Introduction to Women’s and Gender Studies
Terminology, Approaches, and Contemporary Conversations
Christina L. Ivey
christina.ivey37@gmail.com
Office Hours: by appointment
Course Summary and Objectives
Welcome to WMNS 101 – Introduction to Women’s and Gender Studies! This courses provides
an introductory survey of WGS by looking at feminism(s) and querying the literature and nature
of gender and women’s issues. I encourage you to learn more about WGS concepts by asking
questions. I believe every good WGS scholar should have a curious nature and seek to discover
answers rather than asserting the ‘right’ answer. To quote Cynthia Enloe in The Curious
Feminist:
“Being curious takes energy. It may thus be a distorted form of ‘energy conservation’
that makes certain ideas so alluring. Take, for instance, the loaded adjective ‘natural.’ If
one takes for granted that something is ‘natural’ – generals being male, garment
workers being female – it saves mental energy. After all, what is deemed natural hasn’t
been self-consciously created. No decisions have to be made. The result: we can
imagine that there is nothing we need to investigate.”
My goal is to acquaint you with the vernacular and issues that are specific to Women’s and
Gender Studies so that you, too, can become curious. My hope is that this class will preview the
varied standpoints encompassed within WGS research so that you will leave with a basic
knowledge of how to embrace curiosity. Doing so will not only help the future WGS faculty in
the class, but also aid everyone in seeing how these concepts play out in their everyday lives. As
such, this course begins by diving head first into the foundations of WGS scholarship. Then, it
moves on to how WGS works has been studied/written/explored. Finally, I end the class
discussing a few current concepts/issues surrounding current feminist/gender conversations.
ACE Student Learning Outcome #9
The Introduction to Women’s and Gender Studies course satisfies the requirements for ACE
Learning Outcome #9: “Exhibit global awareness or knowledge of human diversity through
analysis of an issue.” The primary issue that is taken up in this course is feminism(s) and the
multiple ways in which it is manifested in various conversations, including but not limited to:
transnationalism, lesbianism, family, and politics. In class, you will be asked to consider a
variety of perspectives within WGS literature and how these perspectives contribute to the study
of feminism(s).
Generally, you will:
 Walk away from the course with a foundational understanding of feminism(s).
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Get acquainted with basic approaches to feminist study.
Be familiarized with some of the contemporary conversations is feminist literature.
Develop a repertoire of terms commonly used in WGS scholarship.
Required Readings
Required readings will be made available through Blackboard.
Throughout the semester, I will feature writing/lecture content from UNL WGS professors. That
way, if you really like one week’s content, I will be sure to talk about other WGS courses offered
and the instructors that specialize in that area. I do not have a reading for every instructor
teaching WGS classes, so please feel free to come and speak with me about the variety of options
you have here at UNL!
**Please note: some of these readings contain graphic elements or sexually explicit content.
If this is a concern, please come see me so that we can discuss some alternatives.
Course Requirements
“The Most Important Sentence” Blog Contributions: 50 points
Each week, choose one sentence from our readings and explain why this statement is so
important and how it makes you think differently about the course material. You will be
expected to contribute five of these blog posts to the class conversation via the course blog
(queryingfeminismsunl.blogspot.com). Feel free to include outside links to news stories,
advertisements, or other outside materials to help prove your point. The purpose of this
assignment is to demonstrate that you are reading the material, as well as contributing
examples/thoughts/questions to the class conversations.
Blog posts will be 10 points each and graded according to the following scale:
0-4 points: Short post with minimal effort, many typos or grammar errors, barely
discusses statement (or does not use a direct statement from the readings), little insight
into the concept.
5-7 points: Medium-length post that shows effort, polished prose, identifies a statement
from the reading and discusses its importance, sheds solid insight into concept through
demonstrating how it changes the perception/mindset.
8-10 points: Long post (about 1-2 pages in a word processing document) that shows
considerable effort, strong prose, smoothly integrates references to course concepts or
readings, expands critical understanding of concept, and includes links outside of class in
order to deepen engagement with topic.
Blog Discussion: 30 points. Throughout the term, you will need to comment on at least blog
from another student. The contributions can be questions, positive affirmation, as well as
arguments against the entry. Blogs must engage the material/entry in a way that would foster a
respectful discussion is given in a classroom setting.
WGS Portfolio: 75 points. Each week, you will collect at least one news articles, blog posts, and
other forms of media that address class concepts. Then, you will write a short description (1-2
paragraphs) of the article, detailing how it pertains to the material we have learned. At the end of
the course, I will collect these portfolios containing copies of the artifact and your descriptions
and return them after grading (these can be copy/pasted into a word document, and the submitted
electronically. I will provide an example on Blackboard.) If you do at least two a week, you will
have a minimum of 5 by the end of the class. Please note: 5 entries will only get you 60 points
for this assignment. The purpose of the portfolio is for you to investigate how feminism(s),
gender, and other course topics are discussed outside of the classroom. I will return them so that
you can refer to them in future WGS classes, if the opportunity arises.
Final Project: 125 points. The final project should demonstrate your newly acquired skills and
vernacular as a curious feminist. The final project can be an individual project OR can be a group
project of 2-4 people. All projects MUST be pre-approved! Creative projects are highly
encouraged. The link to videos or the paper need to be uploaded to Blackboard. We will discuss
the project more in depth later in the summer. Rubrics will also be provided to help you make the
best decision for you. There are three options that you can explore:
A) A video essay that explores the principles of feminism(s) learned in class, or addresses a
major contextual moment/movement not covered or under-covered in lectures. **For
example, covering someone that is important, yet not discussed in our class materials, i.e.
Wilma Mankiller, Aung Sun Su Kyi, Adrienne Rich, etc.
B) Write a paper covering the same material as Option A and prepare a Powerpoint/Prezi as
if you were going to present it to class. **Option B is suggested for those who are not
comfortable with video editing.
C) Create a PSA commercial for UNL’s WGS Program highlighting the questions (and
approaches to answering those questions) featured on our campus.
Final Exam: 50 points. The final exam will be consist of short essay questions. A word bank
will be provided, and students are expected to utilize terms and key concepts from the class in
order to answer the questions. Final Exams will be available on Blackboard one week prior to the
final exam date, and should be uploaded to Safe-Assign no later than noon on (day of final).
Blog Contribution
Class Writings
WGS Portfolio
Final Project
Final Exam
TOTAL
320-313: A+
312-304: A
303-288: A287-281: B+
280-272: B
272-256: B255-249: C+
Grade Scale
40 Points
30 Points
75 Points
100 Points
75 Points
320 Points
248-240: C
239-224: C223-217: D+
216-208: D
207-192: D191 and below: F
Procedures
Accommodations. Students with disabilities are encouraged to contact the instructor for a
confidential discussion of their individual needs for academic accommodation. It is the policy of
the University of Nebraska-Lincoln to provide flexible and individualized accommodation to
students with documented disabilities that may affect their ability to fully participate in course
activities or to meet course requirements. To receive accommodation services, students must be
registered with the Services for Students with Disabilities (SSD) office, 132 Canfield
Administration, 472-3787 voice or TTY.
Plagiarism. Plagiarism of any form will not be tolerated. According to UNL’s Student Code of
Conduct, plagiarism is “presenting the work of another as one's own (i.e., without proper
acknowledgment of the source) and submitting examinations, theses, reports, speeches,
drawings, laboratory notes or other academic work in whole or in part as one's own when such
work has been prepared by another person or copied from another person.” It is my responsibility
to report any cases of cheating or plagiarism. Please note: this also includes citing yourself in
work not specifically for this class.
Grading. I have a 24/7 rule: If you want to discuss your grades with me, you MUST wait 24
hours before contacting me. You must also contact me within seven days of receiving the grade.
If after the 24 hour period and before the seven day limit you wish to discuss your grade, email
me to set up a time to meet face to face. In this email, please provide an explanation of your issue
so that I am better prepared to address your concerns when we meet.
Late policy. Assignments that are late will be deduced by a letter grade for every 24 hours that it
is not received. All work is due the Friday of the week of class.
Norms
Preparation. I have tried to include a mix of different writing styles to demonstrate the expanse
literature on WGS. Having said that, some readings will be more/less difficult than others. I still
expect you to read the difficult ones. On those days, come to class with clarifying questions in
order to prepare for the lecture. We are in this class to learn, not to prove what we know already.
Do not be afraid to ask questions! Also, the lectures are a must because I will cover material that
is not necessarily in the readings.
Assignments. All assignments must be:
*A reasonably sized font (Times New Roman 12, or Calibri 11)
*Double-spaced
*Lacking extra spaces between sentences, paragraphs, and sections
*1 inch margins
*Left-aligned
*Proofread and spellchecked
In other words, do not resort to logistical games to meet a page requirement. I reserve the right to
deduct points from assignments not following these guidelines.
Schedule of Readings
*This class is a 5-week course, so, the schedule is fast paced and packed with information.
Make sure you stay on top of assignments, and feel free to work ahead!
FOUNDATIONS OF WOMEN’S AND GENDER STUDIES
(or, What is the history of curiosity in WGS? or, Why should I be curious?)
Week 1: Introduction to the Course and Praise/Criticism for the Wave Metaphor
June 6th-10th What is/are Feminism(s)? Why should we study it? What is the Wave Metaphor?
Readings
 Excluded: Making Feminist and Queer Movements More Inclusive (Chapter 1: A
Word About Words) by Julia Serano
 An Illustrated Guide to Feminism, featured in The Huffington Post by Katherine
Fritz: http://www.huffingtonpost.com/katherine-fritz/an-illustrated-guide-tofeminism_b_6202306.html
 Gender Communication Theories and Analyses (Chapter 1: Three Waves of
Feminism) by Charlotte Krolokke and Anne Scott Sorenson
Assignments Due:
 Watch Lecture
 Sign up for the blog
 Comment on a blog
 Portfolio article (turn in at the end of the class)
Week 2: Social Constructions and Congealing Identity
June 13th-17th Tuesday, January 27 – What does ‘social construction’ mean? What is Queer
Theory?
Readings
 Foucault Explained with Hipsters, Binary This:
http://binarythis.com/2013/05/21/foucault-explained-with-hipsters/
 Judith Butler with Cats: http://binarythis.com/2013/05/23/judith-butler-explained-withcats/
 The Gender Binary Ginger Bread: http://itspronouncedmetrosexual.com/2012/03/thegenderbread-person-v2-0/
 Sister Citizen: Shame, Stereotypes, and Black Women in America (Chapter 1: Crooked
Room) by Melissa Harris Perry
 Man Up: Cracking the Code of Modern Manhood (Chapter 2: Fear: Beneath the Façade)
by Carlos Andres Gomez
Assignments Due:
 Watch Lecture
 Blog
 Comment on a blog
 Portfolio article
METHODS/METHODOLOGY FOR WGS
(Or, How do I attempt to answer these questions?)
Week 3: Historiography and Transnationalism
Readings
June 20th-24th What is ‘feminist’ history? What is transnationalism? What is intersectionality?
 LISTEN: Pageant Protest Sparked Bra-burning Myth, NPR,
http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=942
40375&m=94312411 (Time is approximately 6:30) AND
 A Matter of Regionalism: Remembering Brandon Teena and Willa Cather at the
Nebraska History Museum by Carly Woods, Josh Ewalt, and Sara Baker
 The Problem of Speaking for Others by Linda Alcoff
 Theatre and the Rwandan Genocide by Chantal Kalisa
Assignments Due:
 Watch Lecture
 Blog
 Comment on a blog
 Portfolio article
Week 4: Qualitative/Autoethnographic and Artist Explorations
Readings
June 27th- July 1st How can feminist scholars investigate in-depth experiences? What are ways
in which marginalized feminist voices heard?
 Hetero-Romantic Love and Heterosexiness in Children's G-Rated Films by Karin
A. Martin and Emily Kayzak
 Becoming the Loon: Queer Pedagogies and Female Masculinity by Stacey Waite
 Selections from Borderlands/La Frontera: The New Mestiza by Gloria E. Anzaldúa
 Interview in Bitch Magazine with Rose Holz about Spider Man comic featuring sex
education: http://bitchmagazine.org/post/in-a-bizarre-1976-comic-book-spider-manfought-the-villain-of-misleading-sex-education
Assignments Due:
 Watch Lecture
 Blog
 Comment on a blog
 Portfolio article
CONTEMPORARY ISSUES/CONVERSATIONS
(or, What types of questions are WGS Scholars asking? or, How does this apply to me?)
Week 5: Politics, Medicalization, Violence, and Feminism
Readings
June 27th – July 1st Is the personal really political?
 United States vs. Virginia et. al by Ruth Bader Ginsberg
 Word Wielding Womb: Using the Body to Fight the War on Women by Amy
Arellano
 Medicine and Culture (Chapter 6: Feminisms and Medicine) by Deborah Lupton
Assignments Due:
 Watch Lecture
 Blog
 Comment on a blog
 Portfolio article
Week 6: Pop Culture and Feminism
Readings (for fun/interest – these are NOT required this week)
July 5th-8th What is Gaga/Beyonce Feminism(s)?
 Gaga Feminism: Sex Gender and the End of Normal (Preface: "Going Gaga") by
J. Jack Halberstam
 LISTEN: In 2014, Pop Followed Beyonce's Lead by Ann Powers
http://www.npr.org/blogs/therecord/2014/12/12/370230607/in-2014-pop-followedbeyonces-lead
Assignments Due:
Turn in WGS Portfolio
Final Project
Final Exam due in Blackboard by midnight, June 8th.