Special Topics: Sex, Power, and Politics
PSC 470-003
Dr. Mary L. Bellhouse
Spring, 2012
Email: bellhous@providence.edu
Office: 317 Howley Hall
Of. Hours: Tues. 5:40-6:30 p.m.
and by appointment
Note: no e on the end of my name in my email address. IMPORTANT: Do not e-mail me through
ANGEL; instead e-mail me directly through your email program: gmail, etc.
Class meetings: Mondays 2:30-5 p.m. in Smith Center, room 219.
Course Description:
“Who makes breakfast, who gets a paycheck, who gets whistled at in the street – all the experiences
of daily life are a part of the distribution of wealth and power in society.”
– Mari Matsuda
“Power is tolerable only on condition that it mask a substantial part of itself. Its success is
proportional to its ability to hide its own mechanisms.” --Michel Foucault
We will explore how norms of sex, gender, race, and sexuality find expression in institutions and
policies in ways that legitimize only certain individuals as political actors, certain identities as
politically relevant, certain relationships as important, and certain practices as the means by
which one might change political status. We will critically examine how these norms may be
exposed, resisted, changed, and often unintentionally reinstated by examining a variety of topics
this semester.
Reading Materials: The following books are required for the course and are available for
purchase at the PC Bookstore.
1. Judith Butler, Undoing Gender (Routledge, 2004).
2. Martha Nussbaum, From Disgust to Humanity: Sexual Orientation and Constitutional Law
(Oxford University Press, 2010)
3. Rickie Solinger, Pregnancy and Power (New York University, 2007).
4. Ariel Levy, Female Chauvinist Pigs: Women and the Rise of Raunch Culture (Free Press,
Simon & Schuster, 2006).
-----------------------------------------------------------------------------------------------------------I will provide you with the other course readings listed below (marked by an asterisk *) during
the semester. Keep in mind that I will probably need to make some changes during the semester,
especially in the schedule of reading assignments. Please talk to me asap if you are seriously
unhappy about any aspect of the course; I am flexible and we can probably find a solution.
----------------------------------------------------------------------------------------------------------BASIS OF COURSE GRADE:
Requirements:
Your success in this course depends on keeping up with the reading, writing about it often,
thinking hard about important issues, participating thoughtfully in class, and watching 2 or 3
films outside of regular class time. The assigned papers will give you the best opportunity to
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show the results of your thinking. The percentages listed here are guidelines and are not precise.
Your final grade in the course will be based on my overall understanding of your work
throughout the semester as shown by your class attendance, class participation, Angel homework,
papers, and movie watching. Classes will be a mixture of lecture and discussion.
1. CLASS ATTENDANCE and COURTESY are required.
I expect you to attend every class meeting unless there is an emergency. You should plan on the
possibility of illness, job interviews, family demands or other emergencies and not skip class for
frivolous reasons. If there are unusual extenuating circumstances that force you to miss a class,
then you should let me know; when possible let me know beforehand. Class attendance will affect
your course grade. You are welcome to disagree with other members of the class about points of
interpretation, but you must speak respectfully, both in the content and tone of your remarks, even
when you disagree strongly with someone else’s point of view.
LATENESS. Be on time for class and don’t leave early.
Late arrivals and early departures are disruptive for everyone. Once class has begun, please don’t
leave the room and then come back unless it is an emergency. If you must be late or depart early
on a particular day, I would appreciate knowing about it beforehand. Since our class meetings are
long, we will take a short break during each class.
2. CLASS PARTICIPATION and ANGEL HOMEWORK. Worth a total of 30% of course
grade.
To foster a supportive and engaged atmosphere in class, you are required to learn the name of
everyone else in the class by the third or fourth week of classes.
Class Participation Guidelines: You are expected to do the reading on time and come to class
prepared to discuss it. Please bring the assigned reading to class every day. Class discussions
entail active and thoughtful interactions with the material and with others in the class. It is
important that you have your own copies of the readings so you can underline, write questions in
the margins, and make notes to help you write and talk about the arguments. Most of your class
participation should be based on close reading of the assigned texts. Throughout your papers and
often when making a point in class discussion, you should refer to specific passages in the text
under discussion. Where appropriate and helpful, provide a direct quotation. By giving specific
page numbers from the primary source(s), you will allow the reader or listener to follow your
argument and look directly at the passages that provide evidence for your claim, interpretation, or
question.
In deciding how often to volunteer, consider the total number of students in our class and the need
to hear from all students. In framing your remarks, work to pull in other members of the class. I
tend to weigh more heavily comments and observations that are addressed to fellow classmates,
not simply directed at me. The quality of your comments is given more weight than the quantity
of your comments. As the semester progresses, try to draw connections and comparisons with
earlier readings. Grading of the class participation will be conducted according to the guidelines
below:
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Frequent evidence of not having done reading assignments or prepared other
assignments in a timely fashion.
D
range
Several examples of not having done reading assignments or prepared other
assignments in a timely fashion. Frequently arrives late to class, lets cell
phone ring, etc. May dominate the discussions without letting others
participate, disrupt flow of discussion, or discourage other students from
participating.
C
range
Rarely absent, shows constant evidence of having prepared assignments;
can generally answer accurately questions about the content of readings;
well prepared for class, etc. Is a "good citizen" in class discussion and
engages directly with other students in discussion.
B
range
In addition to the items in the B range, the quality of participation is
excellent, with useful references to course materials, including synthesis
from earlier readings, for example. Can see the "big picture" in class
discussions. Generally outstanding contributions during discussions. Very
effective at addressing fellow classmates in ways that encourage other
students to participate. Helps to stimulate lively and thoughtful discussion
that is grounded in attention to the course reading.
A
range
ANGEL HOMEWORK INSTRUCTIONS:
IMPORTANT NOTICE FOR MAC COMPUTER USERS: DO NOT USE SAFARI TO
UPLOAD YOUR ANGEL HOMEWORK. ANGEL DOES NOT RECOGNIZE any materials
uploaded using SAFARI. INSTEAD USE FIREFOX, A BROWSER THAT IS AVAILABLE
ON THE INTERNET FOR FREE.
Your homework will be initially graded on a pass/fail basis. At the end of the semester when I
have more time, I will read over all of your homework and categorize it as either ‘inadequate’,
‘adequate’, or ‘outstanding and exemplary’.
Use the ANGEL homework assignments as a tool to prepare for class discussion. Each
homework should be at least 1 to 2 pages long (typed, double-spaced, font size 12). For some
class meetings, I will provide specific questions to answer on the ANGEL homework. On days
when I do not provide specific questions to answer, you should specify and comment on what you
take to be the most important themes in the reading due for the week AND state one or two key
questions about the reading that you would like to raise in class discussion and that you have
begun to think about. Don’t let the homework become so much of a burden that you don’t enjoy
the readings or the course, instead vary what you submit for homework.
At best, these homework assignments will accomplish three things. 1) Your ANGEL homework
will show me that you have done the assigned reading carefully. I don’t expect you to understand
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all of the reading. It is okay to raise questions about what something means, especially where
something seems important and confusing. 2) The homework will prepare you to participate
thoughtfully in class discussion. 3) The homework will help prepare you to write your papers.
Be sure to include in your ANGEL homework SPECIFIC REFERENCES TO THE ASSIGNED
READINGS WITH SPECIFIC PAGE NUMBERS.
Your Angel homework must be posted in the appropriate drop box or discussion forum on
our Angel course site one hour before the start of class on the day the homework is due. I
will also put up a drop box on ANGEL for any late work that comes in after the deadline—
late homework &/or late papers.
Put your name, the name of the course, and the date due at the top of each homework. Each
week bring a copy of your homework to class. I will collect your homework at the end of the
class. In addition, at the last class meeting on April 30, you are required to turn in a
looseleaf binder that contains copies of all your ANGEL homework, in chronological order.
IMPORTANT: KEEP A COPY OF ALL YOUR HOMEWORK ON YOUR COMPUTER
AND KEEP AN EXTRA COPY ON A DISK OR THUMB DRIVE. Unfortunately, every
semester some student’s computer crashes or is stolen so plan ahead!
You are encouraged to make additional comments on the homework after the initial due date so
long as you clearly indicate what you have added. For example—use an obviously different style
font &/or color, or clear handwritten comments.
3. PAPERS: TWO PAPERS. The first paper is worth 25% of your course grade; the
second paper is worth 25% of your course grade. The process of writing these papers will help
you to develop and clarify your ideas. The paper assignments will emphasize formulating
arguments, using evidence, and expressing thoughts concisely. The paper topics will be assigned
as the term progresses. They will be based on assigned course reading. One is not born a good
writer—this is a learned skill. Careful use of a style book such as The Little, Brown Handbook
may improve your grades on your papers. I encourage you to take a draft of each paper to the
College Writing Center for help before you turn in the final version. There will be a strict page
limit for the body of each paper, not counting title page, bibliography, and endnotes. Your papers
should be carefully documented using references to assigned course readings. To do a complete
job I would like you to provide at least 8 to 10 citations to the primary text(s) in each short paper.
Use this font: Times New Roman, font size 12. A penalty of ½ grade per day will be assessed on
late papers. Submit each paper in the appropriate drop box on ANGEL and submit a hard copy to
me in class. I will not accept any papers sent by e-mail. For further instructions, print out and
read the document ‘Instructions for Writing Papers’; this document is located under the
Lessons Tab on ANGEL.
I will assign topics for the papers. If you prefer to write one of the short papers (or one long paper
worth 50% of course grade) on a topic of your choice, please let me know and we will discuss it.
4. ATTENDANCE AT REQUIRED MOVIES SHOWN OUTSIDE OF REGULAR CLASS
TIME. I may show several movies outside of regular class time; we will find a mutually
convenient time for any movies shown outside regular class time.
5. VERY SHORT PRESENTATION on a topic of your choice that is related to the reading.
You may do this either individually or in groups. 5% of your grade.
6. REVISED COURSE SYLLABUS.
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At the last class meeting, you will submit a "Revised Course Syllabus" as a vehicle for me to
learn your ideas on how to improve the course. This assignment must be typed, double-spaced
and anywhere from 2 to 3 pages long. The revised syllabus assignment is important, but it will
not affect your grade unless you turn in nothing at all. For instructions on how to do this
assignment, print out and read the document ‘Instructions for Constructing Revised Course
Syllabus’; this document is located under the Lessons tab on ANGEL.
7. THERE WILL BE ONE LAST ASSIGNMENT IN THE COURSE. TENTATIVE PLAN:
EITHER A SHORT PAPER DUE MAY 7 OR GROUP ORAL PRESENTATIONS
DURING OUR FINAL EXAM TIME SLOT. 15% of your course grade. I will decide on
the exact format for the last assignment later in the semester.
=====================================================
READING ASSIGNMENTS AND COURSE SCHEDULE:
PART 1: THEORETICAL FOUNDATIONS.
1st meeting, Monday, Jan. 23: Introductory matters: filling out index cards; learning names;
plans for food. POWER, DISCOURSE, SEXUALITY, AND NORMS.
Reading due today:
*Michel Foucault, Discipline & Punish, pp. 25-28, and 170-194.
*Michel Foucault, The History of Sexuality: An Introduction, Vol. I, pp. 92-95, and 139-150.
In class, I will discuss the following Key Concepts in Foucault: the repressive hypothesis;
historicization; genealogy; discourse; the relationship between power and truth; docile
bodies; power as productive (power produces…); biopower---control of populations;
governmentality=regulation of populations; proliferation of discourses around sexuality—
perversions, health, the body, longevity, etc.; normalizing power; disciplinary power;
subjectivity; discourse=particular system of power/knowledge relations; human beings are
produced not simply born, we are made “subjects.” Power is not simply repressive, it is
productive. Discourse is a particular knowledge about the world which shapes how the world
is understood and how things are done in it. Discourse produces subjects and ‘subject
positions’. Intertextuality: the meanings of any one discursive image or text depends not only
on that one text or image, but also on the meanings carried by other images and texts. The
most powerful discourses, in terms of the productiveness of their social effects, depend on
assumptions and claims that their knowledge is true. Discourse analysis involves reading for
what is not seen or said. Absences can be as productive as explicit naming; invisibility can
have just as powerful effects as visibility. The institutional location or social site of a
discourse (site from which particular statements are made) is crucial. In other words, the
social location of a discourse’s production is important to consider in relation to its effects.
=======================================================
Theoretical Foundations continued.
2nd meeting, Monday, Jan. 30
Reading due today:
*Gayle Rubin, “Thinking Sex: Notes for a Radical Theory of the Politics of
Sexuality,” from Please and Danger (Boston: Routledge & Kegan Paul, 1984), pp.
267-319. Note date of publication—1984.
*Anne Fausto Sterling, “The Five Sexes” and “The Five Sexes, Revisited”
*Michel Foucault, Introduction to Herculine Barbin, pp. vii-xvii.
*“Binarism,” entry in Ashcroft, Key Concepts in Post-Colonial Studies, 23-26.
In Class: Bellhouse lecture on Subjectivity and Categories of bodies/genders/sexual orientations.
Challenging the Sex/Gender Distinction, questioning the Nature/Culture distinction, Avoiding
gender “essentialism,” rejecting Biological reductionism (and sexual dimorphism).
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==============================================================
3rd meeting, Monday Feb. 6.
Reading due today:
Butler, Undoing Gender, pp. 1-74.
===============================================================
Subject Positions, Interpellation, Reciprocal Recognition
4th meeting, Monday Feb. 13
Reading due today:
Butler, Undoing Gender, pp. 204-231.
*Frantz Fanon, Black Skin, White Masks (originally published in France in 1952), Chapter 5,
“The Fact of Blackness,” pp. 109-140.
* Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack” (1988), in
Rothenberg, Race, Class and Gender in the United States. pp. 172-177.
-------------------------------------------PART 2: KEY POINT: RACE, CLASS, AND GENDER INTERSECT
5TH Meeting, Feb. 21, TUESDAY
Reading due today:
*Gail Bederman, Manliness & Civilization, pp. 1-44. [This is the most difficult reading due this
week.]
*M. Harris-Perry, Sister Citizen, Shame, Stereotypes, and Black Women in America, pp. 4-19.
*Lisa Wade and Gwen Sharp, “Flesh-Toned,” pp. 84-85, from Sociological Images, Vol.9, No. 2.
*Gregory Mantsios, “Class in America—2009,” from Paula Rothenberg, Race, Class and Gender
in the United States, pp. 177-190.
=============================================================
FIRST PAPER DUE ON ANGEL BY 2 p.m. on SATURDAY, FEB. 25.
TURN IN A HARD COPY IN CLASS ON MONDAY, FEB. 27. LEAVE TIME TO DO
THE READING FOR MONDAY! I MAY GIVE A READING QUIZ!
PART 3: SECOND WAVE FEMINISM
6th meeting, Monday, Feb. 27
The Civil Rights Movement, Second Wave Feminism, Consciousness-Raising Groups:
Reading due today:
*Rory Dicker, A History of US Feminisms, pp, 57-101.
*Kathie Sarachild, “Consciousness-Raising: A Radical Weapon”
*Cape Cod Women’s Liberation, “Getting Together: How to Start a Consciousness-Raising
Group”
*The Chicago Women’s Liberation Union, “How to Start Your Own Consciousness-Raising
Group
==============================================================
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March 2 is our Mid-Semester date.
--------------------------------------------------------------------------------------------------PART 4: MASCULINITIES
7th meeting, Monday, March 5
Readings due:
*Michael Kimmel, Manhood in America (3rd Edition), pp. 211-288.
*Judith Halberstam, Female Masculinity (pub. 1998), pp. 1-43.
[Read the Kimmel at a relatively quick pace; save more time for the more challenging Halberstam
piece and read it more slowly and carefully.]
-----------------------------------------------------------------------------------------------SPRING RECESS MARCH 10-18
-------------------------------------------------------Part 5: REPRODUCTIVE RIGHTS IN THE US: BIRTH CONTROL, STERILIZATION,
& ABORTION.
8th meeting, Monday, March 19
Reading due today:
*Rickie Solinger, Pregnancy and Power, pp. 63-129.
FILMS on Silence, Visibility, Coming Out: (one or both to be shown):
“The Question of Equality: Out Rage ‘69”
“The Times of Harvey Milk.” (88 minutes)
------------------------------------------------------------------------------------------------9th meeting, Monday, March 26
Reading due today:
Rickie Solinger, Pregnancy and Power, pp. 131-254.
STUDENTS WILL LEAD THE DISCUSSION TODAY!
----------------------------------------------------------------------------------------------PART 6: LIBERALISM AND THE UNIVERSAL SUBJECT OF RIGHTS
10th meeting, Monday, April 2
Reading due today:
Reading on 2 Supreme Court Cases:
*Lee Walzer, Gay Rights on Trial, pp. 67-82 (on Bowers v. Hardwick).
Nussbaum, From Disgust to Humanity, pp. xi-93. [I find the Nussbaum book to be a pretty quick
read; if it turns out that you find this assignment to be too long as you do the reading, please email and let me know. We can always decide to stop at p. 93.]
--------------------------------------------------------EASTER RECESS: APRIL 5-9.
------------------------------------------------------11th meeting, WEDNESDAY, April 11
Reading due today:
Nussbaum, From Disgust to Humanity, pp. 123-209.
--------------------------------------------------------------
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SECOND PAPER DUE: TURN IN ON ANGEL BY SATURDAY BY NOON, APRIL 14,
AND BRING A
HARD COPY TO CLASS ON MONDAY, APRIL 16.
---------------------------------------------------------------------------------------------------
PART 7. SEX ON CAMPUS: HOOKING UP
12th meeting, Monday, April 16
Readings Due:
*Lisa Wade and Caroline Heldman, “Hooking Up and Opting Out: Negotiating Sex in the First
Year of College,” in Sexuality Over the Life Course, eds. DeLamater & Carpenter (forthcoming).
*Michael Kimmel, “Hooking Up: Sex in Guyland,” in Kimmel, Guyland: The Perilous World
Where Boys Become Men, Understanding the Critical Years Between 16 and 26 (pub. 2008), pp.
190-216. Kimmel is highly judgmental in this book; I invite you to critique this reading.
PART 8: SEX, DIGNITY, AND RAUNCH CULTURE
13th meeting, WEDNESDAY, April 23:
Levy, Female Chauvinist Pigs, Introduction, Chapters 1-6, and Conclusion and Afterword.
*Nancy Bauer, “Lady Power” (NY Times, The Opinion Pages June 20, 2010)
*Jessica Valenti, “Lady Gaga: A New Feminist Role Model”—THE TALK IS IN YOUR
READER &/OR GO TO THIS HYPERLINK ON THE INTERNET TO READ AND
LISTEN TO VALENTI’S TALK:
http://webcache.googleusercontent.com/search?q=cache:IbmBvOyq_hYJ:bigthink.com/ideas/
17884+jessica+Valenti+Lady+Gaga&cd=1&hl=en&ct=clnk&gl=us
Watch the following music video on YouTube, Lady Gaga and Beyoncé, “Telephone.”
-------------------------------------------------------------------------------------------------------------------14th meeting: April 30
LAST CLASS MEETING. Turn in your binder containing hard copies of ALL of your ANGEL
homework, arranged in chronological order, each homework clearly labeled with your name, the
assignment, and due date. Bring a paper copy of your “REVISED COURSE SYLLABUS” to
turn in today in class AND post it electronically in the appropriate drop box on Angel prior to the
start of class. See instructions under the lessons tab on ANGEL on how to compose the Revised
Course Syllabus.
------------------------------------------------------------------------------------
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IMPORTANT ACADEMIC RESPONSIBILITIES OF STUDENTS
Class Preparation
Students should be able to discuss assigned reading in class. If on a rare occasion (2 times during
the semester) you have a special circumstance that forces you to fall behind in the reading, then
you should come to class and, if possible, let me know about your situation before class begins.
Deadlines
It is your responsibility to hand in assignments at the designated time and place. Late
assignments will be accepted subject to penalties. The general rule is that late papers drop a ½
letter grade per day late.
Typing and Spelling
Editing of written work is your responsibility. Any written material prepared outside of class
should be submitted with no spelling or typographical errors. A significant number of these sorts
of errors will result in a grade penalty.
Plagiarism
Plagiarism is taking another person’s words or ideas without crediting them. Anything cut and
pasted from a website without quotation marks and proper citation is plagiarism. Copying
anything from a book, journal, website, or another person without putting it in quotation marks
and citing your source is plagiarism. Plagiarism is cheating. There is no excuse for cheating.
You will fail the course at the first instance of plagiarism or cheating of any kind on any
assignment. No discussion, no negotiating. Plagiarism usually occurs when students feel
overwhelmed—by school, by finances, by illness, by relationship problems, by an assignment
they don’t understand, etc. If anything like this happens to you, let me know, the earlier the
better. We will try to work something out that will be a lot more beneficial to you than cheating.
PLEASE NOTE: YOU ARE MUCH MORE LIKELY TO FAIL THE COURSE FOR
PLAGIARIZING THAN FOR DOING YOUR HONEST BEST. Plagiarism is both unethical and
ineffective.
Cell Phones, Laptops, Ipads
All cell phones and pagers must be off during class sessions. You may not use cell phones,
laptops, or ipads during class. Take notes using pen and paper. Do not use the class to nap or read
the paper. Respect the class, please.
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