WMNST 360: WOMEN’S SEXUALITY AND THE BODY
Dr. Irene Lara
Spring 2016
T/Th 12:30-1:45pm
ENS-291
Professor Irene Lara: ilara@mail.sdsu.edu; 619-594-7151
Office Hours: W. 3-4 pm, Th. 2:30-3:30pm, & by appointment
Graduate Assistant (GA) Marsela Rojas-Salas: marcierojas4@gmail.com
Course Description
This course explores ideas about girl’s and women’s bodies and sexualities across
various cultures and historical times. We will critically engage theory, history, literature,
visual and performance art, personal narratives, and popular music as we analyze the
cultural construction of women’s bodies and sexualities across sexual orientation,
gender identity, age, social class, race/ethnicity, religion, nationality, size, and physical
ability. Focused on the humanities and what feminist cultural theorist bell hooks calls
an “engaged pedagogy” approach, the course is organized by three main themes: I.
The Cultural Construction of the Body and Women’s Sexuality/ies; II. The
Intersectionality of Sexuality and Race: Histories & Representations; and III.
Reclaiming Women’s Sexuality & BodyMindSpirits. The topics we will cover include:
representations of women’s bodies; the relationship between body, mind, and spirit;
the good woman vs. bad woman dichotomy; Lesbian, Bisexual, Queer, Transgender,
and Intersex experiences; racialized sexuality; violence and healing; and the politics of
women’s sexual pleasure and knowledge.
Our Learning Outcome Goals
1. Apply feminist theory to describe how culture, history, representations and
social structures (such as the family, education, religion, health care, law,
and the media) impact ideas about girls’, women’s, transgender, and intersex
bodies and sexualities
2. Demonstrate how ideas about the body and sexuality persist and change
over time and can vary by culture
3. Identify similarities and differences in the lives of girls and women,
including across sexual orientation, gender identity, age, social class,
race, ethnicity, religion, culture, nationality, size, and physical ability
4. Appreciate multiple perspectives by opening our minds and hearts to new
ideas that may challenge our own belief systems
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5. Analyze the role of social location and power in the production of ideas,
theories, and representations (including our own)
6. Identify mechanisms of oppression, resistance, transformation, and
healing in relation to women’s sexuality and the body
7. Cultivate self-reflective storytelling/writing and attentive listening/reading
skills as a way to deepen awareness about our experiences and the
experiences of others
8. Practice what bell hooks theorizes as “engaged pedagogy” by: a. working
to bring our whole selves, our bodymindspirits, to the course; b. nurturing
what Gloria Anzaldúa theorizes as “conocimiento,” knowledge,
awareness, insight, and “that aspect of consciousness urging you to act
on the knowledge gained;” and c. striving to make connections between
what we are learning and our participation in the world of which we are all
a part
9. Feel empowered to question and transform ideas about women’s bodies
and sexualities in our own lives through personal actions and through
public involvement in our communities.
10. Write in your own personal learning goal:
General Education Explorations Course
Courses that fulfill the 9-unit requirement for Explorations in General Education
take the goals and skills of GE Foundations courses to a more advanced level.
Your three upper division courses in Explorations will provide greater
interdisciplinary, more complex and in-depth theory, deeper investigation of local
problems, and wider awareness of global challenges. More extensive reading,
written analysis involving complex comparisons, well-developed arguments,
considerable bibliography, and use of technology are appropriate in many
Explorations courses.
This is an Explorations course in the Humanities and Fine Arts. Completing this
course will help you to do the following in greater depth: 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.
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Required Texts. YOU MUST PURCHASE, RENT, or BORROW THESE:
1. Edut, Ophira, ed. Body Outlaws: Rewriting the Rules of Beauty and Body Image.
Emeryville, CA: Seal Press, 2003.
2. Brody, Karen. Birth. Authorhouse, 2008.
3. Ensler, Eve and Mollie Doyle, eds. A Memory, a Monologue, a Rant, and a Prayer.
New York: Villard, 2006.
4. Mock, Janet. Redefining Realness: My Path to Womanhood, Identity, Love, and
So Much More. New York: Atria Paperback. 2014.
5. Lara, Irene, ed. WMNST360 Course Reader via the SDSU Bookstore (print)
*Additional Required Readings available in Blackboard (listed as BB)
WHERE & HOW TO GET YOUR BOOKS & READER: I recommend purchasing or
renting your books at KB Books on College Ave. (where they are available for a
discount). They are also on four-hour loan at SDSU’s Love Library Course
Reserves and available for purchase or rent at the SDSU Bookstore.
The Course Reader is REQUIRED and is only available via the SDSU Bookstore
for about $69. A printed version is required. You can place a print-on-demand order
with book information (2nd floor of bookstore). Plan ahead because it takes about 24
hours for the bookstore to have it ready for pick up.
Method of Instruction: This is a face-to-face course that integrates online learning
components. The Blackboard (BB) course website will serve as the access point for
course materials beyond the required texts listed above (e.g., quizzes, writing
assignments, streaming videos, group discussion board, etc.). If you are not familiar with
Blackboard, you can find information (e.g., tutorials and technical support) on the
Blackboard Student Support website: http://its.sdsu.edu/blackboard/student/index.html
In order to make sure you have all of the updated technology you need, review the
Module 0 folder in BB asap.
Structure of Course: This course is divided into a sequence of modules, 0-14. The
modules are listed as part of Blackboard’s menu bar on the left. Once you “enter” each
module, you are directed to complete tasks in a sequence (e.g., Step 1: Read the
assigned texts, Step 2: Attend lecture, Step 3: Take the Quiz, Step 4: Watch the Video,
Step 5: Participate in the Blackboard Group Discussion, etc.). It is expected that
students will actively engage the course content and spend the necessary time on each
module. By thoroughly engaging the course content you will be able to effectively
answer critical questions presented in the lectures, discussion boards, and assignments
and meet our learning outcomes.
Class Guidelines and Netiquette: We live in an era of technology where we often
forget, confuse, and ignore appropriate behaviors when interacting with others via
social media. When sending emails and posting on discussion boards it is important to
understand how to interact with another person online in an academic context. (For
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example, always refer to me as Professor or Dr. Lara and include your full name in all
correspondence). In addition to adapting the Class Guidelines (found in the Syllabus
and Guidelines folder on BB), review and adhere to these “netiquette” guidelines:
http://its.sdsu.edu/blackboard/student/gettingstarted/netiquette.html
(hint: there will be questions based on all of these guidelines and the syllabus as a
whole in Quiz 1).
Announcements: Announcements will be posted on Blackboard (BB) on a regular
basis. They will appear on your Blackboard dashboard when you log in and/or will be
sent to you directly through email. Please make sure to check Blackboard and email
every day as they will contain important information about upcoming assignments or
class concerns.
Questions/Consultations: It is normal to have questions about things that relate to the
course, such as clarification about assignments, course materials, or assessments. Do
not hesitate to reach out via email or make an office hours appointment. Do not wait
until the night before an assignment due date to realize that you do not understand
what is expected of you. If you experience difficulty in this course for any reason,
please do not hesitate to contact us. Steps you can take:
-Plan ahead and try not to overschedule classes and other responsibilities.
-Carefully Review the Syllabus
-Go to the Class Discussion Board folder on BB and review the questions/responses or
post your own question
-Research the Student Support website:
http://its.sdsu.edu/blackboard/student/index.html
-Attend office hours
-Email the GA or I
Course Outline
NOTE: This class covers many topics and has a good amount of reading
appropriate for an upper division course. By making plenty of time to do all of the
readings and taking notes in preparation for lecture, group discussion, quizzes, and
other assignments you are more likely to be successful with the course. In addition
to the required books, you are required to read all articles and poems–available
either in the Course Reader or available as pdfs on Blackboard (listed as BB
below). If the readings are “optional,” they are highly recommended but not
required. All optional readings can be found on BB. Hint: Optional readings may be
included as “bonus” questions on quizzes.
*I will diligently strive to keep to the schedule, but I reserve the right to make
adjustments to the syllabus if need be.
Module 0
(now)
Preparing to Take the Course
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Assignments Due by Thursday, Jan. 21:
Review: The online tutorials to help ensure you are technologically prepared and
have downloaded the necessary applications (in Module 0 folder)
Plagiarism Quiz: Complete the tutorial and print out quiz results by Week 2 (in
Module 0 folder)
Module 1
Introduction to Course and Pedagogy
Th/Jan. 21
Readings: 1. Syllabus & Class Guidelines (BB)
2. bell hooks’ “Engaged Pedagogy” (BB)
-Optional: AnaLouise Keating’s “Presuppositions” & “Listening with Raw Openness”
(BB)
-Optional: Gwen Kirk & Margo Okazawa-Rey’s “Identities and Social Locations: Who
Am I? Who Are My People?” Focus on p. 51-56 and the bottom of p. 58-59. (BB)
Profile Due: Submit yours by Saturday and comment on at least 8 of your classmates’
profiles by Monday night
Due: Quiz #1 by Saturday at 11:59pm
I: The Cultural Construction of the Body and Women’s Sexuality/ies
Module 2
Body vs. Mind, Flesh vs. Spirit, & BodyMindSpirit:
Feminist Intersectional Approaches
T/Jan. 26
Readings Module 2.1: 1. Rose Weitz’s “The History of Women’s Bodies” (BB)
2. Excerpts from Hunter College Women’s Studies Collective’s “Women’s Bodies.”
Focus on: “The Body as Cultural Construct,” “Feminism and the Body,” “Mind/Body
Dualism” (79-85); and “Discourse/Knowledge/Power,” “Body as Text,” “The
Commodified Body,” & “The Visibility Politics of the Body” (89-99). (BB)
3. Vivyan Adair’s "Branded with Infamy: Inscriptions of Poverty and Class in the U.S."
Focus on p. 451-top of 453; the rest is optional, especially p. 454-60 & p. 466-68. (BB)
Th/Jan. 28
Due by 11:59pm: Quiz #2
Reading Module 2.2: 1. Audre Lorde’s “Uses of the Erotic”
Watch: Selected “Sins Invalid” videos, TBA: http://www.sinsinvalid.org/video.html
Group Discussion Board 2 (post responses by Thursday; post comments by
Saturday)
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Module 3
Religion & the Construction of Female Sexuality/ies:
The Good Woman/Bad Woman Dichotomy
T/Feb 2
Readings: 1. “Genesis: Chapters 1-3”
2. Mary Daly’s “I Thank Thee, Lord, That Thou Has Not Created Me A Woman”
3. Naomi Wolf’s “A Short History of the Slut”
Th/Feb 4
Due by 11:59pm: Quiz #3
Readings: 1. Ana Castillo’s “In the Beginning There Was Eva”
2. Sandra Cisneros’s “Guadalupe the Sex Goddess”
3. Irene Lara’s “Key Figures/Translation Handout on Readings by Castillo &
Cisneros”
Optional: Judy Chicago and Edward Lucie-Smith’s “The Divine”
Watch Slide Show: Feminist Art Lecture (in Module 3 folder)
Group Discussion Board 3 (post responses by Thursday; post comments by
Saturday)
Module 4
Birthing and Maternal Bodies
T/Feb. 9
Readings:
1. Robbie Davis-Floyd’s “Gender and Ritual: Giving Birth the American Way” (BB)
2. Joy Harjo’s “Three Generations of Native American Women’s Birth Experience”
3. Takeya Trayer’s “Takeya and Aziz”
Optional: Judy Chicago and Edward Lucie-Smith’s “Maternity”
Optional: J. Wallace’s “The Manly Art of Pregnancy”
Watch Films: “Birth Day” (2007) directed by Naolí Vinaver Lopez & “The Business
of Being Born” (2008) directed by Abby Epstein
Th/Feb. 11
Due by 11:59pm: Quiz #4
Possible Guest Speakers: Midwives Sarah Davis and/or Darynée Blount
Readings: 1. Karen Brody’s Birth (a required text; focus on p. xv-xvii & 5-106)
2. Erin Andrews’ “Pregnancy with a Physical Disability: One Psychologist’s Journey”
http://www.apa.org/pi/disability/resources/publications/newsletter/2011/12/pregnancy-disability.aspx
Optional Websites: Best Start Birthing Center: http://www.beststartbirthcenter.com/;
Birth Roots Women’s Health & Maternity Center: http://www.birthrootsbabies.com/
Bold Action/Birth play website: http://www.boldaction.org/theplay/thebook.html;
Orgasmic Birth: http://www.orgasmicbirth.com/
Due: Writing Response Option A: Birthing and Maternal Bodies (via turnitin by
Saturday)
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Module 5
Suffering to be Beautiful?
Disciplining “Femininity” & Challenging “Beauty” Norms
T/ Feb 16
Readings: 1. In Body Outlaws: Ophira Edut’s “Introduction” (xix-xxv); Carolyn
Mackler’s “Memoirs of a (Sorta) Ex-Shaver” (55-61); Regina Williams’s “Conquering
the Fear of a Fat Body” (176-87); Jennifer C. Panning’s “Shrink Rap: What I Learned
as an Eating Disorders Therapist” (279-86)
2. Sandra Lee Bartky’s “Suffering to be Beautiful” (BB)
Optional: Simone Weil Davis’s “Designer Vaginas” (BB)
Th/ Feb 18
Due by 11:59pm: Quiz #5
Readings: 1. Leslie Marmon Silko’s “Yellow Woman and a Beauty of the Spirit” (BB)
2. Fatema Mernissi’s “Size 6: The Western Woman’s Harem” (BB)
3. Patty Berne’s “Sins Invalid: Disability, Dancing, and Claiming Beauty” (BB)
Group Discussion Board 4 (post responses by Thursday; post comments by
Saturday)
Module 6
The Cultural Construction of Sex, Gender, and Sexual Identities:
Heteronormativity, Homophobia, Transphobia, and Intersexuality
T/ Feb. 23
Readings: 1. Susan M. Shaw and Janet Lee’s “The Social Construction of Sexuality”
& “The Politics of Sexuality”
2. Monica Palacios’s “Tomboy”
3. From Body Outlaws: Jill Corral’s “Lucy, I’m Home”
4. Maiana Minahal’s “Poem on Trying to Love Without Fear” (BB)
Optional: Vaccaro’s “Soldier in a Long White Dress” (BB)
Optional: Megan Carney’s “Creating a Forum: LGBTQ Youth & The Home Project in
Chicago”
Th/ Feb. 25
Focus on Transgender & Intersex Experiences
Guest Speakers from Safe Zones: Professors Allison Vaughn & Douglas Thomson
Readings: 1. Stephanie A. Sellers’s “Koskalaka and Winkte,” excerpt from “Native
American Terminology for the Women’s Studies Classroom”
2. From Body Outlaws: Diane Courvant’s “Strip!”
3. Anne Fausto-Sterling’s “The Five Sexes, Revisited”
4. Cheryl Chase’s “First-World Feminism, African Clitorectomy & Intersex Genital
Mutilation” (BB)
Optional: Daisy Hernandez’s “Becoming a Black Man” (BB)
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Optional: Excerpts from Hunter College Women’s Studies Collective’s “Women’s
Bodies.” Focus on: “The Nature of Sex Differences,” “Sex(ing) Hormones,” “Genital
Anatomy,” “Chromosomes,” “The Politics of Nature” (p. 85-89) (BB)
Due by 11:59pm: Quiz #6
Group Discussion Board 6 (post responses by Thursday; post comments by
Saturday)
II. The Intersectionality of Sexuality and Race: Histories & Representations
Module 7
Histories of Colonialism and Slavery:
Physical & Discursive Violence, Resisting a Legacy of Racism & Sexism
T/ Mar. 1
Watch Film: The Life And Times Of Sara Baartman: The Hottentot Venus (1998; dir.
Zola Maseko
Readings: 1. Evelynn Hammonds’s "Towards a Genealogy of Black Female Sexuality:
The Problematic of Silence"
2. Elizabeth Alexander’s “The Venus Hottentot”
3. Gloria Naylor’s “The Two” (BB)
Optional: Joane Nagel’s “Sex Matters: Racing Sex and Sexing Race”
Optional: Review of online companion to “Race: The Power of an Illusion” (2003;
http://www.pbs.org/race/001_WhatIsRace/001_00-home.htm)
Module 8
Women’s Sexuality in Music & Spoken Word
Th/Mar. 3 Spotlight on Hip Hop
Due by 11:59pm: Quiz #7/8 (this quiz covers Modules 7 & 8)
Watch: “Hip Hop: Beyond Beats and Rhymes” (2006) directed by Byron Hurt; Sarah
Jones “Your Revolution”
Readings: 1. Kaila Adia Story’s “Performing Venus. From Hottentot Venus to Video
Vixen: The Historical Legacy of Black Female Body Commodification”
2. In Body Outlaws: Erin J. Aubry’s “The Butt: Its Politics, its Profanity, its Power”
Optional: Denise Cooper’s “Hip Hop Feminism”
Group Discussion Board 8 (post responses by Thursday; comments by Saturday)
Due: Writing Response Option B: The Hottentot Venus and Black Female Sexuality
(via turnitin by Saturday)
Module 9
Constructing and Resisting Ethnosexual Stereotypes:
Spotlight on East Asian, Southeast Asian, & Middle Eastern Women
T/Mar. 8
Readings: 1. Cynthia Enloe’s “It Takes More Than Two: The Prostitute, The Soldier,
The State, and The Entrepreneur”
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2. Eve Ensler’s “Say It (for the Comfort Women)” OR watch a video performance (BB)
3. In Body Outlaws: Mira Jacob’s “My Brown Face,” 3-13; and Matsan Haydar’s “Veiled
Intentions: Don’t Judge a Muslim Girl By Her Covering,” 258-65.
4. Marsha Hamilton’s “The Arab Woman in U.S. Popular Culture: Sex & Stereotype”
Th/Mar. 10
Due by 11:59pm: Quiz #9
Extra Credit Assignment Due: Mid-Course Evaluation (10 pts.)
Readings: 1. Marjane Satrapi’s Persepolis. “Introduction” and “The Veil” (BB)
Optional: Tanith Tyrr’s “Sacrament” (BB)
Optional: Lynn Lu’s “Critical Visions: The Representation and Resistance of Asian
Women”
Watch: Spoken word videos
Group Discussion Board 9 (post responses by Thursday & comments by
Saturday)
Due: Writing Response Option C: Art, Literature, or Media Cultural Activist Analysis
(via turnitin on Saturday by 11:59pm)
III. Reclaiming Women’s Sexuality and BodyMindSpirits
Module 10
The Power of Knowing, Voicing, and Representing:
Vaginas, Clitorises, Orgasms & More
T/Mar. 15
Readings: 1. Patricia Beattie Jung’s “Sanctifying Women’s Pleasure” (BB)
2. Sharon McGhee’s “The Silver Bullet”
3. Nancy Tuana’s “Coming to Understand: Orgasm & the Epistemology of Ignorance”
(BB)
Th/Mar. 17
Due by 11:59pm: Quiz #10
Readings 1. Sharon L. Powell’s “All Hail the Coochie”
2. Sandra Cisneros’ “Down There”
3. Gloria Steinem’s “If Men Could Menstruate”:
http://www.mylittleredbook.net/imcm_orig.pdf
4. Rose George’s “What if Men Had Periods. It’s a Question Still Worth Posing”:
http://www.theguardian.com/commentisfree/2015/may/28/what-if-men-had-periods
Optional: Jennifer Johnson’s “Exposed at Last: The Truth About Your Clitoris”
Optional: Boston Women’s Health Collective’s “Sexuality” & “Sexual Anatomy,
Reproduction, & the Menstrual Cycle"
Group Discussion Board 10 (post responses by Thursday & comments by Saturday)
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Module 11
The Personal is Political:
Women Speaking From the Body & Reproductive Justice
T/ Mar. 22 Module 11.1 - Focus on Reproductive Justice
Readings: 1. Loretta Ross’s “Understanding Reproductive Justice”
2. Etobssie Wako and Cara Page’s “Depo Diaries and the Power of Stories”
3. Shawn Burn’s “Reproductive Health & Reproductive Rights” (BB)
Th/ Mar. 24 Module 11.2 - Vagina Monologues & Panocha Pláticas
Due before 11:59pm: Quiz #11
Watch Film: The Vagina Monologues (2002), directed by Eve Ensler
Readings: 1. Panocha Pláticas: Healing Sex and Sexuality in Community Zine (2007)
by Sophia Arredondo, Jessica Heredia, Irene Lara, & Eneri Rodriguez (BB)
Optional: Tanith Tyrr’s “Sacrament” (BB)
Optional: Eve Ensler’s The Vagina Monologues, 10th anniversary edition
Group Discussion Board 11 (post responses by Thursday & comments by Saturday)
Due: Writing Response Option D: Fictional Vagina Monologue (via turnitin by Saturday)
Module 12
Violence Against Women: Resisting, Healing, & Ending the Violence
T/Apr. 5
Readings – websites: Center for Community Solutions http://www.ccssd.org/ ; We
End Violence: http://www.weendviolence.com/our_services.html
Readings: 1. Susan Shaw and Janet Lee’s “Resisting Violence Against Women”
2. Selections from A Memory, a Monologue, a Rant, and a Prayer:
“Blueberry Hill,” 25-28
“My Two Selves,” 29-30
“My Mother With Her Hands as Knives,” 32-37
“Untitled,” 44-45
“Maurice,” 53-56
“Conversations with My Son,” 61-68
“None of Us Monologists,” 71-83
“Darfur Monologue,” 84-85
“I Can’t Wait,” 107-10
“In Memory of Imette,” 111-13
“True,” 145-47
Th/Apr. 7
Due by 11:59pm: Quiz #12
Watch: Jeffrey Bucholtz’ We End Violence videos & Feminist Friday video on Yes
Means Yes California Consent law (in Module 12 folder)
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Readings: 1. Blog on Consent and Rape Culture (BB) (Melissa Ewan’s "Rape
Culture 101." Posted October 9, 2009 in the feminist blog Shakesville.)
Optional: Judy Chicago and Edward Lucie-Smith’s “Asking for It?”
Optional: Maria-Barbara Watson-Franke’s "A World in Which Women Move Freely
Without Fear of Men: An Anthropological Perspective on Rape"
Group Discussion Board 12 (post responses by Thursday & comments by Saturday)
Module 13
Healing BodyMindSpirit:
Social Justice & Loving the Self, Loving the “Other”
Extra Credit Opportunity: Take Back the Week/Sexual Assault Awareness events
T/Apr. 12
Readings: 1. Audre Lorde’s “Transformation of Silence into Language and Action”
2. Aurora Levins Morales’ “Radical Pleasure: Sex and the End of Victimhood”
3. Andrea Jenkins’ “Calling for the recognition of self-love as a legitimate relationship in
the game of life”
4. Selections from A Memory, a Monologue, a Rant, and a Prayer:
“Respect,” 114-16
“The Next Fantastic Leap,” 126-28
“Eye to Eye,” 162-64
“To Stop the Violence Against Woman,” 173-75
“Afterword: Reclaiming Our Mojo,” 181-89
“An Invitation: How To Get Involved,” 191-202
Optional: Aurora Levins Morales’ “Shameless Desire”
Th/Apr. 14
Healing Violence Community Table
Group Discussion Board 13 (post responses by Thursday; post comments by
Saturday)
Module 14
Redefining Realness: My Path to Womanhood, Identity, Love, & So
Much More (Janet Mock’s Memoir)
Apr. 19 & 21
Read Introduction (xiii- xviii) and Part 1 (p. 1-83)
Watch Janet Mock’s Talk at Google
Apr. 26 & 28
Read Part 2 (p. 85-177)
Watch CeCe McDonald & Laverne Cox’s speeches
Group Discussion Board 14
(respond by Thursday & comment by Saturday)
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May 3 & 5
Read p. 178-261
May 12 (10:30am -12:30pm) Class Discussion and Closure
Due Before Class via turnitin & Bring hardcopy to Class: Redefining Realness
Writing Response
Course Requirements at a Glance
1. Student Profile Blog (50 points)
2. Group Discussion Board Responses (200 points)
3. Online Quizzes (200 points)
4. Writing Responses (choose 2 out of the 4 assignments; 100 points possible each/200
points possible in total):
a. Birthing and Maternal Bodies Writing Response
b. The Hottentot Venus and Black Female Sexuality Writing Response
c. Art, Literature, or Media Cultural Activist Writing Response
d. Fictional Vagina Monologue & Writing Response
5. Redefining Realness Writing Response (150 points)
6. Participation/Attendance (150 points)
TOTAL POINTS POSSIBLE: 950
Course Requirement Descriptions
1. STUDENT PROFILE BLOG
50 points
To start getting to know each other I would like for you to profile a Blog post about
yourself. This should include: (a) a photo of yourself or an image that represents you,
(b) and your response to a series of introductory questions. Follow the example that I
posted under “Professor Profile” (tab on left side of BB). The due date for submission
is Saturday, 1/23 (by 11:59 pm) (23 pts.) and the due date for commenting on at least
8 profiles is Monday, 1/25 (3 pts. each, up to 27 pts).
2. GROUP DISCUSSION BOARDS 200 points
Discussion boards are a key way for you to engage with each other about the
course content and for I as the instructor to both assess and further your
understanding of the material. Everyone has been assigned to a group of 12-14
students each to create a smaller community of learners within a large class.
During the class, I will make available a total of 14 Discussion Board threads (for
Modules 1 to 14). Almost every Module has a set of Discussion Board questions
whose purpose is to help students engage the required readings, lecture, and/or
film/videos from an “engaged pedagogy” approach. You are expected to read all of
the questions and the responses by your classmates every week, but are only
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required to contribute to the Discussion Board by 1. responding to questions in at
least 4 different Modules and 2. making at least 8 comments on fellow group
members’ responses (no more than 2 comments per Module will count).
Requirements: You must post responses to at least 4 different discussion boards,
which must be at least 200 words each. You must also post at least 8 comments,
which must be at least 50 words each. If you are late for a discussion board post or
reply, you will lose five points for each day it is late. The 4 discussion board
responses are worth up to 30 pts. each (120 pts. total); the comments are worth up
to 10 pts. each (80 pts. total). Together, you can earn up to 200 points.
Remember, you must read all of the Discussion Boards by the end of the day on
Thursday, but you get to decide which Discussion Boards you want to respond to
through writing responses and/or comments. I recommend you get started right
away. Due dates:
Discussion Boards
Initial Post Due Date
Comment Due Date
#2:
#3:
Thursday 1/28
Thursday 2/4
Saturday 1/30
Saturday 2/6
#5:
#6:
Thursday 2/18
Thursday 2/25
Thursday 2/20
Saturday 2/27
#8:
#9:
#10:
#11:
#12:
#13:
#14:
Thursday 3/3
Thursday 3/10
Thursday 3/17
Thursday 3/24
Thursday 4/7
Thursday 4/14
Thursday 4/28
Saturday 3/5
Saturday 3/12
Saturday 3/19
Saturday 3/26
Saturday 4/9
Saturday 4/16
Saturday 4/30
A LONG NOTE ON OUR ONLINE GROUP DISCUSSION BOARD:1 My courses
(whether face-to-face, hybrid, or entirely online) foreground engaged participation
and interaction through dialogue about the issues raised in lecture and course texts
as a significant method of learning. However, having large classes makes it difficult
for everyone to participate during class discussions. I also recognize that some of
you are shy, unaccustomed to speaking up in class, and/or feel uncomfortable
discussing sex and sexuality issues in public.
The prompts aim to facilitate discussion. However, ultimately the quality of our
1
Thank you to Dr. AnaLouise Keating from whose online syllabus I adapted this section. She in
turn had adapted it from Dr. Jim Williams.
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virtual time-space is up to you! The more thought, time, and care you put into your
reading, questions, comments, and responses, the more rewarding this course will
be–for all of us.
A positive feature of having some of our discussions in virtual space is that our
contributions do not just move into our memories’ ambiguous, amorphous space
after we verbalize them. We have a record of our conversation and can later revisit,
revise, and build on our ideas. Perhaps more importantly, all students (no matter
how shy or reticent) will have an opportunity to share their thoughts, reactions, and
ideas with the group. This format enables us all to contribute to this course and
react to others' contributions in a more thoughtful and carefully considered fashion.
In physical space, we usually have access to several cues such as body language,
facial expressions, and tones of voice that help us communicate and convey our
intended meanings. This is typically not available when we only use words in virtual
space (LOL and emoticons not withstanding!) Therefore, I expect responses by
each of us to be particularly self-reflective, thoughtful, careful, and considered
(Review the Course Discussion Guidelines in the Syllabus folder if you haven’t
already). All responses should reflect sustained thought and attention both to what
you say AND to how you say it. Responses should also be well-written (few or no
typographical or grammatical errors, which includes writing full sentences and using
correct punctuation).
*You must write out your responses in a Word document, clearly label and date
before you save it, then cut and paste it onto the Discussion Board thread. This
also ensures you have a back up copy of your writing in case there is a
technological glitch or question about completing the requirements or points.
In order to create as much dialogue as possible, we (the GA Marcie or I) will
interact with your postings. Please do not take our interactions as judgments,
attempts to force you to change your views, or even our personal interpretations
and opinions. Instead, please read
our comments as attempts to expand the
dialogue, open our conversation up to multiple perspectives, and provide additional
information for you and your classmates. We will clarify erroneous information and,
at times, we will also play devil’s advocate or trickster… perhaps by posting
provocative questions designed to challenge your thinking.
3. QUIZZES
200 points
I offer 12 quizzes throughout the session; one for each module except the last two. To
account for technical snafus that may arise, being sick, or other life issues that might
interfere with taking a quiz, only 10 quizzes are required. Quizzes are worth 20 points
each for a total of 200 points. There are no make-ups under any circumstances. Try
your best to have a secure internet connection because if there’s a glitch we will not
reset the quiz due to logistic and fairness concerns. Do not ask if we can reset a quiz.
You are welcome to take as many quizzes as you like but only 10 quizzes will count so
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in the case that you take 12 quizzes, we will drop your lowest two scores. The quizzes
are multiple choice and T/F questions based on the readings, videos, and lectures,
and are posted on Blackboard under “Assignments” about 2 days before the class in
which they are to be completed by. You will have 40 min. to complete them once you
start; you can’t stop and save for later. So although they are open book, you need to
have completed your reading beforehand to do well. They are to be taken individually;
if you share questions or answers, you are cheating.
Quiz instructions: The best browser for Blackboard is Firefox. There are known
problems with using other browsers to take tests and quizzes in Blackboard. To
download Firefox for free, click on the following link: http://www.mozilla.com/en-US/
Suggestions for successful completion:
• Take notes while reading and listening to lectures (e.g. underline or highlight key
arguments and ideas; circle key words and look up definitions if need be; reread complex discussions…)
• Read through all of the possible answers (some will include “all of the above,”
“both a. and c.,” etc.) then choose the best answer. Click the little arrow on
the bottom right to advance to the next question.
• Test must be completed the first time it is launched.
• Do not resize or refresh the browser window while taking the exam. Be aware that
going onto another browser tab or window may close out the exam. In other
words, do not change screens during the assessment.
• For fairness and integrity, we will not reset any quizzes. Do your best to take the
test on a secure internet line to avoid the quiz freezing or other technical
glitches. If this occurs, however many points you had at that point will be
recorded. You can always make up points through taking extra quizzes or
taking advantage of extra credit opportunities.
• Upon completion of the exam click on "Save and Submit" and check your
score. Then go to "My Grades" to be certain the score has been recorded. If
your score has not been recorded in "My Grades" you must contact the GA or
I immediately via email.
4.
WRITING RESPONSES (2 x 100 pts = 200 points)
Choose two out of the following four options:
a. Birthing and Maternal Bodies Writing Response
See full assignment prompt in Module 4 folder.
Due by Saturday, 2/13 (by 11:59 p.m.)
b. The Hottentot Venus & Black Female Sexuality Writing Response
See full assignment prompt in Module 7 folder.
Due by Saturday, 3/5 (by 11:59 p.m.)
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c. Art, Literature, or Media Cultural Activist Analysis
See full assignment prompt in Module 9 folder.
Due by Saturday, 3/12 (by 11:59 p.m.)
d. Fictional Vagina Monologue & Writing Response
See full assignment prompt in Module 11 folder.
Due by Saturday, 3/26 (by 11:59 p.m.)
5.
REDEFINING REALNESS FINAL WRITING RESPONSE (150 points)
See full assignment prompt in Module 14 folder.
Due by Thursday, 5/12 (by 10 a.m. via turnitin) - Bring a hard copy to class as well.
6.
CLASS PARTICIPATION/ATTENDANCE: (150 points)
Our class is conducted in an interactive lecture style that values your discussion and
participation. Your active involvement in class is required. You can demonstrate your
involvement by: completing all of the readings before class, being prepared with informed
discussion questions and comments focused on the readings, following class guidelines
(including absolutely NO texting/internet use), taking notes, and by visiting office hours.
You earn up to 5 points for every day you are fully present in class. I will deduct points
every time you arrive late, leave early, fall asleep, or are reading for another class. You
will get two “free” absences (no point deduction) and there are several extra credit
opportunities to make up lost points. However, because your consistent engaged
presence is essential for outstanding performance in this course, if you miss more than
six classes total (out of 30), you cannot receive an “A.”
¨
Attendance will be taken at the beginning of every class session through a sign-in
sheet. I will routinely ask if there are any questions at the beginning of class, regarding
syllabus or assignment clarifications for example. If you are absent, late, or leave class
early FIRST ask your group members or check Blackboard announcements regarding
what you missed (i.e. handouts, explanation of assignments, changes in schedule,
etc.). You can also check-in with the GA or Professor during scheduled office hours or
make an appointment. However, DO NOT ask questions before consulting the
Syllabus or Blackboard “Announcements.” Also, DO NOT report absences unless your
urgent circumstances cause you to miss more than one week of class (e.g. extended
illness).
7.
EXTRA CREDIT OPPORTUNITIES
Throughout the semester I will post information about Women’s Studies related events
and lectures. You can attend one event and write a response for up to 30 extra points.
See the Assignments folder for specific requirements. There are also extra credit
points available for reading the optional readings and getting extra points on the
quizzes, and submitting a midcourse evaluation.
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Grading Policies, Course Policies and Additional Information
THINKING ABOUT A MAJOR OR MINOR IN WOMEN’S STUDIES?
The program offers exciting courses, is committed to women's issues and social justice,
and is adaptable to your interests and concerns. Women's Studies is not impacted! For
more information contact the Undergraduate Advisor: Dr. Doreen Mattingly at
mattingl@mail.sdsu.edu or 594-8033.
GRADING POLICIES
Grades are calculated on a standard scale, with pluses and minuses as appropriate. The
Graduate Assistant and I will work to grade assignments within one to two weeks. Criteria
for assigning grades is 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
No curves
COURSE POLICIES & RESOURCES
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.
However, there are no make-ups for quizzes or discussion boards.
LATE WRITING RESPONSES: The papers must be submitted to Blackboard on the
designated date and time. Any paper not turned in by this time is late. If you are having
problems submitting your paper on Blackboard, send your paper to your Instructor and/or
Graduate Assistant’s email address as an attachment to ensure that your paper is on time.
Papers will be marked down the equivalent of 1 letter grade for each day that the paper is
late. It will count as turned in on the day that your Instructor receives the paper.
APPEALING A GRADE: You can appeal a grade by using these guidelines:
1. Must be appealed within three days that assignments have been graded.
2. Must include a typed explanation thoroughly outlining the reasons why you think
your assignment was not graded properly.
3. Must include the original copy of your graded paper.
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CHEATING & PLAGIARISM: Violations of academic integrity will be reported to the
university disciplinary office. This includes: sharing answers for a quiz, "recycling” or
“borrowing” papers or parts of papers from other courses or students, purchasing papers online or from other paper brokers, plagiarizing and other forms of academic dishonesty.
Plagiarism will not be tolerated. Do not copy someone else’s work or ideas without giving
them credit, and do not summarize someone else’s ideas without giving them credit. Be very
careful when researching on the Internet. Always consider the source of the material, and
make sure to explicitly cite the website from which you gathered the information. Penalties for
plagiarism range from an “F” grade to expulsion from the university. If you have questions
about what might be considered plagiarism after taking the required quiz, please ask. For the
tutorial & quiz on plagiarism: http://library.sdsu.edu/guides/tutorial.php?id=28&pid=138
INTELLECTUAL PROPERTY: My syllabus, lectures, and handouts are my personal
copyrighted intellectual property, which means that anything other than personal use (e.g.,
organized recording, duplication, or distribution) on your part represents a violation of
copyright and fair use laws.
RECORDING POLICY: Students may NOT record any portion of a lecture, discussion, or
video without the prior and explicit written permission of the course instructor. The
unauthorized use of any form of device to audiotape, photograph, video-record or otherwise
reproduce (in whole or in part) lectures, course notes, or teaching materials provided by the
instructor may constitute copyright infringement in violation of federal and state law.
VIRTUAL CLASSROOM PRIVACY: In order to create a respectful classroom community,
it’s vital that our virtual dialogues be conducted exclusively within the course parameters.
In other words, please do not share your classmates’ or instructors’ postings with people
who are not signed up for this course. This restriction goes for my announcements and
other comments, too. (If for any reason you want to share material with people outside our
class, ask for permission from your classmate[s] or instructor.) Please also refrain from
commenting on social media (Facebook, Twitter, etc.) about classmates or classmates’
work. Review Netiquette if you havn’t already (found in the Module 0 folder on
Blackboard).
COURTESY REMINDERS:
*How to address me in person and via email: Professor Lara or Dr. Lara. I expect
grammatically correct and professionally appropriate email messages (no “hey there,” textspeak, all lowercase, etc.).
*Be kind and patient with each other and me. I am still new at mastering all of the online
technology (that sometimes fails in spite of one’s efforts). It may sometimes take me
longer than anticipated to post or grade something, or respond to a question. Just like I
assume you are always doing the best you can for any given moment, please assume that
about me 
STATEMENT REGARDING MATURE CONTENT, INCLUDING ABOUT SEX,
SEXUALITY, & VIOLENCE:
***Warning
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Some of the assigned films and/or visual images studied in this course contain
sexual content and/or graphic violence, which may be perceived as offensive or
disturbing to some viewers. Any students with concerns about this should discuss it
with the instructor at least one week prior to our scheduled viewing of a film or
visual images. I will also post a trigger warning when appropriate.
SEEKING HEALING RESOURCES: Throughout the class we will have emotionally
intense readings and lectures/discussions addressing experiences that impact one’s
health and wellbeing, such as: violence towards women and girls; anorexia, bulimia, and
other body image and illness concerns; and racism, homophobia, and other forms of
oppression. If you would like to speak further about these issues, I am available during
office hours and email and can also refer you to relevant organizations and trained
counselors.
I have also gathered some local San Diego resources for your information and in the
service of healing. I encourage you to consult trained counselors near your hometown or if
you live in the San Diego area at:
•SDSU’s Counseling and Psychological Services: 619-594-5220
The Counseling Center offers counseling for personal & career concerns, selfhelp information, and referrals for additional mental health services. It is located
in SDSU’s Calpulli Center, Room 4401.
* Center for Community Counseling and Engagement
http://www.centerforcommunitycounseling.org
619-594-4918 ext. 2
4283 El Cajon Blvd. #215, San Diego, CA. 92105
Inexpensive counseling near campus associated with an SDSU counseling
program.
*San Diego LGBT Community Center
3909 Centre St., San Diego, CA 92103
http://www.thecentersd.org/
The Center’s Behavioral Health Services/Counseling
619-692-2077 x208, or email at onduty@thecentersd.org
*San Diego Center for Community Solutions (CCS)
http://www.ccssd.org/
The goal of CCS is to create safe and healthy communities with an emphasis on
the treatment and prevention of sexual assault and relationship violence. Services
include a Rape Crisis Center, a 24 hour bilingual crisis Helpline, hospital and court
accompaniment services for rape survivors; counseling and therapy services, and
a 24-hour emergency shelter and transitional housing program for victims of
domestic violence and their children.
*24-Hour Toll Free Crisis Line
1-888-DVLINKS (1-888-385-4657)
A San Diego 24-hour crisis hotline for domestic violence and sexual assault
REPORTING VIOLENCE: Please know that I, like all SDSU faculty, am mandated to
report any allegations of sexual assault involving members of the University community to
the campus Title IX office. You do not have to follow up with them if you do not wish to, but
it is important that you are aware of your resources as well as rights, such as withdrawing
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from a class if need be. Review information about your rights, how to pursue a university
discipline charge and a criminal charge, and how to report the violence without pursuing
any charges at: http://titleix.sdsu.edu/bfa/title_ix/how_to_report.aspx
ADDITIONAL RESOURCES AT SDSU:
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 (e.g., death or
major illness of a relative who supported the student financially, loss of housing due to a
violent or harassing situation, etc.). 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.
The Women’s Resource Center (619) 594-2304 5121 or wrc@mail.sdsu.edu
Located on the corner of Lindo Paseo and Campanile Dr. next to The Pride Center.
http://newscenter.sdsu.edu/student_affairs/wrc/
https://www.facebook.com/SDSUWRC/
The Center for Intercultural Relations: (619) 594-7057 or
http://www.sa.sdsu.edu/intercultural/ccc.html
The Center for Intercultural Relations serves as a support and advocacy network in order
to help foster intellectual inquiry, identity development, social change, and acceptance of
all people and cultures. Location: Aztec Student Union, Suite 250.
The Pride Center (619) 594-3520 or http://go.sdsu.edu/student_affairs/pridecenter/ at
SDSU creates, sustains, and strengthens an open, inclusive, safe, and affirming gathering
space and campus environment for persons of all sexual and gender identities and their
allies. Location: on the corner of Campanile Drive & Lindo Paseo Ave., across from KPBS.
Student Disability Services (SDS): (619) 594-6473 ;
http://newscenter.sdsu.edu/student_affairs/sds/facstaffresources.aspx
is the campus office responsible for determining and providing appropriate academic
accommodations for students with disabilities. 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 I cannot provide
accommodations based upon disability until I have received an accommodation letter from
SDS. Your cooperation is appreciated. Location: Calpulli Center, Suite 3101
Student Computing Center: (619) 594-3189 or http://www.rohan.sdsu.edu/~scc
The Student Computing Center Help Desk in the Love Library is familiar with Blackboard and
can answer questions on how to access and use your Blackboard course.
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Professor Irene Lara’s working list of Assumptions and Beliefs
(adapted from the National Latina Health Organization)
* We are intelligent
* We are powerful
* We are precious
* We are good
* We are doing the best we can in the moment given the specific personal and social
context
* We have the ability to act in the moment with new creative responses
* We have within us the internal resources to make healthy life choices
* We have the ability to heal
* Each one of us has something to share and teach us
* We know how to relate to each other in a cooperative way
* We have the ability to change – our ideas, our behaviors, our selves, the world…
* We are related to all that lives–In Lak Ech, tu eres mi otro yo, you are my other me;
Ubuntu, we are born belonging
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