Feminist Thought
Sociology/Women’s Studies 366
Fall 2005
Warren Wilson College
Course: 9:30-10:50 a.m., Mondays, Wednesdays, and Fridays (MWF1)
Classroom: Jensen 203
Professor: Jennifer N. Fish, Ph.D.
E-mail: jfish@warren-wilson.edu
Office Hours: Mondays and Wednesdays, 11:00-12:30 p.m.; also by appointment
Office: Jensen 108
Required Reading
1.
Nicholson, Linda. 1997. The Second Wave: A Reader in Feminist Theory. New York:
Routledge.
2. Hernández, D. and Bushra Rehman. 2002. Colonize This! Young Women of Color on
Today’s Feminism. Emeryville: Seal
3. Additional Course Handouts and On-Line Reserves
Course Description
The general concept of feminism and feminist theory has established a solid position in
both the academic community and the broader social discourse in the U.S. Although the
basic tenets of what feminism ‘is’ may be clear to many participants in this course, this
has not always been true. The development of feminism is relatively new to U.S. society
and is characterized by many different underpinning philosophies. Furthermore,
feminism as a universal concept is widely critiqued throughout the global context. This
course seeks to examine the evolution of feminism and feminist thought within the
United States. It is designed to explore main areas of theory while also examining the
cultural and political issues of the time. We will situate feminism within a broader
conversation on social inequality, gender and social change.
Course Goals
As a feminist scholar, it is important to me that you understand the background to the
course and the perspectives from which it is taught. Due to the nature of the course, I
am of the belief that those who are enrolled are excited about the topics we will be
exploring, as will be apparent through class discussion, overall interaction with the
material and your written work. We will engage in a seminar format throughout this
course to explore ideas, discuss the context of feminist theory, establish a longitudinal
framework on central contributions, and encourage the generation of “new theory” that
is grounded in the ongoing re-production of thought and praxis. Therefore, this course
seeks to both establish a solid historical foundation on feminist theory and encourage the
development of contemporary thought in the ongoing contributions of feminism to
broader notions of social change.
Student Objectives
Students who successfully complete this course will be able to:
 Establish a solid historical framework on feminist thought;
 Synthesize and analyze central feminist theories;
 Critically evaluate the range of feminist thought;
 Establish a “personal theory” on feminism;
 Integrate aspects of feminist theory within applied contexts such as education,
evaluation, and social change.
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Summary of Course Assignments
Four Analytic Essays (10% each)
Final Paper—Personal Theory on Feminism
Theory Journal
Class Leadership
Attendance and Participation
40%
20%
20%
10%
10%
Course Requirements
 Class Attendance and Participation
Completion of reading assignments on time, class attendance, and active participation
are expected of all students. I will take attendance everyday. Please do not disrupt the
class by arriving late. If you miss class, it is your responsibility to find out what you have
missed (first from a classmate and then from me).
I expect students to participate actively in class discussions, which means you will
need to do the assigned reading before each class. Particularly in a seminar course such
as this, your participation is the most important factor in the overall success of the
course.

Class Leadership
Each student will be responsible for leading class discussion on one assigned date during
the semester. During these sessions, students are expected to both review material and
expand the course discussion by linking the content to broader themes and related
discussion topics in an engaging and creative manner. A summary of discussion
expectations will be handed out as a separate document.
 Analytic Essays
The nature of the material in this course requires critical reflection, evaluation, synthesis
and analysis. Therefore, writing assignments are most appropriate to engage with the
material. Each student will be required to complete four analytic essays in no more than
five pages each. This exercise will support your ongoing writing development by
encouraging clarity and focus in analysis of theory. Specific expectations of each
assignment will be distributed two weeks prior to the essay due date.
 Theory Journal
Throughout the course, students will keep a detailed journal on their reaction to the
readings through weekly typed responses. This journal will model a form of critical
thinking important to the development of enhanced learning skills. I will collect student
journals at several points throughout the semester to offer guidance on the
interpretation and integration of theory.
 Final Paper—Personal Theory on Feminism
In order to synthesize the material from the range of feminist theorists throughout this
course, each student will be required to complete a final paper that establishes a personal
theory on feminist thought. In this paper, students will demonstrate both a breadth and
depth of engagement on the material presented throughout the course. This assignment
will serve as the cumulative response to the course material. In addition, part of this
assignment requires that students present their personal theory at the end of the course.
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Class Responsibilities and Expectations
Attendance and Participation
Your prompt attendance and class participation are expected. You are allowed three free
class absences—no questions asked—without any deduction in your class attendance and
participation grade. You remain responsible for all course material, schedule
changes and assignments for any course absence. After your third absence, each
additional absence will result in a 1% reduction in your attendance and participation
grade. You are asked to please see me in relation to additional class absences. Ten or
more class absences will result in course failure.
**Please note: Students who are absent on the day of their class
presentation will not be able to make-up the assignment because of the
substantial disruption for the entire group. Exceptions will only be made in
the case of severe emergencies and will also require documentation.
Expectations for the Class
Feminism requires a readiness to think critically or, in other words, a willingness to
question what we have “thought” or “known” all of our lives. It also requires an
openness to ideas that we may not have encountered before and answers we have not
expected. I propose the following guidelines (gleaned from Professor Lynn Weber at
Memphis State University) while in this classroom:
(a)
Acknowledge that all of us have learned misinformation about our own
group and about members of other groups, whether we belong to an
advantaged or disadvantaged group.
(b)
Agree to not blame others or ourselves for the misinformation we have
learned in the past, but accept responsibility for not repeating
misinformation after we have learned otherwise.
(c)
Assume that people—both those we study and those in this class—do
the best they can.
(d)
Never demean, devalue, or in any way put down people for their
experiences, backgrounds, or statements. This does not mean you
cannot disagree—only that you should do so respectfully. Dissent is a
healthy aspect of the learning environment with these principles of
respect shared by the group.
Learning can only take place in an environment where both students and teachers feel
safe and respected. Insults; slurs directed against racial, ethnic, religious, sexual,
gender, or any other group; whispered comments; disruptive behavior; and disrespectful
language (even from one student to another) are all recognized as contaminating the
learning environment and will not be allowed. Please consider the group in relation to
your presence in the course. Behaviors, nonverbal/facial expressions, patterns and
mannerisms that distract the learning environment will be addressed as part of
participation expectations. Please inform me as soon as possible if you feel that any of
your classmates or I have violated these guidelines.
Academic Honesty
Academic honesty is a priority in this class. This refers to (but is not limited to)
violations such as cheating, plagiarism, signing the class roll for someone else, or leaving
the class without notifying the professor ahead of time.
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Please note that plagiarism is the act of using someone else’s words or ideas and
passing them off as your own. If you use a source, cite it; failing to do is considered
plagiarism and constitutes a serious breach of academic honesty. Plagiarism can result
in a failing grade or expulsion from school.
By enrolling and participating in this class, you are agreeing to the College’s
standards of academic honesty. Please see me if you have any questions about general
academic violations and/or how they relate to the particular assignments for this course.
Assignments and Due Dates
If you have any questions about any of the assignments, please see me as soon as
possible. DO NOT WAIT until it is close to the assigned due date before you ask
questions.
Papers are to be typed, double-spaced (with reasonable margins and fonts), and
stapled. They must include page numbers. Please proofread your papers several times
before handing them in on the assigned due dates. You are expected to turn in your
assignments at the beginning of class on the scheduled due dates.
Late Assignments
This course is organized with particular assignment deadlines in place so that:
1)
Students will synthesize course material through a series of cumulatively
organized assignments.
2)
Consistency and fairness are instituted with standard expectations of all
students.
3)
Students will acquire time management skills to balance work and service
expectations parallel to the “real world.”
4)
I can dedicate appropriate time for individual feedback on every assignment
while managing a series of other academic priorities and personal goals.
In order realize these objectives, it is essential that all assignments be handed in
at the beginning of class on the day that they are due. You are provided every
assignment deadline in this syllabus. Please plan your semester accordingly in order to
balance your studies with work, service and personal involvements. All late
assignments will result in a 10% deduction in the overall grade for each day
that they are handed in beyond the due date (example: three days late makes a
95% paper a 65% paper). Late papers should be delivered directly to my office. I do
not accept papers as email attachments.
Other Important Information
Grading and Workload
This is a 4-credit course, which means you should expect to spend an additional nine hours a
week on coursework outside the classroom.
A (90-100%) – Achievement that is outstanding relative to the level necessary to meet course
requirements
B (80-89%) – Achievement that is significantly above the level necessary to meet course
requirements
C (70-79%) – Achievement that meets the course requirements in every respect
D (60-69%) – Achievement that is worthy of credit even though it fails to meet fully the course
requirements
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Plus/Minus System
For example:
B+ = 87 to 89
B = 84 to 86
B- = 80 to 83
My Grading System
A = 95
A- = 91.5
A-/B+ = 89.5
B+ = 88
B = 85
B- = 81.5
and so on…
Students with Disabilities or Special Needs
One of the goals of this course is to create an environment that encourages and allows all students
to participate in and benefit from class activities. Students with disabilities and/or special needs
will be reasonably accommodated in this regard. If you have a disability and/or special need,
please see me as soon as possible to arrange appropriate accommodations. Documentation of
your learning disability must be on file with Cathy Clark, Assistant Dean of Student Life.
Requirements for disability documentation can be found on the Warren Wilson College website.
Writing Center
Please note that this course requires a great deal of writing. Please consider the services available
at the Writing Center. In particular, the individual consultation can be helpful in learning to write
sociologically.
Problem Resolution: No special problems are anticipated, but if they do arise please see me
first. Most conflicts are the result of miscommunication, misunderstanding, and/or confusion
that can be resolved by calmly speaking or writing to me. If I am unable to resolve your problem
to your satisfaction, you may contact Dr. Martha Knight-Oakley, Chair of the Division of Social
Sciences at 771-3705.
Other Important Policies
1)
If you absolutely must, please leave the class in a respectful manner that does not
distract the learning environment. Frequent “breaks” from class will be discussed as
relevant to participation.
2)
Please refrain from side conversations during our class time together as it distracts
from the learning environment.
3)
Pets are not allowed in class.
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The Course
The course syllabus provides a general plan for the class. Please know that changes from this plan
may be necessary.
Note: Readings are listed the day that they will be discussed in class. Therefore, you should come
to class having read the each assignment listed beside the class meeting date.
N=The Second Wave Reader
H=Colonize This!
I.
introduction: the early foundations of feminist
thought_____________________________________
1. Wednesday, August 24th
Topic: What is Feminism? Review of Sex and Gender
Readings: N Introduction and #1
2. Friday, August 26st
Topic: Setting the Foundation
Readings: N #2
II.
early
statements________________________________________
3. Monday, August 29th
Topic: Early Statements
Readings: N #3 & 4
4. Wednesday, August 31st
Topic: Summary on Historical Foundations
Readings: N #5
III.
feminism and capitalism________________
5. Monday, September 5th
Topic: Marx
Readings: N p. 93-97; #6
6. Wednesday, September 7th
Topic: Capitalism, continued.
Readings: N# 7 & 8
7. Friday, September 9th
Topic: The Gendered Economy
Film
Essay #1 Due
IV.
women’s
standpoint____________________________________
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8. Monday, September 12th
Topic: Radical Lesbians and Sexuality
Readings: N p. 147-153; #9 & 10
9. Wednesday, September 14th
Topic: The Family
Readings: N #11 & 12
10. Monday, September 19th
Topic: Standpoints
Readings: N #13 & 14
V.
theorizing
difference_____________________________________
11. Wednesday, September 21st
Topic: The Politics of Difference
Readings: N #15 & 16
12. Friday, September 23rd
Topic: Gender and Subjectivity
Readings: N #17 & 18
VI.
questions of
essentialism_______________________________________
13. Monday, September 26th
Topic: Deconstructing Dualisms
Readings: N #19
14. Wednesday, September 28rd
Topic: Post-Structuralism
Readings: N #20
15. Monday, October 3rd
Topic: Postcolonialism
Readings: N#21
16. Wednesday, October 5th
Topic: Discourse Theory and Feminist Politics
Readings: N#22
17. Friday, October 7th
Topic: Contesting Cultures
Readings: N#23
18. Monday, October 10th
Film
*essay #2 due
19. Wednesday, October 12th
Film
**Note October 15-23 Autumn Break
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VII.
young
feminism________________________________________
20. Monday, October 24th
Topic: Introduction to Colonize This!
Readings: H Foreword and Introduction
21. Wednesday, October 26th
Topic: Family and Community
Readings: H p. 3-28
22. Friday, October 28th
Topic: Family and Community, continues
Readings: H p. 29-53
23. Monday, October 31st
Topic: Community Struggles
Readings: H p. 54-84
24. Wednesday, November 2nd
Topic: Young Black Feminism
Readings: H p. 85-95
essay #3 due
VIII. lessons from our
mothers________________________________________
25. Monday, November 7th
Topic: Motherhood
Readings: H p. 99-132
26. Wednesday, November 9th
Topic: Motherhood, continued
Readings: H p. 133-156
27. Friday, November 11th
Topic: Motherhood, continued
Readings: H. p. 157-200
IX.
young feminists crossing
borders_____________________________________
28. Monday, November 14th
Topic: Difference among us
Readings: 203-229
29. Wednesday, November 16th
Topic: Differences, continued
Readings: H. p. 230-256
30. Monday, November 21th
Topic: Differences, continued
Readings: H p. 257-292
*Personal Theory Paper due
**Note: November 23-27 Thanksgiving Break
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X.
feminism and social
change_______________________________________
31. Monday, November 28th
Topic: New Feminisms
Readings: H p. 295-311
Class Presentations
32. Wednesday, November 30th
Topic: New Feminisms, continued
Readings: H p. 312-325
Class Presentations
33. Monday, December 5th
Topic: New Activism
Readings: H p. 326-342
Class Presentations
34. Wednesday, December 7th
Topic: New Activism
Readings: H p. 343-356
Class Presentations
35. Friday, December 9th
Topic: Changing Faces of Feminism
Readings: H p. 357-369
Class Presentations
36. Monday, December 12th
Topic: Thinking about the Future
Readings: H p. 370-394
*essay #4 due
37. Wednesday, December 14th
Topic: Synthesis and Closure
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