Masculinities
WS3998 – Fall 2013
Meeting Time: Tuesday and Thursday 11:00am-12:15pm
Location: Family Studies 102 (subject to change)
Prof. Cammy Kiely Froude, M.A. MFT
Tel: 617-877-6643
Email: kielycam@gmail.com
Office Hours: Tuesday 12:15-1:15pm in Family Studies 204
Course Description:
This course explores the meaning of masculinity and how maleness is gendered. There is not one version of masculinity but rather multiple
masculinities influenced by gender, race, ethnicity, class, nationality, sexuality, disability and subcultures. As such, we will be conducting an
intersectional exploration into how masculinity is embodied and lived out in American culture. Fatness, disability, female and transgender
masculinities are also explored. The system of masculinity and its dominant form are also not created in isolation. We will explore how notions of
femininity interact and influence masculinity and vice versa. The course is interdisciplinary and will use popular cultural texts, history, creative writing,
art, and autobiography to aid our exploration.
Course Objectives:
 Students will be able to interpret men’s issues using various theoretical perspectives (i.e. life course, intersectionality, social constructionism,
sociohistorical, etc)
 Students will be able to analyze multiple versions of masculinity that are shaped by age, race/ethnicity, social class, and sexual orientation
 Students will be able to demonstrate how expressions of gender and masculinities are embedded within a sociopolitical and sociohistorical
context
About the Instructor:
I am a doctoral student in the Department of Human Development and Family Studies at the University of Connecticut (UCONN). After receiving a
master’s degree in general psychology from Catholic University, I completed a second master’s degree in Marriage and Family Therapy at UCONN.
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I am a practicing marriage and family therapist at a community based health center in Worcester, MA. In the field of counseling, I have focused on
exploring how families make meanings of their lives, particularly in the face of violence. I have worked both as a researcher and as a therapist with
men who have been violent toward their children and female partners. My current research involves studying the factors that influence women’s
health related decision-making process.
Required text:
 Kimmel, M.S., & Messner, M.A. (2013). Men’s Lives (9th edition). Boston: Pearson (Sold used from $54.92 on Amazon)
 Duncombe. S. (1997). Notes from the underground. Zines and the politics of alternative culture. Quebec, Canada: Verso (Sold Used from
$2.44 on Amazon)
 Articles also posted on HuskyCT
Helpful Resources:
The University Writing Center at Storrs. All UCONN students are invited to visit the University Writing Center for individualized tutorials. The
Writing Center staff includes talented and welcoming graduate and undergraduate students from across the humanities, social sciences, and
sciences. They work with writers at any stage of the writing process, from exploring ideas to polishing final drafts. Their first priority is guiding each
student's revisions, so they frequently provide a sounding board for a writer's ideas, arguments, analytical moves, and uses of evidence. They can
also work with you on sentence-level concerns, but please note that they will not proofread for you; instead, they will help you become a better editor
of your own work. You should come with a copy of the assignment you are working on, a current draft (or notes if you are not yet at the draft stage),
and ideas about what you want out of a session. Tutorials run 45 minutes and are free. You can drop in or make an appointment. For hours,
locations, and more information, please go to writingcenter.uconn.edu
Course Requirements
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
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Class Participation. Class participation will be based on your contribution to class discussion and group work.
Midterm Exam. You will take a midterm exam based on the readings, lecture, and activities
‘Zine. In groups of four, you will create a 10-page ‘zine on a topic of your choice regarding masculinities
‘Zine Analysis. In groups of four, you will create a 10-page critical analysis of your ‘zine
Final Presentation. In groups of four, you will complete a 15 minute presentation sharing the findings of your zine with the class
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Grading:
Five scores will be totaled to determine your final grade for the course:
1.
2.
3.
4.
5.
Class Participation (50 points)
Midterm Exam (100 points)
A 10 page ‘zine (75 points)
A 10 page analysis of your zine (150 points)
Final Presentation (75 points)
Grading Scale:
A
= 420-450
A= 408-419
B+
= 396-407
B
= 380-395
B= 368-379
C+
= 356-367
C
CD+
D
DF
= 340-355
= 328-339
= 316-327
= 300-315
= 288-299
= 287 and below
Other Information:
Attendance Policy:
Attendance is expected in this course. You are responsible for turning in assignments when they are due and for knowing information announced in
class, whether or not you were in class on any particular day. It is your responsibility to obtain handouts, assignments, and information if you are
absent.
Late work:
Written assignments are due at the beginning of class on the date they are due, unless you have made other arrangements with the instructor before
the due date. You will lose 10 points on the assignment for every day that it is late, including weekends. If you are handing in an assignment
late, you must have it time stamped prior to placing it in my mailbox in FSB. If it is not time stamped, I will assume you turned it in when I receive it
from my mailbox.
Missed work:
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In general, if you miss a class you may not make up that day’s in-class work. If you think the reason you missed an in-class assignment or quiz
should be an exception to this rule, you should discuss it with the Instructor before the date, if you know in advance, or as soon as possible after the
missed class (typically, no later than the next class). In order to make-up work from a missed class, you must bring in proper documentation from a
medical professional explaining your absence.
Academic Integrity:
In this course we aim to conduct ourselves as a community of scholars, recognizing that academic study is both an intellectual and ethical enterprise.
You are encouraged to build on the ideas and texts of others; that is a vital part of academic life. You are also obligated to document every occasion
when you use another’s ideas, language, or syntax. You are encouraged to study together, discuss readings outside of class, share your drafts
during peer review and outside of class, and go to the Writing Center with your drafts. In this course, those activities are well within the bounds of
academic honesty. However, when you use another’s ideas or language—whether through direct quotation, summary, or paraphrase—you must
formally acknowledge that debt by signaling it with a standard form of academic citation. Even one occasion of academic dishonesty, large or small,
on any assignment, large or small, will result in failure for the entire course and referral to Student Judicial Affairs. For University policies on
academic honesty please see UConn’s Responsibilities of Community Life: The Student Code: http://www.dosa.uconn.edu/student_code.html.
Please note that ignorance of prevailing academic conventions or of UConn’s policies never excuses a violation. You are encouraged to come see
me if you have questions about when and/or how to cite; you would also be wise to consult a writing handbook.
Appropriate Classroom Laptop Use:
Although having a laptop in class opens up new learning possibilities for students, sometimes students utilize it in ways that are inappropriate.
Please refrain from instant messaging, e-mailing, surfing the Internet, playing games, writing papers, doing homework, etc. during class time.
Acceptable uses include taking notes, following along with the instructor on PowerPoint, with demonstrations, and other whole class activities, as
well as working on assigned in-class activities, projects, and discussions that require laptop use. It is easy for your laptop to become a distraction to
you and to those around you. Inappropriate use of laptops will result in a ban of laptops during class.
Our Classroom Community
The topics and ideas that we discuss in class will often relate to our daily lives. Because sexism, heterosexism, classism, ableism, racism,
homophobia, and ethnocentrism touch each one of us on some level, the topics in this class will challenge students on a personal level and might
incite disagreement, sadness, anger, passion, etc… It is important to remember that this class offers a safe environment that fosters learning,
respect and community. We are here to take risks, stay open-minded, speak up, ask questions and try out new ideas, but the conversations must
always remain respectful. Moreover, we should attempt to digest and understand material that makes us uncomfortable before reacting, and be
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ready to learn and study feminist perspectives that sometimes might be different from what we have learned in the past. People with diverse
backgrounds, experiences, and priorities will enrich class discussions and activities. This class values each student’s personal knowledge based on
life experiences and prior educations. It should also be noted that although the class welcomes personal stories, it is not required; and all
discussions should remain connected to our course readings and lecture material. Also, in order to ensure that this is a respectful space, all cell
phones, ipods, mp3 players, etc. must be turned off at all times.
Students with Disabilities
If you are a student with a documented disability who will require accommodations in this course, please contact the Center for Students with
Disabilities or the University Program for College Students with Learning Disabilities within the first two weeks of the semester and inform me at the
beginning of the semester of how your performance may be affected and what accommodation(s) you will need. I NEED documentation from one of
the two programs above in order to support any accommodations requested. This is a university rule. You are always welcome to set up and
appointment with me during office hours for guidance or extra help.
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Course Schedule (Subject to change)
**For every reading, I suggest you complete the “Article Review Form” on HuskyCT
Date
August 27
August 29
September 3
September 5
September 10
September 12
September 17
Topic
Our Learning
Community
Guyland
Perspectives on
Masculinity
Boyhood
Reading Due







Gender
Stereotypes in
Children’s Books
Collegiate
Masculinities



On “Being a Man”



September 19
Welcome to Guyland (HuskyCT)
What’s the Rush? Guyland as a New Stage of
Development (HuskyCT)
Bros Before Ho’s (HuksyCT)
How to Pick a Girl (HuskyCT)
Articles 1-5 (Textbook)
Article 6, 7, 8, 10 (Textbook)
Skinny Jeans, John Wayne, and the
Feminization of America (HuskyCT)
“But That’s a Girl’s Book!” (HuskyCT)

Men and Work

Assignment Due

Bring to class a children’s/young
adult book with rigid gender roles
Articles 11-14 (Textbook)
Men and Feminism (HuskyCT)

Chapters 1, 2, 9, and a chapter of your choice
from the book: Zines and the politics of
alternative culture
Browse the “Queer Zine Archive Project”
(http://qzap.org/v5/index.php?option=com_conte
nt&task=view&id=14&Itemid=29)
Browse the “Dude ‘Zine” (HuskyCT)
Browse the “Masculine Feminine Zine”
(masculinefemininities.wordpress.com/)
Articles 15, 17, 18 (Textbook)

Bring to class 2 large, color
photos of men who you are
attracted to or who represent the
“ideal man”
Print 5 inspiring ‘zine
pages/pictures from as inspiration
for your own ‘zine
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

September 24
“Let’s go to Work”
September 26
Reviewing ‘Zine
Project
Men and Health


Masc. in the Workplace (HuskyCT)
Read an employee handbook (preferably where
you currently work strive to work in the future),
noting any place where gender/sexuality/ is
addressed (i.e. paternity leave, dress code,
sexual harassment, romantic relationships, etc).
Re-read final project assignments- come to class
with questions
Articles 19-22
Men and Health
Cont.
Men in
Relationships

Health Masculinities (HuskyCT)


Articles, 24, 27 (Textbook)
Anything from making out to having sex”
(HuskyCT)
“Beyond Beats and Rhymes” (HuskyCT)
“Getting off and Getting Intimate” (HuskyCT)
Confessions of a Recovering Misogynist
(HuskyCT)
October 1
October 3
October 8

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
October 10
Sexuality &
Relationships
October 15
Group Workshop

Create your own deadline/assignment based on
group project needs
October 17
Male Sexualities

Article 28-32 (Textbook)
October 22
Beyond Binaries

Create your own deadline/assignment based on
group project needs
October 24
October 29
October 31
November 5
Men in Families
Midterm Class Prep
Midterm

Article 33-36 (Textbook)
Midterm
 Create your own deadline/assignment based on
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
Bring employee handbook to
class

Bring questions to class regarding
final assignments
Complete “Self Project
Accountability Sheet”



SUGGESTION: Work on outlines
for projects, ensuring that they
complement each other, are
specific, and manageable
Turn-in 2 outlines- one for zine
and another for analysis paper
(allow each to inform the other)
 SUGGESTION: Complete 2-3
pages of your ‘zine; Complete
introduction of paper and 1 paper
section
 Turn-In sexual secret notecard for
Sexual Secret Cards” activity
 SUGGESTION: Complete 2-3
pages of your zine; Complete 1
paper section.
 SUGGESTION: Study for midterm
 SUGGESTION: Study for midterm
Midterm
 SUGGESTION: Complete 2-3
group project needs
November 7
Masculinities in the
Media

Articles 41-43 (Textbook)

November 12
Filming of Tough
Guise

Create your own deadline/assignment based on
group project needs

November 14
“Engendering
Material Culture”
Activity
Violence and
Masculinities

Create your own deadline/assignment based on
group project needs



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November 21
Group Peer Edit

Article 45-49 (Textbook)
“What College Women Do and Do Not
Experience as Rape” (HuskyCT)
Create your own deadline/assignment based on
group project needs
November
26/28
December 3
December 5
THANKSGIVING
THANKSGIVING
November 19
Presentations
Presentations
SUGGESTION: Complete cover
of ‘zine and edit paper. Continue
building presentation.
 Bring completed draft of paper
and ‘zine to class. Continue
building presentation.
THANKSGIVING

8
pages of your ‘zine; Complete 1
paper sections
SUGGESTION: Complete 1 page
of your ‘zine; Edit paper
introduction and completed
sections thus far. Begin to
compile presentation.
SUGGESTION: Complete 2-3
pages of your ‘zine; Complete 1
paper section and conclusion.
Continue building presentation.
Bring 2 highly gendered bath and
beauty products
‘Zine, final paper, and group
project accountability post-sheet
due.