GENDER, RACE, CLASS & MEDIA
JOMC 442/WMST 442
Fall 2015
CA 128 (Halls of Fame Room), MW 2:30-3:45 PM
Instructor: Dr. Barbara Friedman
E-mail (preferred): bfriedman@unc.edu
Office Phone: 919.843.2099
Office: 357 Carroll Hall
Office Hours:
Thursdays 10:30-11:30 a.m.
& by appointment
“Let’s get liberated.”
Peggy Olson, Mad Men
Course Description
The purpose of this course is to explore the relationship between gender, race and class
and mass media. Topics to be discussed will include: theories of mass communication
and the process of studying gender, race and class in media; representations of race, class
and gender in media; media’s role in covering issues of concern to discrete groups; race,
class and gender as it impacts media message production and consumption. Topics will
be explored via any combination of the following: readings, lectures, class discussions,
guest speakers, media examples/analysis, hands-on projects, blogging, student papers and
presentations. The course will culminate with a media activist project proposal
collaboratively designed by you and your classmates.
Learning Objectives
 To become more critical consumers/creators of media content.
2







To explore the relationship between gender, race and class and the mass media.
To acquire the analytical tools useful to understanding media images of gender,
race and class.
To understand academic research in our field and translate it into everyday
language and practice.
To examine the sociocultural forces that contribute to mass mediated
constructions of gender, race and class and how these portrayals have and have
not changed over time.
To make connections between your personal experience, and your formal and
mediated learning.
To examine the role of the media professional in shaping notions of gender, race
and class, as well as the effects of those portrayals on the audience, at both the
individual and societal levels.
To examine the role of “alternative” media.
AEJMC Values & Competencies
The School of Journalism & Mass Communication’s accrediting body outlines a number
of values that our majors should be aware of, and competencies our majors should be able
to demonstrate by the time they graduate from our program. You can learn more about
them at the following link, under the heading “Professional Values & Competencies.”
http://www.journalism.ku.edu/acejmc-professional-values-competencies
Required Reading
 Rebecca Ann Lind, Race, Gender, Class, Media 3.0: Considering Diversity
Across Audiences, Content and Producers (Boston: Pearson, 2013).
 Additional readings as assigned by instructor via Sakai
 Note: You are responsible for any and all material in lectures, videos, class
discussions and assigned readings (even if we don’t cover the material in the
readings in class.) I will not cover in detail all of the material in your assigned
readings but I do expect you to know the material and to be able to use it in
our class discussions and to know it for your assignment, exams and/or
projects.
Strongly Recommended
To keep up with current events as they relate to the study of media and gender, race and
class, I recommend you follow good bloggers or social media. (I have my preferences,
but am interested in what you find most valuable on social media, so please share with
us.) If you’re a water cooler type, see Feministing’s Daily Feminist Cheat Sheet, Bitch
Media’s Feminist News Roundup, or Ms. Magazine Feminist Daily Wire for briefs.
3
“Now discrimination is more subtle.
It’s more unconscious.
I think unconscious bias is the hardest thing to get at.”
Ruth Bader Ginsburg
Supreme Court Justice
Attendance & Participation Policy
Your focus, when you are in class, should be on the class. Cell phones and other devices
must be powered off. Computers are to be used in class only for taking notes or viewing
material as assigned by the instructor.
You have a vital role to play in the success of this course. Attendance at every class
session is expected; roll will be taken. We will spend much of our time together
discussing the assigned readings and analyzing media images. To make substantive
contributions, you must also come to class prepared -- that means completing assigned
readings before you arrive to class. Reading quizzes will encourage this important habit
(if you miss a class, you might miss a quiz).
I will evaluate your participation using these criteria: a) Content and understanding: Do
you follow the class discussion and build on others’ ideas? When you don’t understand
something, do you ask questions? b) Creativity: Do you generate your own insights and
examples and share them with the class? c) Curiosity and interest: Do you bring
enthusiasm to the classroom? Do you contribute consistently? Do you share ideas or
issues you’ve come across in outside reading, other coursework, current events, or
through personal experience?
I understand, however, that some absences are unavoidable. Following the custom of
other JOMC courses, more than three absences for any reason (including illness,
university-related activities or other obligations) will result in a one-letter-grade drop in
your final grade. More than five absences will result in a two-letter-grade drop in your
final grade; more than seven, a three-letter-grade drop in your final grade. If you have
more than nine absences, you will earn an F.
Being late is not fashionable; it’s inconsiderate. Excessive tardiness will not be tolerated.
Late arrivals will result in an unexcused absence unless you can provide a compelling
reason (after class, of course) why you were late. If a quiz is under way, you may
participate but you will not be given extra time to complete it.
Signing the roll sheet for someone else constitutes a violation of the honor code and will
result in disciplinary action.
4
Course requirements and evaluation
 In-class Participation/Attendance:
 Contribution to 442 Social Media:
 Quizzes
 Writing Assignments
 Activist Project:
10%
10%
10%
40%
30%
Contribution to 442 Social Media (10% of grade): Changing the conversation about
gender, race, class in the media requires that we educate ourselves and engage in dialogue
with the material we’re reading and encountering. Appropriate for a media-related
course, we will make liberal use of a closed Facebook group for conducting discussions
beyond the classroom. Students will take turns posing questions to the group (appropriate
to the day’s readings) each class period, and everyone should respond. Deadlines will be
provided in class.
Reading Quizzes (20% of grade): You will be regularly quizzed during the semester as a
way for me to know you are keeping up with and comprehending the reading and
concepts therein. The quizzes are closed-book and closed-notes. They will be
unannounced and can be administered at any time during the class session. At the end of
the term, I will drop your two lowest quiz scores (including ‘0’ scores). If you miss a
quiz, you may not make it up. Grades will be calculated this way: 100% (answered the
question correctly); 50% (did the reading, answered the question incorrectly); 10% (you
were present for the quiz); 0% (you were absent for the quiz).
Short Writing Assignments (40% of grade):
 Media response papers (4)
 Media manifesto
 Translating research for generalists (1)
 Opinion essay (“op-ed”) (1)
Details and deadlines provided via Sakai.
Activist Project (30% of grade): Working in small groups, you will conceptualize an
activist project that addresses a pressing issue related to contemporary media. Groups
will be assigned and you’ll begin collaborating early in the semester to find your focus,
collect information and distribute responsibilities. Throughout the semester, you’ll hear
from and read about activists and their projects as a way to motivate and inspire your
work. More details in class about this.
Grades for this course will be determined as follows:
A = 95 and above
A- = 92-94
B+ = 89-91
B = 85-88
B- = 82-84
C+ = 79-81
C = 75-78
C- = 72-74
D+ = 69-71
D = 60-68
F = 59 and below
Note: Grades are assigned according to criteria established by a UNC-CH Committee on
Grading. For example, an “A” grade indicates superior work, whereas a “C” grade
indicates sufficient performance. For an understanding of what the various grades mean,
see the UNC Faculty Council’s statement here.
5
Special needs: If you have any disability or other special situation that may make it
difficult to meet the requirements described above, please discuss it with me as soon as
possible. If you have not done so already, you should also contact the Department of
Accessibility Resources & Service (AR&S) at 919-962-8300 or accessibility@unc.edu.
Safe@UNC. The University’s Policy on Prohibited Discrimination, Harassment and
Other Misconduct states that violence and harassment based on sex and gender are Civil
Rights offenses subject by federal law to the same kinds of accountability and the same
kinds of support applied to offenses against other protected categories. If you or someone
you know has been harassed or assaulted, you can find the appropriate resources here.
Grading Policies for Written Assignments
The primary purpose of every written assignment should be to
demonstrate your knowledge and understanding of the concepts
conveyed in class. As you must realize, there is a connection
between good writing and clear thinking. Therefore, points will
be deducted from written assignments if your presentation is
unclear and/or ineffective. Likewise, you will lose points for
poor grammar or poor spelling.
How to earn an “F” on a written project
Miss a deadline. Misquote or misrepresent someone. Rewrite or submit a paper that was
produced for another class. Fabricate. Plagiarize.
Honor Code
Students must adhere to the letter and spirit of the university honor system. Academic
dishonesty will not be tolerated – this includes plagiarism, cheating or any false means of
obtaining a grade – and may result in failure of the course, and suspension or expulsion
from the university. If I suspect academic dishonesty, I have a duty to report it to the
School’s Associate Dean, the Student Attorney General, or the judicial programs officer
in the Dean of Students’ office for further action. To learn how to avoid plagiarism, see
the UNC Writing Center’s plagiarism site.
Sakai
In addition to our Facebook group, UNC-CH’s Sakai site is an important way for me to
communicate with you outside the classroom. That means you are responsible for
checking the site regularly. Correspondence sent via Sakai routes to your UNC e-mail
address, so be sure to check that regularly, too. When I send a note to the class, I will
include our course number in the subject line. When you send a note to me, please be
sure to put your name in the subject line (e.g., JOMC442/WMST 442 – FRIEDMAN) so
that I will not overlook your message.
6
A Note on Course Content
Course content will inevitably address sensitive topics, and you may be confronted with
graphic images and profanity (e.g., song lyrics). This section of the syllabus functions as
fair warning for the semester. Students who experience discomfort during one of our
class sessions are welcome to step out briefly. It is my aim to create a safe space while
preserving the goal of exploring topics that are intellectually, and possibly emotionally,
challenging. If you want to know more about trigger warnings and debate over their use
in academia, read this and/or this.
A Note on Civility
The classroom is a particular environment in which
students and faculty come together to promote
learning and growth. It is essential to this learning
environment that we maintain respect for the rights
of others seeking to learn, for the professionalism of
the instructor, and for the general goals of academic
freedom. The content reflects a range of
perspectives and I anticipate our responses will
vary, as well. I expect you to approach the
inevitable disagreements with a willingness to listen
and thoughtfully consider differing opinions – I urge
you to challenge your assumptions and explore new
ideas that may be uncomfortable or difficult. I encourage you to express yourself with
reason, clarity and compassion. Student conduct that disrupts the learning process will
not be tolerated and may lead to disciplinary action and/or removal from class. For more,
see “Discussion Ground Rules” on Sakai.
PROPOSED WEEK-BY-WEEK SCHEDULE
Readings from our required text are indicated as “Lind.” Other reading assignments are
indicated by their availability on Sakai or the Web. Themes and reading are subject to
change, so be sure to check Sakai regularly.
Note: Opportunities for additional guest speakers may necessitate slight changes in the
schedule. Advance notice will be given when possible.
WEEK 1: Defining the Terrain, or, What’s the Problem?
.
Aug. 19
Course Overview & Introductions
o Read the syllabus in its entirety
o (Sakai) “Discussion Etiquette Guidelines”
WEEK 2: Concepts, Approaches & Assumptions
Key Concepts: Gender/gendering, race, class, identity, intersectionality, culture, social
reality, systems of hierarchy, hegemony, patriarchy, oppositional reading, ethnocentrism,
queer theory
7
Aug. 24
Laying a Foundation
o Lind, chap. 1 – “Laying a Foundation”
o (Sakai) “Critical Cultural Theories,” pp. 41-50 in Victoria
DeFrancisco, Catherine Palczewski and Danielle McGeough, Gender
in Communication: A Critical Introduction.
o (Sakai) Kimberle Crenshaw, “Mapping the Margins: Inersectionality,
Identity Politics, and Violence Against Women of Color,” Stanford
Law Review 43 (July 1991): 1241-1299.
o Lesli-Ann Lewis, “You Ain’t the ONLY Woman: The White Cis
Grasp on Womanhood is Failing,” Ebony, June 2015,
http://www.ebony.com/news-views/you-aint-the-only-woman-thewhite-cis-grasp-on-womanhood-is-failing-504#axzz3cxB6jSlz
Aug. 26
Research Activism
Guest: Dr. Anne Johnston, UNC
o Lind, 5.3, “Framing Feminism”
o (Sakai) Anne Johnston, Barbara Friedman & Meghan Sobel, “Framing
an Emerging Issue: How US Print and Broadcast News Media
Covered Sex Trafficking, 2008-2012,” Journal of Human Trafficking
(in press).
o Lene Bech Sillesen, “Covering Trafficking: Journalists Can Do
Better,” Columbia Journalism Review, August 12, 2014,
http://www.cjr.org/behind_the_news/covering_sex_trafficking_journ.p
hp
WEEK 3: Who Controls the Message?
Key concepts: Media conglomeration, gatekeeping, political economy, stereotypes,
diversity, objectification, symbolic annihilation, queer
Aug. 31
Ownership
o Lind, chaps. 8.3, 9.2
o (Sakai) Gaye Tuchman, “Women’s Depiction By the Mass Media,”
Signs 4, no. 3 (Spring 1979): 528-542.
o (Sakai) Richard T. Craig, “Addressing the Problem: Low Ownership
Diversity of Broadcast and Cable Media,” in African Americans and
Mass Media: A Case for Diversity in Media Ownership (Lanham, MD:
Lexington, 2015), 1-14.
Sept. 2
Audiences
o Lind, chaps. 2 and 3 – “Media Effects” and “Audience Studies”
o (Sakai) Susan Driver, “Willow’s Queer Transformations on Buffy the
Vampire Slayer: Coming of Age, Coming Out, Becoming Powerful,”
57-90, in Queer Girls and Popular Culture: Reading, Resisting and
Creating Media (New York: Peter Lang, 2007).
WEEK 4: Representations in Media Genres (through week 8)
Key Concepts: Representation, construction, cultural ideals, masculinity, whiteness,
privilege
8
Sept. 7 – NO CLASS, LABOR DAY
Sept. 9
Masculinity in Media
o Watch on your own, Jackson Katz, “Tough Guise 2: Violence,
Manhood and American Culture,” (Northampton, MA: Media
Education Foundation, 2014) via:
http://unc.kanopystreaming.com.libproxy.lib.unc.edu/video/toughguise-2-violence-manhood-amp-american-culture (you can access this
online resource through the UNC library catalog)
o Mia Consalvo, “The Monsters Next Door: Media Constructions of
Boys and Masculinity,” Feminist Media Studies 3, no. 1 (2003): 27-45.
o Robin Boylorn, “What Does Black Masculinity Look Like?,” Crunk
Feminist Collective, n.d.,
http://www.crunkfeministcollective.com/2014/05/27/what-does-blackmasculinity-look-like/

NOTE: Bring to class your own examples of media messages about
masculinity and be prepared to discuss.
WEEK 5:
Key Concepts: News as discourse, episodic vs. serialized (thematic), complementary
copy, advertorials, masculinity
Sept. 14
Whose News? Who Is News?
o Lind, chaps. 5.1, 5.2, 5.3, 5.5
o (Sakai) Carol A. Stabile, “ ‘The Most Disgusting Objects of Both
Sexes’: Gender and Race in the Episodic Crime News of the 1830s,”
Journalism 6, no. 4 (2005): 403-421.
Sept. 16
Advertising
o Lind, chaps. 5.8, 5.9
o (Sakai) Gloria Steinem, “Sex, Lies and Advertising,” Ms., July/August
1990, 18-28.
o (Sakai) Jackson Katz, “Advertising and the Construction of White
Masculinity, From Eminem to Clinique for Men,” in Gail Dines and
Jean Humez, eds., Gender, Race & Class in Media, 3rd ed. (Thousand
Oaks, CA: Sage, 2003).

NOTE: Bring in an advertisement related to our discussion of race, class,
gender and be prepared to discuss.
WEEK 6:
Key Concepts: Post-identity/ies, trans identity, physical agency, social construction,
homonormativity, heteropartriarchy, textual analysis
Sept. 21
Television
o Lind, 6.7, “The New Gay Domesticity”
9
o (Sakai) Michaela Weiss, “Lesbian, Bisexual and Trans Identities in
‘Orange Is the New Black,’” Moravian Journal of Literature & Film
5, no. 1 (2014): 45-62.
o (Sakai) Jennifer McClearen, “Gladiator in a Suit? Scandal’s Olivia
Pope and the Post-Identity Regulation of Physical Agency,” in
Feminist Erasures: Challenging Backlash Culture, ed. Kumarini Silva
& Kaitlynn Mendes (New York: Palgrave MacMillan, 2015).
Sept. 23
Film
o Lind, 8.4, “Locating Butch…”
o (Sakai) Sarah Projansky, “The Elusive/Ubiquitous Representation of
Rape: A Historical Survey of Rape in US Film, 1903-1972,” Cinema
Journal 41, no. 1 (2001): 63-90.
o Lynn Stuart Parramore, “Why Imperator Furiosa, Not Mad Max, is a
Hero For Our Age,” May 22, 2015, Reuters,
http://blogs.reuters.com/great-debate/2015/05/22/why-imperatorfuriosa-not-mad-max-is-the-hero-for-our-age/
WEEK 7:
Key concepts: Revenge porn, misogyny, harassment, GamerGate, tropes
Sept. 28
Hate & Harassment on the Internet
o Lind, 7.1, “Anti-Gay Speech…”
o Danielle Citron, “How To Make Revenge Porn a Crime Without
Trampling Free Speech,” Slate, November 7, 2013,
http://www.slate.com/articles/news_and_politics/jurisprudence/2013/1
1/making_revenge_porn_a_crime_without_trampling_free_speech.ht
ml
o Soraya Chemaly, “A Primer on Online Misogyny: ‘Revenge’ Porn is
Only One Dimension,” Huffington Post, June 29, 2015,
http://www.huffingtonpost.com/soraya-chemaly/a-primer-on-onlinemisogyny-revenge-porn-is-only-one-dimension_b_7691900.html
o Sean T. Collins, “Anita Sarkeesian on GamerGate: ‘We Have a
Problem and We’re Going to Fix It,” Rolling Stone, October 17, 2014,
http://www.rollingstone.com/culture/features/anita-sarkeesiangamergate-interview-20141017
*** REQUIRED***
Attend First Amendment Day keynote lecture by Danielle Citron (author, “Hate
Crimes in Cyberspace”), September 29, 2015, 7-8:15 p.m., Carroll Hall 111
Sept. 30
Women in Tech
Guests: Sarah Khan & Sylvia Richardson, Girl Develop It
o Girl Develop It, https://www.girldevelopit.com/ (familiarize yourself
with GDI mission, values and training)
o Jason Pontin, “A Feminist Critique of Silicon Valley,” December 9,
10
2014, MIT Technology Review,
http://www.technologyreview.com/qa/533096/a-feminist-critique-ofsilicon-valley/
o Robin Hauser Reynolds, “4 Reasons Why Talented Women are Shut
Out of Tech,” Ted, June 17, 2015, http://ideas.ted.com/4-reasonswomen-dont-thrive-in-tech-and-what-we-should-do-about-them/
o Ruthie Friedlander, “Why We Need Women Who Code,” Elle,
December 12, 2013, http://www.elle.com/culture/careerpolitics/news/a18803/the-hour-of-code/
WEEK 8:
Key concepts: Colorblindness, rape culture, play frame, social media
Oct. 5
Comedy
o Lind, 6.1, “‘People Tell Me I’m White…’”
o (Sakai) Susan Horowitz, Queens of Comedy: Lucille Ball, Phyllis
Diller, Carol Burnett, Joan Rivers and the New Generation of Funny
Women (Amsterdam: Gordon and Breach, 1997) (selected content)
o (Sakai) David Sims, “Amy Schumer and the Growing Pains of
Comedy,” Atlantic, June 30, 2015 (also online at:
http://www.theatlantic.com/entertainment/archive/2015/06/amyschumer-race/397226/)
o Rebecca Solnit, “If Rape Jokes are Finally Funny, It’s Because
They’re Targeting Rape Culture,” Guardian, August 10, 2015,
http://www.theguardian.com/commentisfree/2015/aug/10/jokesfinally-funny-because-culture-at-the-butt-of-them?CMP=share_btn_fb
o Gabrielle Moss, “A Brief History of ‘Women Aren’t Funny,’” Bitch
Media, April 29, 2013, https://bitchmedia.org/post/a-brief-history-ofwomen-arent-funny
Oct. 7
Politics & Media
o Lind, 4.2, “Crank Dat Barack Obama…”
o Stewart, “The Broads Must Be Crazy” (video),
http://thedailyshow.cc.com/videos/09yfp5/the-broads-must-be-crazy--belittled-women
o Garance Franke-Ruta, “How the System of Beauty Hurts Female
Politicians,” Atlantic, April 8, 2013,
http://www.theatlantic.com/politics/archive/2013/04/how-the-systemof-beauty-hurts-female-politicians/274754
WEEK 9: Media Activism, Activist Identities
Key Concepts: Media convergence, hashtag activism
Oct. 12
Making Change
o (Sakai) Various authors, “Commentary and Criticism: Feminist
Hashtags and Media Convergence,” Feminist Media Studies 15, no. 1
(2015): 154-167.
11
o Jamia Wilson, “Racism and Sexism Led Me To Feminist Media
Activism,” Interrupt, July 28, 2014,
http://interruptmag.com/article/racism-and-sexism-led-me-feministmedia-activism
o Elizabeth Plank, “23 Inspiring Feminist Digital Campaigns That
Changed the World,” Identities.Mic, February 7, 2014,
http://mic.com/articles/80229/23-inspiring-feminist-digital-campaignsthat-changed-the-world
Oct. 14
Research Activism
Guest: Andrea Pino, End Rape on Campus (EROC)
o Rebecca Johnson, “Campus Sexual Assault: Annie E. Clark and
Andrea Pino Are Fighting Back—and Shaping National Debate,”
Vogue, October 9, 2014, http://www.vogue.com/2210627/collegesexual-assault-harassment-annie-e-clark-andrea-pino/
o (Sakai) Carrie Rentschler, “Rape Culture and the Feminist Politics of
Social Media,” Girlhood Studies 7, no. 1 (2014): 65-82.
Fall Break begins 5 p.m. Wednesday, Oct. 14
Classes resume 8 a.m. Monday, Oct. 19
WEEK 10: Responding and Reframing
Key Concepts: Intersectionality, crisis messaging, media engagement, framing, ethics
Oct. 19
Guest: Destiny Lopez, All* Above All
o Sandhya Somashekar & Danielle Paquette, “Undercover Video Shows
Planned Parenthood Official Discussing Fetal Organs Used for
Research,” July 14, 2015,
http://www.washingtonpost.com/politics/undercover-video-showsplanned-parenthood-exec-discussing-organharvesting/2015/07/14/ae330e34-2a4d-11e5-bd33395c05608059_story.html
o Jodi Jacobson, “Profiting From Fetal Body Parts?: The GOP Sure Is,”
RH Reality Check, July 15, 2015,
http://rhrealitycheck.org/article/2015/07/15/profiting-fetal-body-partsgop-sure/
o Jessica Arons, “From Pro-Choice to Pro-Coverage,” Democracy
Journal, Spring 2015, http://www.democracyjournal.org/36/from-prochoice-to-pro-coverage.php?page=all
o R. Alta Charo, “Perspective: Fetal Tissue Fallout,” New England
Journal of Medicine, August 12, 2015,
http://www.nejm.org/doi/full/10.1056/NEJMp1510279
12
o
Oct. 21
“Engaging the Media” pp. 21-24 in National Institute for
Reproductive Health, “Local Primer”
http://nirhealth.org/documents/Local_primer.pdf
Whose Lives Matter?
o Tia Oso, “I Am the Black Woman Who Interrupted the Netroots
Presidential Town Hall, and This is Why,” Identities.Mic, July 21,
2015, http://mic.com/articles/122629/i-am-the-black-woman-whointerrupted-the-netroots-presidential-town-hall-and-this-is-why
o Regina Mahone, “‘We On the Freedom Side’: Why I Stood Up for
Black Lives at Netroots Nation,” RH Reality Check, July 24, 2015,
http://rhrealitycheck.org/article/2015/07/24/freedom-side-stood-blacklives-netroots-nation/
o BlackLivesMatter.com
o (Sakai) George Yancy & Judith Butler, “What’s Wrong With ‘All
Lives Matter,’” New York Times, January 12, 2015 (also online:
http://opinionator.blogs.nytimes.com/2015/01/12/whats-wrong-withall-lives-matter/?_r=0
WEEK 11: Issues of Concern, Sites of Opportunity (through Week 14)
Key Concepts: Postfeminism, positionality, discourse analysis, reclamation, victimblaming, slut-shaming
Oct. 26
Language and Standpoint in Media
o (Sakai) Kleinman et al., “Reclaiming Critical Analysis: The Social
Harms of ‘Bitch,’” Sociological Analysis 3, no. 1 (2009): 47-68.
o Arielle Pardos, “The Evolution of the Bitch,” Vice, September 9,
2014, http://www.vice.com/read/the-evolution-of-the-bitch-905
Oct. 28
Media Spectacles
o (Sakai) Kaitlynn Mendes, “SlutWalk, Feminism & News,” in Feminist
Erasures: Challenging Backlash Culture, ed. Kumarini Silva &
Kaitlynn Mendes (New York: Palgrave MacMillan, 2015).
o (Sakai) Lauren McNicol, “A Critical Reading of SlutWalk in the
News: Reproducing Postfeminism and Whiteness,” in Feminist
Erasures.
WEEK 12:
Key Concepts: Alternative media, role models, intersectionality, trans, gender nonconforming
Nov. 2
Media Leadership
o Lind, chaps. 9.2, 9.3
o Danna Walker, “Women News Managers Reflect on Leadership Styles
in a Changing Industry,” American Journalism Review, August 6,
2014, http://ajr.org/2014/08/06/women-managers-in-journalism
o Prachi Gupta, “Carly Fiorina: ‘Jill Abramson has been “Excised from
History,’” Salon, May 18, 2014,
13
http://www.salon.com/2014/05/18/carly_fiorina_jill_abramson_has_be
en_excised_from_history (including video)
Nov. 4
Creating Alternative Media
Guests: Alice Wilder and Amanda Kubic, The Siren
o The Siren (current issue on newsstands or uncsiren.com)
o TRUTH: Trans and Gender Non-Conforming Youth Storytelling
Movement, http://transgenderlawcenter.org/programs/truth/truthvideos#Videos (in particular, see “Meet Foster,” and “Meet Ashton”)
o Gender Avenger!, www.genderavenger.com (in particular, “Fame &
Shame”)
o “Burka Avenger” (TV series, episode 1)
http://www.burkaavenger.com/tvseries#
WEEK 13:
Key Concepts: Produsage
Nov. 9
Research Activism
Guests: Hannah Doksansky & Samantha Harrington, Driven Media
Nov. 11
Talking Back, Taking Back
o Lind, chap. 4 – “Produsage”
o (Sakai) Kathleen Hanna/Bikini Kill, “Riot Grrrl Manifesto,” 394-396,
in Estelle B. Freedman, ed., The Essential Feminist Reader (New
York: Modern Library, 2007).
o (Sakai) Jennifer Baumgardner & Amy Richards, “Manifesta: Young
Women, Feminism and the Future,” 424-426, in Freedman.
WEEK 14:
Key Concepts: Op-ed, symbolic annihilation, gender gap
Nov. 16
Writing Opinion
o Katha Pollitt, “Invisible Women,” Nation, March 17, 2005,
http://www.thenation.com/article/invisible-women/
o (Sakai) Sharon Meraz, “The Blogosphere’s Gender Gap,” in Women,
Men and News: Divided and Disconnected in the News Media
Landscape, ed. Paula Poindexter, Sharon Meraz & Amy Schmitz
Weiss (New York: Routledge, 2008).
o http://www.sparksummit.com/write-for-spark/
Nov. 18
Work on activist project proposal in class
WEEK 15: Reflections
Key Concepts: You decide – has anything been overlooked? Anything in need correction
or clarification?
Nov. 23
Work on activist project proposal in class
14
Thanksgiving Break, Nov. 25-27
Nov. 30
Student Presentations/Celebrations
Dec. 2
Student Presentations/Celebrations (LDOC)