizes
the difference between biological sex and gender expression. Students, faculty, and staff may share their
preferred pronouns and names, and these gender identities and gender expressions should be honored.
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11. Late policy:
In-class activities cannot be made up. No exceptions. Theory Reflections and other papers will be reduced by
5 points for each day late (this includes after class).
12. Non-Discrimination:
As an educational institution and as an employer, Pitt values equality of opportunity, human dignity, and
racial/ethnic and cultural diversity. Accordingly, the University prohibits and will not engage in discrimination
or harassment on the basis of race, color, religion, national origin, ancestry, sex, age, marital status, familial
status, sexual orientation, gender identity and expression, genetic information, disability, or status as a veteran.
Visit http://www.cfo.pitt.edu/policies/policy/07/07-01-03.html for more information.
13. Extra Credit: Speaker Series Events in the GSWS Department
This semester, you are encouraged to attend as many of these events as possible, as they will enrich
your understanding of feminist theory and issues of gender and sexuality. I want to call your
attention to a few events in particular:
1) A lecture by Patricia Ulbrich, “Hard Hatted Women and Wild Sisters: Lesbian
Organizations in Pittsburgh” on Thursday January 28 (4pm, 602 Cathedral of Learning).
2) A lecture by Sara Goodkind, “Are My Pants Lowering Your Test Scores?: Blaming Girls
for Challenges Facing Boys” on Thursday February 25 (4pm, 1228 Cathedral of Learning).
3) The undergraduate conference on Body Studies “Doing the Body in the 21st Century” on
Saturday April 2 (9am – 7pm, Location TBA).
4) A Keynote Speech by Kate Bornstein at the Undergraduate Conference, “Doing the Body
in the 21st Century,” American author, playwright, performance artist, and celebrated
transgender trailblazer on Saturday April 2 (5:30pm, 120 David Lawrence Hall)
You have the opportunity to earn up to 5 points of extra credit, which will be added to your final
grade by attending one of these events (or a panel for the conference) and writing a 2-page doublespaced essay about the event. You will have 1 week after the event takes place to turn in the paper.
Provide a brief (1-2 paragraphs) summary of the event, then make connections to one of the
theorists we have read this semester, discuss whether you agree or disagree with the ideas presented
at the event (and be sure to clearly explain why), and finally, introduce what questions the subject
matter raised in relation to feminist theory. The complete calendar of events will be uploaded to
Courseweb.
14. Class Contacts
If you must miss a class, please check-in with a fellow student to get the notes and discuss missed
information. The two people to contact about this are:
Name: ______________________ E-mail: _____________ Phone: _________________
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Name: ______________________ E-mail: _____________ Phone: _________________
Class Schedule of Events
This schedule is subject to revision and change. It is up to each member of the course to keep current with
any changes in the schedule. Readings should be read before class on the date assigned.
Week 1
6 January: Introduction to Feminist Theory
Introduction to Course and Syllabus
Student Introductions
Sign-up for Theory Reflection Days
_____________________________________________________________________________________
Week 2
13 January: A Beginning: Thinking Critically About “Feminism” and its Movements
Marilyn Frye, “Oppression” (CW)
Linda Nicholson, “Feminism in ‘Waves’: Useful Metaphor or Not?” (FTR)
Carole Pateman, “Introduction: The Theoretical Subversiveness of Feminism”
(FTR)
_____________________________________________________________________________________
Week 3
20 January: Introducing the Category of “Woman”
Readings: Elizabeth Cady Stanton, from Declaration of Sentiments (CW)
Sojourner Truth, “Ain’t I a Woman?” (CW)
Gloria Steinem, “If Men Could Menstruate” (CW)
Simone de Beauvoir, “The Second Sex: Introduction” (FTR)
Nancy Hewitt, “Re-Rooting American Women’s Activism: Global Perspectives on
1848” (FTR)
Combahee River Collective, “A Black Feminist Statement” (FTR)
_____________________________________________________________________________________
Week 4
27 January: “Woman” as Heterosexual and Lesbian Invisibility
Readings: Adrienne Rich, “Compulsory Heterosexuality and Lesbian Existence” (CW)
Monique Wittig, “One is Not Born a Woman” (FTR)
Audre Lorde, “I am Your Sister” (FTR)
Charlotte Bunch, “Lesbians in Revolt” (FTR)
_____________________________________________________________________________________
Week 5
3 February – Privilege, Difference, and Inequality
Readings: Patricia Hill Collins, “Toward a New Vision: Race, Class, and Gender as
Categories of Analysis and Connection” (CW)
Collins, “Defining Black Feminist Thought” (FTR)
Peggy Mcintosh, “White Privilege and Male Privilege” (CW)
Susan Wendell, “The Social Construction of Disability” (CW)
____________________________________________________________________________________
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Week 6
10 February: Gender, Power, and the Limits of Representation
Readings: Judith Butler, “Performative Acts and Gender Constitution: An Essay in
Phenomenology and Feminist Theory” (FTR)
Sandra Bartky, “Foucault: Femininity, and the Modernization of Patriarchal Power”
(FTR)
Luce Irigaray, “The Sex Which is Not One” (FTR)
Patricia Hill Collins, “Mammies, Matriarchs, and Other Controlling Images” (CW)
____________________________________________________________________________________
Week 7
17 February: Body Studies and Reproductive Rights
Readings: Susan Bordo, from Unbearable Weight: Feminism, Western Culture, and the Body (CW)
Dorothy Roberts, from Killing the Black Body: Race, Reproduction, and the Meaning of
Liberty (CW)
Braziel and LeBesco, from Bodies out of Bounds: Fatness and Transgression (CW)
Selection on abortion/reproductive rights (CW)
____________________________________________________________________________________
Week 8
24 February: Making Theory Visible: Films on Feminism and the Body
Paper 1 due
View Killing Us Softly in class
View After Tiller in class
_____________________________________________________________________________________
Week 9
2 March: Feminism and Theories of Masculinity
Readings: J. Halberstam, “Drag Kings: Masculinity and Performance,” from Female
Masculinity (CW)
Todd Reeser, from Masculinities in Theory: An Introduction (CW)
Leslie Feinberg, from Stone Butch Blues (CW)
_____________________________________________________________________________________
Week 10
9 March: No class. Enjoy Spring Break!
__________________________________________________________________________________
Week 11
16 March: Trans/Forming Feminisms: Transgender Rights
Readings: Judith Butler, “Doing Justice to Someone: Sex Reassignment and Allegories of
Transsexuality” (CW)
J. Halberstam, “Bathroom Problem” from Female Masculinity (CW)
Leslie Feinberg, “Transgender Liberation: A Movement Whose Time Has Come”
(CW)
Susan Stryker, Selections from The Transgender Studies Reader (CW)
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Transcripts from Cece McDonald case and hate crime legislation (CW)
___________________________________________________________________________________
Week 12
23 March: Third Wave and Cultural Feminisms
Readings: Anzaldua and Moraga, from This Bridge Called my Back (CW)
Gloria Anzaldua, “The New Mestiza Nation: A Multicultural Movement” (FTR)
Chandra Talpade Mohanty, “Under Western Eyes’ Revisited: Feminist Solidarity
through Anti-Capitalist Struggles” (FTR)
Allison Piepmieier: from Catching a Wave: Reclaiming Feminism for the 21st Century (CW)
Excerpts from Riot Grrrl music: Sleater Kinney and Le Tigre (CW)
_____________________________________________________________________________________
Week 13
30 March: Feminist “Sex Wars”: Debates on Feminism, Pornography, and Violence
Readings: Gayle Rubin, “Thinking Sex” (CW)
Anne Ferguson, “Sex War: The Debate between Radical and Libertarian Feminists”
(CW)
Catherine MacKinnon, “Pornography: On Morality and Politics” (CW)
Thomas Laqueur, from Solitary Sex: A Cultural History of Masturbation
__________________________________________________________________________________
Week 14
6 April: Queering Feminism: Discourses of Sexuality
Readings: Merri Johnson, “Fuck you and your Untouchable Face,” from Jane Sexes it Up
(CW)
Kimberly Springer, “Queering Black Female Sexuality” (CW)
Geoffrey Schramm, “The Absolutely True and Queer Confessions of Boy Jane,
Dick Lover” from Jane Sexes it Up (CW)
Paper 2 due
_____________________________________________________________________________________
Week 15
13 April: Sex-Positive Feminism and Radical Theories of Sex/Sexuality and Sex Work
Readings: from Feminist Porn (CW)
Jennifer Nash, from The Black Body in Ecstasy (CW)
Selections from Annie Sprinkle (CW)
Carol Queen, from Real Live Nude Girl (CW)
Watch Real Live Nude Girls Unite in class
_____________________________________________________________________________________
Week 16
20 April: Feminism in Our Contemporary Cultural Moment
Readings: Selections from, J. Halberstam, from Gaga Feminism: Sex, Gender, and the End of
Normal (CW)
Selections from Yes Means Yes (CW)
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Discourses on sexual consent (CW)
_____________________________________________________________________________________
Week 17
20 April: Synthesizing Feminist Theories
Student Presentations
Closing Remarks
Final Paper Due
_____________________________________________________________________________________
Have a great summer break! 
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