SC 024 Gender and Society
Fall 2012
MWF 10, Cushing 335
Instructor: Johanna Pabst
Office: McGuinn 410C
Office Hours: MW 11-12 and By Appointment
E-mail: pabstjo@bc.edu
“How It Works” by xkcd (http://xkcd.com/385/)
Course Objectives
We all think we know what it means to be a boy or a girl, a man or a woman, in
our society, and that many of these differences are “natural” or “just the way it is.” This
course will force you to rethink many of these assumptions and especially to abandon
ideas about gender as “natural.” While sex is a biological characteristic, gender is
undoubtedly cultural and social.
Beyond referring to female or male anatomy, gender also implies the social and
cultural characteristics that define women and men’s roles and identities. Gender
includes all the ways in which societies organize people into female and male categories
and attach meanings to those categories. In this course, you will learn 1) to reveal the
“common-sense” world of gender around you; 2) to consider how we learn to “do”
gender as women and men; 3) to expose the working of the institutions that shape our
gendered lives; and 4) to understand how gender inequality is reproduced.
An Important Note
Throughout this course, you will be exposed to ideas which may challenge or question
your own beliefs and understandings of gender. You will also encounter readings which
may contain explicit language and explore sensitive themes such as violence and
sexuality. While it is understood that at times you may feel discomfort, it is expected
that you will complete the required reading material and that you will voice your
thoughts, opinions, and reactions to this material in a thoughtful, mature, and respectful
manner.
1
As this is a core course, we will be looking at the sociology of gender with an eye
towards the following concerns:
1) The Perennial Questions: Throughout the semester we will be asking
questions about the gendered lives we live, questions that researchers have
been asking for quite awhile. What does it mean to be “male” or “female”?
What is gender and how is it different than sex? How does it differ between
societies? How much of being a man or a woman is “natural” versus
nurtured? How do these labels affect our sense of identity, our life choices
and opportunities?
2) Cultural Diversity: A number of readings will address the issue of cultural
diversity in 21st century society, in order to appreciate the great variety of
ethnic, racial, cultural perspectives and influences on gender. We will learn
about how people experience gender in different ways depending on their
cultural and racial heritages. Please note: This course does not satisfy the
official university cultural diversity requirement.
3) Historical Perspective: We’ll look at gender in a historical context, especially
with regard to the development of biological versus cultural understandings
of gender, and how gender definitions have changed over time.
4) Methodology: We’ll pay attention to the various ways gender can be
studied, including thick description, interview, and content analysis. You’ll
learn how to study gender from a sociological perspective.
5) Writing Component: There is a strong writing requirement in this course.
You’ll be expected to react to the works we read and be able to perform your
own analyses of gender, as well as integrate the perspectives considered in
class.
6) Creating a Personal Philosophy: Throughout this course, some of your ideas
and beliefs on gender will be questioned and/or challenged. You’re
encouraged to develop your own philosophy about the importance and
relevance of gender, both in your life and in an academic sense. It is hoped
you will acquire some new lenses to view your own gender identity and
culture by the end of this course.
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Course Requirements
Please silence your cell phones before class!
1) Class Attendance and Participation:
x Everyone is expected to attend class and participate in discussions and
exercises.
x I take daily attendance. More than 3 unexcused absences will affect your
grade. Excused absences, including approved athletic events, medical
appointments, and absences cleared by the dean will not lower your
grade as long as they are properly documented (i.e. a note from health
services, dean, etc.)
x No matter the reason for an absence, you are expected to catch up on all
missed material on your own, i.e. checking Blackboard for materials and
getting notes/handouts from a classmate, accessing a missed film, etc. Do
NOT email me and ask me if you missed “anything important.” The
answer is always yes.
x I also expect you to arrive to class on time. Repeatedly late arrivals to
class are disrespectful to everyone and will also affect your grade.
2) Assigned Reading:
x You must come to class having read all assigned material in ADVANCE of
the date it is listed and be prepared to discuss it. The instructor reserves
the right to call on any student to contribute to discussion of the reading.
x This class provides an opportunity to develop critical thinking skills. In
order to be able to think critically about what we have read, we must
understand what we have read and be able to accurately explain the
text’s main points and its logic. Some of the material is demanding and
requires patience and often repeated readings. Prepare yourself by
taking notes as you read (as well as in class). Look up words you don’t
know. Read your classmates’ reviews ahead of class. I expect you to come
to class having read and thought about the assigned reading so that you
are prepared to participate in discussion- any lectures in class will not
take the place of, nor give a comprehensive summary of, the text
assigned.
x There will be 12 random closed-book pop quizzes on the reading
throughout the semester. You cannot make up pop quizzes if you miss
them. If you come into class late, you will not have extra time to finish
the quiz.
x You will each be assigned a reading to review during the semester, which
you will present to the class, along with 2 discussion questions. Your
review and questions will be posted on the course Blackboard Vista site
24 hours BEFORE class. Further details for this assignment are at the end
of the syllabus. You will lose 5 points for every hour you assignment is
3
3)
4)
5)
6)
late. If you encounter any problems uploading the assignment to
Blackboard Vista, please email it to me on time.
Syllabus Quiz:
x There will be a quiz on the syllabus on the 3rd day of class. The syllabus is
a contract between the learner and instructor. You are expected to
familiarize yourself with and will be held to all policies and deadlines
listed in the syllabus.
Homework Assignments:
x There will be 6 homework assignments due in class. Due dates are
provided in the course schedule below. The first homework assignment is
listed, and the rest will be provided to you in class.
Field Assignment:
x You will complete your own sociological analysis of gender in a particular
site. Further details are at the end of the syllabus.
Final Exam:
x There will a final exam which will cover the core material of the course,
given at the time assigned by the university for this course, as listed on
the course schedule below. This will NOT be rescheduled for anyone
without documentation from your dean.
Other Course Policies
x
x
x
x
x
x
You will be responsible for printing out and bringing to class all readings
assigned for the day. You will also be responsible for keeping in your possession
any material handed out in class.
Because they distract other students and have been found to lower students’
grades, laptop computers are not permitted in class unless you notify me that
you have a documented disability requiring their use.
Class ends at 10:50. Do not begin to pack up until that time.
All grading inquiries will be handled during office hours or at another mutually
agreeable time. Under no circumstance will grades be discussed immediately
before, during, or after class.
Written work must be spell-checked, grammar-checked, and proofread: The
quality of your writing will affect your grade.
Late assignments will be docked points immediately after the class they are due,
and each late day after that. Technology problems are not an excuse for missing
a deadline. Begin your work and print/upload it early enough to be able to
address any problems.
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Grading Policies
Letter
A
A-
%
93+
90-92
Points
370+
358-369
B+
B
B-
87-89
83-86
80-82
346-357
330-345
318-329
C+
C
C-
77-79
73-76
70-72
306-317
290-305
278-289
D+
D
D-
67-69
63-66
60-62
266-277
250-265
238-249
F
59 and
below
0-237
Meaning
Outstanding performance. You have demonstrated very thorough
knowledge and understanding of all the material, truly superior critical
thinking, and expressed insightful and original thoughts clearly. You
have completed all required assignments and they have been among
the best in the class.
Good performance. You have demonstrated solid knowledge and
understanding of the material and good critical thinking. You have also
shown the ability to express your ideas clearly. You have completed all
required assignments and they have been of good quality.
Satisfactory performance. You have demonstrated basic knowledge
and understanding of the major concepts taught in the class and some
critical thinking. You have completed all or most of the required
assignments and they have routinely been free of significant
problems.
Deficient performance. You have only acquired a limited
understanding of the class material. You have failed to complete all
the required assignments and/or they have routinely had serious
problems.
Failure. You have failed to learn a sufficient proportion of the basic
concepts and ideas taught in the class. You have failed to complete
many required assignments and they have routinely had serious
problems.
Grading
Your grade will be based on the following elements:
Points
% of total
1) Class Attendance and Participation
40
10%
2) Syllabus Quiz
20
5%
3) Pop Quizzes (5 pts each)
60
15%
4) Homework Assignments (10 pts each)
60
15%
5) Reading Review and Presentation
50
12.5%
6) Field Assignment
70
17.5%
7) Final Exam
100
25%
Total:
400 points
5
Academic Honesty
You are responsible for adhering to the statement of academic honesty in your
Student Handbook and at http://www.bc.edu/schools/cas/polisci/integrity.html .
I take plagiarism very seriously and the discovery of any violations will be
reported and will lead to failure of the class.
Disability Statement
If you have a disability, please let me know about it at the beginning of the semester so
that appropriate accommodations can be made.
Keeping in Touch with Me
I encourage you to drop by during my office hours if you have any questions about the
readings, assignments, or concepts in general. I am also happy to make appointments
outside of these hours. The best way to contact me is through my email listed at the
beginning of the syllabus. I check my email frequently and will get back to you as soon
as possible.
A note on email form: Please remember that these are professional communications
and should be treated as such. Include a subject, a greeting, sign your name, and use
punctuation.
Required Readings
¾ Disch, Estelle. Reconstructing Gender. 5th ed. 2008.
¾ Edin, Kathryn and Maria Kefalas. Promises I Can Keep: Why Poor Women Put
Motherhood Before Marriage. 2005.
¾ Pascoe, C.J. Dude, You’re a Fag: Masculinity and Sexuality in High School. ed. 2.
2011.
¾ Online Course Readings
o (*) Indicates reading is in the library’s online course reserve system
o Vista: Indicates reading is on the course BB Vista site
¾ This course also utilizes Blackboard Vista to host various materials.
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Course Schedule GENDER & SOCIETY FALL 2012
Wed
Fri
Sept 5
Sept 7
Introduction
The sociology of gender
x Disch: General Introduction, p. 1-15, 18-22
x Vista Web Link: “How is College Different From High School?”:
http://learning.ucmerced.edu/succeeding-college/how-collegedifferent-high-school
Mon
Sept 10
Biological vs Social definitions of gender
x Disch 11: Judith Lorber, “The Social Construction of Gender,” p.
112- 119
x *West & Zimmerman: “Doing Gender.” Gender & Society 1(2):
125-151
Homework 1 due: Describe a time when you or someone you know were
told you were not doing your gender correctly, or when gender was
“policed” by others. What was the gender norm being broken? How did
you react? What does this tell you about gender as a social construction?
Write up a 1-2 page (at least 400 words) summary to hand in today.
Wed
Sept 12
Fri
Sept 14
x
*Martin: “The Egg and the Sperm: How Science Has Constructed
a Romance Based on Stereotypical Male-Female Roles,” Signs
16(3), 1991. P. 485-501.
Reviewer:
SYLLABUS QUIZ
x
Disch 23: Martha Coventry, “The Tyranny of the Esthetic:
Surgery’s Most Intimate Violation,” p. 212- 220
Reviewer:
Film: Me, My Sex, and I: Disorders of Sexual Development
x
Mon
Sept 17
*Fausto-Sterling: “The Biological Connection,” from Myths of
Gender, p. 3-12
Reviewer:
Wed
Sept 19
Patriarchy
x Disch 10: Allan G. Johnson, “Patriarchy, the System: An It, Not a
He, a Them, or an Us,” p. 98- 106
Reviewer:
x
Vista: Tina Fey, “The Windy City, Full of Meat,”and “I Don’t Care
if You Like It” from Bossypants, p. 81-88, 143-145
7
Fri
Sept 21
Mon
Sept 24
Intersectionality & Feminisms
x *West & Fenstermaker: “Doing Difference,” Gender & Society
9(1): 8-37
Reviewer:
x
x
Disch 7: Peggy McIntosh, “White Privilege: Unpacking the
Invisible Knapsack,” p. 78-83
Disch 13: Nelson, Who’s the Fairest of Them All? p. 136- 140
Film: Good Hair
Homework 2 DUE
Wed
Sept 26
x Disch 2: Zia, “From Nothing, a Consciousness,” p. 44-50
Reviewer:
x Disch 33: Rust, “The Impact of Multiple Marginalization,” p. 289296
Reviewer:
x Vista: Abu-Lughod, “Do Muslim Women Need Saving?” p. 783790
Reviewer:
Fri
Sept 28
Socialization & Education
x Disch: “Gender Socialization,” p.107-111
x Vista Web Link: Maglaty, Jeanne. “When Did Girls Start Wearing
Pink?” from Smithsonian.com. 2011.
http://www.smithsonianmag.com/arts-culture/When-Did-GirlsStart-Wearing-Pink.html?c=y&page=1#
x Vista Web Link: Williams: “The War Over Sexist Onesies”
http://www.salon.com/2011/11/21/the_war_over_sexist_onesi
es/
x Vista Web Link: Sharp: “Reproducing the Gendered
Active/Passive Binary at Target”
http://thesocietypages.org/socimages/2012/01/19/reproducingthe-gendered-activepassive-binary-at-target/
x Vista Web Link: Grinberg: “When Kids Play Across Gender Lines”
http://www.cnn.com/2012/08/27/living/harrods-genderneutral-toys/index.html
Film: Divide of the Sexes: Gender Roles in Childhood
8
Mon
Oct 1
Education
x Disch 41: Sadker and Sadker, “Missing in Interaction,” p. 362-368
Reviewer:
x Disch 43: Barres, “Does Gender Matter?” p. 383-392
Reviewer:
Wed
Oct 3
Film: Raising Cain, Part 1
Homework 3 DUE
Fri
Oct 5
x Disch 42: Kimmel, “What About the Boys?” p. 369-382
Reviewer:
Mon
Oct 8
COLUMBUS DAY- NO CLASS
Wed
Oct 10
Sexuality & Masculinity
x Disch: “Sexuality,” p. 262-269
x Vista: Armstrong et al.: “Is Hooking Up Bad For Young Women?”
Contexts. 2010. p. 22-27
Reviewer:
Fri
Oct 12
x Disch 16: Kimmel, “Masculinity as Homophobia,” p. 149-155
Reviewer:
x Disch 14: Avicolli, “He Defies You Still: The Memoirs of a Sissy,”
p. 141-146
Film: Tough Guise
Mon
Oct 15
“Dude, You’re a Fag”
x Pascoe: Dude, You’re a Fag: Masculinity and Sexuality in High
School, Chapters 1-2, p. 1-51
Reviewer:
Reviewer:
Wed
Oct 17
x Pascoe: Chapter 3, p. 52-83
Reviewer:
Fri
Oct 19
x Pascoe: Ch. 4, p. 84-114
Reviewer:
Mon
Oct 22
x
Pascoe: Ch. 6, p. 156-174 and “Preface to the 2012 Edition.” p.
vii-xvi
Reviewer:
Reviewer:
9
Wed
Oct 24
Fri
Oct 26
Gender in Media & Popular Culture
x Disch, “Communication,” p. 221-224
x Disch 27: Douglas & Michaels, “The New Momism,” p. 235-247
Reviewer:
x *Gillam & Wooden: “Post-Princess Models of Gender: The New
Man in Disney/Pixar,” Journal of Popular Film and Television,
2008. P. 2-8
Reviewer:
x
Vista: Walsh et al. “Beauty and the Patriarchal Beast.” Journal of
Popular Film and Television. 2008. p. 123-132
Reviewer:
Film: Miss Representation (2 days)
Mon
Oct 29
Film: Miss Representation
Homework 4 DUE
x
Wed
Oct 31
Vista: Peterson, “That Teenage Feeling: Twilight, fantasy, and
feminist readers.” Feminist Media Studies. 2011. p. 51-67
Reviewer:
Fri
Nov 2
Embodiment
x Disch, “Embodiment,” p. 156-164
x Disch 17: Jeffreys, “Making Up is Hard to Do,” p. 165-185
Reviewer:
x Disch 18: Thompson, “’A Way Outa No Way’: Eating Problems
among African-American, Latina, and White Women,” p. 186-201
Reviewer:
Mon
Nov 5
x
x
Vista: Fey, “All Girls Must Be Everything,” and “Remembrances
of Being Very Very Skinny/Remembrances of Being a Little Bit
Fat,” Bossypants, p. 19-26, p. 115-118
Vista Web Link: Fetters, “Why Do So Many Pretty Female
Comedians Pretend They're Ugly?” From The Atlantic, 8/23/12.
http://www.theatlantic.com/entertainment/archive/2012/08/w
hy-do-so-many-pretty-female-comedians-pretend-theyreugly/261510/
Field Assignment Due Today! – Be prepared to share a brief description
with the class. Instructions at end of syllabus.
10
Wed
Nov 7
Marriage and Families
Film: After Happily Ever After
x
Fri
Nov 9
Disch 35: Collins, “Bloodmothers, Othermothers, and WomenCentered Networks,” p. 318-324
Reviewer:
x Disch 36: Gerson, “Dilemmas of Involved Fatherhood,” p. 325334
Reviewer:
x Disch 39: Graff, “What is Marriage For?” p. 345-350
Reviewer:
Mon
Nov 12
Employment, Work and Inequality
x Vista: Fey, ”Juggle This,” from Bossypants, p. 255-260
Film: Why Can’t a Woman Succeed Like a Man?
Wed
Nov 14
Employment, Work and Inequality
x Disch 47: Crittenden, “Sixty Cents to a Man’s Dollar,” p. 433-440
Reviewer:
x *Williams, Christine L.: “The Glass Escalator: Hidden Advantages
for Men in the ‘Female’ Professions,” Social Problems 39(3). p.
253-267
Reviewer:
Fri
Nov 16
Poverty and Welfare
x Disch, “Paid Work and Unemployment,” p. 413-420
x Disch 46: Marchevsky & Theoharis, “The End of Welfare as We
Know It,” p. 421-432
Reviewer:
x Disch 7: Marchevsky & Theoharis, “Latinas on the Fault Lines of
Citizenship,” p. 74-77
Reviewer:
Mon
Nov 19
Wed, Fri
Nov 21,
23
Homework 5 DUE
“Promises I Can Keep”
x Edin & Kefalas, Promises I Can Keep: Introduction and Ch. 1, p.
1-49
Reviewer:
THANKSGIVING BREAK- NO CLASS
11
Mon
Nov 26
x Edin & Kefalas: Ch. 4, p. 104-137
x Check out pictures between p. 74 and 75
Reviewer:
Film: Take it From Me
Wed
Nov 28
x Edin & Kefalas: Ch. 5, p. 138-167
Reviewer:
Fri
Nov 30
x Edin & Kefalas: Ch. 6 and Conclusion, p. 168-220
Reviewer:
Mon
Dec 3
Globalization
x Disch 48: Ehrenreich and Hochschild, “Global Woman,” p. 441450
Reviewer:
x Disch 49: Zarembka, “America’s Dirty Work: Migrant Maids and
Modern-Day Slavery,” p. 451-460
Reviewer:
Film: Maid in America or Other People’s Children
Wed
Dec 5
Movements for Change
x Vista: Giffort, “Show or Tell? Feminist Dilemmas and Implicit
Feminism at Girls’ Rock Camp.” Gender & Society. 25 (5). 2011. p.
569-588.
Reviewer:
Homework 6 DUE
x
Fri
Dec 7
Disch 64: DeLorey, “Health Care Reform- A Woman’s Issue,” p.
603-606
Reviewer:
x Disch, “A World That is Truly Human,” p. 628-631
Reviewer:
x Disch 69: NOMAS, “Statement of Principles,” p. 631
x Disch 72: Ulen, “Tapping Our Strength,” p. 642-649
Reviewer:
Mon
Dec 10
Review for Final
Thurs
Dec 13
FINAL EXAM at 12:30pm in our classroom
12
ARTICLE REVIEW GUIDELINES
Worth: 50 points
Provide a summary of your assigned reading, outlining its key points. Make sure to explain
what the ARGUMENT of the article is. Also explain how the article relates to relevant
sociological concepts and to the topic of the week (intersectionality, socialization,
globalization etc). 25 points.
What were 2 things in the article you found particularly interesting? Why? 10 points.
Do you agree with the article’s argument or perspective? Why or why not? 5 points.
What are 2 questions (related to the reading) that you have for the class? 5 points.
Grammar, spelling, and overall editing and proof-reading: 5 points
LENGTH AND FORMAT: The review must be at least 650 words. Please use a standard 12
point font, double-spaced, as a Word document.
SUBMITTING THE REVIEW: Post your article review to Blackboard’s discussion area.
x You can post it early, but it MUST be posted AT LEAST 24 HOURS BEFORE the
reading is “due” to be read in class (i.e., if class meets at 10am, the assignment is
due by 10am the day BEFORE).
x You will lose 5 points for every hour your assignment is late.
x If you encounter any problems uploading the assignment to Blackboard, please
email it to me ON TIME. CHECK after you think you have uploaded it to make
sure it is there.
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FIELD ASSIGNMENT GUIDELINES
Worth: 70 points
Due: Monday, Nov. 5 in class
This assignment requires you to visit a toy store or a large store with a toy section (e.g.
Target). The purpose of the assignment is to observe and analyze firsthand the
prevalence of gender socialization, gender roles, and how children are encouraged to
“do gender” through toys and the marketing of toys.
You will write an essay in which you describe where and when you collected your data,
the specifics of the data, your interpretation. Grading will be based on thoroughness,
explicitness, and thoughtful interpretation, as well as the mechanics of the paper.
Remember: I will not be there, so you should be as specific and descriptive as possible.
The Field Visit: In the toy store/section, you will spend at least one hour observing and
taking notes on your surroundings (these are your “field notes”). Be sure to be as
objective as possible in your observations.
When you enter the toy store or toy section of a store, record notes as you do the
following:
a. Look at the store/section layout. Identify the sections and the toys in each.
Can you tell when you’ve entered the “boy” section or the “girl” section? How
did you know? Did the toys differ?
b. Note the colors, words, and pictures used to depict gender-relevant
information; How are the toys packaged, and what is the packaging trying to
say? How is race portrayed in toy design, packaging and marketing?
c. What roles or activities are these toys training or encouraging for girls and
boys? What types of interactions with other children do the toys encourage competition, cooperation? Which sex’s toys are designed for active play/passive
play? What sorts of adult roles do the toys prepare children for?
d. Can you identify examples of gender-neutral toys or changing gender
stereotypes?
The Write-Up:
1. Drawing on your fieldnotes, prepare a roughly 800 word ethnographic description of
the site, your observations, and findings based on the above instructions. You will not be
able to discuss everything you observed, so your description should include the details
you determine to be most relevant to your analysis. 25 pts
2. Prepare a roughly 800 word sociological analysis and discussion of your findings. How
do your findings connect to and illuminate concepts we have read about and discussed
thus far in class? You must cite at least 2 of the course readings. Be prepared to discuss
your work in class. 30pts
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3. You should also have:
a. An introduction: Briefly set up your paper- what you did and why. (approx. 100
words) 5 pts
b. A conclusion: Remember that a conclusion is more than a summary of what you
already said. It should truly provide a synthesis of your work and how it may fit
into the more general understanding of the topic. (approx. 100-200 words) 5 pts
c. A Works Cited, properly formatted using ASA, APA, or MLA format. See below for
one format and examples of proper citation. 5 pts
4. Grammar, spelling, proofreading/editing, and formatting. 5pts
5. A copy of your original field notes. Any assignment turned in without field notes will
receive a "0."
LENGTH AND FORMAT: Format this paper in 12-point font, double-spaced. It should be at
least 1700 words, excluding Work Cited.
SUBMITTING THE ASSIGNMENT: Submit a hardcopy of your paper at the beginning of
class on the due date listed on the syllabus. Save an electronic copy of your paper.
LATE PENALTY: You will lose 5 points for every day your assignment is late, starting
immediately after the class that it is due.
A Note on Citations
You must use citations correctly! This means using quotes correctly when using text
word-for-word, citing your source when paraphrasing someone else's idea, and in either
case, providing the author's name, year published, and if a quote, the page number.
You can use any citation style (ASA, APA, MLA), as long as you are consistent. Guides for
these can be found on the BC Library website and many other places on the Internet.
Examples of acceptable ways to cite sources follow. Note: These are just general
examples- your citations must be correct for the specific types of sources you use!
If quoting an article or book in your essay:
I agree with the authors of Women, Men and Society that "the development of a
masculine or feminine gender identity is quite independent of either the presence of a
pair of XY or XX sex chromosomes..." (Renzetti & Curran 2002, 41).
If paraphrasing (using an article from Reconstructing Gender as an example):
Gender can be understood as a process, a social institution and a stratification system
(Lorber 2008).
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If referencing lecture/discussion in class:
Labels like "bitch" and "sissy" are used to enforce social norms about gender (class
discussion [or lecture], Jan. 30).
Then your Works Cited would look like this:
Works Cited
Lorber, Judith. 2008. "The Social Construction of Gender." In Reconstructing Gender:
A Multicultural Anthology, 5th edition, E. Disch, ed. New York: McGraw Hill.
Renzetti, Claire M. and Daniel J. Curran. 2002. Women, Men, and Society, 5th Edition.
Boston: Allyn & Bacon.
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