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You’ve Come a Long Way Baby: From Bloomers to Sport Bras
Metropolitan University Scholars’ Experience (MUSE)
San Jose State University
MUSE/HuP 10D, Section 3
Fall 2005
Emily H. Wughalter, Ed.D.
Office of Undergraduate Studies
TR 0900-1015
BBC 002
Brynné Walker
Peer Mentor
Major: Earth Science
Minor: Seismic Atmospheric Hazards
How to Contact Your Professor
How to Contact Your Peer Mentor
Office location: ADM 164
Phone: (408) 924-3043
e-mail: ewughalter@kin.sjsu.edu
http://www.kin.sjsu.edu/faculty/ewughalter/
Sporty663@aol.com
Office Hours
Tuesday and Wednesday
Office Hours by appointment
Librarian Assigned to Our Seminar
Bernice Redfern
Martin Luther King Jr. Library
Bernice.Redfern@sjsu.edu
The Peer Mentor Center is located in the
lounge of Royce Hall. Students are welcome
to drop in or make an appointment to meet
with a peer mentor. Take advantage of this
unique and successful program that is here to
help you. Sometimes you’ll find good snacks
there too. Almost all MUSE workshops are
held in the Peer Mentor Center. Go to the
MUSE Website to learn more about and to
register for workshops.
Peggy Cabrera
Peggy.Cabrera@sjsu.edu
Introduction to MUSE
University-level study is different from what you experienced in high school. The
Metropolitan University Scholars’ Experience (MUSE) is designed to help make your transition
into college a success by helping you to develop the skills and attitude needed for the intellectual
engagement and challenge of in-depth university level study. Discovery, research, critical
thinking, written work, attention to the rich cultural diversity of the campus, and active
discussion will be key parts of this MUSE course. Enrollment in MUSE courses is limited to a
small number of students because these courses are intended to be highly interactive and allow
you to easily interact with your professor and other students. MUSE courses explore topics and
issues from an interdisciplinary focus to show how interesting and important ideas can be viewed
from different perspectives.
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Course Description
Girls and women have participated in organized sport and physical activity in America
for more than 100 years, but not without a very restrictive set of constraints and boundaries. The
climate in the United States for much of the 20th century created barriers for girls and women
that prohibited their full participation in lifestyles that include regular physical activity. The
passage of Title IX as part of the educational amendments of 1972 changed patterns in the rate of
participation in sport and physical activity in dramatic ways; more girls and women have
participated in organized sport in the last 30 years than ever before. This course will focus our
lens on socio-cultural, socio-psychological, and socio-political analyses to ignite critical
discussion on the participation of women and men in sport and physical activity over the last
century.
Student Learning Goals and Class Activities
This MUSE course qualifies as an Area D1 (Social Sciences – Human Behavior) course
in your General Education (GE) requirements. It is designed to enable you to achieve MUSE,
GE, and disciplinary learning goals all focused on the study of women in sport and physical
activity.
MUSE learning goals are:
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To establish a strong foundation for becoming a university level student and scholar.
o Students will engage in and learn the process of scholarly inquiry including
searching for primary source materials and developing information competency.
Students in the course will participate in to library modules (including the Library
Basics Tutorial (http://tutorials.sjlibrary.org/librarybasics/index.html) and the
Library Plagiarism Tutorial (http://tutorials.sjlibrary.org/plagiarism/index.htm));
an introduction to the university library facility by Bernice Redfern and Peggy
Cabrera; and, complete papers including scholarly inquiry.
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To become acclimated to the intellectual and social activities of university life.
o Students will attend a minimum of two MUSE workshops and one CommUnity
Chat or one Simpsons Workshop. The workshop schedule can be found on the
MUSE website http://www.sjsu.edu/muse/. Except for the Community Chat or
Simpsons workshop all other MUSE workshops require registration on the MUSE
website. Also because of the content of the course it is appropriate for students to
observe a minimum of two women’s sporting events. Students become active
participants in university life by becoming spectators of sport.
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Disciplinary and general education learning goals are:
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To increase understanding of human behavior and social interaction in the context of
value systems, economic structures, political institutions, social groups, and natural
environments.
To identify and explain social factors affecting the involvement of females in sport and
physical activity.
To analyze sport and physical activity in the context of social change and social
continuity.
To identify the social and political forces that shape social cohesion and fragmentation in
the context of sport and physical activity for females.
To identify and explain the gendered dimensions of sport in terms of the social contexts
of identity, politics, social structures, media, and social movements.
To identify, describe, and analyze the ways gender is politically and socially constructed,
as well as the ways in which we, as gendered persons, act in conjunction and in
opposition to social constructions (in terms of human agency), in particular in sport
contexts.
To analyze the ways in which individuals and groups have resisted traditional
conceptions of gender and transformed sport and the construction of sport as an
institution.
To examine and analyze cultural, historical, environmental, and spatial contexts for
women in sport and physical activity.
To identify the dynamics of ethnic, cultural, gender, sexual, age-based, class regional,
national, transnational, and global identities in sport and the similarities and differences
about physical activity patterns between them.
To examine and evaluate women’s participation in sport and physical activity from a
social science and critical perspective.
To formulate application from readings, class activities, and discussions to social issues
in sport and for women in a variety of settings of our contemporary culture.
To examine the history of women in sport and physical activity in the United States and
globally.
Required Materials
Cohen, G. L. (Ed.). (2001). Women in Sport Issues and Controversies. Oxon Hill, MD:
AAHPERD.
A Spartan Scholar from the Start website access (http://www.sjsu.edu/muse/)
Ehrenreich, B. (2001). Nickel and Dimed. New York, NY: Henry Holt and Company.
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Course Evaluation
This course requires full and active participation in discussion and preparation for class.
In preparation for each class meeting you will be responsible for reading required materials, as
well as supplementing these materials with additional resources, such as: academic or scholarly,
web based, and commercial sources. The MUSE course is developed to enhance your learning by
tuning you in and turning you on to your learning style. We will utilize your learning style to
make the most out of your educational experience at San José State University.
Activity
Reflection Essay and Discussion (Diagnostic), September 1, 2005
A reflective essay on how sport and physical activity have impacted your life is
required and will be used as a diagnostic essay. A reflective essay is one where you
place your life experiences in the context of the essay focus. Provide an assessment
and evaluation of your experience.
Class Participation (Formative)
Students are required to class prepared and ready to participate in MUSE seminar
activities. Prepared means you have read the required materials and your papers are
completed and ready on time. This preparation will help as you organize your thoughts
for the critical inquiry that will occur in the classroom each week. Our MUSE seminar
requires your full and active participation in a variety of classroom activities.
Essays (Formative) (6 essays * 05)
 Female athlete biography, October 6, 2005
 Title IX , November 10, 2005
 Library Basics Tutorial and Library Plagiarism Tutorial, August 30, 2005
 Reflection paper on 2 different SJSU sport and physical activity resources or
women’s sporting events, December 1, 2005
 Critical perspective on biological or physical issues of women in sport and
physical activity (minimum 2 scholarly sources), November 1, 2005
 Critical perspective on psychological or sociocultural issues of women in
sport and physical activity (minimum 2 scholarly sources), November 22,
2005
2 in class exams (@ 10 points each) (Formative), September 29 and November 3, 2004
Exams will be made up of multiple choice and short essay questions.
5 one minute papers, in class writing (Formative)
The one minute papers will be given on any given day immediately when the class
is ready to begin. These papers will include our discussions in seminars; readings
assigned; and/or required essay materials.
Attendance and reflection essay on 2 MUSE sponsored events, November 17, 2005
Attendance at 2 MUSE sponsored events is required. Submit a reflection of these
events in a 2 page response.
A reflection essay on study skills, September 20, 2005
Provide a reflection of your study skills in a 2 page response. What activities do
you engage in to prepare for studying? What are the activities you use to study? What
are some of the things you can take advantage of to become a better student.
Final paper (6 page paper) (Summative), December 8, 2005
The weaving together of the six essays developed for class will represent the final
paper for this class. All conceptual, grammatical, and format adjustments as well as
organizational changes suggested in earlier versions should be incorporated into the
final paper. Assume by reading your paper the reader will be more informed about
women’s experience in sport and physical activity.
Final exam (Summative), December 15, 2005 at 7:15am
The final exam will be comprehensive so that MUSE, GE, and disciplinary learning
goals are measured.
Points
05
05
30
20
05
05
05
10
15
5
Course Conduct
As a member of a MUSE Seminar you are expected to:
 Come to class prepared and on time
 Ask questions and participate in class discussions
 Complete all assignments on time
 Come and see me during my office hours or by appointment at least once during the
semester
All written assignments are due and must be submitted in class on the date listed on the
course schedule. Failure to submit an assignment on the due date will result in ½ a letter grade
subtraction for each late day beginning immediately following class on the day of the class.
All assignments must be completed to receive a grade for this class. Any failure to submit an
assignment or take an exam will result in a U grade assigned. Incompletes will only be given
when serious and compelling reasons exist.
Essays will be focused on specific topics that fit the disciplinary perspective that we are
discussing at the time. I expect that each essay will represent a specific and narrow strand related
to the focus provided, and recognizing differing perspectives reflected on issues by our various
identities.
If you need course adaptations or accommodations because of a disability, if you have
emergency medical information to share with me, or if you need special arrangements in case
the building must be evacuated, please make an appointment to meet with me as soon as
possible, or see me during office hours provided on the green sheet.
You’ve Come a Long Way Baby: From Bloomers to Sport Bras
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Course Calendar
Fall 2005
Day
August 26
August 30
In Class Focus and
Organization
Ice Breaker and introduction
to the class
Assignment Due
How do we read essays?
Activity: Conversation with
the Text
Reading Assignment:
Roberts, S. (2005). Tennis’s Other ‘Battle of the Sexes’ Before
King-Riggs.
The New York Times, August 21, 2005 (retrieved from
http://www.nytimes.com/2005/08/21/sports/tennis/21riggs.ready.html
?oref=login&pagewa....
SJSU Policy of Academic
Dishonesty
Discussion of plagiarism
Activity: Writing without
plagiarizing
Web-based tutorial from the Martin Luther King Jr. Library
(http://tutorials.sjlibrary.org/librarybasics/index.html
September
1
Definition of terms
Activity: Who are we?
September
6
September
8
Orientation to Library and
Information Literacy
Historical foundations
 Methodological
approaches
 Ancient Times
Historical foundations 17th
and 18th Century Women
(Assign athletes for bios)
Nickel and Dimed
Discussion
Study skills review
September
13
September
15
September
20
September
22
Who is Amy Morris
Homans?
http://tutorials.sjlibrary.org/plagiarism/index.htm)
Written assignment:
2 page personal reflection on athletic and physical activity
participation
Meet in Martin Luther King Jr. Library, Room 213 with Bernice
Redfern and Peggy Cabrera
Reading Assignment: Textbook, Timeline (pp. vii-x); Foreword (pp.
xi-xii); Unit II – Herstory: A Legacy of Honor; Chapter 4 (pp. 5778)
Reading Assignment:
Textbook, Chapter 5 (pp. 79-109)
Read Nickel and Dimed for class discussion
Writing Assignment: 2 page reflection of study skills due
Reading Assignment:
Wughalter, E.H. (2002). Transgressions and transcendence:
Surpassing disciplinary boundaries
Study skills discussion
September
27
Historical foundations 19th
Century Women
September
29
October 4
EXAM 1
October 6
Tour of Event Center and
Athletic Sites
Assignment: Female
Athletes Bios
Activity: Jigsaw
Web Assignment: Who is Amy Morris Homans?
Reading Assignment: Textbook, Chapter 7 (pp. 121-130)
Web Assignment: Use the web to generate information on specific
female athletes and how they affected sport and physical activity.
Specific athletes will be assigned to students.
Written Assignment:
2 page biography of female athlete assigned in class.
October
11
October
13
Catch up, Finish Jigsaw
Homesickness
Brynné Walker
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October
18
October
20
October
25
October
27
November
1
November
3
November
8
Women of 20th Century
Sport Video
Physical and Biological
Perspectives of Women’s
Participation in Sport and
Physical Activity
Physiological Responses of
Women’s Participation in
Sport and Physical Activity
MUSE Day – Homesickness
Reading Assignment: Textbook, Chapter 23 (pp. 441-454.
Catch Up
Written Assignment:
2 page scholarly essay on physical or biological issues related to
women’s participation in physical activity
Reading Assignment:
Textbook, Chapter 10 (pp. 179-198);
Reading Assignment:
Textbook, Chapter 11 (pp. 199-216); Chapter 12 (pp. 217- 228
Brynné Walker
EXAM 2
Title IX of the Educational
Amendments of 1972
Reading Assignment: Textbook, Chapter 8 (pp. 133-154); Chapter 9
(pp. 155-176)
Web Assignment:
Search University of Iowa Website,Women’s Sports Foundation
Website, National Association of Girls and Women in Sport Website
November
10
November
15
November
17
November
22
November
24
November
29
December
1
December
6
December
8
Friday,
December
15 at 7:15
am
Title IX Jigsaw
Introduction to a
Sociocultural and
Psychological Approach to
Women’s Issues
Psychological Issues
Acosta and Carpenter 30 year retrospective
Written Assignment:
2 page Title IX essay
Reading Assignment: Textbook, Chapter 17 (pp. 314-332); Chapter
18 (pp. 333- 354)
Reading Assignment: Textbook, Chapter 16 (pp. 253-284)
Video
Feminist and Psychosocial
Models of Women’s
Participation in Sport and
Physical Activity
Thanksgiving
Written assignment: Reflection essay on 2 MUSE sponsored events
Reading Assignment: Textbook, Chapter 2 (pp. 25- 36)
Written Assignment: Scholarly essay on psycho- social issue on
women’s sport and physical activity
A Mosaic of Bodies; The
Media and Women’s Sport
Reading Assignment: Textbook, Chapter 13 (pp. 231-254)
Sociocultural Perspectives
on Women in Physical
Activity
Barriers to Women’s
Participation in Physical
Activity
Philosophy of Women’s
Sports Programs
Final thoughts
Reading Assignment: Textbook, Chapter 1 (pp. 3-24)
FINAL EXAM
The final exam date is
scheduled by the university
and provided in the Fall
2005 schedule of classes.
DAY OFF
Written Assignment: Reflection of Sporting Events
Reading Assignment:
Reading Assignment: Textbook, Chapter 3 (pp. 37-53)
Written Assignment: A focused final paper consisting of six pages
on women’s participation in sport and physical activity.