SYLLABUS
SPRING 2013
Women’s Studies 102 -- 02
Women: Images and Ideas
Wed 4:00 – 6:40pm, LSS 365
Schedule # 23007
Women’s Studies Office, AL 346
Janet M. Roberts
Office: AL 336
Office Hours: Mon–12:00–1:00pm
Wed–12:00–1:00pm & 2:30--3:30pm
E-Mail: profjmroberts@cox.net
REQUIRED TEXTS:
ALL TEXTS ARE REQUIRED!!!
1) Kesselman, Amy – Women: Images and Realities: A Multicultural Anthology 5th Edition –
AVAILABLE AT: KB Books & SDSU Bookstore
2) Course Reader (Noted by (R) on Syllabus) – Available ONLY AT: Cal Copy
3) Ms. Magazine Online -- $15.00 -- To register, go to:
www.msintheclassroom.com and click on “Students”
We will frequently be using Blackboard.
Students who are unfamiliar with Blackboard should visit the student help page:
http://its.sdsu.edu/blackboard/student/index.html
COURSE DESCRIPTION:
Women’s Studies 102 – Women: Images and Ideas, is a humanities-based level course
which examines and explores important symbols, images, and ideas that have affected the lives
of women throughout the development of Western societies. It examines the status and roles of
women in various historical periods and explores key ideas about women that have developed
and that have been perpetuated by major male thinkers and institutions. In Women’s Studies we
employ an interdisciplinary approach and as such will incorporate concepts present in different
fields including history, philosophy, literature and art. Through course readings as well as through
the examination of cultural and media representations students will investigate and analyze the
contributions of female writers, artists and intellectuals to gain insight into perceived realities,
experiences and responses to the world in which we live, helping us understand ourselves as
human beings, as individuals, as members of groups and of sub-groups. Women, as a group,
have often been silenced and rendered invisible; we will analyze how they have struggled to
claim a voice to define and bring themselves and their experiences into visibility. Because
gender, and women’s identities are inflected by and experienced through a variety of forces and
conditions, this course will consider the ways that race, class, ethnicity, sexuality, age, physical
ability, etc. inform women’s struggles for understanding, self-determination and power in a world
dominated by patriarchal power and privilege. The course will include an investigation of how
women’s intellectual activity has queried issues such as: gender construction and roles; gender
and difference; power dynamics; identity; sexuality; health; the body; the psychology of
oppression and resistance; violence; and women and the arts. In our investigation of these issues
students will learn the perspectives present in feminist discourse surrounding these topics. We
will read a variety of women’s perspectives that will address these issues and practice critical
thinking to allow you to develop your own skills—and voice—in understanding, speaking and
writing about women’s issues, experiences and lives.
GENERAL EDUCATION:
This course is one of nine courses that you will take in General Education Foundations.
Foundations courses cultivate skills in reading, writing, research, communication, computation,
information literacy, and use of technology. They furthermore introduce you to basic concepts,
theories and approaches in a variety of disciplines in order to provide the intellectual breadth
necessary to help you integrate the more specialized knowledge gathered in your major area of
study into a broader world picture. This course is one of four Foundations courses that you will
take in the area of Humanities and Fine Arts. Upon completing this area of Foundations, you
will be able to: 1) analyze written, visual, or performed texts in the humanities and fine arts with
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sensitivity to their diverse cultural contexts and historical moments; 2) describe various aesthetic
and other value systems and the ways they are communicated across time and culture; 3) identify
issues in the humanities that have personal and global relevance; 4) demonstrate the ability to
approach complex problems and ask complex questions drawing upon knowledge of the
humanities.
COURSE OBJECTIVES:
By the end of the semester students will:
1) Exhibit an understanding of vocabulary, concepts, methods and theories of Women’s Studies.
2) Explain the significance of Women’s Studies as an academic discipline and its importance to
feminist scholarship.
3) Understand how gender and gender oppression affects all of our lives (both women and men).
4) Become attentive and aware interpreters of media and cultural representations.
5) Show knowledge of the theory of the socialization process and the construction of gender.
6) Exhibit an understanding of the interlocking systems of power, privilege and oppression and of how
they perpetuate gender, race, ethnicity, sexuality, class, and ability inequality.
7) Demonstrate critical reading, writing and thinking skills.
The mode of presentation is lecture-discussion
ASSIGNMENTS:
Media Exercise
Media Analysis (4-5 typed-double-spaced pages)
Midterm Exam (Take Home)
Research Paper (9-10 typed, double-spaced pages)
Final Exam
(Take Home)
Reading Responses
Class Participation/Attendance
CATEGORY
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To Calculate Course Grade: Assignments from the same categories will be added together and
divided by number of assignments. Then the categories will be added together and divided by
number of categories to determine the Final Course Grade.
Written assignments may be adjusted to accommodate the rhythm of the class.
Students who remain in class beyond the published drop deadline, (1/31/13), as stated
in the class schedule, will receive an evaluative letter grade in this class.
Last day to add classes: 2/4/13
READING THE TEXTS:
You MUST READ ALL OF THE COURSE MATERIAL BEFORE THE DAY IT IS
LISTED FOR DISCUSSION. You MUST KEEP UP WITH THE ASSIGNMENTS, or you will be
lost. I also STRONGLY SUGGEST that after you finish each text you ask yourself: “What was
the important in this text?” & “What are the MAIN THEMES in this text?” Write down what
you think was important and what you think the main themes were in a sentence or two. This
does not have to be formal or elaborate, just notes to yourself that will help you grasp the most
important points of the texts and that will be helpful in preparing your Reading Responses. Also,
write down any questions that come up as you are reading and bring them to class. I cannot help
you if you don’t tell me what help you need.
READING RESPONSES:
Read the assigned material for each meeting PRIOR to the class meeting. Each week
indicated on syllabus, write NO MORE THAT A ONE PAGE response that discusses what YOU
think was most important from that week’s texts. Responses are NOT SUMMARIES of what
was in the texts—DO NOT TELL THE STORY—but your REACTION to some aspect of the texts
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that were read in that week. DO NOT TRY TO WRITE ON EVERY TEXT ASSIGNED FOR A
PARTICULAR WEEK. Choose an idea, concept, statement, etc., toward which you have had a
STRONG REACTION. This is a space for you to be in dialog with the texts and their authors. You
can disagree, or agree with the point(s) that you have chosen. The point is to invest yourself in
the process of critical thinking, textual analysis and intellectual discourse.
Responses MUST be turned in each WEDNESDAY LISTED. Although I will review ALL
of the response papers regularly, so that I can get a clear overview of your developing thought
process, I will not return your responses (unless a problem is detected). At the end of the term I
will assess ALL of the response papers as a whole for a final course Response grade. They will
be graded based on your consistency in meeting this assignment, your engagement with the
texts, the thoughtfulness of your responses and arguments, and your commitment to quality,
critical interaction with the texts about which you have chosen to write. The Response Papers are
an important part of your learning experience and your grade, and should NOT BE BLOWN OFF.
WRITTEN ASSIGNMENTS:
Written Assignments must be written in STANDARD ENGLISH AND SUPPORTED BY
DETAILS AND QUOTED TEXTS AS ASSIGNED. I will be available to answer your questions
and to assist you in completing ALL of your assignments.
MEDIA ANALYSIS:
You will analyze a representative selection of television, music, film and magazine media
images to examine how women and men are represented in the media. You will use your
knowledge from class to critically assess what you find and write a 4-5 page paper.
RESEARCH PAPER:
Write a 9-10 page research paper addressing a topic related to a woman issue that interest
you. You must choose an Issue, not a person. You will need to use at least 10 sources for
your research.
EXAMS:
There will be a Take Home Mid-Term and a Take Home Final Exam. You will be tested on the
information from the readings, class discussions and lectures. More information will follow.
EXTRA CREDIT:
You have the opportunity to complete up to two (2) extra credit assignments worth up to 4
points each (a maximum of 8 extra credit points can be earned). More information will follow.
COMMUNITY EVENT
The Women’s Studies Department encourages student to explore the connections
between theory and activism by offering students the option to fulfill a percentage of their
course requirements through participation in colloquia, and/or campus/community events
relevant to Women’s Studies. Students who choose this option will attend events that
highlight issues of significance for women, and provide a written analysis of the event.
Events may include (with the approval of the instructor): departmental colloquia lectures
or events sponsored by Women Studies and/or other departments or organizations in the
broader San Diego/Tijuana communities.
*** All assignments must be turned in at the beginning of class ***
Late assignments WILL NOT BE ACCEPTED without my PRIOR consent and ALL
LATE ASSIGNMENTS will be marked down 5 points.
!!! THERE ARE NO EXCEPTIONS TO THIS RULE !!!
*** No Emailed assignments will be accepted ***
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**** Missing Assignments have a profound effect upon your grade. Please turn in ALL of
your assignments for the best results in the grading process. ****
STUDENTS MUST COMPLETE THE RESEARCH PAPER & THE FINAL EXAM
TO PASS THE COURSE
ATTENDANCE:
Attendance is vital to the learning process. You can not learn if you are not in class for
the discussions. A student who has MORE THAN ONE (1) ABSENCE WILL FIND IT
DIFFICULT TO PASS THIS COURSE. Absence #2 will lower the student’s final grade by 5
points. Absence #3 will lower the final grade another 5 points, and so on . . . .
**** THE POINT: IF YOU WANT TO SUCCEED IN THIS COURSE,
YOU WILL NEED TO ATTEND REGULARLY!! ****
OTHER REQUIREMENTS:
Come to class ON TIME and leave when the class is completed.
!!! LATENESS TO CLASS WILL BE COUNTED AS ½ OF AN ABSENCE !!!
Turn off your cell phones and all electronic devices BEFORE you come into class!!
No Laptops: If you have a documented reason for needing a laptop for note taking, please bring
it to me ASAP. I will ask you to sit in the front row.
Due to workload issues, if information is published on the Syllabus, posted on
Blackboard, or discussed in class I will not respond to emails requesting information
already accessible to students. Please check for information before emailing me for it.
ATHLETE INFORMATION:
All athletes must inform me before each travel date. If an assignment is due on a day of
travel it MUST be turned in ON OR BEFORE the due date. The assignment may be turned in
during a previous class or placed in the envelop on my office door Prior to leaving for travel.
Athletes must attend all classes when they are not traveling. Traveling uses the “free” absence.
Athletes are responsible for all course information, even if they were away for an event. It is the
athlete’s responsibility to find out what was covered and to obtain the course material covered
when they were not in class.
Academic Honesty:
You are free to discuss ideas and strategies for approaching assignments with others, but with
the exception of in-class group work, students must complete their own work individually. Using
other people’s work in any form and passing it off as your own will result in disciplinary action.
You must always give credit for ideas from other sources (including the Web), even if you are not
citing word for word. The CSU system mandates that faculty report students whom they believe
have cheated to the Judicial Procedures Office. In addition to the academic penalty (usually an F
for the assignment or for the course), the Judicial Procedures Office may decide upon additional
sanctions such as expulsion.
Private conversations between students will not be tolerated during class. Talking during
class is rude and is a distraction for your fellow students. If this behavior persist, those
involved will be asked to leave class and it will be counted as an absence.
Please be courteous and respectful to your classmates and the instructor at all times.
THE STUDENT IS RESPONSIBLE FOR ALL INFORMATION (DATES OF ESSAYS, REVISED
READING ASSIGNMENTS, NOTES, ETC.) GIVEN OR DISCUSSED IN CLASS!!
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Thinking about a Major or Minor in Women’s Studies? The program offers exciting courses, is
committed to women’s issues and social justice, and is adaptable to your interests and concerns.
Women’s Studies is not impacted! For more information contact Dr. Doreen Mattingly, 594-8033,
mattingl@mail.sdsu.edu – Office: AL 315. Her office hours are posted in the Women’s Studies
Office, AL 346.
THE STUDENT IS RESPONSIBLE FOR ALL INFORMATION (DATES OF ESSAYS, REVISED
READING ASSIGNMENTS, NOTES, ETC.) GIVEN OR DISCUSSED IN CLASS!!
COURSE OUTLINE:
Week 2
Wed
1/23/13
Introduction to the course:
Introduction to the course.
Week 3
Women’s Studies: The Discipline:
Readings: (WI&R 7-14); Hooks, “Talking Back” (15); Thao, “Sins of Silence”
(18); Rich, “Claiming an Education” (19); Hull, “The Politics of Black Women’s
Studies” (21); Kimmel, “Men and Women’s Studies” (24); Hewett, “Woman’s
Studies and Transnational Feminism” (28); Yap, “Have You Ever Heard of
Asian-American Feminist?” (31); Hunte, “Women’s Studies as a Growth
Process” (32); Ferreira, “Finding My Latina Identity” (33); Woodis, “What
Women’s Studies Has Meant to Me” (34); Weissman, “Women’s Studies: A
Man’s Perspective” (35); Jailer-Coley, “Jump-Start My Future” (37); Boxer,
“Women’s Studies as Women’s History” (34); Parameswaran, “Feminists
Transform Science” (44); (MS MAGAZINE—WINTER 2012—Brazile, p. 63:
“This is What 40 Looks Like”)
Culture And Its Affects On Identity:
Readings: (R) Hall, “Ethnicity: Identity and Difference”
Learning Gender:
(R) Devor, “Becoming Members of Society: Learning the Social
Meaning of Gender;” (WI&R) Lorber, “Night to His Day: The Social
Construction of Gender” (68); (R) Kincaid, “Girl;” (WI&R – 45-48 & 66-67);
Jensen, “Masculine, Feminine, or Human?” (70); Minard, “The Gift” (71);
Gilman, “klaus barbie, and other dolls I’d like to see” (71); Bilger, “On
Language: You Guys: (75); Zittleman, “Gender Inequity in School” (77);
Sanders, “Reality Versus Perception” (80); Jenkins, “Checklist for Inclusive
Classrooms” (81); Henley, “The Sexual Politics of Interpersonal Behavior” (82)
Due: Reading Response #1
(Please Number and Label Your Reading Responses)
Wed
1/30/13
Week 4
Wed
2/6/13
Becoming a Woman: Learning Gender:
Readings: Higginbotham, “Teen Mags: How to Get a Guy, Drop 20 Pounds,
and Lose Your Self-Esteem” (88); Pozner, “Words of Protest” (100); Cole, “No
Respect: Gender Politics and Hip-Hop” (102); De Leon, “If Wopmen Ran HipHop” (105); India.Arie, “Viedo” (106); Gould, “X: A Fabulous Child’s Story”
(106); Greve, “Courage from Necessity” (112); Valenti, “The Cult of Virginity”
(104)
Becoming a Woman: Dominant Ideas:
(R) “Genesis;” (R) Smith, “How Cruel Is the Story of Eve;” (R) Eve to
Her Daughters; (WI&R) Rose, “Christian Fundamentalism” (287);
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(WI&R – 49); Piercy, “A Work of Artifice” (53); Senna, “To Be Real”
(53); Kent, “In Search Of Liberation” (56); Klagsbrun, “JAP: The New AntiSemitic Code Word” (57); Wolf, “Brideland” (58); Davila, “On Being a ‘Good
Girl’: Implications for Latinas in the United States” (60); Grossman, “Girls: ‘We
Are the Ones Who Can Make a Change” (63); Franco, “not a pretty girl” (65)
Psychological Oppression:
Readings: (R) Bartky, “On Psychological Oppression”
Due: Reading Response # 2
Week 5
Wed
2/13/13
Media:
Readings: (R) Rhode, “Media Images, Feminist Issues;” (R) Kilbourne, “Two
Ways a Women Can Get Hurt;” (R) Andersen, “Gender Culture and the
Media;” (R) Pozner, “Desperately Debating Housewives;” (Blackboard) Mims,
“Deconstructing Media Images;“ (R) Moog, “Media Mirrors;” (R) Gray,
“Television’s Transformative Role in Courtroom Justice for Women and
Children;” (WI&R) Zuniga, “Gender in the Media” (92); Pozner, “Bitches and
Morons and Skanks, Oh My!” (96); (MS MAGAZINE—SPRING/SUMMER
2012—Brazile, p. 63: “Invisibility & Bias”); (MS MAGAZINE— ALL ISSUES
– Last page: “No Comment”)
Gender and Women’s Bodies:
Readings: (WI&R – 114 – 118); Wolf, “The Beauty Myth” (119); (MS
MAGAZINE—FALL 2011 – Pham, p 38-42: “If the Clothes Fit”) Wong,
“When I Was Growing Up” (124); Hernandez-Avila, “To Other Women Who
Were Ugly Once” (125); Berger, “Nose I a Country” (126); Clifton, “Homage to
My Hair” (128); Clay, “Our Crown, Our Glory, Our Roots” (128); Chernik, “The
Body Politic” (129); Rodriguez, “Breaking the Model” (133); Oliendorf,
“Revenge Against the Scale” (135); Siebecker, “The Fat Girl Rules the World”
(136); Clifton, “Homage to My Hips” (136); (R) Cofer, “Story of My Body;”
Latham, “Double Life” (137); (R) Thompson, “No Way Outa No Way: Eating
Problems;” (R) Davis, “Loose Lips Sink Ships;” (MS MAGAZINE—SPRING
2009 Liu, p. 74-77: “The Perfect Pantomime”); (R) Nin, “Birth;” (R) Clifton,
“Poem to My Uterus;” (R) Ensler, “The Vagina Monologues;”
VIEW (ON YOU TUBE):
“The Vagina Monologues” part one – Names -- http://youtu.be/cjX1OEpf8Xw;
“The Vagina Monologues” part two – Hair -- http://youtu.be/B4Ctl9OhJY4;
“The Vagina Monologues” part seven – My Vagina is Angry –
http://youtu.be/vQK-_AczShs; “The Vagina Monologues” part nine – I Was
There In the Room – http://youtu.be/_a_vTTaJ6bw Any others you find
interesting
Due: Reading Response #3
Due: Media Exercise: (Blackboard)
Herstory: True Womanhood & the First Wave of the Woman’s Liberation
Movement:
Wed
Readings: (R) Welter, “The Cult of True Womanhood;” (R) Levander, “The
2/20/13
Cult of Domesticity;” (WI&R – 548-554); Kesselman, “The First and Second
Waves of Feminism in the U.S.” (555); “The Seneca Falls Women’s Rights
Convention, 1848” (561); “Sojourner Truth’s Defense of the Rights of Women”
(564); (R) Barns, “How It Feels to Be Forcibly Fed;” (R) Baxandall, “Dear
Sisters;” (R) Coontz, “What We Really Miss About the 1950s;” Friedan, “The
Problem That Has No Name” (50); Middleton, “What Feminism Means to Me”
(565); Sarachild, “Consciousness Raising: A Radical Weapon” (566);
Brownmiller, “The Boston Women’s Health Book Collective” (568);
VIEW (ON YOU TUBE):
Week 6
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Women Vote - "Night of Terror" (Women`s Suffrage/Woman`s Rights)
http://youtu.be/SeOHPfsCtFo
VIEW (ON YOU TUBE):
Alice Stokes Paul: the Women's Suffrage Movement -http://youtu.be/GjYtacfcgPU
Herstory: Woman’s Liberation Movement & Feminism: The Second Wave:
Readings: (R) Eisler, “The Equal Rights Amendment” (R) Morrison, “What the
Black Woman Thinks about Women’s Lib;” Roth, “The Making of the Vanguard
Center: Black Feminist Emergence in the 1960s and the 1970s” (571); Garcia,
“The Development of Chicana Feminist Discourse” (577); Shanley, “Thoughts
on Indian Feminism” (580); Louie, “Triple Jeopardy and the Struggle” (581);
Faludi, “Blame It on Feminism” (583); Bunch, “Bringing the Global Home” (588);
Enloe, “The Globetrotting Sneaker” (594); “Transnational Collaboration in
Support of Sweatshop Workers” (598); Lara, “Union Organizing in El Salvador”
(598); Featherstone, “United Students Against Sweatshops” (599)
Due: Reading Response #4
Week 7
Wed
2/27/13
Systems of Privilege and Oppression:
Readings: (R) Collins, “Toward a New Vision;” (R) Frye, “Oppression;”
McIntosh, “White Privilege” (394); (R) Jordan, “Report from the Bahamas”
Diversity: Differences Among Us – Race/Racism:
(WI&R – 381-386); Tatum, “Defining Racism: ‘Can We Talk?’” (386);
(R) Almquist, “The Experiences of Minority Women in the U.S.;” (R) Collins,
“Mammies, Matriarchs, And Other;” Davis, “An Autobiography (excerpt)” (398);
(MS MAGAZINE—WINTER 2012—Harris, p. 46-47: “Singled Out”)
*** Due: Media Analysis ***
(Please Label All Of Your Assignments)
Week 8
Wed
3/6/13
Diversity: Differences Among Us – Race/Racism:
Readings: (R) Tajima, “Lotus Blossoms Don’t Bleed;” (WI&R) Mirikitani,
Conduct” (391); (R) Yamada, “Invisibility is an Unnatural Disaster;” (R) Luu,
“The Hardships of Escape;” (R) Algranati, “Being an Other;” (R) Lopez &
Hasso, “Frontlines and Borders: Identity Thresholds for Latinas and Arab
American Women;” (WI&R) Ali, “Rethinking Women’s Issues in Muslim
Communities” (300); Castro, “Take a Closer Look” (394);Chrystos, “I Am Not
Your Princess” (393); (R) Crow Dog, “from: Lakota Woman;” (R) Sway,
“Behind the Crystal Ball”
Diversity: Differences Among Us – Class:
(WI&R – 400); Langston, “Tired of Playing Monopoly?” (400); Neely,
“Sisters” (404); Mennis, “Jewish and Working Class” (414); Johnson, “Poverty,
Hopelessness and Hope” (417); Derricotte, “Grace Paley Reading” (420)
Diversity: Differences Among Us – Heterosexism:
(WI&R – 421); Pharr, “Homophobia and Sexism” (422); Blackwomon, “Cat”
(426); Trujillo, “Chicana Lesbians” (429); McGuire, “Livin’ In a Gay Family”
(433); Gomez, “I Lost It at the Movies” (436); Koedt, “Loving Another Woman”
(153); Ochs, “Bisexuality, Feminism, Men and Me” (161); (MS MAGAZINE—
WINTER 2009 -- Renshaw, Ph.D., p. 59-60: “The F Word on The L Word”);
(MS MAGAZINE—WINTER 2010 -- Kiritsy, p. 12-13: “Coming Out, Voted
In”)
Due: Set # 1 of Extra Credit Assignments
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Diversity: Differences Among Us – Ageing and Ageism:
Readings: (WI&R – 439); Older Women’s League, “Older Women: The
Realities” (439); Rich, “The Women in the Tower” (443); Quevedo, “The Day
Nani Fell and I Wasn’t There to Catch Her” (448); Keaffaber, “Over the Hill and
Out of Sight” (449); McClanahan, “She Who Once Was” (451); (R) Clifton, “to
my last period”
Diversity: Nations, Boundaries, and Belonging: Citizenship in Women’s Lives:
Readings: (WI&R – 452); Parameswaran, “The Tale of Two Worlds” (453);
Southern Poverty Law Center, “Injustice on Our Plates” (458); Laduke,
“Mothers of Our Nation” (462); Ali, “What’s in a Name” (465); Bunch, “Human
Security vs. National Security” (466)
Diversity: Borderlands and Intersections:
Readings: (WI&R – 468); Hershey, “Rights, Realities, and Issues of Women
with Disabilities” (469); Matsuda, “Beside My Sister, Facing the Enemy” (474);
Lorde, “Age, Race, Class, and Sex: Women Redefining Difference” (475);
Thompson, “Fence Sitters, Switch Hitters, and Bi-Bi Girls” (480); Majaj,
“Boundaries: Arab/American” (485); Geiser, “Why Race Matters to a White
Dyke” (489); Hogan, “Friday Night” (490); (R) Noda, “Growing Up Asian In
America;” (R) Posadas, “Mestiza Girlhood”
Due: Reading Response #5
Week 9
Wed
3/13/13
Week 10
Wed
3/20/13
Reproductive Rights and Lives:
Readings: (R) “Griswold v Connecticut;” Hubbard, “Using Pregnancy to
Control Women” (368); (Blackboard) Eckholm, “Push for Personhood;”
(Blackboard) Gray, “The Personhood Amendment;” (WI&R 349); Ross, “What
is Reproductive Justice?” (350); “Voices of Reproductive Justice” (351);
Mingus, “Disabled Women and Reproductive Justice” (351); Nakae,
“Reproductive Justice Issues for Asian and Pacific Islander Women” (353);
Huang, “Made in the USA” (354); Willis, “Abortion: Is a Woman a Person?”
(355); Difranco, “Lost Woman Song” (358); Fowler, “Talking with the Enemy”
(359); BOX: “Pro-choice/Pro-life” (363); Males, “Parental Consent Laws” (364);
Connecticut State Legislature, “Testimony of William Bell” (366); BOX: “Access
to Safe Abortion Is a Human Right” (372); Yee, “Reclaiming Choice for Native
Women” (375); Fried, “Abortion in the U.S.: Barriers to Access” (375);
(R) Brooks, “The Mother;” (MS MAGAZINE—FALL 2009 -- Norris, p. 12-13:
“Battleground Nebraska”); (MS MAGAZINE—WINTER 2010 -- Joffe, p. 16
“Abortion Clinics Under Siege”); (MS MAGAZINE—WINTER 2011 – Clark,
p. 28-31: “Abortion Rights On the Line”); (MS MAGAZINE—SPRING 2011
-- Ginty, p. 32-35: “Treatment Denied”); (MS MAGAZINE—p. 27-31:
“Fighting the War on Women”); (MS MAGAZINE—SPRING/SUMMER
2012—Burroughs, p. 46-47: “A Frightening Prosecution”)
Due: Reading Response #6
Week 11
Wed
3/27/13
MID-TERM DUE
Readings: NONE
MID-TERM EXAM DUE (Take Home)
****
Week 12
Wed
SPRING BREAK -- 4/1/13 --- 4/6/13
****
Violence Against Women: Intimate Relationships:
Readings: (WI&R – 492-496); Shange, “With No Immediate Cause” (512);
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4/10/13
Week 13
Wed
4/17/13
****
McKeon, “Understanding Intimate Partner Violence” (497); Yamada, “The Club”
(501); Anonima, “La Princesa” (502); Hooks, “Violence in Intimate
Relationships” (503); Lin, “Holding Up More Than Half the Heavens” (504);
Lodhia, “Selective Storytelling” (506); Farrell, “Bringing Women’s Studies to a
Battered Woman’s Shelter” (509); (MS MAGAZINE—SPRING 2010 –
Andronici, p. 43-44: “Save Your Life, Save Your Livelihood”); (MS
MAGAZINE—FALL 2010 – Chen, p. 15: “The Economic Crisis Hits
Home”); (MS MAGAZINE—WINTER 2011 – Hallett, p. 16: “High-Tech
Stalking”); (MS MAGAZINE—SPRING/SUMMER 2012—WhitefieldMadrano, p. 52-55: “I Can Handle It”)
Violence Against Women: Sexual Violence Against Women and Girls:
Readings: (WI&R – 511); Griffin, “Rape: The All-American Crime” (513);
Silvestro, “Rape Law Reform” (520); Fletcher, “Whose Body Is It, Anyway?”
(521); Copelon, “Rape and Gender Violence: From Impunity to Accountability”
(523); Kearl, “Catcalls, Groping, and Stalking in Public Places” (526); BOX:
“Hey, Man, That’s Not Cool” (529); (R) Alexander, “Mosquitoes In The Main
Room;” (R) Villanueva, “Factory Girls;” (MS MAGAZINE—SPRING 2011 –
Hallett, p. 26-31: “Rape is Rape”); (MS MAGAZINE—SUMMER 2011 –
Hallett, p. 32-35: “How to Stop a Serial Rapist”); (MS MAGAZINE—
SPRING 2010 – Wilson, p. 32-35: “Culture of Rape”); Rachel, “High-School
Gauntlet” (529); Sanday, “Naming and Studying Acquaintance Rape” (530);
Modell, “Stronger Than You Think” (537); Fisher-Hertz, “Protecting Male
Abusers and Punishing the Women Who Confront Them” (538); Rainbow,
“Making Sense of the Experience of Incest Survivors” (544); Whitman, “Bubba
Esther, 1888” (547); (MS MAGAZINE—SUMMER 2010 – Bartlow, p. 47:
“There’s Nothing Friendly About Abuse”); (MS MAGAZINE— SPRING
2011– Paskus, p. 37-39: “The Forgotten Women of West Mesa”); (MS
MAGAZINE— WINTER 2010 – Brazile, p. 63: “The Global Pandemic of
Rape”); (MS MAGAZINE— Best of Ms. Reporting—SPRING 2002 – Davis,
p. 37-40 (1975): “Joan Little: The Dialectics of Rape”); (MS MAGAZINE—
SPRING/SUMMER 2012—Ginty, p. 36-39: “Court-Martialing The Military”)
Due: Reading Response #7
Reclaiming Representation: Women and the Arts: Poetry and Writing:
Readings: (R) Woolf, “Thinking About Shakespeare’s Sister;” (R) Rich, “When
We Dead Awaken:” (R) Lorde, “Poetry is Not a Luxury” (R) Nin, “From: Diary;”
(R) Kort, “Words, Writers, Women;” (R) Anzaldua, “The Path of the Red and
Black Ink;” (R) Wong, “Glows from the Dark;” (R) Bleyer, “Cut-and-Paste
Revolution;” (R) Heilbrum, “From: Writing a Woman’s Life;” (R) Angelou,
“Phenomenal Woman”
DUE: Research Paper (Written Argument for The
Women’s Related Research Topic of Your Choice)
Week 14
Wed
4/24/13
Reclaiming Representation: Women and the Arts: Art:
Readings: (R) Nochlin, “Why Have There Been No Great Women Artist;” (MS
MAGAZINE— SUMMER 2011 – Kort, p. 40-43: “When Feminist Art Went
Public”); (R) Fineman, “Table for 39: The Dinner Party, Judy Chicago’s iconic
work of feminist art;”
BLACKBOARD: Power Point Images, “The Dinner Party”
VIEW (ON YOU TUBE):
Judy Chicago's "The Dinner Party" at the Brooklyn Museum
http://youtu.be/O1jxdiuSkRk
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VIEW (ON YOU TUBE):
Judy Chicago on c*nt. http://youtu.be/XRCtUbSeorI
VIEW (ON YOU TUBE):
An Evening with Judy Chicago http://youtu.be/s4OyjsPcLr0 (1hr 14min)
VIEW (ON YOU TUBE):
Helen Redman, Pioneer of Feminist Art http://youtu.be/OPPHQRaD6lM
VIEW (ON YOU TUBE):
“Georgia O'Keeffe, A Life in Art http://youtu.be/79c1Ft809mg
VIEW (ON YOU TUBE):
“Georgia O'Keeffe, Talking About Her Life and Work”
http://youtu.be/v71awD38Qy4
Due: Reading Response #8
Due: Set # 2 of Extra Credit Assignments
Week 15
Wed
5/1/13
Reclaiming Representation: Women and the Arts: Music:
Readings: (R) Whiteley, “Repressive Representations;” (R) Ruby, “Women’s
Cock Rock Goes Mainstream;” (R) Morgan, “Hip Hop Women Shedding the
Veil;” (R) Armstead, “Growing the Size of the Black Woman;” (R) de Leon, “If
Women Ran Hip Hop”
VIEW (ON YOU TUBE):
“Wild Women Don’t Have the Blues”
http://youtu.be/ieEN44N0PZ0
VIEW (ON YOU TUBE):
KoKo Taylor “I’m a Woman”
http://youtu.be/o99MNFDa2dw
VIEW (ON YOU TUBE):
Bette Midler, “I’m a Woman”
http://youtu.be/bULnD56E2sE
VIEW (ON YOU TUBE):
Helen Reddy, “I Am Woman”
http://youtu.be/MUBnxqEVKlk
VIEW (ON YOU TUBE):
Aretha Franklin, “Respect”
http://youtu.be/6FOUqQt3Kg0
VIEW (ON YOU TUBE):
Queen Latifah, “U.N.I.T.Y”
http://youtu.be/f8cHxydDb7o
VIEW (ON YOU TUBE):
Def Poetry: Sarah Jones- 'Your Revolution' (Official Video) http://youtu.be/xRgIGMwZd2o
Week 16
Wed
5/8/13
Reclaiming Representation: Women and the Arts: TV
Readings: (R) Turnquist, A Woman’s Role Is . . . on TV;” (R) Lowe, “Asian
American Women in Broadcasting;”
VIEW (ON YOU TUBE):
TIFF 2010: ! Women Art Revolution explores the feminist art movement
http://youtu.be/cBMPPxU9pfM
Women Organizing” Many Issues, Many Voices:
Readings: (WI&R – 603); Laduke, “Struggles of Responsibility” (604); Sanchez,
“style no. 1” (606); Baumgardner, “Manifesta: Young Women, Feminism and
the Future” (606); Gold, “Just Sex: Students Rewrite the Rules” (612); Women
of ACE, “Voices” (623); Poo, “Organizing with Love” (629); Birney, “Waging
Peace” (643); Papell, “Feminism and Antimilitarism” (647)
****
FINALS WEEK -- STARTS THURSDAY
**** MAY 9 – MAY 16, 2013 ****
(NO REGULAR CLASSES)
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****
CLASS FINAL EXAM DUE:
**** FINAL: WEDNESDAY, MAY 15, 2013 ****
**** 4:00 – 5:00PM ****
(IN MY OFFICE -- AL 336)
**** Due: Take Home Final Exam ****
STUDENTS MUST COMPLETE THE RESEARCH PAPER &
THE FINAL EXAM TO PASS THE COURSE
(IF YOU WANT TO TURN IN FINAL EARLIER, PLACE IT IN
THE ENVELOP ON MY OFFICE DOOR – AL 336)
GRADES POSTED: TUESDAY -- MAY 21, 2013
(AFTER 11:00PM)
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