WMNST 101: Self, Identity, and Society
Course Syllabus
San Diego State University
Instructor: Shogofa Abassi
Email: sabassi@mail.sdsu.edu
Office: Arts and Letters (AL) 330
Office Hours: 12:30-1:30 T/TH & 3:15-4:14 Thursdays or by appointment
Note: The California Faculty Association is in the midst of a difficult contract dispute with
management. It is possible that the faculty union will call a strike or other work stoppage this
term. I will inform the class as soon as possible of any disruption to our class meeting schedule.
Course Description
This course seeks to provide a framework of concepts, themes, and vocabulary used in the field
of Women's Studies. This course will cover the histories and theories of feminisms in the United
States, as well as global and transnational issues that affect women. We will draw from multiple
readings, mediums, and perspectives, while highlighting the fundamental role of intersectionality
(the ways gender, sex, class, race, ethnicity, sexual orientation, etc. interact to shape our
identities and life experiences) in systems of societal privileges and oppressions. The course will
include an investigation of how women’s intellectual activity has queried issues such as: gender
construction and roles; gender and difference; intimacy; sexuality; health; self-concept; the
psychology of oppression and resistance; family; education; and economic life. Exposing and
understanding the workings of social systems can foster self-discovery, empowerment, and an
open dialogue for women living within patriarchal societies.
General Education Program
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 in your major area of
study into a broader world picture. This course is one of two Foundations courses that you will
take in the area of Social and Behavioral Sciences. Upon completing this area of Foundations,
you will be able to: 1) explore and recognize basic terms, concepts, and domains of the social
and behavioral sciences; 2) comprehend diverse theories and methods of the social and
behavioral sciences; 3) identify human behavioral patterns across space and time and discuss
their interrelatedness and distinctiveness; 4) enhance your understanding of the social world
through the application of conceptual frameworks from the social and behavioral sciences to
first-hand engagement with contemporary issues.
Required Text
• Women's Voices, Feminist Visions, Susan Shaw and Janet Lee, 6th edition
Course Objectives
The course seeks to teach the basic framework of feminist thinking through reading multiple
perspectives, thinking critically about social oppressions and privileges, and discussing these
matters with one another with respect, courtesy, and professionalism. Understanding the
institutions that control social power at large reveals how power operates in the private and
public spheres of our daily lives. Many of the topics covered in this class may cause
disagreement and debate within personal readings of the materials and class discussions. Despite
these difficulties, all matters will be handled, without exception, with respect.
Student Learning Outcomes
1. Understand systemic oppression in the context of race, class, gender and sexuality.
2. Create a comprehensive knowledge of gendered societal and cultural gendered norms.
3. Understand how power and privilege operate in U.S. society.
4. Gain the critical thinking skills to discuss and write about issues in a thoughtful and well
articulated manner.
5. Inspire a critical consciousness that becomes a part of your everyday life.
Grading Scale
Grades are calculated on a standard scale, with pluses and minuses as appropriate. Assignments
will be graded and returned within one week.
Criteria for assigning grades is as follows:
A = outstanding, available for highest accomplishments
B = praiseworthy, above average
C = average, satisfactory performance
D = minimally passing, below average
F = failing
(The cut-off grade for students taking the course for credit/no credit is a C. If you receive 73% or
below you get a “no credit.”)
The assignment of letter grades is as follows:
B+ = 87-89% C+ = 77-79% D+ = 67-69% F = < 60%
A = 94-100% B = 84-86% C = 74-76% D = 64-66% No curves
A- = 90-93% B- = 80-83% C- = 70-73% D- = 60-63%
Grade Breakdown
Quizzes 35%
Midterm Exam 20%
Final Exam 20%
Group Discussion of Real-World Observations 15%
Participation 10%
Total 100%
Assignments
 Mandatory Weekly Readings, as stated by departmental policy, each week will include
around 40 pages of reading. Complete readings by class on Tuesday.
o You may find it helpful to take reading notes to ensure your preparedness for
class. Readings are required and will be included in the assignments, quizzes, and
tests that determine your grades.
Reading Quizzes: Quiz questions are on Blackboard under the reading and will be due on
Thursdays. These questions are designed to help students:
1.
Keep up with the assignments
2.
Highlight key concepts
3.
Inform our class discussions
4.
Use as study guides for the exams





Additionally students are required to attend at least one lectures at the Feminist Research
(this will account for 5% of your take home quizzes) Colloquia. Please refer to this
website for dates and times: http://wwwrohan.sdsu.edu/~wsweb/news_and_events.htm
Most events will be announced in class and also posted to Blackboard as they become
available. You must turn in this assignment within one week of attending the event. For
instance, if you go to an event on a Friday, you must turn in the assignment during our
next class session that coming Tuesday. Along with your written response, include proof
of attendance (e.g. ticket stub, literature distributed at event, etc.). This assignment is to
be one page (double-spaced, 12 point font, Times New Roman, 1-inch margins)
addressing the following:
1. What was the event (time, location, etc.)?
2. What were your reactions to the event? What did you learn?
3. Relate the event to at least ONE class reading. You must cite the reading you
use by author and page number.
Midterm –March 17 The midterm is multiple choice. Scantron form 882 (and #2 pencil)
will be required for this exam. The exam will draw from several class materials, i.e.
lectures, readings, videos, guest lectures, etc.
Final- Tuesday, May 10 10:30-12:30
The final exam is NOT cumulative – this means that it will only include material that has
been covered AFTER the midterm. Please note that the final exam will be given on our
scheduled date during finals week, not the last day of class. The final is multiple choice.
A scantron form 882 (and #2 pencil) will be required for this exam. The exam will draw
from several class materials, i.e. lectures, readings, videos, guest lectures, etc.
Group discussion of Real-World Observations. You will each be randomly assigned to a
group. Your group will apply a term/idea/concept presented in your course readings
assigned for that week and talk about the ways in which you observe these issues in your
life. This assignment is meant to be an eye-opening exercise that allows each student to
apply what she or he learns in this course to the “real world.” You will be able to track
your personal progress with the class materials to see how concepts in Women's Studies
and feminism come up in your life. You may draw from just about anything: Facebook
posts, Internet articles, advertisements of all kinds, personal conversations, TV shows,
movies, cartoons, comics, medical forms, wanted ads, job applications, wedding
invitations, etc. The requirements are as follows:
o Connect at least one idea/term/concept found in the week's readings to what you
observe in your daily life. Define this term drawing from the reading in which it
appears. Cite your source. You may also use lecture material and class
discussion for supplemental framework.
o Explain the situation in which you experienced or observed the concept
appearing in your life. Explain either the implications or affects of the issue. Why
does it matter? How and whom does it hurt/disempower? If it is a positive
experience, how and for whom?
o Explain your personal reactions. For instance, are you shocked? Surprised?
Upset? Worried?
Facebook:
Here is a mock video game box that suggests that a woman's duty is to be in the
kitchen. Several of the Facebook comments were somewhere along the lines of
“get in the kitchen and make me a sandwich.” Many users commented that the
picture was sexist, while others responded that they needed to learn to “take a
joke.” Here, I would connect this picture to a reading about gender roles and
societal expectations to fulfill domestic roles. Imagine that this picture would
have read “Men's Edition” if you have trouble seeing the double standard.

Participation: You must demonstrate your engagement with the class by active attention
given to lectures, class discussions, videos, and guest speakers. If you are unable to attend
class, this means that you will not receive participation credit for that day. This grade is
determined by coming to class prepared, meaning that you have read the mandatory
readings and are ready to discuss. Disruptive behavior (sleeping, texting, off-task talking,
etc.) will negatively affect your participation grade.
LATE WORK WILL NOT BE ACCEPTED. NO EXCEPTIONS. You may not email
assignments. If you have any concerns, please check with me PRIOR to the due date of any
assignments or exams in question. Emergencies and illness will be taken into consideration for
possible extensions, but will not guarantee an extension without discussing the matter with me
ahead of time. If you have any concerns, ask me as soon as possible via email, office hours, or
after/before class as time permits.
Classroom Behavior
Come to class with your course textbooks and 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. Despite differences of personal opinion, we will rely on scholarly
analysis and respectful debate based on the course materials.
Course Policies:
•
Class begins at 11 am. Habitual tardiness or early departure will lower your participation
grade.
• Please silence and completely put away cell phones off when class begins.
• Laptops are not allowed, even for note-taking.
• Due to the personal and sometimes controversial topics in this class, it is necessary that we
all keep an open mind and engage with each other in a respectful, courteous way.
• Racist, sexist, homophobic, and overall offensive language and dialogue does not contribute
to creating the safe space (a space that is open and accepting, challenging, and does not
tolerate harassment or discrimination) necessary for this class to flourish. Such comments
will be addressed and discussed in class should they arise.
• Grades on class assignments will be posted on Blackboard as the semester progresses. If you
have concerns about your grade, please make an appointment to see me. Waiting until the
end of the semester is neither desirable nor effective.
• Please do not pack up before 9:15. I respect your time and will actively manage class to
ensure you are not kept passed our scheduled time.
**Some topics and readings covered in this class may be emotionally intense. Please look
ahead
over the readings in the course schedule. If you have any questions or concerns about
UPCOMING material, please discuss any matters with instructor before that class session.
Additionally, please be aware that some topics may cause emotional stress for classmates.
Cheating and/or Plagiarism: will not be tolerated in any way. It is always better to include too
many references than not enough. If you are not sure about what qualifies as plagiarism, please
see the SDSU General Catalogue at http://coursecat.sdsu.edu/catalog/up.pdf. It is your
responsibility to understand what plagiarism is, and to avoid all variations of plagiarism.
Cheating and plagiarism are serious offenses.
Consequences of cheating and plagiarism
Consequences are at the instructor’s and the Judicial Procedures Office’s discretion. Instructors
are mandated by the CSU system to report the offense to the Judicial Procedures Office.
Consequences may include any of the following:
• failing the assignment
• failing the class
• warning
• probation
• suspension
• expulsion
Differently-Abled Students
If you need specific accommodations, please contact Student Disability Services at 619-5946473(Calpulli Center, Third Floor, Suite 3101) before making an appointment to see me about
these accommodations.
Course Schedule
WV = Women's Voices, Feminist Visions (Shaw & Lee)
**The Course Schedule is subject to change according to the instructor’s discretion.**
Jan 21
Jan 26 &
28
Introduction to Course
Women's Studies and
Feminism
Week 1
Fear of Feminism p. 717-720 in WV (Women’s Voices)
Week 2
Read: Chapter 1 in WV:





What are the Myths Associated with Feminism? , pg.
19-27
Claiming an Education, p. 28-30
Forty Years of Women's Studies, p. 30-32
No More Miss America, p 33-34
Where we Stand, p. 37-39
Watch:


Why Women's History Matters: Leigh Ann Wheeler:
https://www.youtube.com/watch?v=MFpG9hN8d5s
Women's Movement USA - 1950s-60s :
https://www.youtube.com/watch?v=amZD8XxTsjQ
Quiz Due: Jan 28
1. What are the myths associated with feminism?
2. How have people, groups and institutions attempted
to discredit feminism
3. According to Adrienne Rich, what is on of the
devastating wweaknesses of university learning?
4. In the article "Forty Years of Women's Studies,"
when and where did women's studies first begin and
what changes have occurred ssince then?
5. Wheeler related that much of what she had been
taught as "natural" and "timeless" was in reality
neither natural nor timeless nor natural, please list
the examples she gave.
6. Please discuss the differences of roles of women
from WWII era to the 1950s and 60s.
Feb 2 & 4
Systems of Privileges
Week 3
Read: Systems Privileges and Inequality Chapter 2 in
and Oppressions
WV:




Systems of Privilege and Inequality, p. 49-71
Toward a New Vision, p. 72-79
White Privilege and Male Privilege, p. 86-93
Opening Pandora’s Box: Adding Classism to the
Agenda, p. 95-99
Quiz due: Feb 4
1. What is discourse and how does it relate to power
and knowledge according to the reading on systems
of privilege and inequality?
2. How to do institutions encourage the channeling of
various systems of gendered inequality?
3. According to Hill-Collins, in order to move toward a
new vision of oppression what questions do we need
to ask?
4. Please discuss the main dimensions of how gendered
oppressionn is structured according to Sandra
Harding.
5. According to May, what is intersectionality?
6. According to Mcintosh, how does privilege work?
7. According to Yeskel, what are the classist ideology
and mythology that shape the beliefs that provide
the rationale for excessive inequality?
Feb 9 &
11
Feminisms
Week 4
Watch:
Lierre Keith: Liberal vs Radical
https://www.youtube.com/watch?v=YkXrS0NnQM0
https://www.youtube.com/watch?v=7rcxnLO06CA
https://www.youtube.com/watch?v=9PEZKllQKOQ
Quiz Due: Feb 11
1. According to Lierre Keith, what are the main division
between liberals and radicals?
2. According to Lierre Keith, what is liberals’ perceptions
o f the nature of social reality?
3. According to Andrea Dworkin, what are four elements
of subordination?
4. Please pose two questions not asked above.
Feb 16 &
18
Feminisms
Week 5
Cisgender Priviledge, p.93-95
Watch:
Sheila Jeffreys on BBC Woman's Hour Podcast, 7th
August, 2014:
https://www.youtube.com/watch?v=D6H4NSBriZI
Codes of Gender: http://thoughtmaybe.com/the-codesof-gender/
Quiz : Due Feb 18
1. What is Cisgender and according to your book what
are the privileges that come with it?
2. According to Sheila Jeffreys the process of
transgendering is doing what to women and why?
3. According to Goffman how are female hands
commonly displayed in advertisement (“Codes of
Gender”) and does that differ from male hands?
4. According to Sut Jhally, what did a recent study find
about how men convicted of physically assaulting
women chose their victims? (“Codes of Gender”)
5. GUESS founder Paul Marciano tries to display what
kind of femininity in his ads? (“Codes of Gender”)
6. What is the main reason Goffman focuses on
advertisements (“Codes of Gender”)?
Feb 23
&25
Week 6
Sex/Gender/Queer/Trans Chapter 3 in WV:
Constructions, Identities,
and
Issues




Learning Gender, p. 116-135
The Five Sexes, Revisited, p. 136-140
Trans Identities and Contingent Masculinities, p.150155
Through the Lens of Race, p. 160-169
Quiz due Feb 25
1. What is "performativity" according to the reading on
"Learning Gender"?
2. What information in "The Five Sexes Revisited," was
new to you or surprised you or seemed odd to you?
How did this article change or fail to change your
thinking about this issue?
3. According to Blackwood, what is a "Tombois" and
what does it enable?
4. According to your reading, "Through the Lens of
Gender," how do black and white women's
perceptions of womanhood differ and why?
Week 7
Mar 1 & 3
The Body Images
Chapter 4 in WV:





Mar 8 & 10
Media and Culture
Inscribing Gender on the Body, p.181-204
If Men Could Menstruate, p. 209-210
Prosthetic Power, p. 210-211
What We Do for Love, p. 221-229
Is Fat a Feminist Issue p. 233-241
Quiz: TBA
Week 8
Chapter 5 in WV:






Media and Culture p. 259-275
Rush Limbaugh and the New Networked Feminism p.
278-281
Enlightened Sexism p. 283-286
Vampires and Vixens P. 288-292
Beyonce: Fminist Icon? p.296-297
Bad Girl, Good Girl: Zines Doing Feminism p. 308-311
Quiz: TBA
Week 9
Mar 15 &
17
Midterm Mar 17
Sex, Power, Intimacy



Mar 15: Catch up and study session
Mar 17: Midterm
Sex, Power, Intimacy p. 313-333
Quiz: TBA
Week 10
Mar 29 &
31
Spring Break
Week 11
Apr. 5 & 7 Health and Reproductive Chapter 7 in WV:
Justice




Health and Reproductive Justice p. 362-394
Gender Gap in Pain p, 295-396
A Global Health Imperative p. 400-405
From Rights to Justice p.414-422
Apr 12 & Violence
14
Quiz: TBA
Week 12
Chapter 10 in WV:



Resisting Gender Violence p. 537-564
Beyond Politics of Inclusion p. 565-567
Sex Trafficking in the U.S. p 568-571
Quiz due: April 14
1. Approximately what percent of all violent acts against
women are committed by intimate partners?
2. The Violence Against Women Act (VAWA) of 1994
include which target areas of concern?
3. According to Andrea Smith, the nineteenth and onto
the twentieth century, American Indian children were
abducted from their homes to attend Christian
boarding schools as a matter of policy. The list of
offenses against the children are long but in addition
to those offenses a pedophile ring using the school
children was maintained by which groups?
4. Please pose one question from the reading, "Beyond
Politics of Inclusion"
5. Please pose one question for the reading, "Sex
Trafficking in the U.S."
Apr 19 & State, Law, and Social
21
Policy
Week 13
Chapter 11 in WV:




State, Law, and Social Policy p. 582-605
Constitutional Argument p. 606-607
Name it. Change it. p. 610-617
Too Poor to Parent p. 617-619
Quiz due: April 21
1. What is and what does Title IX prohibit?
2. What legislation abolished the AFDC, replacing it with
the program titled Temporary Assistance for Needy
Families, what’s the difference between the two and
what are the consequences of those differences to
women?
3. Which gender equality act and convention has the US
failed to make law and why?
4. According to your book, the U.S. ahead of which
country in terms of the number of female
representatives the lower house legislature? Why do
you think this is the case?
5. What does research on sexist language and elections
show?
6. Please discuss the cases discussed in the article, “Too
Poor to Parent?”
Apr 26 & Work
28
Week 14
Chapter 9 in WV:





Work Inside and Outside the Home p. 470-499
A Brief History of Working Women p. 503-515
Maid to Order p.517-522
Virtuous Valentine p. 524-525
Power Plays p. 525-528
Quiz due: April 28
1.
What did Australian research find about highearning women and how is this different from other
studies?
2.
Although the number of women in the paid labor
force continues to increase each year, women still do
the majority of household duties. What is this
concept called and who named it?
3.
In “Maid to Order”, what does Ehrenreich argue?
4.
According to your book, what are the
characteristics of capitalism?
“Virtuous Valentine? Think Again” says what
about flowers and chocolate?
Week 15
Chapter 13 in WV:
5.
May 3 & 5 Activism and Change

May 10
Final Exam
Activism, Change, and Feminist Futures p. 692-714
Week 16: Finals Week
10:30- 12:30 Bring 882 Scantron and No. 2 Pencil.