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CA 506
Gender
Spring 2013
Professor: Barbara J. Jago, Ph.D.
Office Location: UC 149
Phone: 603.674.7981
email: bjago@ unh.edu
Office Hours: T 12:30-1 and 4-4:30 pm; W 12:30-1 pm; and by appointment
Course Description
This course considers how gender is created, maintained, repaired, and transformed through
communication in particular relational, cultural, social, and historical contexts. We examine a variety of
topics including the relationship between sex and gender; verbal and nonverbal communication; cultural
mythologies regarding gender; gender at home, in educational settings, and in the media; and tactics for
resisting and recreating gender conventions. We will pay particular attention to LGBT images, identities,
and experiences. Through readings, class discussions, and course assignments, we explore the
consequences of social constructions of gender for identity, relationships, and culture.
This course fulfills course credit in the communication practices area (Area A) of the Communication
Arts major as well as the Women’s Studies minor and the Queer Studies minor.
Course Objectives
In this course, we will:
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examine the concepts of sex and gender.
explore and critically evaluate the ways in which gender is articulated in specific relational
contexts, from the family to larger social institutions concerned with education, health care,
spirituality, and the law.
consider a variety of theories about gender, paying particular attention to social
constructionist, symbolic interactionist, and feminist approaches.
survey rhetorical movements about sex, gender, and sexuality.
develop our understanding of the cultural mythologies informing notions of “masculinity”
and “femininity.”
examine strategies for challenging, resisting, subverting, and transforming
conventional conceptions of gender and sexuality.
explore LGBT images and experiences.
consider how power operates in relationship to gender, especially in terms of relational
violence.
identify and evaluate our personal beliefs about gender and how they affect our lives.
develop critical and creative thinking skills.
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WARNING!!!
You can expect that a course about gender will push some of your buttons. We explore very personal
ideas and feelings regarding gender. You must be intellectually and emotionally prepared to delve into
these issues. Please enter this class with care for your own beliefs and feelings, and the beliefs and
feelings of others.
Additionally, in our efforts to thoroughly consider gender, we might read material and/or engage in
class discussions exploring theories and concepts you find offensive. This is particularly true when we
talk about sexuality, pornography, and domestic violence. In anticipation, let me offer two comments.
First, the development of critical thinking skills requires a willingness to explore new ideas with an
open mind. Second, if something really offends, you have the option to leave class and we can
discuss a make-up assignment.
Finally, I welcome your comments about course material and classroom interactions. Please make use of
my email and office hours.
Readings
The following book is available for purchase at the bookstore:
Wood, Julia T. (2013) Gendered Lives: Communication, Gender, and Culture. Belmont, CA:
Wadsworth.
Additional readings will be placed on BLACKBOARD. Some of these are required and others are
recommended (as indicated below). I encourage you to read as much course material as possible. I will
also give you handouts from time to time.
Course Assignments
Course grades will be determined as follows:
1. Quizzes: 10%
2. Two Midterm Exams: 2 x 20%=40%
3. Final Exam: 25%
4. Class Participation: 25%
1. Quizzes (10%): Some quizzes will be given to assess your understanding of course readings and will
include true/false, multiple choice, diagrams, and short answer items. Other quizzes will include in-class
group assignments and presentations. For group quizzes, all members of the group will receive the same
quiz grade. Most quizzes will be unannounced. I will drop your lowest quiz grade. There are no
make-up quizzes—EVER.
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2. Midterm Exams (2 x 20%= 40%): There will be two exams during the semester. The exams will
include take-home essay questions given to students at least one week before the in-class portion of the
exam and completed at home on an open-book basis. The in-class portion of each exam will include
multiple choice, true/false, short answer, short essay, and diagram items.
3. Final Exam (25%): The final exam will be a comprehensive exam which covers the entire semester
and will include multiple choice, true/false, short answer, diagrams, and short essay items. I will
distribute the essay question one week prior to the final, but the essay will be written in class. You are
not allowed to bring notes, articles, or other resources to the final exam.
4. Class Participation (25%): Learning is an active process in which we all participate. Viewing
learning as an active process implies several significant distinctions between many traditional classroom
interactions and what I hope this course will become for us. First, an active process suggests the
importance of understanding and experiencing ideas as they relate to our own lives, rather than just
remembering a list of facts. This course will provide us plenty of material upon which to reflect as we
consider the role of gender in our lives.
Second, a process continually evolves with no clear beginning or end. Hence, this course will become a
dialogue among all of us as we reflect upon the material presented and its relevance to our experiences.
Such a conversation includes responsibilities to which we must all agree. Clearly, our initial responsibility
includes being in class regularly. But merely being in class is not enough. Being prepared for class is
also necessary. A quick reading of the assigned material will do little to prepare for class.
An additional important responsibility involves a willingness to be open. Each of us will consider the
thoughts and ideas of others both in the readings and in class discussions. If there are twenty students in
this course, then there might be twenty different perspectives. Remember that no one experience or
standpoint is more valuable than any other. You may not agree with the views expressed by others in the
course, but we must all agree to respect each individual’s right to have and share her/his own opinions.
Hearing and listening to the perspectives of others should create greater understanding of the diversity
of experience in contemporary society.
Finally, self-disclosure is not a prerequisite for this class. You are not expected to share intimate details of
your life. But if you feel comfortable doing so, you can expect your classmates and me to respect your
privacy. Any personal information shared during this class will remain private.
Simply stated, THIS IS YOUR CLASS so your participation is essential! The more voices heard the
better. But don’t forget, quality matters. Every so often, I will give you short creative assignments that
will be completed either in class or at home. These assignments will be graded on a pass/fail basis and
will count toward your participation grade.
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Grading Criteria
Grades are earned based on the following scale:
A (94 and above): Extraordinary
A- (90-93): Exceptional
B+ (87-89): Superior
B (84-86): Great
B- (80-83): Very Good
C+ (77-79): Good
C (74-76): Average/Satisfactory
C- (70-73): Below Average
D+ (67-69): Inferior
D (64-66): Unsatisfactory
D- (60-63): Very Unsatisfactory
F (59 and below): Unacceptable and Failing
Technology
This semester, we will be using Blackboard for the distribution of course readings, assignments, and
announcements. We will fully discuss the use of Blackboard during class.
I use email as a key medium of communication about course assignments and announcements. You are
expected to check your email every day. You are responsible for any material distributed by email.
Attendance Policy
I expect you to be present for every class. You have made a commitment to yourself, your classmates,
and me to be in class for every meeting. Excuses for illness or emergencies should be communicated
prior to the class you will be missing rather than after the missed class.
Please realize that coming to class unprepared will be considered an absence. You are expected to have
read the assigned material prior to class. Arriving late and leaving early will also count as an absence.
I reserve the right to lower your final grade by one degree for EACH unexcused absence. So, for
example, if you earn a B for the course and have one unexcused absence, your final grade will be a B-.
Assignments are due at the beginning of the class period. Late assignments will not be accepted. Please DO
NOT turn in assignments through email. Unless otherwise specified, I will not accept an
assignment turned in via email.
If you know that you will be unable to take one of the midterm exams or the in-class final exam on the
scheduled date, you must make arrangements for a make-up exam at least TWO WEEKS in advance.
Mid-term and final exam make-ups due to illness or emergency will be considered on a case-by-case
basis and must be well documented.
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Assistance
I am ready, willing, and able to help you with your questions and concerns regarding the course. Please
feel free to see me during my office hours or to email me at bjago@unh.edu.
Additionally, The Center for Academic Enrichment provides academic support services. I strongly
encourage you to take advantage of the resources available there. You can reach them at 641-4113.
Student Conduct
UNH’s Student Code of Conduct and Judicial Process states that, “community standards of behavior are
intended to preserve and protect the University’s educational mission of teaching, research, and public
service, as well as promote every students academic achievement and personal development. To attain
these aspirations, students must live, work, and learn in an environment of civility and respect where
both rights and responsibilities are deeply valued and highly cherished.”
In light of the Student Code, the following rules are in effect for this course:
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The use of cell phones, pagers, and/or other electronic devices during class is not allowed.
Please turn them off for the duration of class meetings. You are also NOT allowed to use a
laptop in class unless I request that you do.
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Disruptive conversation is forbidden. If you are not talking about course material, you should
not be talking during class.
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Please leave class only during breaks.
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I don’t mind if you eat during class as long as you so quietly. Potato chips are a bad idea!
5.
Cheating, plagiarism, or other forms of academic dishonesty are strictly forbidden. I have a
zero- tolerance policy regarding academic dishonesty.
Violations of the above rules will be handled on a case-by-case basis. Penalties might include: a
reduction in your class participation grade; a failing grade on an assignment; a failing grade for the
course; or a formal charge resulting in University disciplinary proceedings. I reserve the right to ask any
student to leave class if his/her behavior disrupts the educational process.
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Course Schedule
W Jan 23:
Introduction: Communication, Gender, and Culture
READ BEFORE CLASS: Introduction and Chapter 1 in Wood
Maggie Jones, “The Weaker Sex”
IN-CLASS FILM: You Don’t Know Dick
W Jan 30:
Theories of Sex and Gender
READ: Chapter 2 in Wood
Andrew Sullivan, “The He Hormone”
TRY TO READ: Roy Baumeister, “Is There Anything Good About Men?”
Anne Fausto-Sterling, “The Five Sexes Revisited”
InQUEERy SERIES: “Queering Identity” -- Lecture by Mason
Dunn, JD in the auditorium at 1 pm
W Feb 6:
Politicizing Sex and Gender
READ: Chapter 3 and Chapter 4 in Wood
TTREAD: Michael Messner, “Men and Masculinities”
J. Courtney Sullivan, “Changing My Feminist Mind, One Man at
a Time”
Elizabeth Cady Stanton, “The Solitude of Self”
W Feb 13:
Language
READ: Chapter 5 in Wood
Margot Page, “Labels of Married Life, in a New Light”
Dale Spender, Excerpts from Man Made Language
IN-CLASS FILM: The Vagina Monologues
GROUP QUIZ DUE: Political Manifestos
W Feb 20:
Nonverbal Communication
READ: Chapter 6 in Wood
Stephen S. Hall, “Bully in the Mirror”
TTREAD: Ray Birdwhistell, “Masculinity and Femininity as Display”
MIDTERM EXAM #1
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W Feb 27:
Family
READ: Chapter 7 in Wood
David Popenoe, “Modern Marriage”
TTREAD: Helen Cordes, “There is No Such Thing as a Mothering
Instinct”
GROUP QUIZ DUE: Nonverbal Communication Fieldwork
InQUEERy SERIES: “Queering Aging” – “GenSilent” viewing and
panel discussion in auditorium at 1pm
W Mar 6:
Intimate Relationships and Sexuality
READ: Chapter 8 in Wood
Robert Jensen, “Patriarchal Sex”
Hannah Rosin, “Boys on the Side”
TTREAD: Benoit Denizet-Lewis, “Friends, Friends with Benefits, and the
Benefits of the Local Mall”
Boston Women’s Health Collective, “Sexuality” in Our Bodies
Ourselves
Boston Women’s Health Collective, “Gender Identity and
Sexual Orientation” in Our Bodies Ourselves
IN-CLASS FILM: Still Doing It
ASSIGNMENT DUE: Sex Songs
W Mar 20:
Education
READ: Chapter 9 in Wood
David Kohn, “The Gender Gap: Boys Lagging”
TTREAD: Susan Faludi, “The Naked Citadel”
Adrian Nicole LeBlanc, “The Outsiders”
TAKE-HOME QUIZ DUE: Fieldwork on the Gendered Curriculum
W Mar 27:
Gender and Health
READ: Gloria Steinem, “If Men Could Menstruate”
InQUEERy SERIES: “Queering Health”-- Panel discussion in
auditorium at 1pm
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W Apr 3:
The Media
READ: Chapter 11 in Wood
TTREAD: Jennifer Bleyer, “Cut-and-Paste Revolution: Notes From the
Girl Zine Explosion”
VISIT: www.genderads.com
IN-CLASS FILM: Tough Guise
MIDTERM EXAM #2
W Apr 10:
Power and The Law
READ: “Bowers v. Hardwick/ Lawrence v. Texas” and “Romer v. Evans”
InQUEERy SERIES: “Queering the Law” -- Lecture by Mason
Dunn, JD in auditorium at 1pm
W Apr 17:
Power and Relational Violence
READ: Chapter 12 in Wood
John Stoltenberg, “'Why I am Not A Rapist!' Why College Guys Are
Confronting Sexual Violence”
TTREAD: Centers for Disease Control, “Violence By Intimate Partners”
NH Commission on the Status of Women, “A Legal
Handbook for Women in New Hampshire” at
http://www.nh.gov/csw/resources/publications_legal.
html
Paula Kamen, “Acquaintance Rape Revolution and Reaction”
U.S. Department of Justice, Office On Violence Against
Women at http://www.ovw.usdoj.gov/
Elana Zeide, “Interviewing the Vamp: Camille Paglia speaks to
‘The Journal’” at http://www.yale.edu/yje/paglia.html
IN CLASS FILM: The Brandon Teena Story
W Apr 24:
Gender Transformations and Queer Theory
READ: Epilogue In Wood
Lois Gould, “X: A Fabulous Child’s Story”
Hannah Rosin, “The End of Men”
TTREAD: Beniot Denizet-Lewis, “About a Boy Who Isn’t”
Annamarie Jagose, “Introduction” in Queer Theory
Annamarie Jagose, “Theorizing Same Sex Desire” in Queer
Theory
Eve Kosofsky Sedgwick, “Gosh, Boy George, you must be
awfully secure in your masculinity”
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W May 1:
The Future
READ: Meredith Bennett-Smith, “Gay Orthodox Jews Sue Conversion
Therapy Counselors Who Promised To Make Them Straight”
LZ Granderson, “Oops, I left my sexual orientation at home”
VISIT: http://www.jonahweb.org and http://www.splcenter.org/getinformed/case-docket/michael-ferguson-et-al-v-jonah-et-al
Final Exam Review: I will post a discussion board on Blackboard for
exam review questions. I will respond to questions and I encourage you to
respond to one another’s questions.
GROUP QUIZ DUE: Gender Utopia Performance
Final Exam Essay Question Distributed
InQUEERy SERIES: “Queering Faith”-- Panel discussion in
auditorium at 1pm
W May 8:
Final In-Class Exam