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CALIFORNIA STATE UNIVERSITY, LOS ANGELES
COLLEGE
OF ARTS AND LETTERS
DEPARTMENT OF LIBERAL STUDIES
FALL 2007
COURSE NUMBER, TITLE, AND UNITS: Liberal Studies 386: Gender in Science (4)
INSTRUCTOR: Dr. Patrick B. Sharp
OFFICE LOCATION: E&T 411
OFFICE HOURS: W 2-5 pm & by appt.
WEB: http://www.calstatela.edu/faculty/psharp/
EMAIL: psharp@calstatela.edu
CLASS MEETINGS: M W 6:10-7:50 pm, ET A129
TURNITIN.COM COURSE NUMBER: 1967692
TURNITIN.COM PASSWORD: rainbow07
ONLINE RESERVE PASSWORD: rainbow07
OFFICE PHONE: (323) 343-5811
1. COURSE DESCRIPTIONS.
A. CATALOG DESCRIPTION. Prerequisites: Completion of GE Basic Subjects (Block A) and at least one course
each from Blocks B, C, and D. Interdisciplinary exploration of scientific conceptions of gender and the effects of
gender ideology on the history of science from the Scientific Revolution to the present.
B. MORE COMPLETE COURSE DESCRIPTION. This course explores the development of biological concepts about
sex and gender in Euro-American scientific culture, with an emphasis on how these concepts have responded to
changes in culture and ideology over the centuries. This course takes an interdisciplinary approach to engaging
natural history and its disciplinary descendents, biology and anthropology. Through presenting arguments about sex
and gender in their cultural and historical context, this course encourages students to understand science as a central
and vital force in modern society and modern culture. Through reading landmark texts such as Darwin's The Descent
of Man in the context of debates about human nature, this course will sharpen students' appreciation of how
scientific paradigms continue to influence modern thought and popular representations.
C. REQUIREMENTS MET BY THIS COURSE. This course satisfies the Natural Science requirement for both Upper
Division GE Theme C (Gender in the Diversity of Human Experience) and the Minor in Women's and Gender
Studies. It also serves as an Interdisciplinary Science Studies course for the minor in Science, Technology, and
Medicine Studies. This course replaces Liberal Studies 421 for Liberal Studies majors, and therefore is required for
the depth area in Women's and Gender Studies. This course also serves as an elective in the Liberal Studies depth
areas in Cultural Studies, Natural Science, and Science, Technology, and Medicine Studies. With advisor approval,
Liberal Studies students can count this course in place of LBS 454 (but note that courses can never be counted for
two different requirements in the same major). Liberal Studies students cannot count this course towards an
Upper Division GE Theme.
2. PROFESSIONAL STATEMENTS.
A. STATEMENT OF REASONABLE ACCOMMODATION. The Arts and Letters faculty fully support the Americans
with Disabilities Act (ADA). The members of the faculty will provide reasonable accommodation to any student
with a disability who is registered with the Office of Students with Disabilities (OSD) who needs and requests
accommodation. The faculty may wish to contact the OSD to verify the presence of a disability and confirm that
accommodation is necessary. The OSD will arrange and provide for the accommodation. Reasonable
accommodation may involve allowing a student to use an interpreter, note taker, or reader; accommodation may be
needed during class sessions and for administration of examinations. The intent of the ADA in requiring
consideration of reasonable accommodation is not to give a particular student an unfair advantage over other
students, but simply to allow a student with disability to have an equal opportunity to be successful.
B. STUDENT CONDUCT. The instructor of this course assumes that all students will conduct themselves as mature
citizens of the campus community and will conduct themselves in a manner congruent with university policies and
regulations. Inappropriate conduct is subject to discipline as provided for in Title 5, California Code of Regulations
(see "Student Conduct" in the CSULA General Catalog). ACADEMIC HONESTY is expected of all students in
accordance with University policy. There are established university reporting procedures if a student is suspected of
committing an academically dishonest act. I have a zero-tolerance policy with plagiarism: if you plagiarize, I
will report you. For more information see "Academic Honesty" in the CSULA General Catalog and go to
http://www.calstatela.edu/academic/senate/handbook/ch5a.htm.
C. TECHNOLOGY. For the successful completion of this course, each student should have the following:
 Ample access to a computer (e.g., in CSULA computer labs or at home).
 Knowledge of how to use a word processing program such as Microsoft Word.
 An email account (available free of charge to all CSULA students).
 A basic understanding of how to use the internet.
Dr. Sharp
3.
Liberal Studies 386 Syllabus, Fall 2007
Page 2
STUDENT OUTCOMES.
GENERAL LEARNING OUTCOMES. This is an advanced course that takes an interdisciplinary approach to the study of gender and
science. By the end of this course, students should be able to accomplish the following:

Demonstrate knowledge of the basic history of science in regards to gender.

Demonstrate knowledge of scientific arguments regarding sex and gender as they relate to human evolution.

Understand how ideology and social priorities affected the sciences and the development of scientific knowledge.

Demonstrate knowledge of the basic social impact of gender on identity.

Understand how science and technology is represented in a variety of different media.

Demonstrate mastery of the modes of critical analysis.

Apply these modes of critical analysis to a variety of different texts such as science texts, films, television shows,
historical essays, novels, and news reports.
BY THE END OF THIS COURSE, STUDENTS SHOULD ALSO BE ABLE TO DO THE FOLLOWING:

Read and understand difficult critical arguments.

Articulate how critical arguments are structured and what position they take in relation to the subject matter.

Write a clear, coherent, and well-developed critical research essay.
CCTC GENERAL STANDARDS. This course will help students to meet the following general standards for the Multiple Subject
Matter Program Curriculum established by the California Commission on Teacher Credentialing (CCTC):

Students will understand significant ideas, structures and values in the disciplines that underlie the K-8 curriculum
(Standard 1.2).

Students learn to analyze situations; synthesize information from multiple sources; make decisions on rational bases;
communicate skillfully; and appreciate diverse perspectives (Standard 1.3).

Students develop awareness of fundamental values inherent in the connected disciplines, and study their basic concepts,
principles and nomenclatures (Standard 4.4).

Students examine and develop higher-level skills of thinking and research practice as they occur in the disciplines
(Standard 4.5).

Students will extend their understanding of abstract ideas by learning and articulating applications of the ideas to
specific situations, common problems, and current issues (Standard 5.2).

Students examine human differences and similarities such as sex, race, ethnicity, socio-economic status, and sexual
orientation (Standard 8.1).
CCTC CONTENT SPECIFICATIONS: This course will help students to meet the following Content Specifications for the Multiple
Subject Matter Program Curriculum established by the CCTC:

Students trace the development of the Renaissance and Scientific Revolution in Europe. They define the development
of early modern capitalism and its global consequences (Content Specification in History and Social Science 1.2)

Students utilize chronological and spatial thinking. They analyze, interpret and evaluate research evidence in history
and the social sciences. They interpret primary and secondary sources, including written documents, narratives,
photographs, and art. In the interpretation of historical and current events, students identify, explain and discuss
multiple causes and effects. They recognize the differing ramifications of historical and current events for people of
varying ethnic, racial, socio-economic, cultural and gender backgrounds (Subject Matter Skills and Abilities Applicable
to the Content Domains in History and Social Science).

Students distinguish between sexual and asexual reproduction. They distinguish between environmental and genetic
sources of variation, and understand the principles of natural and artificial selection. They know how evidence from the
fossil record, comparative anatomy, and DNA sequences can be used to support the theory that life gradually evolved
on earth over billions of years. They understand the basis of Darwin's theory that species evolved by a process of
natural selection (Content Specifications in Science 2.3).

Students demonstrate their ability to use a variety of research sources, both print and electronic. Students use their
findings and interpretations to construct their own reports and narratives, and understand the importance of citing
research sources, using recognizable and accepted conventions for doing so (Content Specification in Reading,
Language, and Literature 2.5).

Students analyze narrative and expository texts for both literary elements and structural features. Students learn to
identify themes derived from cultural patterns and symbols found in rituals, mythologies, and traditions. Students learn
to identify and analyze evidence of an author’s or narrator’s perspective. Students learn to identify and evaluate
structural devices, and they examine the connections among organizational structures, the writer’s viewpoint, and the
goals of reading (Content Specification in Reading, Language, and Literature 3.1).

Students analyze both implicit and explicit themes and interpret both literal and figurative meanings in texts, from a
range of cultures and genres, using textual support for inferences, conclusions, and generalizations they draw from any
work. Students learn to evaluate the structure, purpose, and potential uses of visual text features, and develop ability to
recognize and analyze instances of bias and stereotyping in a text (Content Specification in Reading, Language, and
Literature 3.3).

Students learn to analyze, interpret and evaluate research evidence in history and the social sciences. They interpret
primary and secondary sources, including written documents, narratives, photographs, art and artifacts. In relation to
confirmed research evidence they assess textbooks and contrast differing points of view on historic and current events.
Students learn to recognize the differing ramifications of historical and current events for people of varying ethnic,
racial, socio-economic, cultural and gender backgrounds (Content Specifications in History and Social Science).
Dr. Sharp
Liberal Studies 386 Syllabus, Fall 2007
Page 3
4. ASSESSMENT PROCEDURES.
A. ATTENDANCE. Attendance is mandatory. Any absences not excused by a note from a doctor or a dean will
negatively affect your participation grade (see participation below). I will take roll during every class. If you have
an illness or family emergency that prevents you from attending class, you need to contact me as soon as possible (email is usually the surest way). If you are late for class, it is your responsibility to make sure I don't have you
recorded as absent. If you miss a class for any reason, whether excused or unexcused, it is your responsibility to
contact someone from class to find out what you missed (do this before the next class meeting). You are also
responsible for getting copies of any handout that was given out in your absence. After your second unexcused
absence, any additional absence will knock 30 points off of your final grade (see Grade Scale below for the points
scale for this class).
B. PARTICIPATION. Overall, 75 points of your final grade are based on in-class participation. This does not mean
simply showing up. Your participation will be evaluated using the following criteria:
 Doing the reading assignments before we discuss them.
 Turning in writing assignments on time.
 Active participation in all small-group work.
 Speaking in class discussions.
 Listening (in the active sense).
 Bringing the appropriate texts to class each day.
 Improving your writing in every regard, including your grammar and spelling.
Your participation grade will be negatively affected by any of the following (this is a short list):
 Failure to do the readings on time.
 Unexcused absences.
 Talking about non-course-related subjects during small group activities.
 Talking while someone else has the floor.
 Coming to class late on a regular basis.
 Eating during class.
 Leaving on your electronic devices. All cell phones, pagers, and other personal electronic devices should
be turned off and put away during class. If your phone does ring, you'd better not answer it… just turn it
off. No texting or other forms of electronically mediated communication are to be used during class.
C. IN-CLASS EXAMS. You should bring an 8 1/2" x 11" bluebook for the midterm and final exam. You will have
a midterm exam worth 150 points and a final exam worth 150 points. Each of these exams will consist of film-clip
analysis, multiple choice questions, short answer questions, passage identifications (from the course readings), and
passage analysis. Refer to the course schedule for the breakdown of each exam. For the film-clip analysis, I will
show you a clip from a film or television show that we have watched and discussed in class. You will then have to
identify the full name of the filmmaker, the title of the film, and write a brief analysis of the clip based on our
previous discussions and your own observations. This means that you should definitely take notes both when
screening films in class and during our discussion afterwards. The multiple-choice questions will be
straightforward factual questions about the readings. The short answer questions will be straightforward questions
about the readings that require a one-to-four sentence response. For the passage identifications I will give you a key
passage from a text we have read for class. You will have to give me the full name of the author and the full name of
the text that the passage comes from. For the passage analysis, you will have to conduct a close reading of the
passage based on our previous discussions and your own observations. In the passage analysis and the film-clip
analysis, you should be able to articulate the importance of the passage or clip for the larger text as a whole. For
example, you could discuss how the details of a passage demonstrate a major theme or concept that is central to the
author's argument in the text. All in-class exams are closed-book and closed-notes. You will also have four quizzes
during the quarter worth a total of 25 points. These quizzes will be open book, and will require you to engage in
writing tasks related to the readings.
D. CRITICAL ESSAYS. You will have to write two complete critical essays for this class. The first essay is worth
150 points, and is a 1000-word (minimum) analysis of the primary sources from class using the scholarly sources
from class. The second essay is worth 450 points, and is a 2000-word (minimum) research paper where you will
analyze primary sources from class using scholarly sources from class as well as scholarship you find in your
research. Specific details about these assignments will be given out separately. When you turn in your papers, you
should include a copy of the appropriate paper assignment grading rubric found towards the front of the course
reader. All formal written assignments must be submitted by the due deadline to Turnitin.com, and a hard copy
must be brought to class on the date specified in the schedule. Students agree that by taking this course all required
papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All
Dr. Sharp
Liberal Studies 386 Syllabus, Fall 2007
Page 4
submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose
of detecting plagiarism of such papers. You may submit your papers in such a way that no identifying information
about you is included. Another option is that you may request, in writing, that your papers not be submitted to
Turnitin.com. However, if you choose this option you will be required to provide documentation to substantiate that
the papers are your original work and do not include any plagiarized material.
E. GRADE SCALE. Your grade will be based on a 1000-point scale. You must complete every assignment to get a
passing grade for this class. I will be happy to talk to you about how to improve your work before an assignment is
due, as well as discuss with you how to improve for future assignments. However, all grades for this course are
final: I will not listen to any arguments that your grade should be improved. Your grade at the end of the quarter
may be curved, so the following is only an approximation of the grade scale for this class:
925-1000 pts = A
900-924 pts = A875-899 pts = B+
825-874 pts = B
800-824 pts = B775-799 pts = C+
725-774 pts = C
700-724 pts = C-
5.
REQUIRED TEXTS.
 Joan Roughgarden, Evolution's Rainbow (UC Press; ISBN: 0-520-24679-9)
 Brief Guide for Writing Critical Analysis Papers (Reader CSULA Bookstore)
 Course reader (CSULA Bookstore)
6.
SCHEDULE (SUBJECT TO CHANGE).
675-699 pts = D+
625-674 pts = D
600-624 pts = D000-599 pts = F
Mon
Wed
Sep 24
Sep 26
Course Intro: Screen Star Trek, "Spock's Brain"
Read: Brief Guide for Writing Sections 1 and 2 (Reader)
Read: Kaplan and Rogers, "Essentialisms, Determinisms" (Reader and online reserve)
Mon
Oct 1
Wed
Oct 3
Read: Brief Guide for Writing Section 3 (Reader)
Read: Birke, "In Pursuit of Difference" (Reader)
In Class: Quiz #1 (10 points, open book): PEAR paragraph analysis of clip from Star Trek
Read: Noble, A World Without Women (Reader)
Mon
Oct 8
Wed
Oct 10
Mon
Oct 15
Wed
Oct 17
Mon
Wed
Oct 22
Oct 24
In Class: Screen The Bionic Woman (1970s) and review for midterm
Midterm (150 points) Exam covers Kaplan and Rogers, Birke, Noble, Schiebinger, Darwin, Gamble, The
Bionic Woman, Brief Guide for Writing. Format: clip analysis (1x40pts), multiple choice (5x5pts), short
answer (5x5pts), passage IDs (4x5pts), passage analysis (1x40pts)
Mon
Oct 29
Wed
Oct 31
Read: Slocum, "Woman the Gatherer" (Reader)
Read: Brief Guide for Writing Sections 5 and 6 (Reader)
Read: Dawkins, "The Battle of the Sexes" (Reader)
Mon
Nov 5
Wed
Nov 7
Paper 1 Due (150 points) 1000 word minimum: Critical analysis of primary sources using scholarly sources.
Turn paper in to turnitin.com before class and bring a hard copy to class.
In Class: Screen The Bionic Woman (2007)
Read: Roughgarden, Evolution's Rainbow pp. 22-29, 159-181
Mon
Wed
Nov 12
Nov 14
Campus Closed – No Class
Read: Roughgarden, Evolution's Rainbow pp. 185-187, 196-203, 205-206
Mon
Nov 19
Wed
Nov 21
In Class: Quiz #4 (5 points, open book): bring a copy of a scholarly source from your research
In Class: Screen Battlestar Galactica
In Class: Screen Battlestar Galactica
Mon
Nov 26
Wed
Nov 28
Read: Brief Guide for Writing Section 4 (Reader)
Read: Schiebinger, Nature's Body (Reader)
In Class: Quiz #2 (5 points, open book): paraphrasing scholarly sources (concept)
Read: Darwin, The Descent of Man (Reader)
In Class: Quiz #3 (5 points, open book): paraphrasing scholarly sources (historical context)
Read: Gamble, "The Supremacy of the Male" (Reader)
In Class: Screen The Bionic Woman (1970s)
Rough Draft of Final Paper Due (bring three copies!)
In Class: 3-minute presentations on final paper and writing workshop
Final Paper Due (450 points): Critical analysis of primary sources using scholarly sources. Turn paper in to
turnitin.com before class and bring a hard copy to class.
In Class: Review for Final
Dr. Sharp
Mon
Dec 3
Liberal Studies 386 Syllabus, Fall 2007
Page 5
7:30-10:00pm—Final Exam (150 points) Exam is cumulative. Format: clip analysis (1x40pts), multiple
choice (5x5pts), short answer (5x5pts), passage IDs (4x5pts), passage analysis (1x40pts)
Dr. Sharp
Liberal Studies 386 Syllabus, Fall 2007
Page 6
COURSE BIBLIOGRAPHY, LBS 386
Primary Sources:
Battlestar Galactica: The Miniseries. Television miniseries. Universal Studios. Original airdates: SciFi Channel, 8
and 10 December 2003. DVD: Universal, 2004.
Darwin, Charles. The Descent of Man; and Selection in Relation to Sex. 2nd ed. 1874. Reprint, Amherst, New York:
Prometheus Books, 1998. 1-13, 44-57, 576-587, 616-622, 626-629, 640-643.
Dawkins, Richard. "Battle of the Sexes." The Selfish Gene. New ed. New York: Oxford University Press, 1989. 140165.
"The Deadly Missiles." The Bionic Woman. Television series, University City Studios. Original airdate: ABC, 3
March 1976.
Gamble, Eliza Burt. "The Supremacy of the Male." The Sexes in Science and History: An Inquiry into the Dogma of
Woman's Inferiority to Man. Reprint, Westport, Conn.: Hyperion Press, 1976. 74-92. Originally published as
The Evolution of Woman by G. P. Putnam's Sons in 1894. Revised edition originally published as The Sexes in
Science and History by G. P. Putnam's Sons in 1916.
"Pilot." The Bionic Woman. Television series. Original airdate: NBC, 26 September 2007.
Roughgarden, Joan. Evolution's Rainbow: Diversity, Gender, and Sexuality in Nature and People. Berkeley: The
University of California Press, 2004.
Slocum, Sally. "Woman the Gatherer: Male Bias in Anthropology." 1971. Toward an Anthropology of Women. Ed.
Rayna Rapp Reiter. New York: Monthly Review Press, 1975. 36-50.
"Spock's Brain." Star Trek. Television series, Paramount. Original airdate: NBC, 20 September 1968. DVD:
Paramount Pictures, 2001.
Scholarly Sources:
Birke, Lynda. "In Pursuit of Difference: Scientific Studies in Women and Men." The Gender and Science Reader.
Ed. Muriel Lederman and Ingrid Bartsch. New York: Routledge, 2001. 309-322.
Kaplan, Gisela and Lesley J. Rogers. "Essentialisms, Determinisms." Gene Worship: Moving Beyond the
Nature/Nurture Debate over Genes, Brain, and Gender. New York: Other Press, 2003. 27-36.
Noble, David F. "The Scientific Restoration." A World Without Women: The Christian Clerical Culture of Western
Science. New York: Alfred A. Knopf, 1992. 2. 205-213, 219-231.
Schiebinger, Londa. Nature's Body: Gender in the Making of Modern Science. 1993. New Brunswick, N.J.: Rutgers
University Press, 2004. 40-47, 51-55, 59-71, 143-145, 160-172.
Additional Scholarly Sources (for the final research paper):
Attebery, Brian. Decoding Gender in Science Fiction. New York: Routledge, 2002.
Balsamo, Anne. Technologies of the Gendered Body: Reading Cyborg Women. Durham: Duke University Press,
1996.
Beer, Gillian. Darwin's Plots: Evolutionary Narrative in Darwin, George Eliot and Nineteenth-Century Fiction. 2nd
ed. New York: Cambridge University Press, 2000.
Bernardi, Daniel. "Infinite Diversity in Infinite Combinations: Diegetic Logics and Racial Articulations in the
Original Star Trek." Film and History 24.1-2 (February-May 1994): 60-74.
Bernardi, Daniel. Star Trek and History: Race-ing towards a White Future. New Brunswick, N.J.: Rutgers
University Press, 1998,
Bernardi, Daniel. "Star Trek in the 1960s: Liberal Humanism and the Production of Race." Science Fiction Studies
24.2 (July 1997): 209-225.
Blackmore, Tim. "'Is This Going to Be Another Bug-Hunt?': S-F Tradition versus Biology-as-Destiny in James
Cameron's Aliens." Journal of Popular Culture 29.4 (Spring 1996): 211-26.
Browne, Janet. Charles Darwin: The Power of Place. Princeton, NJ: Princeton University Press, 2002.
Browne, Janet. Charles Darwin: Voyaging. Princeton, NJ: Princeton University Press, 1995.
Bundtzen, Lynda K. "Monstrous Mothers: Medusa, Grendel, and Now Aliens." Film Quarterly 40.3 (1987): 11-17.
Constable, Catherine. "Becoming the Monster's Mother: Morphologies of Identity in the Alien Series." Alien Zone
II: The Spaces of Science Fiction Cinema. Ed. Annette Kuhn. New York: Verso, 1999. 173-202.
Creager, Angela, Elizabeth Lunbeck, and Londa Schiebinger, eds. Feminism in Twentieth-Century Science,
Technology, and Medicine. Chicago: University of Chicago Press, 2001.
Desmond, Adrian and James Moore. Darwin: The Life of a Tormented Evolutionist. New York: Warner Books,
1991.
Doherti, Thomas. "Genre, Gender, and the Aliens Trilogy." The Dread of Difference: Gender and the Horror Film.
Ed. Barry Keith Grant. Austin, TX: University of Texas Press, 1996. 181-99.
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Liberal Studies 386 Syllabus, Fall 2007
Page 7
Fausto-Sterling, Anne, Patricia Adair Gowaty, and Marlene Zuk. "Evolutionary Psychology and Darwinian
Feminism." Feminist Studies 23:2 (Summer 1997): 403-417.
Franklin, H. Bruce. "Star Trek in the Vietnam Era." Film and History 24.1-2 (February-May 1994): 36-46.
Geller, Theresa. "Queering Hollywood's Tough Chick: The Subversions of Sex, Race, and Nation in The Long Kiss
Goodnight and The Matrix." Frontiers 25.3 (2004): 8-34.
Goldberg, Johathan. "Recalling Totalities: The Mirrored Stages of Arnold Schwarzenegger." The Cyborg Handbook.
Ed. Chris Hables Gray. New York: Routledge, 1995. 233-254.
Golumbia, David. "Black and White World: Race, Ideology, and Utopia in Triton and Star Trek." Cultural Critique
32 (Winter 1995-1996): 75-95.
Goscilo, Margaret. "Deconstructing The Terminator." Film Criticism 12 (1987-88): 37-52.
Gould, Stephen Jay. The Mismeasure of Man. 2nd ed. New York: W. W. Norton and Co., 1996.
Gray, Chris Hables, Steven Mentor, and Heidi J. Figueroa-Sarriera, eds. The Cyborg Handbook. New York:
Routledge, 1995.
Gray, Chris Hables. "Man Plus: Enhanced Cyborgs and the Construction of the Future Masculine." Science as
Culture 9:3 (2000): 277-299.
Greenberg, M.D., Harvey R. "Fembo: Aliens' Intentions." Journal of Popular Film and Television 15.4 (1988): 16571.
Hager, Lori D. "Sex and Gender in Paleoanthropology." Women in Evolution. Ed. Lori D. Hager. New York:
Routledge, 1997. 1-28.
Haraway, Donna. Primate Visions: Gender, Race, and Nature in the World of Modern Science. New York:
Routledge, 1989.
Haraway, Donna. Simians, Cyborgs, and Women: the Reinvention of Nature. New York: Routledge, 1991.
Harding, Sandra. Is Science Multicultural? Postcolonialisms, Feminisms, and Epistemologies. Bloomington: Indiana
University Press, 1998.
Harrison, Taylor, Sarah Projansky, Kento A. Ono, and Elyce Rae Helford, eds. Enterprise Zones: Critical Positions
on Star Trek. Boulder: Westview Press, 1996.
Harvey, Anne Marie. "Terminating the Father: Technology, Paternity, and Patriarchy in Terminator 2."
Masculinities 3.2 (Summer 1995): 25-42.
Helford, Elyce Rae. "Postfeminism and the Female Action-Adventure Hero: Positioning Tank Girl." Future
Females, the Next Generation: New Voices and Velocities in Feminist Science Fiction Criticism. Ed. Marleen S.
Barr. New York: Nowmand & Littlefield, 2000. 291-308.
Henderson, Mary. "Professional Women in Star Trek, 1964-1969." Film and History 24.1-2 (February-May 1994):
47-59.
Hurd, Denise Alessandria. "The Monster Inside: 19th Century Racial Constructs in the 24th Century Mythos of Star
Trek." Journal of Popular Culture 31.1 (Summer 1997): 23-35.
Inness, Sherrie A., ed. Action Chicks: New Images of Tough Women in Popular Culture. New York: Palgrave
Macmillan, 2004.
Inness, Sherrie A. Tough Girls: Women Warriors and Wonder Women in Popular Culture. Philadelphia: University
of Pennsylvania Press, 1999.
James, Edward. Science Fiction in the 20th Century. New York: Oxford University Press, 1994.
James, Edward and Farah Mendlesohn, eds. The Cambridge Companion to Science Fiction. New York: Cambridge
University Press, 2003.
Jeffords, Susan. "Can Masculinity be Terminated?" Screening the Male: Exploring Masculinities in Hollywood
Cinema. Ed. Steven Cohan and Ina Rae Hark. New York: Routledge, 1993.
Johnson-Smith, Jan. American Science Fiction TV: Star Trek, Stargate, and Beyond. Middletown, CN: Wesleyan
University Press, 2005.
Jowett, Lorna. "Remasculinization in Gattaca and The Matrix." Foundation 33 (Autumn 2004): 51-63.
Kaplan, Gisela and Lesley J. Rogers. Gene Worship: Moving Beyond the Nature/Nurture Debate over Genes, Brain,
and Gender. New York: Other Press, 2003.
Keller, Evelyn Fox. Reflections on Gender and Science. New Haven: Yale University Press, 1985.
Kendrick, James. "Marxist Overtones in Three Films by James Cameron." Journal of Popular Film and Television
27.3 (Fall 1999): 36-44.
Kirkup, Gill, Linda Janes, Kath Woodward, and Fiona Hovenden, eds. The Gendered Cyborg. New York:
Routledge, 2000.
Larbaestier, Justine. The Battle of the Sexes in Science Fiction. Middletown, CT: Wesleyan University Press, 2002.
Lederman, Muriel and Ingrid Bartsch, eds. The Gender and Science Reader. New York: Routledge, 2001.
Lewontin, R. C. Biology as Ideology: The Doctrine of DNA. New York: HarperPerennial, 1991.
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Liberal Studies 386 Syllabus, Fall 2007
Page 8
Lutz, Catherine A. and Jane L. Collins. Reading National Geographic. Chicago: The University of Chicago Press,
1993.
May, Elaine Tyler. Homeward Bound: American Families in the Cold War Era. New York: Basic Books, 1988.
Mizejewski, Linda. "Action Bodies in Futurist Spaces: Bodybuilder Stardom as Special Effect." Alien Zone II: The
Spaces of Science Fiction Cinema. Ed. Annette Kuhn. New York: Verso, 1999. 152-172.
Noble, David F. A World Without Women: The Christian Clerical Culture of Western Science. New York: Alfred A.
Knopf, 1992.
Oehlert, Mark. "From Captain America to Wolverine: Cyborgs in Comic Books, Alternative Images of Cybernetic
Heroes and Villains." The Cyborg Handbook. Ed. Chris Hables Gray. New York: Routledge, 1995. 219-232.
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