Women: Images and Ideas
Spring 2016
COURSE INFORMATION
Instructor: Shogofa Abassi
Email: Sabassi@mail.sdsu.edu
Office Hours Location: AL 330
Office Hours Times
 12:30-1:30 T/TH &
 3:15-4:14 Thursdays
 or by appointment
Course Overview
Women’s Studies 102 – Women: Images and Ideas, is a humanities-based level course which examines and explores
important symbols, images, and ideas that have affected the lives of women throughout the development of Western societies.
It examines the status and roles of women in various historical periods and explores key ideas about women that have
developed and that have been perpetuated by major male thinkers and institutions. In Women’s Studies we employ an
interdisciplinary approach and as such will incorporate concepts present in different fields including history, philosophy,
literature and art. Through course readings as well as through the examination of cultural and media representations students
will investigate and analyze the contributions of female writers, artists and intellectuals to gain insight into perceived realities,
experiences and responses to the world in which we live, helping us understand ourselves as human beings, as individuals, as
members of groups and of sub-groups. Women, as a group, have often been silenced and rendered invisible; we will analyze
how they have struggled to claim a voice to define and bring themselves and their experiences into visibility. Because gender,
and women’s identities are inflected by and experienced through a variety of forces and conditions, this course will consider
the ways that race, class, ethnicity, sexuality, age, physical ability, etc. inform women’s struggles for understanding, selfdetermination and power in a world dominated by patriarchal power and privilege. The course will include an investigation of
how women’s intellectual activity has queried issues such as: gender construction and roles; gender and difference; power
dynamics; identity; sexuality; health; the body; the psychology of oppression and resistance; violence; and women and the arts.
In our investigation of these issues students will learn the perspectives present in feminist discourse surrounding these topics.
We will read a variety of women’s perspectives that will address these issues and practice critical thinking to allow you to
develop your own skills—and voice—in understanding, speaking and writing about women’s issues, experiences and lives.
Learning Objectives
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Establish a foundation of Women’s Studies concepts, terminology, and knowledge
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Develop and strengthen skills in critical thinking, reading, and writing
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Gain a comprehensive understanding of systems of power, privilege, and oppression in order to also obtain
knowledge of resistance, healing, and transformation
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Develop an appreciation for activist work and become inspired to perpetuate “activist behavior” in your own world
and the world around you
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Cultivate knowledge of how creativity and creative arts can work hand-in-hand with academia to promote social
change
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Conceptualize “difference,” as well as re-conceptualize how difference has negatively influenced social ideologies and
behaviors
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Recognize images and representations of sexist, racist, homophobic, classist, ableist, and other oppressive behaviors
General Education
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 four Foundations courses that you will take in the area of Humanities and Fine
Arts. Upon completing of this area of Foundations, you will be able to: 1) analyze written, visual, or performed texts in the
humanities and fine arts with sensitivity to their diverse cultural contexts and historical moments; 2) describe various
aesthetic and other value systems and the ways they are communicated across time and cultures; 3) identify issues in the
humanities that have personal and global relevance; 4) demonstrate the ability to approach complex problems and ask
complex questions drawing upon knowledge of the humanities.
Course Materials
Required Course Readings:
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Grewal, Gewal and Caren Caplan: An Introduction to Women’s Studies: Gender in a Transnational World. 2nd ed.
New York: McGraw-Hill, 2006
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Other reading available on Blackboard
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Videos
Course Structure and Conduct
Course Policies
EMERGENCIES: If you have an unexpected emergency and miss turning in a major assignment, you must notify me via email.
Documentation of emergency is required. If there is an assignment due on the date of your absence, you must email me your
assignment the day it is due.
ABSENCES: You do not have to notify me about the circumstances surrounding your absence in general, unless you have special
circumstances and/or an extended absence. By the end of the second week of classes, students should notify me regarding
planned absences for religious observances, athletic competitions, or academic conferences or meetings. Walking in 15
minutes after class begins is counted as an absence. Consistently being late will be taken into account during the process of
final grading.
APPEALING A GRADE: You can appeal a grade by using these guidelines:
•
•
•
Must be appealed within one week after assignments have been handed back.
Must include a typed explanation thoroughly outlining the reasons why you think your assignment was not
graded properly.
Must include the original copy of your graded paper.
CLASSROOM ETIQUETTE: Come to class with your course reader, books and/or notes, readings completed, and be prepared to
discuss them. Expect that we will cover a wide range of topics and will not always agree on which interpretations are best;
however, be prepared to defend your point of view. At the same time, whenever you agree or disagree with me or with other
students, do so respectfully by drawing on course materials and informed reflections.
It is important that you have a desire to participate in this class. You have a choice in the courses you take. The nature of this
course demands an engaged and open-minded approach. Your participation is defined as being actively engaged in lectures and
class discussion through informed speaking, attentive listening, and taking notes. You must maintain an attentive class presence.
Class participation is absolutely essential to the success of the course. Students must come to class prepared to actively contribute
to the class discussion. As you read each article before class, take written notes on loose-leaf paper about various aspects of the
readings. Be sure you always come to class with your reading notes, as they will help you with class participation.
COURTESY REMINDERS:
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Arrive on time
Turn off cell phones and all electronic devices during class
NO laptop usage of any kind unless previously excused by instructor
It is not acceptable to side-talk, read non-class materials, text message, surf the web, sleep, etc. during class. You will be
asked to leave.
You may eat and/or drink in class; however, if it becomes a distraction, I will ask you to put it away.
Let me know ahead of time if you must leave early, arrive late, or answer your phone.
Offensive remarks are not acceptable—please be respectful.
Course Assessment and Grading
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
Quizzes 35%
Midterm Exam 20%
Final Exam 20%
Group Discussion of Real-World Observations 15%
Participation 10%
Total 100%
Attendance and Participation (10%) Each student is allotted two unexcused absences in the course, since this is a one day a
week class that means only one day. Attendance and participation is crucial in order to maintain lively and open discussion of
the feminist topics. I recognize that participating and speaking up in class may not be preferred for some students; however, I
urge you to see me to discuss ways to participate so that your grade is not negatively affected.
Reading Quizzes (35%): Quizzes are take home and will be available weekly to be due on Tuesdays. These questions are
designed to help students:
1.
Keep up with the assignments
2.
Highlight key concepts
3.
Inform our class discussions
4.
Use as study guides for the exams
Additionally students are required to attend at least one lectures at the Feminist Research (this will account for 5% of your
take home quizzes) Colloquia. Please refer to this website for dates and times:
http://wwwrohan.sdsu.edu/~wsweb/news_and_events.htm Most 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.
Group Discussion (15%): Group discussion of Real-World Observations. You will each be randomly assigned to a group. Your
group will apply a term/idea/concept presented in your course readings assigned for that week and talk 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?
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.
Midterm (20%): will include reading material, videos, lectures, and discussions. Please bring an 882 scantron and a number 2
pencil.
Final Exam (20%): will not be cumulative and will include reading material, videos, lectures, and discussions. Please bring an
882 scantron and a number 2 pencil.
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:
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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:
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Using sources verbatim or paraphrasing without giving proper attribution (this can include phrases, sentences,
paragraphs and/or pages of work)
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Copying and pasting work from an online or offline source directly and calling it your own
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Using information you find from an online or offline source without giving the author credit
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Replacing words or phrases from another source and inserting your own words or phrases
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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:
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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:
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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:
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failing the assignment
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failing the class
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warning
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probation
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suspension
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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
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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
**This Course Schedule is subject to change according to Instructor’s discretion**
Jan 26
Introduction to
Course
Week 1
Read:
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History of Women’s Studies Programs pdf
San Diego State 1970: The Initial Year of the Nation's First
Women's Studies Program pdf
Watch:
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Feb 2
Religion
Why Women's History Matters: Leigh Ann
Wheeler: https://www.youtube.com/watch?v=MFpG9hN8d5s
Week 2
Bettany Hughes: "The Daughters of Eve"
https://www.youtube.com/watch?v=fuRCA34W2xA
Quiz questions due Feb 2:
1.
2.
3.
4.
5.
6.
7.
Feb 9
Communities
What happened in the early Iron Age?
According to Hughes, what has been the evolution of the image of
Eve?
According to Hughes, who was Lilith and what happened to her?
What is story and image of Jezebel? What is whoredom?
What are the difference between the images and roles of female
figures in the Hebrew Bible and the Christian Bible?
Please discuss the evolution of the image of Mary as portrayed by
Hughes.
Did Hughes romanticize the stories?
Week 3-4
Read in Gender in a Transnational World (GTW)
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Communities and Nations p. 217-234
Women Gender and the State p. 174-180
Remaking Manhood through Race and ‘Civilization’ p.190-192
Imperialism and Motherhood p. 60-64
The Bribe of Frankenstein p. 298-300
Quiz questions due Feb 9
1.
2.
3.
In the Jindy Petterman’s, “Gender and the Rise of the Modern
State,” what does Carol Pateman’s retelling of the myth of the
origin of overthrowing the despotic father through contract
include?
According to Anna Devin, in “Imperialism and motherhood,” child
rearing became a national duty in England, what policies were
instituted to insure the “production” of white children,?
According to Gail Bederman, in “Remaking Manhood through
Race and Civilization,” how did the American middle class fashion
masculinity along racial and gender lines
According to Ewen and Ewen, “The Bribe of Frankenstein,” what
did the printing press d? (please discuss all)
4.
5.
Feb 16
Violence
What arguments did Nira Yuval-Davis make in, “Communities and
Nations,” ?
Week5
Watch:
Roger Stahl: "Militainment, Inc:
Quiz Questions: Due Feb 16
“Militainment, Inc.: Militarism and Pop
Culture”: http://thoughtmaybe.com/militainment-inc/
1.
Roger Stahl talks about “Planned made for TV spectacles, name a
couple
2. Please discuss the gendered telling of the Jessica Lynch story.
3. What is a “clean war” and what are the steps in creating
it?Dehumanize destruction?”Precision”?
4. What language is used to describe the “clean war”?
5. Give examples of a couple of metaphors along with the
“clean/dirty” metaphor?
6. What is techno-fetishism? What are the three aspects of it?
7. How does Stahl say proper “villains” are constructed?
8. Talk about the sexual deviance and demonization of the “villain”
leaders?
9. What’s the synergy between war and sports?
10. What’s the relationship between war and toys?
11. What is the “Military-Nintendo Complex”? What is “crossover”?
12. According to Stahl how are dissent stories seen or treated? What
does it mean when Stahl says “police are to protesters as soldiers
are to the enemy”?
Feb 23
Gender Race and
Class
Week 6
Read in Gender in a Transnational World (GTW)
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The Social Construction of Race p. 52-56
Malthusianism 57-60
New Technologies of Race 69-73
Contested Terrain 99-103
Feminism and the Question of Class p. 198-199
Mapping the Margins p. 200-204
The Development of Chicana Feminist Discourse
Making it Perfectly Queer p. 211-214
p. 207-210
Week 7
Mar 1
Feminisms
Read in Women’s Realities Women’s Choices
(WRWC)
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Chapter 2 Ideas and Theories About Women
p. 49-74
Watch:
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Gail Dines: "Pornland": http://thoughtmaybe.com/pornland/in
Lierre Keith: Liberal vs. Radical
1.
2.
3.
https://www.youtube.com/watch?v=YkXrS0NnQM0
https://www.youtube.com/watch?v=7rcxnLO06CA
https://www.youtube.com/watch?v=9PEZKllQKOQ
Quiz questions due May 1
1.
According to Lierre Keith, what are the main division between
liberals and radicals?
According to Lierre Keith, what is liberals’ perceptions o f the
nature of social reality?
According to Andrea Dworkin, what are four elements of
subordination?
2.
3.
4.
Please pose two questions not asked above.
Week 8
Mar 8
Motherhood and
Reproduction
Read in Gender in a Transnational World (GTW)
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Contested Terrain p. 99-103
Conceiving History p. 129-132
Week 9
Mar 15
Midterm
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catch-up
Midterm on October 21
Watch in class: Miss Representation (you can find on
Netflix, Amazon, etc. or at the Media Center in the Love
Library)
Study for exam.
Week 10
Mar 29
Construction of
Gender
Read in Gender in a Transnational World (GTW)
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Social and Historical Construction of Gender p.1-8
The Egg and the Sperm p. 10-13
androgynous Males and Deficient Females p.21-26
Magic p. 22-24
Feminist Approaches to Technology p.35-40
The Biological Connection p. 41-42
Women’s Brains p. 43-46
The Ethics of Genetic Research on Sexual Orientation p 47-50
Apr 5
Gender
Week 11
Watch:
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Apr 12
Images
Week 12
Read in Gender in a Transnational World (GTW)
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Apr 19
Women’s Bodies
Codes of Gender:
http://thoughtmaybe.com/the-codes-of-gender/
Sheila Jeffreys on BBC Woman's Hour Podcast, 7th August, 2014:
https://www.youtube.com/watch?v=D6H4NSBriZI
Excerpts from Ways of Seeing p. 269-273
Making Things Mean p. 273-275
Female Pleasures and Perversions in the Silent and Early Sound
Cinema p. 289-292
Representing Women in Colonial Contexts p. 314-316
Week 13
Read in Women’s Realities Women’s Choices
(WRWC)
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Imagery and Symbolism in the Definition of Women p. 20-45
Watch:
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Apr 26
Media
Killing Us Softly 3 (if 4 is available please watch
that) http://thoughtmaybe.com/advertising-and-the-image-ofwomen/
Week 14
Read in Gender in a Transnational World (GTW)
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Urban Women and the Emergence of Shopping p. 331-335
Excerpt from Inarticulate Longings p. 338-540
The Gay Marketing Moment p. 342-344
The Body Beautiful p. 345-348
Watch:
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Mar 3
Children
Dreamworlds III http://thoughtmaybe.com/dreamworlds-desiresex-and-power-in-music-videos/
Week 15
Read in Gender in a Transnational World (GTW)
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Barbie and the World Economy p. 363-368
Watch
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Mickey Mouse Monopoly: http://thoughtmaybe.com/mickeymouse-monopoly/
Week 16
December 610
Mar 10
Internet, Social
Media. & Gaming
Final Exam
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Play It Again: http://thoughtmaybe.com/play-again/
Generation Like: http://thoughtmaybe.com/generation-like/
Week 17: Finals Week
Bring 882 Scantron and No. 2 Pencil.