COURSE INFORMATION
Class Days: MW, F Online
Class Times: 0900-0950
Class Location: SH-109
Course Overview
Office Hours Location: AL 330
Office Hours Times (and by appointment): 10-12 MW
Email: sabassi@mail.sdsu.edu
Course Description
This course seeks to provide a framework of concepts, themes, and vocabulary used in the field of Women's Studies. This course will cover the histories and theories of feminisms in the United States, as well as global and transnational issues that affect women. We will draw from multiple readings, mediums, and perspectives, while highlighting the fundamental role of intersectionality (the ways gender, sex, class, race, ethnicity, sexual orientation, etc. interact to shape our identities and life experiences) in systems of societal privileges and oppressions. The course will include an investigation of how women’s intellectual activity has queried issues such as: gender construction and roles; gender and difference; intimacy; sexuality; health; self-concept; the psychology of oppression and resistance; family; education; and economic life. Exposing and understanding the workings of social systems can foster self-discovery, empowerment, and an open dialogue for women living within patriarchal societies.
General Education Program
This course is one of nine courses that you will take in General Education Foundations.
Foundations courses cultivate skills in reading, writing, research, communication, computation, information literacy, and use of technology. They furthermore introduce you to basic concepts, theories and approaches in a variety of disciplines in order to provide the intellectual breadth necessary to help you integrate the more specialized knowledge gathered in your major area of study into a broader world picture. This course is one of two Foundations courses that you will take in the area of Social and
Behavioral Sciences. Upon completing this area of Foundations, you will be able to: 1) explore and recognize basic terms, concepts, and domains of the social and behavioral sciences; 2) comprehend diverse theories and methods of the social and behavioral sciences; 3) identify human behavioral patterns across space and time and discuss their interrelatedness and distinctiveness; 4) enhance your understanding of the social world through the application of conceptual frameworks from the social and behavioral sciences to first-hand engagement with contemporary issues
Course Objectives
The course seeks to teach the basic framework of feminist thinking through reading multiple perspectives, thinking critically about social oppressions and privileges, and discussing these matters with one another with respect, courtesy, and professionalism. Understanding the institutions that control social power at large reveals how power operates in the private and public spheres of our daily lives. Many of the topics covered in this class may cause disagreement and debate within personal readings of the materials and class discussions. Despite these difficulties, all matters will be handled, without exception, with respect.
Student Learning Outcomes
1. Understand systemic oppression in the context of race, class, gender and sexuality.
2. Create a comprehensive knowledge of gendered societal and cultural gendered norms.
3. Understand how power and privilege operate in U.S. society.
4. Gain the critical thinking skills to discuss and write about issues in a thoughtful and well articulated manner.
5. Inspire a critical consciousness that becomes a part of your everyday life.
Course Materials
Required Text
Women's Voices, Feminist Visions, Susan Shaw and Janet Lee, 6th edition
Course Structure and Conduct
Structure of the course:


Style of the Course o Traditional Lecture o Lecture-Discussion o Hybrid, Activity
 Technology Utilized in the Course: Blackboard, internet
Assignments
Assignments
 Mandatory Weekly Readings, as stated by departmental policy, each week will include around 40 pages of reading.
Complete readings by class on Monday. o You may find it helpful to take reading notes to ensure your preparedness for class. Readings are required and will be included in the assignments, quizzes, and tests that determine your grades.
 Reading Quizzes: Throughout the semester, short reading quizzes will be administered without prior announcement.
These quizzes are designed to test familiarity with mandatory readings. Students who keep up with assigned readings should do very well on these quizzes. ALWAYS bring a pencil and scantron 815-E to class every class period.
 Midterm –October 21: Midterm is multiple choice. Scantron form 882 (and #2 pencil) will be required for this exam.
The exam will draw from several class materials, i.e. lectures, readings, videos, guest lectures, etc. Exam results will be available within a week of taking the exam on Blackboard.
Final –Monday, Dec. 14 0800-1000

The final exam is NOT cumulative – this means that it will only include material that has been covered AFTER the midterm. Please note that the final exam will be given on our scheduled date during finals week, not the last day of class. The final is multiple choice. A scantron form 882 (and #2 pencil) will be required for this exam. The exam will draw from several class materials, i.e. lectures, readings, videos, guest lectures, etc.
 Real-World Observations Journal You are to write one entry per week on Fridays to be turned in on blackboard. You will apply a term/idea/concept presented in your course readings assigned for that week and write about the ways in which you observe these issues in your life. This assignment is meant to be an eye-opening exercise that allows each student to apply what she or he learns in this course to the “real world.” You will be able to track your personal progress with the class materials to see how concepts in Women's Studies and feminism come up in your life. You may draw from just about anything: Facebook posts, Internet articles, advertisements of all kinds, personal conversations, TV shows, movies, cartoons, comics, medical forms, wanted ads, job applications, wedding invitations, etc. The requirements are as follows: o Connect at least one idea/term/concept found in the week's readings to what you observe in your daily life.
Define this term drawing from the reading in which it appears. Cite your source. You may also use lecture material and class discussion for supplemental framework. o Explain the situation in which you experienced or observed the concept appearing in your life. Explain either the implications or affects of the issue. Why does it matter? How and whom does it hurt/disempower? If it is a positive experience, how and for whom? o Explain your personal reactions. For instance, are you shocked? Surprised? Upset? Worried? o Additionally, you do not have to reflect only on negative emotions. If you find a situation empowering and positive, and are also able to connect it to class readings, you are more than welcome to include this experience in your journal entry. o You are NOT allowed to repeat the same idea from the same reading across multiple entries. You must draw from a new reading for each journal entry. If you would like to include more than one reading or a reading you have used before in an entry, make sure that this information is in addition to the reading you are using for the first time. o Each Blackboard journal entry should be 200-500 words and is due weekly on Fridays. This is a chance to utilize class materials and personal experience, but not an opportunity to rely on personal opinion alone.
Successful assignments will demonstrate an application of class materials to the “real world.” Reliance on personal opinion, generalizations, and/or stereotypes will receive low grades. Here is a good example of a topic for a journal entry that I found of a picture posted and circulated on
Facebook:

Here is a mock video game box that suggests that a woman's duty is to be in the kitchen. Several of the Facebook comments were somewhere along the lines of “get in the kitchen and make me a sandwich.” Many users commented that the picture was sexist, while others responded that they needed to learn to “take a joke.” Here, I would connect this picture to a reading about gender roles and societal expectations to fulfill domestic roles. Imagine that this picture would have read “Men's Edition” if you have trouble seeing the double standard.

Participation: You must demonstrate your engagement with the class by active attention given to lectures, class discussions, videos, and guest speakers. If you are unable to attend class, this means that you will not receive participation credit for that day. This grade is determined by coming to class prepared, meaning that you have read the mandatory readings and are ready to discuss. Disruptive behavior (sleeping, texting, off-task talking, etc.) will negatively affect your participation grade.

Community Even t – Due by one week from event date
The Women's Studies department hosts several on-campus events each semester. These include guest speakers (e.g. Women's
Studies Department Colloquium Series), community activism events (e.g. The SDSU Day of Action), events organized by student groups.
Events will be announced in class and also posted to Blackboard as they become available. You must turn in this assignment
within one week of attending the event. For instance, if you go to an event on a Friday, you must turn in the assignment during our next class session that coming Tuesday. Along with your written response, include proof of attendance (e.g. ticket stub, literature distributed at event, etc.). This assignment is to be one page (double-spaced, 12 point font, Times New Roman, 1-inch margins) addressing the following:
1.
What was the event (time, location, etc.)?
2.
What were your reactions to the event? What did you learn?
3.
Relate the event to at least ONE class reading. You must cite the reading you use by author and page number.
**If you are unable to attend an event, an alternate assignment will be arranged.
LATE WORK WILL NOT BE ACCEPTED. NO EXCEPTIONS. You may not email assignments. If you have any concerns, please check with me PRIOR to the due date of any assignments or exams in question. Emergencies and illness will be taken into consideration for possible extensions, but will not guarantee an extension without discussing the matter with me ahead of time. If you have any concerns, ask me as soon as possible via email, office hours, or after/before class as time permits.
Course Assessment and Grading
Grading Scale
Grades are calculated on a standard scale, with pluses and minuses as appropriate. Assignments will be graded and returned within one week.
Criteria for assigning grades are as follows:
A = outstanding, available for highest accomplishments
B = praiseworthy, above average
C = average, satisfactory performance
D = minimally passing, below average
F = failing
(The cut-off grade for students taking the course for credit/no credit is a C. If you receive 73% or below you get a “no credit.”)
The assignment of letter grades is as follows:
A = 94-100% A- = 90-93%
B+ = 87-89% B = 84-86% B- = 80-83%
C+ = 77-79% C = 74-76% C- = 70-73%
D+ = 67-69%D = 64-66% D- = 60-63%
F = < 60%

Grade Breakdown
Reading Quizzes 15%
Midterm Exam 20%
Final Exam 20%
Real-World Observations Journal 30%
Participation 10%
Community Event 5%
Total 100%
Accommodations---could be in the front or end of the syllabus
The learning environment should be accessible to all. SDSU provides reasonable accommodations in the following situations:

Disability: If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in the receipt of your accommodations, you should contact Student Disability Services as soon as possible. Please note that accommodations are not retroactive, and that accommodations based upon disability cannot be provided until you have presented your instructor with an accommodation letter from Student Disability Services. Your cooperation is appreciated.
 Religion: By the end of the second week of classes, students should notify the instructors of affected courses of planned absences for religious observances.
 Official university activities (e.g., Athletics): Within the first two weeks of classes, a student who expects to be part of an official university event or activity shall notify the instructors of affected courses. At that time, the student shall request accommodation for any missed examinations or other assignments. If scheduling changes occur, the student shall immediately notify the instructors.
Academic Honesty
The University adheres to a strict policy regarding cheating and plagiarism . These activities will not be tolerated in this class.
Become familiar with the policy (http://www.sa.sdsu.edu/srr/conduct1.html). Any cheating or plagiarism will result in failing this class and a disciplinary review by Student Affairs.
Examples of Plagiarism include but are not limited to:
 Using sources verbatim or paraphrasing without giving proper attribution (this can include phrases, sentences, paragraphs and/or pages of work)

Copying and pasting work from an online or offline source directly and calling it your own

Using information you find from an online or offline source without giving the author credit
 Replacing words or phrases from another source and inserting your own words or phrases
 Submitting a piece of work you did for one class to another class
If you have questions on what is plagiarism, please consult the policy (http://www.sa.sdsu.edu/srr/conduct1.html).
Cheating and Plagiarism
Cheating and plagiarism are serious offenses. You are plagiarizing or cheating if you:
 for written work, copy down or cut anything from a book, article or website and add or paste it into your paper without using quotation marks and providing the full reference for the quotation, including page number
 for written work, summarize / paraphrase in your own words ideas you got from a book, article, or the web without
 providing the full reference for the source, including page number for an oral presentation, copy down or cut anything from a book, article, or website and present it orally as if it were your own words. You must summarize and paraphrase in your own words, and bring a list of references in case the professor asks to see it
 use visuals or graphs you got from a book, article, or website without providing the full reference for the picture or table
 recycle a paper you wrote for another class
 turn in the same (or a very similar paper) for two classes
 purchase or otherwise obtain a paper and turn it in as your own work
 copy off of a classmate
 use technology or smuggle in documents to obtain or check information in an exam situation

What IS acceptable includes the following:


Asking your professor for help.
Brainstorming answers and/or ideas with another student; then, each student writes up the homework separately and turns in his or her own work.
 Doing your written homework and/or translation and then having a third party circle your mistakes; you then do the corrections on your own and turn in your own work.
If you have any question or uncertainty about what is or is not cheating, it is your responsibility to ask your instructor.
TAKE THE TUTORIALS:
Test your knowledge of what constitutes plagiarism through a tutorial offered by the SDSU Library. To access the tutorial go to: http://library.sdsu.edu/guides/tutorial.php?id=28
See also the library tutorial on the difference between acceptable paraphrase and plagiarism at: http://library.sdsu.edu/guides/tutorial.php?id=16
Consequences of cheating and plagiarism
SDSU instructors are mandated to report all instances of cheating and plagiarism to the Center for Student Rights and
Responsibility. Consequences are at the instructor’s and the Center for Student Rights and Responsibility’s discretion. They may include any of the following:
 failing the assignment
 failing the class
 warning
 probation
 suspension
 expulsion
The University of Indiana also has very helpful writing hints for students, including some on how to cite sources. Please visit http://www.indiana.edu/~wts/pamphlets.shtml
for more information.
Students in Economic Crisis
SDSU has an Economic Crisis Response Team (ECRT) that helps SDSU undergraduate students who need immediate support due to an unforeseen financial crisis. This support could include short-term provision of food, shelter, or other items. In many situations, campus personnel will coordinate with community social service agencies to support our students in these situations. If you are in an immediate economic crisis situation, please ecrt@mail.sdsu.edu
or call (619) 594-1630.
Additional information

Respecting all students and viewpoints

Your decisions on using phones, iPads and laptops in class
 Your rules about coming to class late or leaving early
 Any other requirements you may have for your students to make it a safe and comfortable space
Course Schedule
Course Schedule
WV = Women's Voices, Feminist Visions (Shaw & Lee)
**The Course Schedule is subject to change according to the instructor’s discretion.**
Week 1
August 24-28 Introduction to Course Print and bring syllabus to class
Fear of Feminism p. 717-720 in WV (Women’s Voices)

August 31-
September 4
September 7-
11
September
14-18
Women's Studies and Feminism
Systems of Privileges and
Oppressions
Feminisms
Week 2
Read: Chapter 1 in WV:
 What are the Myths Associated with Feminism? , pg. 19-27
 Claiming an Education, p. 28-30

Forty Years of Women's Studies, p. 30-32

No More Miss America, p 33-34

Where we Stand, p. 37-39
 Still Needing the F Word, p. 46-47
Discussion Questions: pg 48 #1, 2, 5
Watch:
 Why Women's History Matters: Leigh Ann Wheeler: https://www.youtube.com/watch?v=MFpG9hN8d5s

Women's Movement USA - 1950s-60s : https://www.youtube.com/watch?v=amZD8XxTsjQ
Week 3
Read: Systems Privileges and Inequality Chapter 2 in WV:
 Systems of Privilege and Inequality, p. 49-71
 Toward a New Vision, p. 72-79
 There Is No Hierarchy of Oppression, p. 85-86
 White Privilege and Male Privilege, p. 86-93

Opening Pandora’s Box: Adding Classism to the Agenda, p. 95-99
Week 4
Read article on Blackboard: Ideas and Theories about Women p. 49-74
Watch: Lierre Keith: Liberal vs Radical
September
21-25
September
28- October 2
Feminisms
Sex/Gender/Queer/Trans
Constructions, Identities, and
Issues
1.
https://www.youtube.com/watch?v=YkXrS0NnQM0
2.
https://www.youtube.com/watch?v=7rcxnLO06CA
3.
https://www.youtube.com/watch?v=9PEZKllQKOQ
Week 5
Read

Listen:
Cisgender Priviledge, p.93-95
 Sheila Jeffreys on BBC Woman's Hour Podcast, 7th August, 2014: https://www.youtube.com/watch?v=D6H4NSBriZI
 Codes of Gender: http://thoughtmaybe.com/the-codes-ofgender/
Week 6
Read Chapter 3 in WV:
 Learning Gender, p. 116-135
 The Five Sexes, Revisited, p. 136-140

The Social Construction of Gender, p. 141-144

Trans Identities and Contingent Masculinities, p.
150-155

Through the Lens of Race, p. 160-169
Discussion Questions: pg 180 #2, 3, 4
Week 7

October 5-9
October 12-
16
October 19-
23
October
26-30
November 2-
6
November 9-
13
November
16-20
The Body Images
Media and Culture
Midterm October 21 October 23
Sex, Power, Intimacy
Religion and Spirituality
Family Systems
Violence
Health and Reproductive Justice
Read Chapter 4 in WV:

Inscribing Gender on the Body, p.181-204
 If Men Could Menstruate, p. 209-210
 Prosthetic Power, p. 210-211

What We Do for Love, p. 221-229

Is Fat a Feminist Issue p. 233-241
Week 8
Read Chapter 5 in WV:

Media and Culture p. 259-275

Rush Limbaugh and the New Networked Feminism p. 278-281
 Enlightened Sexism p. 283-286
 Vampires and Vixens P. 288-292
 Beyonce: Fminist Icon? p.296-297

Bad Girl, Good Girl: Zines Doing Feminism p. 308-311
Discussion Questions: pg 312 #2,3,4
Week 9
Read
 October 19: Catch up and study session

October 21: Midterm
 Sex, Power, Intimacy p. 313-333
Week 10
Read Chapter 12 in WV:

Religion and Spirituality p. 635-649
 Fundamentalism and the Control of Women p. 651-655
 Women’s Rights and Religion p. 655-659

Decolonizing Religious Beliefs p. 660-665

The Non-Religious Patriarchy: Why Losing Religion Has Not
Meant Losing White Male Dominance p. 682-689
Discussion Questions: pg 691 #1, 4, 5
Week 11
Read Chapter 7 in WV:

Health and Reproductive Justice p. 362-394

Gender Gap in Pain p, 295-396

A Global Health Imperative p. 400-405
 From Rights to Justice p.414-422
Discussion Questions: pg 431 #1, 2, 3
Week 12
Read Chapter 8 in WV:

Family Systems, Family Lives p.433-451
 Who Wants to Marry a Feminist? p.454-456
 Family Way p. 456-459

The Wrong Fight p. 461-463

Marriage Equality and Beyond p. 463-464
 Singled Out p. 464-466
 Lullabies Behind Bars p. 466-467
Discussion Questions: pg 469 #2, 3, 4
Week 13
Read Chapter 10 in WV:
 Resisting Gender Violence p. 537-564
 Beyond Politics of Inclusion p. 565-567

Sex Trafficking in the U.S. p 568-571
Discussion Questions: pg 581 #1, 2, 4

November
23-27
State, Law, and Social Policy
November
30-
December 2
December
6-10
Work
Activism and Change
December 14 Final Exam
Week 14
Read Chapter 11 in WV:

State, Law, and Social Policy p. 582-605

Constitutional Argument p. 606-607
 Name it. Change it. p. 610-617
 Too Poor to Parent p. 617-619
Week 15
Read Chapter 9 in WV:

Work Inside and Outside the Home p. 470-499
 A Brief History of Working Women p. 503-515
 Maid to Order p.517-522

Virtuous Valentine p. 524-525

Power Plays p. 525-528
Discussion Questions: pg 536 # 1, 2, 3
Week 16
Read Chapter 13 in WV:

Activism, Change, and Feminist Futures p. 692-714
Discussion Questions: pg 727 # 1, 2,3
Week 17: Finals Week
8-10 AM Bring 882 Scantron and No. 2 Pencil.