Division of Academic Affairs
Annual Assessment Report AY 10-11
Annual Assessment Plan AY 11-12
Appendix B
For Undergraduate & Graduate Degree Programs
Program Information
Name of Program:
Prepared By:
Women’s Studies Department
College:
CHABSS
(Department Chair/Program Coordinator)
Sheryl Lutjens
Date:
9/29/2011
Email Address:
slutjens@csusm.edu
Extension:
X8021
PART A: Annual Assessment Report AY 10-11
Due by May 27, 2011
Please note: Should you need additional time to analyze data gathered in Spring 2011, please send an email requesting an extension
to Jennifer Jeffries (jjeffrie@csusm.edu).
1) Please describe:
A. the program student learning outcomes you focused on for assessment this year.
B. the assessment activities you used to measure student learning in these areas.
Jennfier
C. Jeffiresto
the results of your assessment(s).
D. the significance of your results.
Please see attached report.
2) As a result of your assessment findings, what changes at either the course- or program-level are being made and/or
proposed in order to improve student learning? Please articulate how your assessment findings suggest the need
for any proposed changes.
Please see attached report.
PART B: Planning
for Assessment in 2011-2012
Required by October 3, 2011
1) Describe the proposed PSLO activities for AY 2011-12. (Note that assessing PSLOs can take many forms.
Programs may find the attached list of sample assessment activities helpful. Please check the Assessment
website for additional resources at www.csusm.edu/assessment/resources/).
The Women’s Studies department currently has seven expected student learning outcomes. In
the 2011-12 academic year, we plan to focus on five of them in our annual assessment project.
These include:
2. comprehend and be able to analyze critically the construction of gender in culture and society, historically and in
the present day;
3. demonstrate the ability to integrate the analysis of race and ethnicity, class, sexual identities, culture, religion,
dis/abilities, and geography into explanations of power relations in the contemporary world;
4. use effective oral and written communication skills to communicate information and arguments about women
and gender relations;
5. develop the research skills needed to find, analyze, and apply multiple sources of information about women and
gender across an array of research topics and academic disciplines;
6. demonstrate knowledge of multiple approaches to the study of women and gender
construction and have the skills needed to distinguish among basic assumptions and arguments,
particularly those derived from feminist theoretical perspectives.
2)
What specific assessment activities will you conduct this year in order to measure student
achievement of these outcomes?
The Women’s Studies Department will focus our assessment activities in two ways this year
(2011-12).
1) Believing that it will be very valuable to be able to compare student achievements across
time—and use the previous two annual assessments (2008-09 and 2010-11), we will evaluate
Paper/research papers written for WMST 490, the senior capstone seminar, using a rubric
developed for that purpose. This direct measure of student learning will provide evidence of
research and writing skills (SLOs # 4 and #5), of understanding of feminist theories and
analysis (SLOs #2 and 6), and of mastery of key concepts in the study of women and gender in
context (SLOs #2, 3, 6). We will review and adjust (as necessary) the rubric used in the past.
2) Development activities for 2011-12 will also include a January 2012 meeting with WMST
juniors and seniors, dedicated to a discussion of student learning objectives, assessment, past
reports, and students’ responses to methods and results.
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3) Please describe how the assessment support of $750 will be used.
The Women’s Studies Department will dedicate $125.00 to the meeting with students
(including lunch), $225 as a stipend for the chair of the assessment committee who will
organize the committee’s work, and $200 for two additional committee members (including
research on oral presentation rubrics).
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Appendix C
September 2008
Rev. March 2009
Rev. May 2009
Rubric for Assessing Research Writing/Papers
Women’s Studies Program
For A-C, E, F
(3) Well done
(2) Satisfactory
(1) Weak and needs improvement
For D
(4) Well done
(3) Satisfactory
(2) Weak and needs improvement
(1) Unsatisfactory
A.
Organization of Paper
3 focused around a central thesis, with a specific introduction, clear and logical
progression of ideas and supporting information, and a strong analytical conclusion
2 logical progression of ideas and supporting information, introduction and conclusion
provided but some problems of presentation or coherence
1 some discernible effort to provide ideas and information in a logical manner, but
missing cues, clarity, and/or order
B.
Style, Grammar, and Presentation
3 Vocabulary and syntax are mature, paper is free of grammatical and spelling errors,
sources are cited ethically, accurately, and systematically
2 Writing suffers from some grammatical and/or spelling errors, syntax or vocabulary is
sometimes awkward or incorrect, most sources are cited accurately and citation style
is somewhat consistent
4
1 Substantial weakness in basic writing style and skills, many grammatical and/or
spelling errors, failure to cite sources adequately in substantive and stylistic terms
C.
Theoretical Foundations and Argumentation
3 demonstrates strong and accurate understanding of key concepts relevant to topic,
introduces clearly the theoretical framework(s) used and/or analyzed in the paper,
presents research/writing question explicitly at the outset, develops an argument
and supports it with evidence and analysis
2 demonstrates some understanding of key concepts relevant to topic, makes some
references to theories related to topic, provides a topic/question statement, and
attempts to analyze in relation to a position
1 uses concepts without explanation and/or inconsistently, unclear statement of the
research/writing question or none at all, little analysis, little or no effort to argue
and defend a position
D.
E.
Acknowledgement of Alternative Points of View
4
Acknowledges many or most of the alternative points of view found in course
readings or presented in class. These points of view are summarized with
substantial accuracy. The paper responds adequately to theoretical alternatives
3
Acknowledges at least one alterative point of view/theoretical position found in
the readings or presented in class. Treatment of the alternative is substantially
accurate.
2
Acknowledges at least one alterative point of view/theoretical position found in
the readings or presented in class. Treatment of the alternative is substantially
inaccurate.
1
Acknowledges no alternative theoretical positions or points of view.
Original Thought
3
Paper shows evidence of original thought (it is not a summary of others’ opinions
or analysis of secondary sources)
2
Three is some evidence of original thought but the paper is primarily a summary
of the opinions or analysis of others
5
1
F.
No evidence of original thought.
Intersectionality/Diversity
3 recognizes and can analyze the multiplicity of human experience, feminist
perspectives, and hierarchies of oppression (race, class, gender, ethnicity,
sexualities, abilities, etc.), theoretically and/or empirically
2 recognizes the multiplicity of human experience, feminist perspectives, and
hierarchies of oppression (race, class, gender, ethnicity, sexualities, abilities, etc.),
theoretically and/or empirically, but cannot use differences in an analytical manner
1 does not acknowledge diversity/intersectionality
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Appendix D
College of Humanities, Arts,
Behavioral and Social
Sciences
Women’s Studies
Department
WMST 490
Feminist
Perspectives: Theories
and Research
Spring 2012
SBSB 2107
Wed 5:30-8:15
Sheryl L. Lutjens
Office: SBSB 4241
“Seeking the New Feminists: Thoughts on Body Image,” Voca Femina,
760-750-8021
http://images.google.com/imgres?imgurl=http://vfnonfiction.files.wordpress.com/2009
slutjens@csusm.edu
Office Hours: M 3:00-4:00,
Tu 1:00-2:30, and by appointment
“Within revolutionary feminist movements, within revolutionary black liberation struggles, we must continually
claim theory as necessary practice within a holistic framework of liberatory activism. We must do more than call
attention to ways theory is misused. We must do more than critique the conservative and at times reactionary uses
some academic women make of feminist theory. We must actively work to call attention to the importance of
creating a theory that can advance renewed feminist movements, particularly highlighting that theory which seeks to
further feminist opposition to sexism and sexist oppression. Doing this, we necessarily celebrate and value theory
that can be and is shared in oral as well as written narrative” (bell hooks, Teaching to Transgress, 1994).
Catalog Description:
Examines major schools of feminist theory and feminist approaches to research on women and
gender across an array of academic disciplines. The application of feminist perspectives and
reassessments of social theory in the humanities, social sciences, and sciences may be included.
Student research projects may include bibliographies, archival research, ethnographic, survey,
literary analysis or other formats.
Course Objectives:
WMST 490 is the capstone course for the Women’s Studies major. Its purpose is to facilitate
engagement with foundational debates and ongoing conversations within and about feminist
theory, and to explore the ways that feminist theorizing frames research--questions and methods-within and across disciplinary traditions, informs agencies and actions, and as bell hooks
explains, becomes “a location for healing” (bell hooks, Teaching to Transgress, in Wendy K.
Kolmar and Frances Bartkowksi, eds. Feminist Theory: A Reader, 3rd ed. New York: McGraw
Hill 2010, p. 27).
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Our work this semester will create an overview of the evolution of (modern) feminist thought,
inspecting how feminist theorizing is located with regard to other intellectual and political
histories, examining ongoing debates and cutting edge claims and contentions within feminist,
gender, and Women’s Studies, and considering research strategies and techniques in their
practical, political, and ethical dimensions. We will begin with a survey of current perspectives
of the issues in feminist thought, turn to the examination of theorists central to the diverse
intellectual traditions that have claimed women as a category of analysis and action, and move to
the terrain of contemporary theory, emphasizing, U.S. women of color, international, and gay,
lesbian, trans, and queer theorists to explore: definitions of theory; the epistemological questions
in feminist theory; theories of sexual identity, essentialism and difference, and intersectionality;
critical race feminist theorizing; postcolonial and transnational feminist theories; and Third
Wave feminism, among other tendencies and locations.
In pursuing these general objectives of WMST 490, the course aims to develop critical thinking
skills needed to analyze, compare, and assess critically different types of feminist theory and
their characteristic concepts, arguments, and conclusions. Critical reading and thinking skills
will be practiced in discussions in the seminar setting of the course, in writing assignments and
oral presentations, and in the required work on a feminist research proposal.
WMST 490 will be structured as a seminar and we will approach our work as a community of
feminist scholars! Because this is a culminating senior seminar, we will aim to integrate past and
present learning in an exciting, reflective, and creative fashion. We will include the expectations
for student learning in the Women’s Studies Program in establishing individual and collective
goals for the semester.
The basic expectations for student learning this semester include:
Students will know and comprehend the varieties of feminist theories that have developed
over time;
Students will be able to compare feminist theoretical perspectives in terms of concepts,
assumptions, and the arguments and conclusions they produce;
Students will be able to explain the relationship between theories and the practices they
produce/support/inspire;
Students will have the ability to integrate the analysis of race and ethnicity, class, sexual
identities, culture, religion, dis/abilities, and geography into explanations of power
relations in the contemporary world;
Students will use effective written and oral communication skills to present information
and arguments about women and gender relations;
Students will have and use the research skills needed to find, analyze, and apply multiple
sources of information about women and gender across an array of topics, disciplines,
and theoretical approaches.
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Course Materials: The following books are required and may be purchased at the University
Bookstore.
Chris Bobel, New Blood: Third-Wave Feminism and the Politics of Menstruation. New
Brunswick, NJ: Rutgers University Press, 2010.
Melissa V. Harris-Perry, Sister Citizen: Shame, Stereotypes, and Black Women in
America. Yale University Press, 2011.
Saba Mahmood, The Politics of Piety: The Islamic Revival and the Feminist Subject.
Princeton Univeristy Press, 2005.
Susan Archer Mann, Doing Feminist Theory: Paradigm Shifts from Modernity to
Postmodernity. New York ad Oxford: Oxford University Press, 2012.
Catherine M. Orr, Ann Braithwaite, and Diane Lichtenstein, eds. Rethinking Women’s
and Gender Studies. New York: Routledge, 2012.
The other required readings listed in the course calendar will be available within the course
Moodle shell, organized by weekly assignments. Materials may be distributed in class and a list
of supplementary texts will be available in the Moodle shell as well.
Please note: Any recommended readings listed in the syllabus are not required; they are
included to alert you to classic writings or new trends in an area of scholarship.
Course Organization
WMST 490 will be organized as a seminar. Class sessions will center in student participation
and collective discussion of the materials read, with occasional lectures (and more as needed), inclass activities, media, and student presentations/facilitation of seminar conversation. Students
must come to class prepared and having read the assigned material. Please bring your primary
texts and supplementary readings to class each week. Since careful consideration of authors,
ideas, and arguments will require access to the course materials, bringing your texts is crucial for
the quality of your participation. We will also be working with other “texts” to practice critical
thinking (visual or other texts).
Course Requirements and Evaluation
WST 491c is structured as a seminar, and it therefore places a premium on careful and critical
reading and preparation for each class session. Required weekly readings are listed in the Course
Calendar; reading should be completed prior to the seminar meeting. Adjustments may be made
as needed: different readings distributed among class members; new readings added; or the
schedule readjusted for events, lectures, etc. Writing and other assignments that allow you to
demonstrate your learning are described below.
Reading: Because this is a seminar that focuses on theories and methods, extensive reading is a
critical beginning for our work. The readings are listed in the weekly calendar; they are due on
the scheduled date. The readings are divided into “Reading Theory” and “Doing Research.”
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Any reading that is recommended is identified as such and all others should be considered
required. Please come to class prepared. We will discuss how we might ensure that readings are
done on a timely fashion and come to a group decision (in other words, should we establish
weekly writings on the readings that must be submitted? etc.)
Participation: Student participation will contribute importantly to the work we do together—
and to your course grade. Attendance is crucial, since it is impossible to participate if you are
not in class! We will determine an attendance and participation policy together. Preparation for
class (doing the readings and any other assignments) is a vital part of participation. There are 75
points for participation, 30 of which are for attendance and 45 for the preparation, effort, and
quality of participation.
Analytical Papers: Students will write two 3-4 page analytical papers during the semester.
Their purpose is to analyze, critique, and apply theories. Three topics will be provided and
students must choose two of them to complete the required writings. The first paper will focus
on liberal feminism and is due in Week 4 (February 15); we will decide as a group which weeks
will have topics available. Papers should be typed, double-spaced, and proofread carefully for
errors. A writing guide will be posed in the Moodle shell; the guide will provide general
instructions as well as resources for appropriate citation of sources you use in these papers and
all other writing you do in the course. Analytical papers may be rewritten after a required
meeting with the instructor. Rewrites are due no later than two weeks after the paper is returned.
Each paper is worth 100 points.
Teaching and Learning Activities: There are two activities defined as teaching/learning.
1) Two-student teams will be responsible for leading a 30-minute discussion in one of our
seminar meetings. The guidelines for these discussions will be distributed. 2) Our class will be
a focus for implementing the Women’s Studies 2011-12 Assessment Plan. (Assessment is a
university requirement and aspires to measure student learning.) There are two ways in which
WMST 490 will be involved with assessment. First, we will read, discuss, and respond to the
assessment done last year. Secondly, the research proposals prepared and presented during the
semester will be used for this year’s assessment. We will discuss this during our first class
meeting and plan our discussion. The Assessment Report and relevant documents will be
distributed in class. The teaching activity counts for 75 points.
Participation: There are 75 points for participation, 30 of which are for attendance and 45 for
the preparation, effort, and quality of participation. We will discuss standards and develop a
rubric for participation.
Feminist Research Proposal: Each student will prepare a 12-15 page (typed, double spaced)
research proposal on a topic of her choice. The research problem/question must be approved by
the instructor and conference meetings will be required (at least) twice during the semester.
Possible topics will be discussed in our first class session and a list of topics will also be
distributed in a subsequent meeting of the class. The research proposal will allow you to apply
all of your skills, ranging from critical reading and writing to researching of information on your
question, analyzing and evaluating sources, and selecting the feminist theoretical foundations
and the research methods that are most appropriate for you and your project. Creativity is
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encouraged! In addition to a written proposal, your research projects will be shared in a
conference format. We will develop ideas for the conference early in the semester and then
invite other students and/or faculty to attend--and to present their research!
The research paper (and the tasks involved in preparing it) will count for 300 points. The
presentation/class conference will count for 100 points (and is explained in a separate section).
More detailed instructions will be posted in the course Moodle shell; we will discuss research
proposals in class during the semester, especially as we systematically tackle issues of research
methods.
The following timetable indicates the need to begin immediately to identify and develop the
research problem that will be the focus of your paper.
Week 3
Submit initial statement of the research question/problem (10 points)
Week 5
Conference meeting with instructor (20 points)
Submit first draft of bibliography of sources consulted and to be consulted,
with initial annotations, revised question submitted (40 points)
Week 8
Submit annotated bibliography, draft of literature review, methods
statement (40)
Week 10
Submit introduction (20 points)
Week 13
Draft of Research Proposal submitted (50)
Week 14
Conference meeting about proposal (20 points)
Week 15
Final Draft of Research Proposal presented in the Feminist Research
Forum and submitted thereafter paper (100 points)
Feminist Research Forum: On the Friday of week 15 (or another date selected by the class), we
will hold the II Annual Feminist Forum—a small conference on feminist research. All 490
students will present their work; we will also invite students who are doing WMST 499 research
this semester; and we will invite other faculty and students to present their research in the Forum.
The Forum will be open to the campus community. We will consider arrangements, including
venue and the possibility of refreshments. Students will receive 50 points for assistance with
organizing the forum and 100 points for presenting their work!
Final Reflection Paper: A short final paper is due at the time of the final class meeting.
The paper should be two (2) pages in length, typed or word processed. The class as a whole will
define the focus and format of the Final Reflection Paper. Worth 25 points.
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Extra Credit: Students are encouraged to participate in the CSUSM community and our many
activities, especially WMST and other events that relate to our course. A partial list of campus
activities is attached to the syllabus; additional events and activities will be announced during the
semester. One such event is listed in the course calendar (Week ) and others will be announced
during the semester. To earn extra credit for attendance, a one-page written report of the event
and how it relates to WMST 490 is required. Each is worth 5 points, up to a maximum of 15
points.
Sonny Lacks
To summarize, there is a total of 800 points:
2 analytical papers
Research Proposal
Conference
Teaching Exercise
Participation
Reflection Essay
@ 100 points
@ 300 points
@ 125 points
@ 75 points
@ 75 points
@ 25 points
= 200
= 300
= 125
= 75
= 75
= 25
Grades will be assigned on the following basis (percentage of total points):
94-100% = A; 90-93% = A-; 87-89% = B+; 84-86% = B; 80-83% = B-; 77-79% = C+;
74-76% = C; 70-73% = C-; 67-69% = D+; 64-66% = D; 60-63% = D-; 59% and below = F
Course Policy:
My office hours are Monday 3:00-4:00 p.m. and Tuesday 1:00-2:30 pm. I will gladly meet with
you at other times and hope that you will stop by my office with questions or to chat at any time
(SBSB 4241). My telephone number is 750-8021 and you may also send me an e-mail
(slutjens@csusm.edu). Please note that I will not be available by phone or email on the nine (9)
days that I am furloughed.
If you need accommodation in any way, please let me know. Students with disabilities who
require academic accommodations must be approved for services by providing appropriate and
recent documentation to the Office of Disabled Student Services (DSS). This office is located in
Craven Hall 5205, and can be contacted by phone at (760) 750-4905, or TDD (760) 750-4909.
Students authorized by DSS to receive accommodations should meet with me during my office
hours or in a more private setting in order to ensure your confidentiality.
Students are expected to submit all work on the due date specified in the course calendar. If you
know that you will be unable to turn it in on that date, you may turn it in early. Any exceptions
to this submission policy must be approved in advance.
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Presenting the work of others (students or published authors) as if it were your own is absolutely
unacceptable. Please refer to the writing handout for further explanation of when and how to use
the work of others. University policy regarding plagiarism and other forms of cheating will be
followed.
All parts of this syllabus are open for discussion and/or modification at the beginning of the
semester. Changes may also be made as needed during the semester, including possible
adjustment to my furlough schedule.
Courtesy towards others and their points of view is expected. This is a necessity if we, as a class,
are to explore the issues and controversies that we will encounter in our readings and the
application of them to our own and others’ lives. Our own differences, whether of nationality,
age, gender, sexuality, ethnicity, religion, or ability, are key resources for us as we seek to learn
from each other in a context of mutual respect and appreciation.
Lap-top computers may not be used in class. All class notes and in-class activities must be handwritten. If you are a special needs student who must use a laptop for in-class work, please
contact me.
Cell phones and other electronic devices must be turned off before class starts.
Students must fulfill all course requirements to receive a passing grade for the course. In other
words, choosing not to do an assignment is not an option.
Course Calendar
DFT = Doing Feminist Theory
RWGS = Rethinking Women’s and Gender Studies
Week 1
January 25
Introduction
Who are we? Where are we? Where are we going? What is feminism?
`
View: My Daughter the Terrorist, a film by Beate Arnestad, produced by Morten
Daae, Women Make MoviesVideo Project, 2007. 58 minutes (selection)
Week 2
February 1
Finding Foundational Locations
Reading
Maythee Rojas, Women of Color and Feminism. Berkeley: Seal Press, 2010
13
Chela Sandoval, “Feminist Forms of Agency and Oppositional Consciousness:
U.S. Third World Feminist Criticism,” in Provoking Agents: Gender and Agency
in Theory and Practice, ed. Judith Kegan Gardiner. University of Illinois Press,
1995
Anupamlata, et al., “Qaid-dar-qaid: Chahardeevariyon Se Mansiktaon Tak Chhidi
Jung [Prisons within Prisons: Battles Stretching from the Courtyards to the
Minds],” pp. 114-119 in Feminisms in Geography: Rethinking Space, Place, and
Knowledges, eds. Pamela Moss and Karen Falconer Al-Hindi. Lanham, MD:
Rowman & Littlefield, 2008
Anne-Françoise Gilbert, “Feministische Geographien: Ein Streifzug in die
Zukunft [Feminist Geographies: An Excursion into the Future],” pp. 96-113 in
Feminisms in Geography: Rethinking Space, Place, and Knowledges, eds. Pamela
Moss and Karen Falconer Al-Hindi. Lanham, MD: Rowman & Littlefield, 2008
Week 3
February 8
Feminist Theories, Feminist Methods?
How de we identify and define the topic, focus, and issues within feminist theory?
When did it start, whom does it affect, what does it include, how can it be
applied?
Epistemologies: How do we know what we say we know about women? What
kind of evidence is needed? Is personal experience evidence? emotion? Is the
idea of “evidence” suspect? What are our assumptions and what evidence do we
think works? Who says so?
Bring a newspaper article that focuses on a current gender women/s issue
Initial statement of your research question is due today.
Reading
DFT, Ch. 1 “Doing Feminist Theory”
RWGS, “Introduction”
RWGS, Foundational Assumptions
Ch. 1, Layli Maparyan, “Feminism”
Ch. 2, Diane Lichtenstein, “Interdisciplinarity”
Ch. 3, Katherine Side, “Methods”
Ch. 4, Susanne Luhmann, “Pedagogy”
Audre Lorde, “The Master’s Tools Will Never Dismantle the Master’s House”
bell hooks, “Theory as Liberatory Practice”
Alice Walker, “Womanist”
14
Beverly Garland-Thomson, “Integrating Disability, Transforming Feminist
Theory”
Nan Alamilla Boyd, What does Queer Studies offer Women’s Studies? The
problem and promise of instability. In Elizabeth Lapovsky Kennedy and Agatha
Beins (Eds.), Women’s Studies for the Future. New Brunswick, NJ: Rutgers
University Press, 2005
Recommended:
Lexicon of the Debates, pp. 34-56
Alison Jaggar, Ch.1 Feminism as Political Philosophy
Ch. 2 Political Philosophy and Human Nature
Doing Research
Read:
Sprague, Ch. 1 The Field of Vision
Ch. 2 Seeing through Science: Epistemologies
Jane Duran, Ch. 1 “Knowledges/Foci,” in Worlds of Knowing: Global Feminist
Epistemologies. New York: Routledge, 2001
Recommended for Reading about Cultural Epistemologies:
Jane Duran, Ch. 8, “Chicana/os,” in Worlds of Knowing: Global Feminist Epistemologies. New
York: Routledge, 2001
Jane Duran, Ch. 4, “Bangladesh and Islam,” in Worlds of Knowing: Global Feminist
Epistemologies. New York: Routledge, 2001
Week 4
February 15
Liberal Feminisms
Research Question due
Analytical Paper #1 Due
Reading Theory
DFT, Ch. 2 “Liberal Feminisms”
Alison Jaggar, Ch. 3 “Liberal Feminism and Human Nature
Alison Jaggar, Ch. 7 “The Politics of Liberal Feminism”
Wollstonecraft, A Vindication of the Rights of Women
Grimké, Letters on the Equality of the Sexes
Stanton, “Declaration of Sentiments”
Sojourner Truth, “Ain’t I a Woman?” and “Keeping the Thing Going”
Mill, The Subjection of Women
Wells-Barnett, “Lynching and the Excuse for it”
National Organization of Women, Statement of Purpose
15
Yosano Akio, “The Day the Mountains Move”
Inji Aflatun, “We Egyptian Women
Teresa Zackodnik, “Reading Toward a Red-Black Coalitional Feminism: Anna
Julia Cooper’s ‘Woman versus the Indian,’” pp. 109-125 in Indigenous Women
and Feminism: Politics, Activism, Culture, eds. Cheryl Suzack, Shari M.
Huhndorf, Jeanne Perreault, and Jean Barman. Vancouver and Toronto: UBC
Press, 2010
Nancy A. Hewitt, “From Seneca Falls to Suffrage? Reimagining a ‘Master’
Narrative in U.S. Women’s History,” pp. 15-38 in No Permanent Waves:
Recasting Histories of U.S. Feminism, ed. Nancy Hewitt. New Brunswick, NJ:
Rutgers University Press, 2010
Doing Research
Read:
Denise Leckenby, “Feminist Empiricism: Challenging Gender Bias and ‘Setting the Record
Straight,’” in Feminist Research Practice: A Primer, eds. Sharlene Nagy Hesse-Biber and
Patricia Lina Leavy. Thousand Oaks: Sage Publications, 2007
Skim, Kathi Miner-Rubino and Toby Epstein Jayaratne, “Feminist Survey Research,” in
Feminist Research Practice: A Primer, eds. Sharlene Nagy Hesse-Biber and Patricia Lina Leavy.
Thousand Oaks: Sage Publications, 2007
Recommended:
Sprague, Ch. 4 “How Feminists Count: Critical Strategies for Quantitative Methods”
Week 5
February 22
Radical Feminism
Due: Revised/Expanded Research Question and Bibliography/Annotations
Conference meeting with instructor to be held this week.
Reading
DFT, Ch. 3 “Radical Feminisms”
RWGS, Part II, Ubiquitous Descriptions
Ch. 5, Catherine M. Orr, “Activism”
Ch. 6, Astrid Henry, “Waves”
Ch. 7, Alison Piepmeier, “Besiegement”
Ch. 8, Martha McCaughey, “Community”
Friedan, “The Problem that Has No Name”
Solanas, SCUM Manifesto
Millett, “Theory of Sexual Politics”
Redstockings Manifesto
16
Koedt, “The Myth of the Vaginal Organism”
Radicalesbians, “The Woman-Identified Woman”
Daly, “The Metapatriarchal Journal of Exorcism and Ecstasy”
Lorde “Age, Race, Class, and Sex”
Bordo, “The Body and the Reproduction of Femininity”
Recommended:
Jaggar, Ch. 5 Radical Feminism and Human Nature and Ch. 9 The Politics of
Radical Feminism
Doing research
Read:
Patricia Lina Leavy, “The Practice of Feminist Oral History and Focus Group Interviews,” in
Feminist Research Practice: A Primer, eds. Sharlene Nagy Hesse-Biber and Patricia Lina Leavy.
Thousand Oaks: Sage Publications, 2007
Patricia Lina Leavy, “The Feminist Practice of Content Analysis,” in Feminist Research
Practice: A Primer, eds. Sharlene Nagy Hesse-Biber and Patricia Lina Leavy. Thousand Oaks:
Sage Publications, 2007
Carol A.B. Warren and Tracy Xavia Karner, Ch. 5 “Writing Fieldnotes,” in Discovering
Qualitative Methods: Field Research Interviews, and Analysis, 2nd ed. New York: Oxford
University Press, 2010
Recommended for Political Science Perspectives:
Gary Goertz and Amy Mazur, Mapping Gender and Politics Concepts: Ten Guidelines“
in Politics, Gender, and Concepts: Theory and Methodology, eds. Gary Goertz and Amy Mazur.
Cambridge: Cambridge University Press, 2008
Georgia Duerst-Lahti, “Gender Ideology: Masculinism and Feminalism,” in Politics, Gender,
and Concepts: Theory and Methodology, eds. Gary Goertz and Amy Mazur. Cambridge:
Cambridge University Press, 2008
Week 6
February 29 [It’s a Leap Year!]
Marxism and Socialist Feminism
Guest Instructor
Reading
DFT, Ch. 4, “Marxist, Socialist, and Anarchist Feminisms”
Engels, The Origin of the Family, Private Property and the State
Charlotte Perkins Gilman, Women and Economics
Kollontai, “Working Woman and Mother”
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Heidi Hartmann, “The Unhappy Marriage of Marxism and Feminism”
Annette Kuhn and Ann Marie Wolpe, “Feminism and Materialism,” in Materialist
Feminism: A Reader in Class, Difference, and Women’s Lives, eds. Rosemary
Hennessey and Chrys Ingraham. New York: Routledge, 1997
Nancy C.M. Hartsock, “The Feminist Standpoint: Toward a Specifically Feminist
Historical Materialism,” in Materialist Feminism: A Reader in Class, Difference,
and Women’s Lives, eds. Rosemary Hennessey and Chrys Ingraham. New York:
Routledge, 1997
J.K. Gibson-Graham, “Capitalism and Anti-essentialism: An Encounter in
Contradiction,” in The End of Capitalism (as we knew it): A Feminist Critique of
Political Economy. Cambridge: Blackwell Publishers, 1996
Recommended:
Kum-Kum Bhavnani and Marget Coulson, “Transforming Socialist Feminism:
The Challenge of Racism,” Feminist Review 23 (1986)
Randy Albeda, “The Invisible Hand’s Stranglehold: Neoclassical Economics and
Feminism,” Ch. 7 in Economics and Feminism: Disturbances in the Field. New
York: Twayne Publishers, 1997
Jaggar, Ch. 4 “Traditional Marxism and Human Nature” and
Ch. 5 “The Politics of Traditional Marxism
Doing Research
Read:
Shulamith Reinharz, Ch. 9 “Feminist Case Studies,” in Feminist Methods in Social Research.
New York: Oxford University Press, 1992
Shulamith Reinharz, Ch. 10 “Feminist Action Research,” in Feminist Methods inSocial
Research. New York: Oxford University Press, 1992
Week 7
March 7
Intersectionality as Strategy and Theory
Reading
DFT, Ch. 5 “Intersectionality Theories”
RWGS, Part III Epistemologies Rethought
Ch. 9, Vivian M. May, “Intersectionality”
Ch. 10, Scott Lauria Morgensen, “Identity (Politics)”
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Doing Research
Read:
Carol A.B. Warren and Tracy Xavia Karner, Ch. 8 “The Textual and the Visual as Qualitative
Data: Documents, Images, and the Internet,” in Discovering Qualitative Methods: Field
Research Interviews, and Analysis, 2nd ed. New York: Oxford University Press, 2010
Carol A.B. Warren and Tracy Xavia Karner, Ch.9 “Analyzing Qualitative Data: Fieldnotes,
Transcripts, Documents, and Images,” in Discovering Qualitative Methods: Field Research
Interviews, and Analysis, 2nd ed. New York: Oxford University Press, 2010
Week 8
March 14
Race, Gender, Class and Intersectionality continued
Annotated bibliography, methods statement, and preliminary literature
review are due today.
Reading
Melissa V. Harris-Perry, Sister Citizen: Shame, Stereotypes, and Black Women in
America. Yale University Press, 2011.
Note: March 13, 6:30 pm (Tuesday)
“A Conversation with David ‘Sonny’ Lacks,” California Center for the Arts,
2012, 6:30 pm. I have ordered tickets for us!
Doing Research
Read:
Gesa E. Kirsch, “Friendship, Friendliness, and Feminist Fieldwork,” Signs: Journal of Women in
Culture and Society 30:4 (Summer 2005)
Nancy A. Naples, “Survivor Discourse: Narrative, Empowerment, and Resistance,” in Feminism
and Method: Ethnography, Discourse Analysis, and Activist Research. New York: Routledge,
2003
Week 9
March 21
Spring Break!!!
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Week 10
March 28
Radical Rethinkings
Reading
DFT, Ch. 6, “Postmodern, Poststructural, Queer, Transgender”
RWGS, CH. 11, Jennifer Purvis, “Queer”
Doing Research
Read:
Mehmoona Moosa-Mitha, “Situating Anti-Oppressive Theories within Critical and DifferenceCentered Perspectives,” in Research as Resistance: Critical, Indigenous, and Anti-Oppressive
Approaches, eds. Leslie Brown and Susan Strega. Toronto: Canadian Scholars’ Press/Women’s
Press, 2005
Margaret Kovach, “Emerging from the Margins: Indigenous Methodologies,” in Research as
Resistance: Critical, Indigenous, and Anti-Oppressive Approaches, eds. Leslie Brown and Susan
Strega. Toronto: Canadian Scholars’ Press/Women’s Press, 2005
Week 11
April 4
Third Wave Feminisms
Reading
DFT, Ch. 7 “Third Wave Feminisms”
Chris Bobel, New Blood: Third-Wave Feminism and the Politics of Menstruation.
New Brunswick, NJ: Rutgers University Press.
Rebecca Walker, “Being Real: An Introduction,” in To Be Real: Telling the Truth
and Changing the Face of Feminism, ed. Rebecca Walker. New York: Anchor
Books, 1995
Sarah Gamble, “Post Feminism,” in The Routledge Companion to Feminism and
Postfeminism, ed. Sarah Gamble. London: Routledge, 2001
Kimberly Springer, “Third-Wave Black Feminism?”
Week 12
April 11
Post-colonial/Third World Feminisms
Transnational Feminisms
Reading
DTF, Section III Bridging the Local and the Global
CH. 8 “Feminism and Imperialism in Early Modernity”
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Ch. 9 “Feminism and Imperialism in Late Modernity”
Ch. 10 “Feminism and Imperialism in Postmodernity”
Zillah Eisenstein, “Resexing the Wars of/on Terror,” in Sexual Decoys: Gender,
Race and War in Imperial Democracy. Melbourne and London: Spinifex Press
and Zed Books, 2007
Doing Research
Read:
Sprague, Ch. 6 “Whose Questions? Whose Answers?”
Carol A.B. Warren and Tracy Xavia Karner, Ch. 10, “Writing Well,” in Discovering Qualitative
Methods: Field Research Interviews, and Analysis, 2nd ed. New York: Oxford University Press,
2010
Shahnaz Khan, “Reconfiguring the Native Informant: Positionality in the Global Age,” Signs:
Journal of Women in Culture and Society 30:4 (Summer 2005)
Recommended for reading more about feminist geography
Pamela Moss and Karen Falconer Al-Hindi, “Feminisms, Geographies, Knowledges,” in
Feminisms in Geography: Rethinking Space, Place, and Knowledges, eds. Pamela Moss and
Karen Falconer Al-Hindi. Lanham, MD: Rowman & Littlefield, 2008
Week 13
April 18
Problems and Issues of Feminist Work
Draft of research proposal is due today.
Reading
RWGS, Part 4, Silences and Disavowals
Ch. 12 Ann Braithwaite, “Discipline”
Ch. 13 Wendy Kolmar, “History”
Ch. 14 Karlyn Crowley, “Secularity”
Ch. 15 Merri Lisa Johnson, “Sexuality”
Saba Mahmood, The Politics of Piety
Halimah Abdullah, “And Ain’t I a Muslima?” in Voices of Resistance: Muslim
Women on War, Faith and Sexuality, ed. Sarah Husain. Emeryville, CA: Seal
Press, 2006.
Doing Research
Read:
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Ann Taylor Allen, “Lost in Translation? Women’s History in Transnational and Comparative
Perspective,” in Comparative Women’s History: New Approaches. Boulder: Social Science
Monographs, distributed by Columbia University Press, New York, 2006
J. Ann Tickner, “Gendering a Discipline: Some Feminist Methodological Contributions to
International Relations,” Signs: Journal of Women in Culture and Society 30:4 (Summer 2005)
Recommended for rethinking Political Economy
V. Spike Peterson, “Theory Matters,” in A Critical Rewriting of Global Political Economy:
Integrating Reproductive, Productive and Virtual Economies. London: Routledge, 2003
Week 14
April 25
Whither Women’s Studies?
What’s feminism got to do with it?
Conference meeting with instructor about research proposal required this week.
Reading
RWGS, Part 5 Establishment Challenges
Ch. 16 Bobby Noble, “Trans—“
Ch. 17 Aimee Carrillo Rowe, “Institutionalization”
Ch. 18 Lauri Parisi, “Transnational”
Week 16
May 9
Feminist Research Forum this week?
Finals Week Final meeting
Final Reflection Paper due
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