Sociology 169B. Issues in Sexuality
Brandeis University
Fall 2015
Instructor:
Email:
Office Hours:
Office:
Class Meetings:
Location:
Dr. Leandra M. Smollin
lsmollin@brandeis.edu
Tuesday and Thursday, 5-6 p.m. and by appointment
Pearlman 208
Tuesdays and Thursdays, 3:30-4:50 p.m.
Lown Center for Judaica Studies 201
Course Description
This course introduces you to basic tools and concepts in the sociological study of sexuality. We
start with the assumption that humans are sexual beings and that our histories, cultures, genders,
races, classes, and other social factors shape our sexualities. Our broad goal for the semester is to
understand how social factors influence the ways we think about and experience sexual desire,
behaviors, and identities. We will investigate how norms regarding sexuality are rooted in
structures of power and how power is negotiated within the realm of sexuality. The course is
divided into four sections, each of which is grounded in systematic empirical studies and
examples. First, we ask what sexuality is and how it is studied and measured by social scientists.
Second, we consider the ways social ideologies and social structures shape our ideas about sex,
sexuality, and sexual bodies. Third, we explore how people develop senses of themselves
sexually as individuals and in communities. Finally, we examine sexuality in the broader context
of social institutions, including education, law and social policy, medicine, and the media.
Success in this four- credit course is based on the expectation that students will spend a
minimum of 9 hours of study time per week in preparation for class (readings, papers,
discussion sections, preparation for exams, research, etc.).
Learning Goals
By the conclusion of this course students will:
• Be familiar with a range of ways of thinking about and conceptualizing sexuality
• Be familiar with the assumptions underlying different theoretical approaches to the study
of sexuality
• Be able to articulate, verbally and in writing, how researchers in the United States have
tried to measure aspects of sexuality and what the strengths and weaknesses are of their
approaches
• Understand how (and why) people’s assumptions and ways of learning about sex and
sexuality have changed over time in the United States
• Be able to describe verbally and in writing how people learn about sex and sexuality and
provide an example of a tool that might help in these processes
• Be able to articulate how different communities shape people experiences of sex and
sexuality
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Have had the opportunity to reflect on how the materials covered in this class relate to the
ways broader groups students are a part of (families, friends, campus organizations, etc)
think and talk about sex and sexuality
Course Materials
The following books are available in the university bookstore:
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Kimmel, Michael S., and Rebecca F. Plante. 2004. Sexualities: identities, behaviors,
and society. NY: Oxford University Press.
Dean, James Joseph. 2014. Straights: Heterosexuality in post-closeted culture. NY:
NYU Press.
Fields, Jessica. 2008. Risky Lessons: Sex Education and Social Inequality. NJ: Rutgers
University Press.
Hasinoff, Amy Adele. 2015. Sexting Panic: Rethinking Criminalization, Privacy and
Consent. Chicago, IL: University of Illinois Press.
Other required readings are available through LATTE or online
Course Requirements
1. Attendance is required. Class will begin promptly at 3:30 p.m. Please be on time out. Your
class attendance counts as 5 points towards your final grade. If you miss zero or one class,
you will receive 5 points. If you miss 2 classes, you will receive 4 points. If you miss 3
classes, you will receive 3 points. If you miss 4 classes, you will receive 2 points. If you miss
5 classes, you will receive 1 point. If you miss more than 5 classes, you will receive 0 points.
The only absences that will not influence your grade are those for religious holidays that you
email me about at least one week in advance. If you are too ill to attend class, I will excuse
the absence only with a note from your doctor or the Health Center.
2. Reading is required. All course readings must be done before coming to class each week.
Reading Response Assignment. Over the course of the semester, you are expected submit at
least 5 short (two paragraph) reading responses to LATTE. These responses must be posted
to LATTE by 5 p.m. on the Monday before the week we are scheduled to discuss those
readings in class. You are encouraged to make connections between course readings and
class discussions. Each response should pose a discussion question that we may use to
explore the readings in class. You should refer to at least two books or articles assigned for
that week. Your paper needs to make clear that you read the material and grasped the central
arguments (not that you just pulled a quote out of the first few pages of the reading and are
reflecting on it in light of your personal experiences!). If you submit each of these 5 entries
on time as outlined, you will receive the full 15 points. You will 3 lose points for each entry
you do not complete thoroughly and on time. I will only accept responses that are posted to
LATTE by 5 p.m. on Monday (for responses to readings due Tuesday or Thursday of that
week). All responses must be posted to the appropriate forum. Late responses cannot be
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accepted: You cannot turn in responses via email, in class, or after class is over. Please plan
now for which class sessions you plan to submit a response, so you are not caught by surprise
at the end of the semester.
3. Class participation is required. This is not a lecture class but primarily a discussion seminar
based on your careful reading and preparation for class. To that end, I expect everyone to
participate actively in class discussion and to work together to create an environment where
everyone can safely and comfortably express their views. We will develop discussion
guidelines together early in the semester. You can earn up to 10 points for participating in
class discussions over the course of the semester.
Discussion Facilitation Assignment. Each student will also work with someone else in the
class to co-facilitate part of a class discussion at least once during the semester (as part of
meeting the oral communication requirements of the class). You can earn up to 10 points for
facilitating class discussion. Facilitation assignments will be made during the second week of
classes.
Your goal in facilitating class discussion is to find a way to talk about the required reading
that engages everyone, applies the ideas to their lives, is fun, and is comfortable. You can
focus on particular discussion questions you put together, create games or exercises around
key themes, read parts of texts out loud in class (or act them out), show film clips that
illustrate central themes and might help students apply the ideas… be creative! You are
encouraged to find ways to apply what we are learning to your life and the lives of your
classmates in a way that makes this material real, relevant and worth reading! You should
plan for your facilitation to take between 45 minutes and one hour.
* Please remember that members of this class are straight, gay, lesbian, bisexual, queer, not
sure... transgender, genderless, women and men... We are racially, ethnically, religiously,
politically, culturally, and economically diverse. We are all in the process of learning,
developing, and becoming, and as a class we want to respect and honor those processes. We
can do this by listening carefully to each other, making an effort to include everyone, letting
each other try out ideas we are not certain about, disagreeing respectfully, and striving to
discuss gender and sexuality in as mature a manner as possible. Sexuality is both highly
personal and highly politicized - the reason why many of us were taught not to discuss it at
the dinner table! Some of what we read and discuss will likely make you uncomfortable. I
ask you to be patient, to reserve judgment, and to remember the commitment Brandeis makes
in its mission statement to be “a center of open inquiry and teaching.”
4. Written Assignments and Presentations. In addition to the writing described under point 2
above, you will complete two 5-7-page papers. The second paper will accompany the inclass presentation each student will construct for the second to last week of class. I will
distribute detailed instructions for each assignment well in advance of the deadline.
a.
This first paper is due on October 13
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b.
The second paper is due on the last day of class, and presentations are scheduled
for December 1 and December 3.
Each paper is worth 25 points. The oral presentation on the second paper is worth 10
additional points. You will lose one full letter grade (2 points) for each 24 hours after the
due date the assignment is turned in (i.e. if you would have received an 18 but your paper
is turned in within the first 24 hours after it is due, you will receive a 16, etc.). I expect
you to properly cite and reference any articles you refer to when completing your paper.
If you have any questions at any point, please do not hesitate to ask. You are encouraged
to visit the Writing Center for additional support and guidance.
(http://www.brandeis.edu/programs/writing/writingcenter/index.html)
All written work must be completed to receive a passing grade in this class
Final grades will be calculated using the following point distribution
94-99 A
74-76 C
90-93 A70-73 C87-89 B+
67-69 D+
84-86 B
64-66 D
80-83 B60-63 D77-79 C+
<60 F
Communications:
The best way to contact me is using e-mail: lsmollin@brandeis.edu. I typically respond to e-mail
within 48 hours. If you do not receive a response within this time frame, please check the address
and resend your message. Any announcements regarding changes to the course plan, or
emergencies that may require the rescheduling of class will be made through LATTE. If there
are any changes to the course plan, I will also make an announcement in class.
University Policy on Academic Accommodations:
If you are a student with a documented disability on record at Brandeis University and wish to
have a reasonable accommodation made for you in this class, please see me immediately. More
information about policy and procedures relating to academic accommodations can be found at
http://www.brandeis.edu/acserv/disabilities/undergradstudents.html.
University Policy on Academic Integrity:
You are expected to be honest in all of your academic work. Please consult Brandeis University
Rights and Responsibilities (http://www.brandeis.edu/studentlife/srcs/rr/) for all policies and
procedures related to academic integrity. Students may be required to submit some work to
TurnItIn.com software to verify originality. Allegations of alleged academic dishonesty will be
forwarded to the Director of Academic Integrity. Sanctions for academic dishonesty can include
failing grades and/or suspension from the university. Citation and research assistance can be
found at LTS - Library guides (http://guides.library.brandeis.edu/c.php?g=301723).
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COURSE PLAN
(S)= Sexualities text
(L)= Available on LATTE
*For your convenience readings for the first two weeks of class (including assignments from
required texts) are available on LATTE
I. GETTING STARTED: CONCEPTUALIZING AND STUDYING SEXUALITY
August 27. First Day of Class
September 1. Sexuality from a Social Scientific Perspective
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(S) #1.1. Jackson, Stevi and Sue Scott. "Conceptualizing Sexuality"
(S) #1.2. Gagnon, John H. and William Simon. "The Social Origins of Sexual
Development"
(L) Schwartz, Pepper and Virginia Rutter. 1998. "The Gender of Sexuality", in The
Gender of Sexuality. London: Pine Forge Press.
September 3. Theorizing Sexuality
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(S) #5.2. Seidman, Steven. "Critique of Compulsory Heterosexuality"
(L) Pereira, Charmaine. 2009. "Interrogating Norms: Feminists Theorizing Sexuality,
Gender and Heterosexuality." Development 52(1):18–24.
(L) Gamson, Joshua and Dawne Moon. 2004. "The Sociology of Sexualities: Queer and
Beyond." Annual Review of Sociology 30:47-64.
September 8. Studying Sexuality: Sexuality Research
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(S) #1.3 Das, Anirudda and Edward Laumann. "How to Get Valid Answers from Survey
Questions"
(S) #1.4 Franke, Katherine. "Thinking Critically about Strip Club Research"
(L) Rebecca Young and Ilan Meyer. 2005. "The Trouble with 'MSM' and 'WSW":
Erasure of the Sexual Minority Person in Public Health Discourse". American Journal of
Public Health 95(7):1114-1148.
(L) Sell, Randall L. 1997. "Defining and Measuring Sexual Orientation: A Review."
Archives of Sexual Behavior 26(6):643-657.
September 10. No Class (Brandeis on Monday Schedule)
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September 15. No Class (Rosh Hashanah)
II. THE SOCIAL CONSTRUCTION OF SEX, GENDER AND SEXUALITY
September 17. Constructing Heteorsexualities
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Dean, James Joseph. 2014. Straights: Heterosexuality in Post-Closeted Culture. NY:
NYU Press.
Ø Chapters 1-3
September 24.
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Dean, James Joseph. 2014. Straights: Heterosexuality in Post-Closeted Culture. NY:
NYU Press.
Ø Chapters 5-6
September 29. No Class (Brandeis on Monday Schedule)
October 1. Modern Analyses of Sexuality
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(L) Namaste, Ki. 1994. "The Politics of Inside/Out: Queer Theory, Poststructuralism,
and a Sociological Approach to Sexuality." Sociological Theory 12(2): 220-231.
(L) Rubin, David A. 2012. "'An Unnamed Blank That Craved a Name": A Genealogy
of Intersex as a Gender." Signs: Journal of Women in Culture and Society 37(4):883906.
(L) "Intersex", Sociologists for Women in Society Fact Sheet, prepared by Maura
Kelly, 2007.
III. SEXUAL SELVES IN SOCIETY
October 6. Race, Class, Gender and Sexual Identities
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(L) Weber, Lenn. 1998. "A Conceptual Framework for Understanding Race, Class,
Gender and Sexuality." Psychology of Women Quarterly 22:13-32.
(L) Zavella, Patricia. 1997. "'Playing With Fire': The Gendered Construction of
Chicana/Mexicana Sexuality." Pp. 392-408 in The Gender/Sexuality Reader, R.
Lancaster, M. di Leonardo, eds. Routledge.
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(L) Yon-Leau, Carmen and Miguel Muñoz-Laboy. 2010. "'I Don't Like to Say That I'm
Anything': Sexuality Politics and Cultural Critique Among Sexual-Minority Youth." Sex
Research and Social Policy 7:105-117.
October 8.
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(L) Higgins, Jenny A. and Irene Browne. 2008. “Sexual Needs, Control and Refusal:
How ‘Doing’ Class and Gender Influences Sexual Risk Taking" The Journal of Sex
Research 45(3):233-245.
(L) Steinbugler, Amy C. 2005. "Visibility as Privilege and Danger: Heterosexual and
Same-Sex Interracial Intimacy in the 21st Century." Sexualities 8(4):425-443.
October 13. Asexuality
à Paper 1 due
Recommended:
• (S) #7.1 Carrigan, Mark. "There's More to Life than Sex? Difference and Commonality
within the Asexual Community"
• [In class] Film: (A)Sexual (2012)
October 20. Sexual Identity and Communities
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(L) Brown-Saracino, Japonica. "From the Lesbian Ghetto to Ambient Community: The
Perceived Costs and Benefits of Integration for Community"
(L) Moore, Mignon R. 2006. "Lipstick or Timberlands? Meanings of Gender Presentation
in Black Lesbian Communities." Journal of Women in Culture and Society 32(1):113-129
October 22. Experiencing Sex and Sexuality
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(S) #2.2. Carpenter, Laura. "The Ambiguity of "Having Sex": The Subjective Experience
of Virginity Loss in the United States"
(L) Weber, Jennifer Beggs. 2012. "Becoming Teen Fathers, Stories of Teen Pregnancy,
Responsibility, and Masculinity." Gender & Society 26(6):900-921.
(L) Heather Hartley and Leonore Tiefer. 2003. "Taking a Biological Turn: The Push for a
"Female Viagra" and the Medicalization of Women's Sexual Problems." Women's Studies
Quarterly 31(1/2):42-54.
à Discuss final paper/presentation assignment
October 27. Trans-genders and Sexualities
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(L) Nagoshi, Julie L., Stephan/ie Brzuzy, Heather K. Terrell. 2012. "Deconstructing the
Complex Perceptions of Gender Roles, Gender Identity, and Sexual Orientation Among
Transgender Individuals." Feminism and Psychology 22(4):405-422.
(L) Excerpts from: Serano, Julia. 2007. Whipping Girl: A Transsexual Woman on Sexism
and the Scapegoating of Femininity. Emeryville, CA: Seal Press.
October 29.
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(L) Ward, Jane. 2010. “Gender Labor: Transmen, Femmes, and Collective Work of
Transmen.” Sexualities 13(2):236-254.
(S) p328. Wlichins, Riki. "Personal Voice: Transgender Dinosaurs and the Rise of the
Genderqueers"
[In class] Documentary: "Finding Miles", http://transom.org/?p=9445
IV. SEX, SEXUALITY AND SOCIAL INSTITUTIONS
November 3. Sex Education and Social Policy
à Final Paper Topics Due
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Fields, Jessica. 2008. Risky Lessons: Sex Education and Social Inequality. Rutgers
University Press.
Ø Chapters 1-2, 5-6
November 5. Sex, Gender and The Body
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(L) Knight, Rod, Jean A. Shoveller, John L. Oliffe, Mark Gilbert, Blye Frank, and Gina
Ogilvie. 2012. "Masculinities, 'guy talk' and 'manning up': A discourse analysis of how
young men talk about sexual health." Sociology of Health and Illness. 34(8):1246-1261.
(L) Voisin, Dexter R., Jason D.P. Bird, Cheng-Shi Shiu, Cathy Krieger. 2013. "'It's
Crazy Being a Black, Gay Youth." Getting Information About HIV Prevention: A Pilot
Study." Journal of Adolescence. 36:111-119.
(L) Garofaloa, Robert, Joanne Deleona, Elizabeth Osmerb and Mary Dollc. 2006.
"Overlooked, Misunderstood and At-Risk: Exploring the Lives and HIV Risk of Ethnic
Minority Male-to-Female Transgender Youth." Journal of Adolescent Health 38(3):230236.
November 10. Technology and Sexual Politics
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Hasinoff, Amy Adele. 2015. Sexting Panic: Rethinking Criminalization, Privacy and
Consent. Chicago, IL: University of Illinois Press.
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Ø Introduction- Chapter 3
November 12.
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Hasinoff, Amy Adele. 2015. Sexting Panic: Rethinking Criminalization, Privacy and
Consent. Chicago, IL: University of Illinois Press.
Ø Chapter 4- Conclusion
November 17. Media, Popular Culture, and the Commercialization of Sex
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(S) #9.3. Menard, Dana A. and Peggy J. Kleinplatz. "Twenty-One Moves Guaranteed
to Make his Thighs go up in Flames: Depictions of "Great Sex" in Popular Magazines"
(L) Meyer, Michaela and Megan M. Wood. 2013. "Sexuality and Teen Television:
Emerging Adults Respond to Representation of Queer Identity on Glee." Sexuality and
Culture 17:434-448.
November 19. Work Groups
à Be prepared to discuss your final project with your peers during class. You will be
assigned to a group based on topic/perspective(s).
November 24 and 26. No Class (Thanksgiving Holiday)
December 1. Student Presentations
à Student Presentations
December 3. Student Presentations
à Student Presentations
December 8: Student Presentations/ Wrap up
à Final Papers Due
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