Dr. J. Roth
Women’s Studies 1100
Introduction to Women’s Studies (Winter Term)
Contemporary Women’s Issues
Dr. Jenny Roth
Contact Details:
jroth@lakeheadu.ca
x 8218
RB-3016
Office hours: Thursdays 1:00 – 2:00, or by appointment.
Lectures (Winter): UC 2011 T 10:00 – 11:30 a.m. and some TH 10:00 – 11:30 a.m.
WELCOME to Women’s Studies 1100, winter term. This term is an interdisciplinary
introduction to contemporary women’s local and global issues in Canada and examines
how women are shaped by and help to shape the world around them from fairy tales to
media representations and beyond. During the term we will explore how gender
intersects with race, class, ethnicity, sexuality, culture, ability and age to affect women’s
lives differently, and how individual, ideological and institutional power relations work
to influence how Canadian women experience their lives.
COURSE WEBSITE
There is a website for this course where you will find lecture outlines, frequently asked
questions, announcements and more. All documents will be in .DOC format. The
website can be accessed through WebCT. The easiest way to access WebCT is by typing
it into the “Search” menu on the Lakehead Homepage.
Try to check the site before each lecture. I strongly recommend that you print the
lecture outlines and bring them with you to class to help with taking lecture notes.
WebCT can be accessed from any of the labs on campus, if you do not have the internet
at home.
TEXTS
The following Coursepack is required and is on sale at the Bookstore.
Women’s Studies 1100 (Term 2)
ASSIGNMENTS & GRADING
Participation
Mid-Term In-Class Test
Gender Matters Paper
Final Exam
10% in tutorials (4% attendance / 6% participation)
7.5% in class Tuesday, February 7th.
12.5% before or in class Tuesday, March 7th.
20% Date to be set by Registrar
1
Dr. J. Roth
We will be using MLA Referencing Style. Examples of this style are provided in the
“Resources” section of the Coursepack. It is your responsibility to reference correctly.
Failure to do so will result in a loss of marks.
Deadlines are firm. Late assignments will be penalized 5% per day, including Saturdays
and Sundays up to one week. Assignments more than one week late will not be accepted
without appropriate documentation. Faxed and emailed assignments will not be
accepted. Poor time-management (e.g.: “I have a number of other papers/a test/etc. due
that week”) is not grounds for an extension. Assignments must be handed in during
lecture on the due date. In case of an emergency, assignments can be deposited in the
Women’s Studies office (RB-2012) during regular office hours. DO NOT SLIP
ASSIGNMENTS UNDER MY OFFICE DOOR. Assignments not turned in using
the appropriate channels will not be marked.
Special Needs – If you have special needs regarding the format or the due dates for the
assignments, you must inform me. The appropriate form can be obtained from the
Learning Assistance Centre.
Keep a printout or photocopy of all your submitted assignments. You are also required to
keep the research notes and drafts of your work that produced the assignments. Failure to
do so may result in loss of credit for the assignment.
CRITERIA FOR GRADING ESSAYS
A+ (90-100): Near-Perfection: The essay clearly develops a near-irrefutable argument
concisely and convincingly. Ideas are linked and flow clearly from sentence to sentence
and paragraph to paragraph. The argument leads clearly and inexorably to its conclusion,
is stimulating to read and shows analytical abilities well in excess of expectations for the
level. There are no errors in scholarly documentation or formatting, and the work is
virtually free of errors in grammar, spelling and punctuation. Secondary sources never
stand in for student’s own thoughts and are used intelligently to evidence the argument.
A-, A (80-89): Excellent: The essay thoughtfully develops an interesting thesis;
secondary source material is used intelligently, and not as a substitute for the student’s
own thinking. The student is in command of the topic and shows some originality and
enthusiasm in discussing it. The essay is well organized, convincingly argued, and
clearly expressed – a pleasure to read. It is mainly free of errors in grammar, spelling and
punctuation, and uses the conventions of scholarly documentation correctly.
B-, B, B+ (70-79): Very Good to Good: A competent, accurate treatment of its topic.
The essay is well written and has a clear thesis. Essays at the bottom of this range may
not have fully digested the material, and may lean uncritically on secondary sources. The
organization is good and the sentences are all comprehensible. There are few errors in
grammar, spelling and punctuation. The essay follows standard conventions of scholarly
documentation.
C-, C, C+ (60-69): Good to Fair: A pedestrian presentation. The thesis is unclear, or
trivial, or undeveloped. Much of the essay is summary or paraphrase, with only
2
Dr. J. Roth
occasional analytical comment. There may be inaccuracies; essays at the bottom of this
range may rely exclusively on secondary sources instead of the students’ own thoughts.
The essay is disjointed; some sentences may be convoluted and incomprehensible. There
may be mistakes in grammar, spelling and punctuation, as well as carelessness about
scholarly documentation.
D-, D, D+ (50-59): Poor: Has serious inaccuracies and inconsistencies. The student has
some grasp of the topic, but not much. Where sources are cited, they tend to be misused
or misinterpreted. The student may express opinions, but does not support them with
evidence or argument. The essay lacks coherence, is unclear, and has many errors in
grammar, spelling and punctuation, as well as carelessness about scholarly
documentation.
E (40-49): Failure Grade: Near-total misunderstanding. The student has very little grasp
of the materials or subject. The essay is disorganized, obscure, full of grammatical errors
and is unscholarly.
F (0-39): Failure Grade: Total misunderstanding. The student seems to have no grasp of
the materials or subject. The essay is disorganized, obscure, full of grammatical errors
and is unscholarly. This grade is also given for plagiarism.
PARTICIPATION (10%)
Based on tutorials (4% tutorial attendance + 6% tutorial participation)
Each week, tutorial reading questions will be posted on WebC. You are responsible for
coming to tutorials prepared to participate. A full grade will not be awarded simply for
talking a lot. In fact, if you talk so much that others don’t have the opportunity to speak,
or you silence them, you may well receive a failing grade for participation. Be conscious
that you are one member of a group. Your contribution will be thought-provoking,
respectful of others’ opinions and life experiences, contribute to and lead to discussion,
and will illustrate a clear grasp of the materials or will ask questions about the materials if
you need clarification. Do not hesitate to ask questions – if you have a question about
something, chances are, someone else does too!
Please bear in mind that all participants have the right to hold, defend, and promote their
views. However, this right exists alongside regulations that protect an individual’s right
to education without discrimination or harassment on the basis of gender, race, colour,
religion, class, sexual orientation, ability, age, place of origin, etc. Students are required
to respect these social and cultural differences. Intents to insult an individual or group of
individuals on the basis of their gender, race, etc. and words or symbols that convey
hatred or contempt constitute harassment and will not be tolerated. Respect for
differences in political awareness and educational development is essential.
Please note: I protect all students’ right to access learning. Therefore, students who
disrupt the learning environment by talking during lectures are not welcome in the
lecture hall (for example you chat with those around you – even when that chatter is
topic-related, or you do not raise your hand when you want to contribute to the
lecture and simply speak out). If you are told to leave because your disrespect for
3
Dr. J. Roth
those around you negatively affects their right to learn without interruption or
distraction, you must make an appointment with me to discuss your re-entry into
the lecture hall.
MID-TERM IN-CLASS TEST (7.5%)
Tuesday February 7th: Question will read:
Analyze the image using integrative feminism. Explain how the image perpetuates
current social power structures, and discuss how the image relates to issues that we have
covered so far in the term. Prove your analysis by using evidence from one film and
three readings.
The image will be handed out on Tuesday, January 31st. You will have one week to
prepare your answer.
You will write your response in class on Tuesday February 7th, in a test environment.
No aids may be used (i.e.: you may not consult notes, and this is not an “open book”
exam).
“GENDER MATTERS” PAPER (12.5%)
Due Tuesday, March 7th
Maximum 5 pages (excluding your Bibliography and your Title Page), typed, doublespaced, Times New Roman, 1-inch margins.
The social construction of genders takes place every day of our lives. Think of an
incident in your life, from your distant past or just yesterday, in which gender mattered,
and analyse it using an integrative feminist perspective. Use course readings and lectures
to support your analysis of why you experienced the moment or incident the way you did.
Specifically, consider how your own social location (class, race, age, sex, sexuality,
ability, ethnicity, etc.) impacted on how you experienced your gender during the incident
in question.
Please note: gender matters in ways that are both overt (i.e.: rape, prostitution, pay
inequity, etc.) and ways that are covert (i.e.: make-up, dieting, clothing, artistic
expression, access to resources, etc.). You can discuss either a covert or an overt
incident; what is most important is your analysis. Once you have described the incident
you must analyze it by asking questions of yourself such as: Why did the incident occur?
Why did I perform my gender the way I did? Why was gender a factor? What does the
incident say about women/men in society? What did I learn from the incident [whether
or not you were conscious of it at the time]?
This is a formal paper in which you will use the “I” voice, and you will prove your
analytical assertions using evidence from the course materials (readings and films),
course lectures, and tutorial discussions.
FINAL EXAM (20%): Exam date to be set by Registrar
4
Dr. J. Roth
ACTIVISM PROJECT
Optional opt-out of an essay worth 20% of the Final Exam
Self-Assessment Form and a brief Group Presentation (5 minutes)
Activism is an important part of Women’s Studies. If you decide to do activism, you are
responsible for forming groups, deciding what type of activism to do, and who will
benefit from it. The Self-Assessment Forms are in the “Resources” section of the
Coursepack, and give some idea of what is expected; however activism takes many forms
and can be incredibly creative. All activism projects need to be cleared with me
before you start so I can ensure that they conform to University Ethics Guidelines.
DOING ACTIVISM
WHY DO ACTIVISM?
Consciousness-raising
Anti-racism
Working with women, for women
Women’s shelters always need help
Raising funds for a cause
Education
Gay rights awareness
Sing / Dance / Paint / Laugh / Write
Use humour to make a political point
Film / Photograph
Encourage accessibility
Put on a Workshop
Women and poverty
Stereotypes
Battered Women
Breast Cancer
Women and HIV/AIDS
Street Workers
Body image, body politics
Anorexia nervosa and bulimia
Racism
Rape awareness
Menstruation / Menopause
The environment
& so many more….
& so many more….
the process
 Form a group and decide on a topic
 Clear your project with me before you start
 Email me a list of group members and a brief description of the project by February
28th.
 I will put groups who are working on the same or similar project in touch with each
other – work together!
 I will email you a date on which your group will be presenting in March
 Hand in your Self-Assessment form (1 per group member) the day you do your
presentation
BONUS CREDITS (1 PAGE, DOUBLE-SPACED)
You can earn a small bonus (up to a maximum of 3 points) during the term by completing
extra credit assignments. I will post Bonus Credit Events on WebCT in the
Announcements section. Attend up to three of these events and write a short response
[how did the event make me feel? what is it about my age, race, class, sex, gender,
5
Dr. J. Roth
ethnicity, etc. that made me feel that way? what did I learn that I did not know before?].
Bonus Credit papers will not be accepted after March 31st.
Academic Dishonesty
Academic dishonesty consists of misrepresentation by deception or by other fraudulent
means and can result in serious consequences, e.g. the grade of zero on an assignment,
loss of credit with a notation on the transcript, and/or suspension or expulsion from the
university.
It is your responsibility to understand what constitutes academic dishonesty. The
following illustrates only three forms of academic dishonesty:
1. Plagiarism, e.g. the submission of work that is not one’s own or for which other
credit has been obtained.
2. Improper collaboration in group work.
3. Copying or using unauthorized aids in tests and examinations.
Some guidelines to avoid academic dishonesty are in the “Resources” section of the
course pack.
WEEKLY TOPICS AND READINGS
Wk. 1 (3/5 Jan): Introduction – Feminisms We Come in Waves (NB: Ignore:
Women, Law and History, that was for my other class!)
Readings:
Truth, Sojourner. “Ain’t I a Woman?” Women images & realities: A Multicultural
Anthology. Eds. Amy Kesselman et. al. 3rd ed. New York: McGraw-Hill, 2003.
Friedan, Betty. “The Problem That Has No Name.” Women images & realities: A
Multicultural Anthology. Eds. Amy Kesselman et. al. 3rd ed. New York: McGrawHill, 2003.
young, debbie. “ain’t i a ooman, sojourner.” Fireweed. Vol. 73 (Fall 2001): 28-29.
Ahn, Christina. “Not Post-Feminism.” Turbo Chicks: Talking Young Feminists. Eds.
A. Mitchell, et. al. Toronto: Sumach Press, 2001.
Mackenzie, Elizabeth. “Approval.” Canadian Woman Studies Vol. 21/22, No. 4.1
(2001).
Hurdis, Rebecca. “Heartbroken: Women of Color Feminism and the Third Wave.”
Colonize This! Young Women of Colour on Today’s Feminism. Eds. D. Hernandez,
et. al. Seattle: Seal Press, 2002.
Kimmel, Michael. “Men and Women’s Studies: Premises, Perils, and Promise.” Women
images & realities: A Multicultural Anthology. Eds. Amy Kesselman et. al. 3rd ed.
New York: McGraw-Hill, 2003.
Film: My Feminism
Wk. 2 (10/12 Jan): Popular Culture and Gender Production
Readings:
Rowe, Karen. “Feminism and Fairy Tales.” Don’t Bet on the Prince: Contemporary
Feminist Fairytales. Ed. J. Zipes. N.p.: Gower, 1986.
6
Dr. J. Roth
Levine, Melissa. “Charmed and Dangerous: The So-Called Power of Celluloid
Witches.” Bitch: Feminist Response to Pop Culture No. 12 (2000): 58-63, 80.
Boone, Rebecca. “Britney and the Backlash.” Off Our Backs (Jan/Feb 2002): 48-49.
Gilman, Susan. “Klaus Barbie and Other Dolls I’d Like to See.” Women images &
realities: A Multicultural Anthology. Eds. Amy Kesselman et. al. 3rd ed. New York:
McGraw-Hill, 2003.
Film: Mickey Mouse Monopoly
Wk. 3 (17/19 Jan): Intersections: The Power Is/n’t All Mine
Readings:
Frye, Marilyn. “Oppression.” The Politics of Reality: Essays in Feminist Theory. N.p.:
Crossing Press, 1983.
“The Flower of Power”
Olsson, Jona. “For White Anti-Racists: Avoiding the Detours in the Journey Towards
Justice.” Women’s Education des Femmes Vol. 12, No. 4 (1996/97).
Lorde, Audre. “Age, Race, Class & Sex: Women Redefining Difference.” Out There:
Marginalization & Contemporary Culture. Eds. R. Ferguson et. al. N.p.: MIT Press,
1990.
McIntosh, Peggy. “White Privilege & Male Privilege: A Personal Account of Coming to
See Correspondences Through Work in Women’s Studies.” Race, Class & Gender:
An Anthology. Eds. M. Andersen et. al. Toronto: Thomson Learning, 1992.
Chrystos. “I Am Not Your Princess.” Women images & realities: A Multicultural
Anthology. Eds. Amy Kesselman et. al. 3rd ed. New York: McGraw-Hill, 2003.
Film: The Angry Eye
Wk. 4 (24/26 Jan): Thinking Critically About Visual Culture
Readings:
Hall, Stuart. “Introduction: Cultural Representations and Signifying Practices.”
Representation: Cultural Representations and Signifying Practices. Ed. S. Hall.
N.p.: Open University Press, 1997.
Jalabi, Afra. “Western Women Have Veiled Minds.” The Martlet December 3, 1992.
Nelson, E. D. and B. W. Robinson. Gender in Canada [excerpt]. Toronto: Prentice
Hall, Allyn & Bacon, 1999.
Bordo, Susan. “Normalisation and Resistance in the Era of the Image.” Feminisms. Eds.
S. Kemp et. al. New York: Oxford University Press, 1997.
Pinsky, Rachel & Lisa Miya-Jervis. “Our Bodies, Our Bus Shelters.” Bitch: Feminist
Response to Pop Culture No. 12 (2000).
Film: Killing Us Softly 3
Wk. 5 (31/2 Jan-Feb): Intersections: Sexualities
Readings:
Pyne, Cat. “A Question for Feminism.” Turbo Chicks: Talking Young Feminists. Eds.
A. Mitchell, et. al. Toronto: Sumach Press, 2001.
Oikawa, Mona. “Coming Out at the Sushi Bar.” Piece of My Heart: Lesbian of Colour
Anthology. Ed. M. Silvera. N.p.: Sister Vision Press, 1991.
7
Dr. J. Roth
Rich, Adrienne. “Compulsory Heterosexuality and Lesbian Existence.” Feminist
Frameworks. Eds. A. Jaggar, et. al. Toronto: McGraw Hill Cos., 1984.
Rochlin, Martin. “Heterosexual Questionnaire.” Available at
http://www.safeschoolsnc.com.
Udis-Kessler, Amanda. “Challenging the Stereotypes.” Bisexual Horizons: Politics,
Histories, Lives. Eds. S. Rose et. al. N.p.: Humanities Press Int. Inc., 1996.
Warder, Kristen. “Feminist Invitations.” Turbo Chicks: Talking Young Feminists. Eds.
A. Mitchell, et. al. Toronto: Sumach Press, 2001.
Wk. 6 (7/9 Feb): Mid-Term Test (Image):
***There will be no tutorials this week, instead we will watch and discuss Keepers of
the Fire during class time on Thursday; because there will be a film component on
the final exam, I highly recommend you do not miss it.
Analyze the image using integrative feminism. Explain how the image perpetuates
current social power structures, and discuss how the image relates to issues that we have
covered so far in the term? Support your analysis using evidence from one film and three
readings.
Wk. 7 (14/16 Feb): Intersections: Home, Families, Unpaid Work & Poverty
Readings:
Das Gupta, Tania. “Families of Native Peoples, Immigrants, and People of Colour.”
Canadian Families: Diversity, Conflict and Change. Eds. A. Mandell et. al.
Toronto: Harcourt Brace & Co., 1995.
Million, Dian. “The Housing Poem.” Reinventing the Enemy’s Language. Toronto: W.
W. Norton & Co. Inc., 1997.
Lorde, Audre. “Man Child: A Black Lesbian Feminist’s Response.” Sister Outsider.
New York: Crossing Press, 1984.
Syfers, Judy. “I Want a Wife.” Ms. Magazine (Dec. 1979).
Jiles, Paulette. “Paper Matches.” Poetry by Canadian Women. Ed. R. Sullivan. Don
Mills: Oxford University Press, 1989.
Ghorayshi, Parvin. “Working Canadian Women: Continuity Despite Change.”
Chrystos, “Economics.”
Film: Brown Women, Blonde Babies
Wk 8 (21/23 Feb): Mid-Year Study Week – No Classes!
Wk. 9 (28/2 Feb-Mar): Body “Beautiful”, Body “Perfect”
*LAST WEEK TO CLEAR OPTIONAL ACTIVISM PROJECT WITH ME*
**GENDER MATTERS PAPER DUE NEXT WEEK**
Readings:
Higginbotham, Anastasia. “Teen Mags: How to Get a Guy, Drop 20 Pounds, and Lose
Your Self-Esteem.” Women images & realities: A Multicultural Anthology. Eds.
Amy Kesselman et. al. 3rd ed. New York: McGraw-Hill, 2003.
8
Dr. J. Roth
Lamm, Nomy. “It’s a Big, Fat Revolution.” Listen Up: Voices from the Next Feminist
Generation. Ed. B. Findlen. N. p.: Seal Press, 1995.
Piercy, Marge. “What are big girls made of?” What Are Big Girls Made Of? New York:
Alfred A. Knopf, 1997.
Thompson, Becky. “Childhood Lessons: Culture, Race, Class and Sexuality.” Gender
and Social Life. Ed. R. Satow. N.p.: Allyn and Bacon, 2001.
Wong, Nellie. “When I was Growing Up.” Women images & realities: A Multicultural
Anthology. Eds. Amy Kesselman et. al. 3rd ed. New York: McGraw-Hill, 2003.
Zetlin, Elizabeth. “I am beautiful.” Canadian Woman Studies Journal Vol. 14, No. 3
(1994).
Joseph, Jenny. “Warning.” When I am an old Woman I shall Wear Purple. N.p.:
Papier-Mache Press, 1987.
Wk. 10 (7/9 Mar): Health and Wellness
**GENDER MATTERS PAPER DUE TUESDAY, MAR. 7TH**
Readings:
Sherwin, Susan. “Gender, Race and Class in the Delivery of Health Care.” No Longer
Patient: Feminist Ethics and Health Care. N.p.: Temple University Press, 1993.
Ship, Susan and Laura Norton. “HIV/AIDS and Aboriginal Women in Canada.”
Canadian Woman Studies Vol. 21, No. 2 (2001).
Egan, Carolyn and Linda Gardner. “Racism, Women’s Health, and Reproductive
Freedom.” Scratching the Surface: Canadian Anti-Racist Feminist Thought. Eds. E.
Dua et. al. Toronto: Women’s Press, 1999.
Martindale, Kathleen. “My (Lesbian) Breast Cancer Story: Can I Get a Witness?”
Fireweed Vol. 42 (1994).
Lee, Janet. “Menarche and the (Hetero)sexualizing of the Female Body.” The Politics of
Women’s Bodies. Ed. R. Weitz. New York: Oxford University Press, 1998.
Film: Exposure: Environmental Links to Breast Cancer
Wk. 11 (14/16 Mar): Language and Knowledge Production / Activism Presentations
Readings:
Miller, C. & Swift, K. “Sexist Language: One Small Step for Genkind.” The New York
Times April 16, 1972.
Nourbese Philip, Marlene. “Bad Words.” Border/Lines Vol. 18 (Spring, 1990).
Chrystos. “Anthropology.” Dream On. Vancouver: Press Gang Publishers, 1991.
Beaver, Susan. “English and Biology.” Piece of my Heart: Lesbian of Colour
Anthology. Ed. M. Silvera. Toronto: Sister Vision Press, 1991.
Som, Indigo. “Euphemism.” Piece of my Heart: Lesbian of Colour Anthology. Ed. M.
Silvera. Toronto: Sister Vision Press, 1991.
Wk. 12 (21/23 Mar): (Resisting) Violences / Activism Presentations
Readings:
Armstrong, Jeanette. “Indian Woman.” Making a Difference: Canadian Multicultural
Literature. Ed. S. Kamboureli. Don Mills: Oxford University Press, 1996.
9
Dr. J. Roth
Xiao Jia Chen, Linda. “Laundresses and Prostitutes: Deconstructing Stereotypes and
Finding an Asian Feminist Voice.” Resources for Feminist Research Vol. 20, No. 3
& 4 (Fall/Winter 1991).
Kadi, Joanna. “Making Sense of My Happy Childhood: Creating Theory.” Thinking
Class: Sketches From a Cultural Worker. N.p.: South End Press, 1996.
Patriarca, Gianna. “Daughters.” Italian Women and Other Tragedies. N.p.: Guernica,
1994.
Kholi, Rita. “Violence Against Women: Race, Class and Gender Issues.” Canadian
Woman Studies Journal Vol. 11, No. 4 (1991).
McPherson, Cathy. “Violence Against Women with Disabilities: Out of Sight, Out of
Mind.” Canadian Woman Studies Journal Vol. 11, No. 4 (Summer 1991).
Angela Davis. “We Do Not Consent: Violence Against Women in a Racist Society.”
Wk. 13 (28/30 Mar): Doing Feminism – Local and Global Visions / Exam Review &
Handout
Readings:
Charlotte Bunch. “Bringing the Global Home.” Women images & realities: A
Multicultural Anthology. Eds. Amy Kesselman et. al. 3rd ed. New York: McGrawHill, 2003.
Rosetta Khalideen. “Globalization and the Domestic Worker.” Canadian Woman
Studies Vol. 21/22, No. 4.1 (2001).
Kevin Bales. “Because She Looks Like a Child.” Global Woman: Nannies, Maids, and
Sex Workers in the New Economy. Eds. Barbara Ehrenreich and Arlie Russell
Hochschild. New York: Henry Hold and Co., 2002.
Starhawk. “Why We Need Women’s Actions and Feminist Voices for Peace.” Canadian
Woman Studies Vol. 22, No. 2 (2002).
Gloria Steinem. “Outrageous Acts and Everyday Rebellions.” Gender Basics: Feminist
Perspectives on Women and Men. Ed. A. Minas. New York: Thomson Learning,
1993.
Bunch, Charlotte. “Feminism, Peace, Human Rights.”
Resources – end of course pack
Self-Assessment Form
MLA Citation Style
Guidelines to avoid plagiarism
Before you Hand it in...
Glossary of terms
10