SOC 137a
Syllabus Draft 1/14/2016
SOC 137a:
Gender over the Lifecourse
Instructor:
Keridwen N. Luis
keridwen.luis@gmail.com
Office Hours: Thursday, 9:30-11:30
Office:
Rabb 107
Time:
Mon, Wed, 2-3:30
Location:
Pearlman Hall 202
Class Site:
https://moodle2.brandeis.edu/course/view.php?id=6241
Course Description
This course introduces students to the study of gender by examining how gender impacts us
over the "lifecourse:" that is, through early development; adolescence; mid-life events such as
education, work, and forming families; as we age; and throughout the aging process. Gender is
intersectional with other aspects of our identity, such as class, cultural background, race, sexuality,
and ethnicity, and this course will examine how these aspects affect individual lives as well as
different cohorts over the lifecourse. This course therefore offers a variety of disciplinary
perspectives on the subject of both gender and life course studies to illuminate how gender, identity,
and one's experience change over time, both as an individual, and in a broader historical perspective.
Although this course focuses on gender and the lifecourse in North America, other global
perspectives are incorporated from time to time, both as a reminder that our society is highly diverse
and as a way to approach an increasingly globalized world. We will read material from a wide variety
of disciplines, including sociology, feminist studies, gender studies, anthropology, history, and
history of medicine.
Required Readings:
This class depends largely on recent publications in sociology and the other social sciences, and
therefore there are no required texts.
Recommended Books (available in the bookstore/online):
Blank. Hanne. 2007. Virgin: The Untouched History. New York: Bloomsbury. ISBN: 1596910119
(this is highly recommended and available as a Kindle download)
Pascoe, C.J. 2007. Dude, You're a Fag: Masculinity and Sexuality in High School. Berkeley: University of
California Press.
Course Requirements:
Discussion Participation/Attendance:
Discussion Questions/Other Class Assignments
First Essay:
Final Project:
25%
25%
20%
30%
General Requirements: Class attendance and participation are both essential to this class. For this
reason, unexcused absences will impact your grade; the discussion we do in class cannot be
replicated by simply doing the reading. Also, this is a seminar class, and so it is necessary to do the
reading beforehand to participate in the discussion. It also makes the class more engaging if we
have things to talk about. Although this is not a writing intensive course, the papers are another
vehicle for you to reflect on the reading topics and to introduce your own ideas; creativity, critical
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thinking, and good analysis are all highly encouraged. Please note that reading must be completed before
class.
Required Statement: Four-Credit Course (with three hours of class-time per week)
Success in this 4 credit hour 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, etc.). Please note that you may need to spend more than 9 hours of study time depending the varying
amount of reading, writing, assignments, etc. per week.
No cell phones, pagers, or other communication devices will be permitted in class, unless
you are an EMT or other medical professional on call. Laptops will also not be permitted
without my prior consent. Students observed using cell phones will be marked absent; this will have an effect
on the final course grade. Laptops may be used during discussion to look up material relevant to the discussion only!
Specific Assignments: Please note that more detailed assignment sheets will be available on our website in the
folder marked "Class Assignments."
Discussion Questions & Other Class Assignments: Students will post a set of reading discussion
questions to the class blog (due 6:00 pm the evening before class) at least three times during the
semester, and will answer one question in an informal paragraph or two. There will be other short
assignments, such as in-class writing exercises, out of class assignments, etc. Assignment sheets will
be provided for out-of-class assignments.
First Short Essay: There will be a short essay due near the middle of the semester; an
assignment sheet will be posted on our class website with clearer instructions and starter topics.
Final Research Project: Near the end of the semester, students will undertake an original
research project on some aspect of gender they are interested in. Students may choose to do library
research or to do original research with human subjects.
Email Policy: Emails will be answered within 24 hours, except for weekend days (when I cannot
guarantee to check my email as regularly). I do not check email between the hours of 9 pm and 8
am. Please keep emails short and to the point; longer commentary may be better discussed during
office hours.
Written Work: Assignment sheets will be made available on the class website, and due dates are
specified in the syllabus. Written work submitted later than fifteen minutes after the beginning of
class on the due date will be lowered by a third of a grade for each day late, except in cases of illness
or emergency. All sources MUST be cited. Please use in-text citation. For example:
American teenage girls seem to be in a liminal state, for "as a society, we discarded the
Victorian moral umbrella over girls before we agreed on useful strategies and programs--a kind of
'social Gore-Tex' to help them stay dry" (Brumberg 1997: 201).
Works Cited:
Brumberg, Joan. 1997. The Body Project: An Intimate History of American Girls. New York:
Random House.
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NOTE. Proper anthropological citation utilizes the LAST NAME of the author, the YEAR
of the publication date, and the PAGE number, in that order (Chicago in-text citation). I will also
accept MLA citation and APA citation.
Be sure to include the works cited page. All papers must be word-processed, spellchecked, doublespaced, and possess reasonable margins and page numbers. I highly encourage you to proofread as
grammar and punctuation are essential parts of writing well, and writing is one of the main tools of
the social sciences. Clear and readable prose is also highly esteemed! We will be using LATTE to
turn in papers this semester.
Latedays/Extension Days: I use a system with my upper-level classes that works like this: You are
granted one week (seven days) of extension at the beginning of the semester. You do not have
to ask ahead of time to use these days, you may simply exercise this privilege of being a little flexible
about due dates. You may divide them up however you wish -- turn one paper in a week late, or
three papers in each two days late. Please note the following rules:
1.
You may divide your days up however you wish.
2.
When you turn in any paper that uses latedays/extension days, you MUST note at
the top of the paper that "X extension days" or "Y latedays" were used. Otherwise I will mark
your paper as late, assuming that you do NOT wish to use your latedays. You may not
retroactively use latedays.
3.
Papers must be turned in electronically to the class website; this will timestamp your
papers automatically. Email may only be used in the event you cannot reach the class website.
4.
Weekend days count. For example, if you turned your paper in on a Monday after
it was due on a Tuesday, you would need to use six latedays, not four.
Rules for Papers:
All papers must be in PDF, RTF, or Microsoft Word (DOC or DOCX) format. No
exceptions. I cannot accept links of any kind (to your work), nor will I follow them; I cannot look
at GoogleDocs while they are on Google (you will need to export your document and upload it to
LATTE). This is for your legal protection as well as mine (regretfully). I cannot look at or share
documents using any shared document platform (this is not because you and I do not understand
the technical aspects thereof; it has to do with the problems of tracking document changes).
Papers must be turned into/posted to LATTE, unless you have technical difficulties, in
which case you may email them directly to me.
LATTE is very picky about time -- even if you are 30 seconds late, it will mark the paper
late. I am less picky and capable of looking at the timestamp; DO NOT PANIC. If you
turned in your paper within a reasonable timeframe, you are fine.
I am happy to look at and comment on no more than 2 paragraphs of your paper via email
(you may also ask whatever specific questions you have!). If you would like to discuss a full draft
with me, please come to my office hours or make an appointment (I can give you more complete
advice; also comments on a whole draft are "pre-grading" which I feel is unfair to your fellow
students). You do not have to print out your paper to come to office hours unless you prefer to
work that way; I have a computer and you may bring one too if you wish.
Class Participation and Courtesy:
I require and expect all students to treat each other with courtesy. Courtesy includes being prepared,
being on time, and being respectful of the material and your colleagues' work with it. I also expect
students to be respectful about different backgrounds and experiences in the classroom. A longer
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classroom courtesy sheet, with helpful tips about framing disagreement and opinions, can be found
on our class website.
If you have any problems or questions, I encourage you to bring them to me, or to the
Director of Studies of the WGS department.
Regrade Requests: In the event of a grade dispute, I will re-evaluate the entire work according to
my grading rubric. A higher grade is not guaranteed.
Academic Integrity: Academic integrity is expected of all students. All work turned in must be the
work of the student whose name appears at the top of the paper, except where you have specifically
requested and received permission for a collaborative effort. All students are expected to cite their
sources fully (whether from texts, interviews, or online). If you have any questions on when or
whether to cite, please do not hesitate to ask. You may not turn in work for this class which you
have previously turned in for other classes. Plagiarism will be dealt with according to the Academic
Honesty Policy; plagiarized work will result in a failure of the class and further sanctions, at the
discretion of Brandeis University, may result.
If you are a student with a documented disability on record and wish to have
accommodation made for you in this class, please see me immediately with your letter from
Academic Services. All communications will be kept confidential.
Background Reading: For students interested in why I have made certain choices on this syllabus.
On Why There Are Trigger Warnings:
Weiss, Marina. "#TriggerWarning: Fear and Loathing on Campus." Weird Sister (online
media). [ http://weird-sister.com/2015/11/24/triggerwarning/ ]
On the Laptop Rule:
Curzan, Anne. 8/25/2014. "Why I'm Asking You Not to Use Laptops." The Chronicle of
Higher Education (online). [ http://chronicle.com/blogs/linguafranca/2014/08/25/why-im-askingyou-not-to-use-laptops/ ]
On Emailing Your Professor Asking Whether You Missed Anything of Importance After You Missed Class for
Whatever Reason:
Wayman, Tom. 1993. "Did I Miss Anything?" Library of Congress (online). From Did I Miss
Anything? Selected Poems 1973-1993, 1993 Harbour Publishing [ http://www.loc.gov/poetry/
180/013.html ]
On What Is Really Going On:
Huber, Sonya. 8/20/2014. "Shadow Syllabus." [ http://sonyahuber.com/2014/08/20/
shadow-syllabus/ ]
***************
Schedule of Readings and Due Dates
Week 1-2: Understanding Gender and Gender Studies
1/13 Lorber, Judith. 2001. "'Night to His Day': The Social Construction of Gender," in Feminist
Frontiers, 5th Ed. Laurel Richardson, Verta Taylor, and Nancy Whittier, eds. Boston: McGrawHill. Reserve.
1/18
No class
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1/20 Fausto-Sterling. 2000. "The Five Sexes, Revisted." The Sciences (July/August): 17-23.
Reserve.
Gould, Lois. 2008 (1972). "X: A Fabulous Child's Story," in Women: Images and Realities: A
Multicultural Anthology 4th Ed.Amy Kesselman, Lily D. McNair, and Nancy Schniedewind, eds.
Boston: McGraw-Hill. Reserve.
Nicholson, Linda. 1994. "Interpreting Gender." Signs: Journal of Women and Culture in Society
20: 1. pp. 79-105. Reserve.
Week 3: Gender at the Intersections
1/25 Johnson, Allan G. 2013. "Patriarchy, the System: An It, Not a He, a Them, or an Us," in
Women's Lives: Multicultural Perspectives. Sixth Edition. Gwyn Kirk and Margo Okazawa-Rey, eds.
McGraw-Hill. reserve/scan
McIntosh, Peggy. 2001. "White Privilege and Male Privilege: A Personal Account of
Coming to See Correspondences Through Work in Women's Studies," in Feminist Frontiers, 5th Ed.
Laurel Richardson, Verta Taylor, and Nancy Whittier, eds. Boston: McGraw-Hill. Reserve.
1/27 Crenshaw, Kimberlé. 1991. "Mapping the Margins: Intersectionality, Identity Politics, and
Violence against Women of Color." Stanford Law Review, 43(6): 1241-1299. Reserve.
Lorde, Audre. 2001. "The Master's Tools Will Never Dismantle the Master's House," in
Feminist Frontiers, 5th Ed. Laurel Richardson, Verta Taylor, and Nancy Whittier, eds. Boston:
McGraw-Hill. Reserve.
Weeks 4-5: Gender in Childhood & Education
2/1
Montgomery, Heather. 2005. "Gendered childhoods: a cross disciplinary overview," Gender
and Education 17(5): 471-82. Reserve.
Riley, Elizabeth A., Gomathi Sitharthan , Lindy Clemson, and Milton Diamond. 2013.
"Recognising the needs of gender-variant children and their parents." Sex Education 13(6): 644–
659. Reserve.
Kessler, Suzanne. "Creating Goodlooking Genitals in the Service of Gender." A Queer
World: The Center for Gay and Lesbian Studies Reader. Reserve.
Anggard, Eva. 2005. "Barbie princesses and dinosaur dragons: narration as a way of doing
gender." Gender and Education 17(5): 539-53. Reserve.
2/3
Keddie, Amanda. 2003. "Little Boys: Tomorrow's Macho Lads." Discourse: Studies in the
Cultural Politics of Education 24(3): 289-306. Reserve.
Phoenix, Ann, Stephen Frosh, and Rob Pattman. 2003. "Producing Contradictory
Masculine Subject Positions: Narratives of Threat, Homophobia and Bullying in 11–14 Year Old
Boys," Journal of Social Issues 59(1): 179-95. Reserve.
Sedaris, David. 2002 "Go Carolina," in his Me Talk Pretty One Day. Abacus. Reserve.
2/8
George, Janel A. 2015. "Stereotype and School Pushout: Race, Gender, and Discipline
Disparities." Arkansas Law Review 68: 101-129. Reserve.
Toomey, Russell B., Jenifer K. McGuire, and Stephen T. Russell. 2012. "Heteronormativity,
school climates, and perceived safety for gender nonconforming peers." Journal of Adolescence 35:
187–196. Reserve.
2/10 Davis, Sandra B., Carla J. Thompson, and Giang-Nguyen Nguyen. 2014. "Diversity and
Inquiry in K-12 Physical Science Teaching: Defying the Female Hispanic 'Stereotype Threat'."
Journal of Intercultural Disciplines 14: 45-61. Reserve.
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Cervoni, Cleti and Gabrielle Ivinson. 2011. "Girls in primary school science classrooms:
theorising beyond dominant discourses of gender." Gender and Education 23(4): 461–475.
Reserve.
Kerr, Barbara A., M. Alexandra Vyuk, and Christopher Rea. 2012. "Gendered Practices in
the Education of Gifted Girls and Boys." Psychology in the Schools 49(7): 647-655. Reserve.
Recommended: Bianco, Margarita, Bryn Harris, Dorothy Garrison-Wade, and Nancy Leech. 2011.
"Gifted Girls: Gender Bias in Gifted Referrals." Roeper Review 33:170–181. Reserve.
2/15/-2/19 Break
Weeks 6-7: Gender and Adolescence: Sexual Debut, Sex Education, and Coming of Age
2/22 Pascoe, C.J. 2007. Dude, You're a Fag: Masculinity and Sexuality in High School. Berkeley:
University of California Press. Please read Chapters 3 & 4. reserve/scan
2/24 Blank. Hanne. 2008. Virgin: The Untouched History. New York: Bloomsbury. Chapters 1-3
and Chapters 6-7 (pp. 1-41, 74-115) reserve
Skolnik, Jessica. 12/16/2013. "On Not Having a Story About Losing Your Virginity," in The
Toast (online journal). [ http://the-toast.net/2013/12/16/on-not-having-a-story-about-losing-yourvirginity/?utm_source=rss&utm_medium=rss&utm_campaign=on-not-having-a-story-aboutlosing-your-virginity ] reserve/links
2/29 Connell, Catherine, and Sinkka Elliott. 2009. "Beyond the Birds and the Bees: Learning
Inequality through Sexuality Education." American Journal of Sexuality Education 4:83–102. reserve
Bay-Cheng, 2003. “ The Trouble of Teen Sex: The construction of adolescent sexuality
through school-based sexuality education,” Sex Education: Sexuality, Society and Learning 3(1): 61-74
reserve
"Robot Hugs." 1/14/2014. "Dear Sex Ed Textbook," in Robot Hugs (online comic).
[ http://www.robot-hugs.com/dear-sex-ed-textbook/ ] reserve/links
First Essay Due
3/2
Fine, Michelle, and Sara I. McClelland. 2006. "Sexuality Education and Desire: Still Missing
After All These Years." Harvard Educational Review 76(3): 297-37. reserve
Tolman, Deborah. 2001. "Doing Desire: Adolescent Girls' Struggles for/with Sexuality," in
Feminist Frontiers, 5th Ed. Laurel Richardson, Verta Taylor, and Nancy Whittier, eds. Boston:
McGraw-Hill. Reserve.
Garcia, Lorena. 2009. “‘Now Why do you Want to Know about That?’: Heteronormativity,
Sexism, and Racism in the Sexual (Mis)education of Latina Youth.” Gender & Society 2009 23: 520.
Reserve.
Recommended: Gowen, L. Chris, and Nicole Winges-Yanez. 2014. "Lesbian, Gay, Bisexual,
Transgender, Queer, and Questioning Youths’ Perspectives of Inclusive School-Based Sexuality
Education." Journal of Sex Research 51(7): 788-800. Reserve.
Week 8: Reproductive Choice and Reproduction
3/7
Ross, Loretta J. 2006. "The Color of Choice: White Supremacy and Reproductive Justice,"
in Color of Violence: The Incite! Anthology, Incite! Women of Color Against Violence. eds. Cambridge,
Massachusetts: South End Press. Reserve.
Vestal, Charles. 10/10/2103. "Denied" Medium.com. < https://medium.com/@charlesv/
denied-e639548e8b67 > reserve/links
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Lawrence, Jane. 2000. "The Indian Health Service and the Sterilization of Native American
Women." The American Indian Quarterly 24 (3): 400-419. Reserve.
Olmstead, Spencer B., Justin T. Koon, Daniel J. Pulhman, Kay Paskey, and Frank D.
Fincham. 2013. "College Men, Unplanned Pregnancy, and Marriage: What Do They Expect?"
Journal of Sex Research 50(8): 808-819. Reserve.
Recommended: Johnson, Dawn. 2015. "Respecting Intent and Dispelling Stereotypes By
Reducing Unintended Pregnancy." Journal of Law, Medicine, and Ethics 43(2): 341-344. Reserve.
3/9
Hudson, Diane, Susan M. Elek, and Margaret Fleck. 2001. "First-Time Mothers' and
Fathers' Transition to Parenthood: Infant Care Self-Efficacy, Parenting Satisfaction, and Infant Sex."
Issues on Comprehensive Pediatric Nursing 24: 31-43. Reserve.
James-Abra, S. , L.A. Tarasoff, d. green, R. Epstein, S. Anderson, S. Marvel, L.S. Steele, and
L.E. Ross. 2015. "Trans People's Experiences With Assisted Reproduction Services: A Qualitative
Study." Human Reproduction 30(6): 1365–1374. Reserve.
Mamo, Laura. 2013. "Queering the Fertility Clinic." Journal of Medical Humanities 6 March:
1-20. Reserve.
Recommended; Nicol, Pam, Rose Chapman, Rochelle Watkins, Jeanine Young and Linda Shields.
2013. "Tertiary paediatric hospital health professionals’ attitudes to lesbian, gay, bisexual and
transgender parents seeking health care for their children." Journal of Clinical Nursing 22: 3396–3405.
Reserve.
Recommended: Cast, Alicia D., Susan D. Stewart, and Megan J. Erikson. 2013. "Why Do Men Feel
More Attractive After Childbirth?" Journal of Gender Studies 22(3): 335-343. Reserve.
Week 9: Home/Work: Domestic and Non-domestic Labor
3/14 Mainardi, Pat. 2008 (1970). "The Politics of Housework," in Women: Images and Realities: A
Multicultural Anthology 4th Ed., Amy Kesselman, Lily D. McNair, and Nancy Schniedewind, eds.
Boston: McGraw-Hill. WIR Pp. 188-191. Reserve/scan
Crittenden, Ann. 2008 (2001). "The Price of Motherhood: Why the Most Important Job in
the World Is Still the Least Valued," in Women: Images and Realities: A Multicultural Anthology 4th Ed.,
Amy Kesselman, Lily D. McNair, and Nancy Schniedewind, eds. Boston: McGraw-Hill. WIR Pp
191-194. Reserve/scan
Bianchi, Suzanne M., Linda C. Sayer, Melissa A. Milkie, and John P. Robinson. 2012.
"Housework: Who Did, Does or Will Do It, and How Much Does It Matter?" Social Forces 91(1):
55–63. Reserve
Chang, Grace. 2000. "Global Exchange: The World Bank, Welfare Reform, and the Trade
in Migrant Women," in her Disposable Domestics: Immigrant Women Workers in the Global Economy.
Cambridge, MA: South End Press. Reserve
Recommended: Glenn, Evelyn. 1992. “From Servitude to Service Work: Historical Continuities in
the Racial Division of Paid Reproductive Labor.” Signs 18(1): 1-43. Reserve
Recommended: Russ, Joanna. 1998. "I Thee Wed, So Watch It: The Woman Job," in her What Are
We Fighting For? Sex, Race, Class, and the Future of Feminism. New York: St. Martin's Press. Reserve.
Research Proposal Due
3/16 Branch, Enobong Hannah and Caroline Hanley. 2013. "Interrogating Claims of Progress
for Black Women Since 1970." Journal of Black Studies 44(2): 203-226. Reserve
Lips, Hillary M. 2013. "Acknowledging Discrimination as a Key to the Gender Pay Gap."
Sex Roles 68: 223–230. Reserve
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Yavorsky, Jill E., Claire M. Kamp Dush, and Sarah J. Schoppe-Sullivan. 2015. "The
Production of Inequality: The Gender Division of Labor Across the Transition to Parenthood."
Journal of Marriage and the Family 77: 662–679. Reserve
Kelly, Maura, and Elizabeth Hauck. 2015. "Doing Housework, Redoing Gender: Queer
Couples Negotiate the Household Division of Labor." Journal of GLBT Family Studies 11(5):
438-464. Reserve
Cassell, Joan. 2003. "Doing Gender, Doing Surgery: Women Surgeons in a Man's
Profession," in Applying Cultural Anthropology: An Introductory Reader, Aaron Podolefsky and Peter J.
Brown, Eds. Mountain View, California: McGraw-Hill. Reserve
Recommended: Russ, Joanna. 1998. "Why We Women, Sloppy Creatures that We Are, Can Never
Find Anything in our Pocketbooks," in her What Are We Fighting For? Sex, Race, Class, and the Future of
Feminism. New York: St. Martin's Press. Reserve.
Week 10: Gender & Sexuality Again
3/21 Patrick, Shawn, and John Beckenback. 2009 "Male Perceptions of Intimacy: A Qualitative
Study," Journal of Men's Studies 17(1): 47-56. Reserve.
Ward, L. Monique et al. 2006. "Breasts Are for Men: Media, Masculinity Ideologies, and
Men's Beliefs about Women's Bodies," Sex Roles 55: 703-714. Reserve.
Stephens, Dionne P.; Phillips, Layli. 2005. "Integrating Black feminist thought into
conceptual frameworks of African American adolescent women's sexual scripting processes," in
Sexualities, Evolution & Gender, 7:1, pp. 37-55. Reserve
3/23 Hernandez, Daisy. 2008. "Becoming a Black Man," in ColorLines (blog). [http://
colorlines.com/archives/2008/01/becoming_a_black_man.html] Reserve/links
Blank, Hanne. 2012. "Straight Science" (Recommended: "The Love That Could Not Speak
Its Name") Straight: The Surprisingly Short History of Heterosexuality. Boston: Beacon Press. Reserve.
Serano, Julia. 2011. "Before and After: Class and Body Transformation." Gendered Bodies:
Feminist Perspectives. Judith Lorber and Lisa Jean Moore, eds. Oxford: Oxford University Press.
Reserve.
Recommended: Califia, Patrick. 2003. "Trashing the Clinic and Burning Down the Beauty Parlor,"
in Sex Changes: The Politics of Transgenderism. San Francisco: Cleis Press. Reserve
Weeks 11-12: Violence and Gender
3/28 No Class
3/30 Martin, Patricia Yancey, and Robert A. Hummer. 2001. "Fraternities and Rape on Campus"
in Feminist Frontiers, 5th Ed. Laurel Richardson, Verta Taylor, and Nancy Whittier, eds. Boston:
McGraw-Hill. Reserve.
Jokowski, Kristen N. 2015. “Yes Means Yes”? Sexual Consent Policy and College Students,
Change: The Magazine of Higher Learning 47(2): 16-23. Reserve.
Lockwood, Patricia. 7/25/2013. "Rape Joke," at The Awl (online publication). [ http://
www.theawl.com/2013/07/rape-joke-patricia-lockwood ] reserve/links
Peterson, Latoya. 2008/12/21 "The Not Rape Epidemic," on Racalicious (blog) [ http://
www.racialicious.com/2008/12/21/original-essay-the-not-rape-epidemic/ ] reserve/links
McEwan, Melissa. 10/9/2009. "Rape Culture 101," in Shakesville (blog). [ http://
shakespearessister.blogspot.com/2009/10/rape-culture-101.html ] I strongly suggest you follow up
on some of her links. reserve/links
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Recommended: Bernard, Sarah. 9/11/2014. "Rape Culture in the Alaskan Wilderness." The
Atlantic (online). [ http://www.theatlantic.com/features/archive/2014/09/rape-culture-in-thealaskan-wilderness/379976/ ] reserve/links
4/4
Ritchie, Andrea J. 2006. "Law Enforcement Violence Against Women of Color," in Color of
Violence: The Incite! Anthology, Incite! Women of Color Against Violence. eds. Cambridge,
Massachusetts: South End Press. Reserve.
Brunson, Rod K, and Jody Miller. 2006. "Young Black Men and Urban Policing in the
United States." British Journal of Criminology 46(4): 613-640. Reserve.
García, Jennifer Jee-Lyn,, and Mienah Zulfacar Sharif. 2015. "Black Lives Matter: A
Commentary on Racism and Public Health." American Journal of Public Health 105: 27-30. Reserve.
4/6
Steinem, Gloria. 2001. "Supremacy Crimes," (including, "A Letter from Claudia Brenner")
in Feminist Frontiers, 5th Ed. Laurel Richardson, Verta Taylor, and Nancy Whittier, eds. Boston:
McGraw-Hill. Reserve.
Kalish, Rachel, and Michael Kimmel. 2010. "Suicide by Mass Murder: Masculinity,
Aggrieved Entitlement, and Rampage Shootings." Health Sociology Review 19(4): 451-464. Reserve.
Penny, Laurie. 5/25/2014 "Let's Call the Isla Vista Killings What They Were: Misogynistic
Extremism." New Statesman (online news). [ http://www.newstatesman.com/lifestyle/2014/05/letscall-isla-vista-killings-what-they-were-misogynist-extremism ] Reserve/links.
Annotated Bibliography Due
Week 13: The Politics of Appearance and Media
4/11 Rooks, Noliwe. 2000. "Wearing Your Race Wrong: Hair, Drama, and a Politics of
Representation for African American Women at Play on a Battlefield." Recovering the Black Female
Body: Self-Representations by African-American Women, Michael Bennett and Vanessa D. Dickerson, eds.
New Brunswick, NJ: Rutgers University Press. Reserve.
Espiritu, Yen Le. "Ideological Racism and Cultural Resistance: Constructing Our Own
Images." Feminist Frontiers, 5th Ed., Laurel Richardson, Verta Taylor, and Nancy Whittier, eds.
Boston: McGraw-Hill. Reserve.
Cheng, Anne Anlin. 2000. "Wounded Beauty: An Exploratory Essay on Race, Feminism,
and the Aesthetic Question," Tulsa Studies in Women’s Literature 19(2): 191-217. Reserve.
4/13 Ricciardelli, Rosemary, and Kimberly Clow. 2009. "Men, Appearance, and Cosmetic
Surgery." Canadian Journal of Sociology 34(1): 105-134. Reserve.
Magill, David. 2009. "Celebrity Culture and Racial Masculinities: The Case of Will Smith."
Pimps, Wimps, Studs, Thugs, and Gentlemen: Essays on Media Images of Masculinity, Elwood Watson, ed.
Jerfferson, NS: McFarland & Co. Reserve.
Morrison, Todd G., and Marie Halton. 2009 "Buff, Tough, and Rough: Representations of
Muscularity in Action Motion Pictures." The Journal of Men's Studies 17(1): 57-74. Reserve.
Week 14: Gendered Aging
4/18 Haboush, Amanda, Cortney S. Warren, and Lorraine Benuto. 2012. "Beauty, Ethnicity, and
Age: Does Internalization of Mainstream Media Ideals Influence Attitudes Towards Older Adults?"
Sex Roles 66:668–676. Reserve.
Panek, Paul E., Bert Hayslip, Jr. and Jessica H. Pruett. 2014. "How Do You Know You’re
Old? Gender Differences in Cues Triggering the Experience of Personal Aging." Educational
Gerontology 40: 157–171. Reserve.
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SOC 137a
Syllabus Draft 1/14/2016
Lahaie, Claudia, Alison Earle, and Jody Heymann. 2012. "An Uneven Burden: Social
Disparities in Adult Caregiving Responsibilities, Working Conditions, and Caregiver Outcomes."
Research on Aging 35(3): 243–274. Reserve.
4/20 Schwinn, Susan V., and Shirley A. Dinkel. 2015. "Changing the Culture of Long-Term Care:
Combating Heterosexism." Online Journal of Issues in Nursing 20(2): 1-1. Reserve.
Woody, Imani. 2014. "Aging Out: A Qualitative Exploration of Ageism and Heterosexism
Among Aging African American Lesbians and Gay Men." Journal of Homosexuality 61(1): 145-165.
Reserve.
Hughes, Mark. 2008. "Imagined Futures and Communities: Older Lesbian and Gay People's
Narratives on Health and Aged Care." Journal of Gay & Lesbian Social Services 20(1/2):167-186.
Reserve.
4/22-4/29: Break
5/2
Last day of class; project presentations; wrap up discussions
Final projects due
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