Syllabus - Wendy S. Williams

HCOL 40023
On Human Nature: Gender
Fall 2014
R 14:00-15:50
BEA 323
Dr. Wendy Williams:
Course Description
In this seminar-style course students interrogate notions of gender in contemporary
American culture through biological, psychological, sociological, historical, and
religious lenses. After comprehending and debating basic definitions and theories of
gender in relation to social and biological selves, the class examines ways in which
people embody, perform, and identify gender in various socio-cultural contexts.
Following a semester of in-depth discussion, students will draw from their broad
theoretical and personal understandings to analyze gender as a ubiquitous force in
Course Purpose
In (1) resting upon a foundation of critical thinking, (2) engaging students’ abilities to
synthesize ideas across disciplinary perspectives, and (3) focusing on expression
through discussion and debate, this course fulfills the competencies set out for an
Honors College Colloquium course.
Instructional Methodology
In this seminar-style class, students participate actively inside and outside the
classroom. Online interactions serve as a springboard for class discussion by requiring
students to think critically, construct a written argument on the topic, and consider their
peers’ differing opinions before class begins. Having engaged the texts and their peers
via threaded discussion before class, students enter the classroom prepared to
communicate their ideas with confidence and clarity. In the classroom, students are
encouraged to organize and express thoughts, respect differences and commonalities,
and identify with one another through meaningful dialogue.
Students participate in the leadership of the class by taking turns throughout the
semester presenting material and facilitating class discussion. By leading a portion of
class, students learn to prepare professional visual presentations, speak in front of a
group, manage class time, ask important questions, encourage participation, and keep
the discussion on topic. Allowing students a measure of control in the classroom builds
academic confidence. Students feel more invested in the course when they take on the
responsibility of constructing knowledge and fostering new ideas. Participating as
leaders and as group members encourages respect for the functioning and quality of
each class.
Honors College
Completion of Lower-Division Honors OR
Enrolled as an Andrews Scholar in Colloquia
Learning Outcomes
At the end of fifteen weeks of instruction, students enrolled in On Gender should be
able to:
Demonstrate familiarity with several disciplinary approaches to cultural
Demonstrate the ability to analyze difference through the lens of individual,
social, and cultural identity in American culture.
Demonstrate an understanding of the interrelatedness of individual, group, and
cultural identity discourses and their expression through media.
Demonstrate the ability to comprehend cultural expressions through concurrent
lenses of diverse, co-occurring identities.
Show the ability to use broad, in-depth analysis of texts to communicate their
beliefs clearly and persuasively.
Demonstrate the ability to synthesize cross-disciplinary knowledge for the
generation of expanded perspectives.
Demonstrate the ability to clearly explicate, discuss, and debate relevant ideas
through verbal discussion and written expression.
Student Action Steps
Students will explore texts in terms of multiple cultural heritages, aesthetic
approaches, and/or ideological perspectives.
Students will practice the problem-solving skills of critical reading and
Students will critically examine and appraise diverse ideas.
Students will use analytical tools to write logically coherent, informed and
persuasive prose.
Students will examine cultural difference through theoretical approaches specific
to gender studies and queer theory.
Students will study the role of social factors such as gender and sexual identity in
shaping social reality.
Students will analyze cultural assumptions, markers, and ideas stemming from
personal, social, and media-governed expressions of self and other.
Students will explore how personal and social identities intertwine and comanifest through both day-to-day and historical experiences.
Students will develop skills specific to the gender and critical studies disciplines
to develop and write their own arguments.
Students will generate lines of reasoning based their study of the application of
gender studies concepts across disciplines.
Students will explore and respond thoughtfully in writing to information
derived from diverse disciplines related to gender studies.
Textbook and Readings
Required book:
Whitehead, etc. Gender and Identity. Oxford, 2013.
Note: Students are in charge of ordering books either online or through the TCU
bookstore. The TCU bookstore will no longer be filling bulk orders for this course; they
will order them on an individual student basis.
Required readings:
Available for download through eCollege.
You can view your grades throughout the semester in the eCollege gradebook. Final
grades will be calculated using the following scale:
Salient categories that determine course grade outcome include:
(1) participation in reading and attendance
(2) timely submission of assignments
(3) demonstration of thorough knowledge of the material
(4) level of critical analysis
(5) conformation to assignment criteria
A: 90-100 - A-level work represents an outstanding level of achievement in these
B: 80-89 - B-level work represents a very good level of achievement in these categories.
C: 70-79 - C-level work represents an acceptable level of achievement in these
D: 60-69 - D-level work represents a fair to poor level of achievement in these categories.
F: below 60 - F-level work represents an unacceptable level of achievement in these
Assessment will be based on the following components:
Participation………………..……………………………………….…………………….... 20%
Attendance and participation will comprise 20% of your total grade. Each
unexcused absence will result in a 20-point reduction in your participation
grade. If you are sick or cannot attend due to family emergency, please
produce documentation within seven days of the missed class to avoid
penalization. Also, let me know in advance if you have to arrive late or leave
class early, and do not do this regularly.
Note: 4 unexcused absences will result in automatic failure of the course. 4
excused absences will result in an I grade.
The quality of your experience in this class depends on your reading the
material carefully. At the beginning of each class, I will call on a few students
to summarize, synthesize, or analyze the material for the day. Students may
refer to, but not read, notes to provide answers. Your ability to demonstrate
knowledge of the material will factor into your participation grade.
Other factors included in your participation grade: contributing substantively
and regularly (at least twice per class) to the conversation, and paying attention.
Anecdotal responses are welcome and count towards participation; however a
high participation grade requires substantive comments also. Substantive
comments refer to text, draw connections between theories/units, provide useful
commentary/analysis of the ideas being discussed.
Note: Please keep your cell phones turned off and your laptops closed during
Participation will be graded on the following criteria:
 Attends class regularly
 Pays attention—texting, reading, and using the laptop for non-class related
purposes distracts others and will significantly reduce your participation
 Summarizes material well when called upon
 Comes to class prepared, having read all the material
 Participates substantively and regularly to class discussion, demonstrating
knowledge of the material
Participation grades will be assigned twice during the semester.
Here’s how your participation grade will be figured:
Everyone starts with an 80 by attending class and contributing substantively at
least twice per class.
 Subtract 20 points for every unexcused absence.
 Subtract 1 point for lack of contributing to the discussion (max 2 points
per day).
 Subtract 2 points for inappropriate behavior in class (not paying attention
to other students, texting, reading non-class related material, using the
laptop for non-class related purposes, disrespectful interaction, etc.) (max
4 points per day)
 Add/subtract 1-5 points for in-class summaries (max 5 points per day).
 Add 2 points for every excellent response (refers to or quotes the text,
synthesizes ideas from across texts or units, offers a unique/alternative
idea or analysis) (max 4 points per day).
*Note: all students who lead discussion receive full credit for participating
(barring inappropriate behavior) and can receive additional points for excellent
Independent Study…..….………..…………………………………….……..…………… 20%
Students will have two options for the independent study project:
1. IS option #1: Event Learning
Students will spend a minimum of 10 hours outside of the classroom engaged
in independent study on a topic or multiple topics related to class themes.
Examples of IS opportunities include lectures (on campus, at a local museum,
or at another public venue), interviews with professors, specialists,
community leaders, and attendance at public events that relate to class
themes. Sources to consider include TCU Women’s Studies Program (WOST),
TCU Allies, TCU Gay-Straight Alliance, Kimbell Museum, Modern Art
Museum of Fort Worth, Tarrant County Gay Pride Week Association, etc.
Hanging out with friends and family, going to weddings or private events,
seeing movies, etc. are not valid options for IS. Students are responsible for
finding events and arranging independent study hours. Please ask me if
you’re not sure if your event qualifies for an IS activity. Students will write a
2-3 page reflection paper describing their independent study experience and
explaining what they learned and how their assumptions about gender
and/or sexuality were challenged or reinforced. Students will include a list of
the hours devoted towards their IS. Students may include their findings in
their research papers but are not required to do so. The research paper is a
separate assignment. Papers must be uploaded to the Dropbox on eCollege
by 11/13 at 2:00.
2. IS option #2: Service Learning
Before beginning the project, students will read:
1. “Learning Across Boundaries” (available on eCollege)
2. “Helping Fixing Serving”
3. “Activist Learning vs. Service Learning in a Women’s Studies Classroom”
Students will spend a minimum of 8 hours outside of the classroom serving a
local community independently, in pairs, or in groups. All 8 hours should be
spent at one place, and the project should be gender-related. You may consult
TCU’s Center for Community Involvement & Service-Learning (CISL: for help choosing a community
partner, or you may do your own research to find a community partner.
Possible options include: YWCA, Planned Parenthood, Girls Inc., Berry Good
Buys (affiliated with Safehaven), and Ten Thousand Villages. Students must
receive permission from the community partner and should inquire about
necessary training and/or rules (including background checks), feasibility of
partnering, ways in which to partner, and best times to serve. Students will
write a 2-3 page reflection paper describing their independent study
experience and explaining what they learned and how their assumptions
about gender and/or sexuality were challenged or reinforced through their
experience. Students should incorporate the SL articles in their reflection
paper discussions. Students will also include a list of the hours devoted
towards their Independent Study. Papers must be uploaded to the Dropbox
on eCollege by 11/13 at 2:00.
Email Brandon by 2:00 on 9/11 with your IS choice and plan.
Independent Study will be graded on the following criteria:
 Option #1
o Meets 2-3 page criteria
o Lists number of hours spent outside of classroom engaged in IS
o Includes event titles and dates of attendance
o Provides a thoughtful description and analysis of IS experience
o Discusses how assumptions about gender were challenged and/or
o Self-evaluation of IS experience
 Option #2
o Meets 2-3 page criteria
o Lists number of hours spent outside of classroom engaged in IS
o Includes name of organization and dates of service
o Incorporates three assigned SL articles
o Provides a thoughtful description and analysis of IS experience
o Discusses how assumptions about gender were challenged and/or
o Self- or group-evaluation of SL experience
Discussion Facilitation…..….………..……………………………….……..…………… 20%
In groups, students will lead class discussion two times during the semester.
Discussion facilitation groups should draw from the readings to highlight key
ideas, ask questions, and stimulate discussion aimed at understanding and
critiquing the weekly readings vis-à-vis the course objectives. The discussion
might draw connections between theory and personal experience to the end of
forming an intellectual and practical understanding of the material.
DF groups will include a visual aid (PowerPoint/Prezi) to guide discussion.
Visual aids should include relevant images, music, film/tv clips, etc., connecting
the unit’s themes with contemporary society and culture. Groups also may wish
to create classroom activities to encourage participation. Groups are encouraged
to meet in person to prepare before class.
DF groups will incorporate the threaded discussion by summarizing key points
and continuing the TD conversation. You may ask questions that were not
answered on the TD, ask follow-up questions, and/or ask questions that invite
further discussion. Include students’ names on PPT/Prezi slides when using TD
*Note: Do not lecture, and do not read slides. The aim is discussion. Part of your
responsibility will be to keep the conversation on topic and use the class time
Individuals in the DF group may divide the work to present but all students in
the DF group should complete all the reading for the unit.
Upload presentation materials to the Dropbox on eCollege at least 12 hours
before the class period. Materials should include a PPT/Prezi and an explanation
of how the work was divided. Each person should write a paragraph explaining
how they contributed to the group work; one group member will compile these
paragraphs into one Word document and upload this document separately. The
visual component may be uploaded individually or as one collective PPT/Prezi,
depending on how your group decides to present material.
*Note: If you know in advance that you will be absent on your DF day, please
make arrangements to swap days with another student in class. You may email
the class via eCollege to make your request to other class members. If you have
prepared for your DF and must miss class due to illness or emergency, please
contact your group members and me to make alternate arrangements. You will
receive a 0 for the assignment if you fail to show up for class and do not make
other arrangements on a DF day.
PowerPoint/Prezi Guidelines
 Use 1-2 styles of font only
 Avoid using all caps
 Keep it simple
 Use large enough font that all in the class can read
 Avoid wordy slides (0-20 words per slide)
 Use different text and background colors (i.e., don’t use yellow text on a
yellow background image.)
 Include visual images
o Note the Picture Superiority Effect: Three days after hearing or
reading a set of facts, most people will remember about 10% of the
information. Add a photo or a drawing, and recall jumps to 65%.
 Include relevant information
Include discussion questions
Make text readable, clear, error-free
Don't read your slides
View “Death by PowerPoint”:
Note: slides are for the audience, not the speaker.
Discussion Facilitation will be graded on the following criteria:
Addresses the major themes of the week’s assigned reading
Brings other class members into the discussion
Divides work equally between group members
Presents material in an interesting manner
Includes relevant images, music, film/tv clips, etc.
Does not read slides or lecture but facilitates conversation
Effective visual aid includes videos or other related media
Incorporates threaded discussion effectively
Provides thought-provoking discussion questions
Facilitates class discussion by controlling the discussion
Uploads materials 12 hours before class
Threaded Discussion……..…………………………………………….……………...….. 20%
Each week, students will reflect on the reading and respond to other students’
writing via threaded discussion. Students should respond to the threaded
discussion prompt on eCollege 24 hours before class and to two other students’
responses before the beginning of class. Responses may be informal but should
demonstrate knowledge of the reading by synthesizing material and referring to
the texts. Additionally, students should read all other initial posts, offer original
input, and avoid repeating ideas.
Grading periods: 9/4-10/2 (5 TDs) and 10/9-12/4 (7 TDs)
The Threaded Discussion will be graded on the following criteria:
 Does not generalize, uses examples/evidence to back up claims
 Demonstrates understanding of all the material read by synthesizing and
referring to texts
 Offers original input, avoids repeating ideas
 Posts on time
 Responds to initial post and to two peers’ responses
 Responds to peers substantively, respectfully (does not merely agree or
Here’s how your Threaded Discussion grade will be figured:
Everyone starts with a 90 at the beginning of each Grading Period.
 Subtract 10 points if the student does not respond to the weekly prompt and
does not reply to 2 of their classmates prior to that week’s class discussion.
 Subtract 5 points if the student does not respond to the weekly prompt, but
does reply to 2 of their classmates on time.
 Subtract 2 points for each missing classmate-reply.
 Subtract 3 points for posting late.
 Add 2-3 points for every excellent response/reply (refers to or quotes the text,
synthesizes ideas from across texts or units, offers a unique/alternative idea
or analysis)
Research Project …………………………………….……………………………….…… 20%
The final research project will allow you to analyze, synthesize, and
contextualize one cultural/societal aspect of gender in relation to your own field
of study or interest. You may approach projects from a historical,
anthropological, literary, journalistic, economic, business, or other standpoint.
Research any topic related to gender and culture/society that suits your interests.
Research papers should be 4-5 double-spaced pages. Use the documentation
style required in your field of study, number the pages, include a title, and use 12
point font. All projects should include at least four credible sources and should
have a clear thesis (answers a question, solves a problem).
If you are a videographer or creative writer and wish to do a creative project
instead of a research paper, please discuss this option with me.
You will also give a presentation that describes your research. Presentations
should be engaging and professional, last 4-5 minutes, and incorporate a visual
aid. Presentations will take place on 12/4. Submit final project papers and
presentations to the Dropbox on eCollege by 2:00 on 12/4.
The Final Research Project will be graded on the following criteria:
 Research Paper
o Employs a lucid writing style
o Meets 4-5 page limit
o Uses a documentation style correctly
o Numbers pages
o Includes a title
o Uses 12 point font
o Includes at least four credible sources
o Has a clear thesis
o Project relates to gender and culture/society
o Reflects excellent research quality
 Presentation
o Incorporates an effective visual component
o Is interesting, professional, and informative
o Meets time requirements (5 minutes max)
Note on iWork Pages Compatibility Issues
Attention Mac Users,
Although DOC(X) format files (from Microsoft Word) are compatible with Pages, the
Pages default format is not compatible with Word.
What does this mean?
If you upload a file to eCollege that you composed in Pages without properly exporting
it as a DOC, I cannot open it. So, if you are a Pages user, please be sure to export your
Pages file as a DOC before uploading it to eCollege.
To export a document in Pages, click “File” from the top menu in Pages and then click
“Export.” Click the “.DOC” icon and press “Export.”
Note: Exporting a Pages document as a DOC file can cause formatting issues. Another
option is to export your file as a PDF.
Classroom Policies
The following policies have been instituted to ensure an optimal learning experience for
all students.
Absences: You are responsible for material missed during an excused or
unexcused absence; make arrangements with another class member to get
information missed in class.
Late work policy: If you submit work incorrectly (forget attachment, email
instead of upload to the Dropbox on eCollege, etc.) or late (but within 2 hours of
the due date and time), your work will receive a 5 point grade deduction. If you
submit more than 2 hours late, your work will receive a 10 point grade deduction
per day.
Academic Misconduct: Students are expected to familiarize themselves with and
adhere to the university’s policy regarding academic misconduct. This policy can be
found in the Undergraduate catalog or on-line at Any instances of academic misconduct will be taken seriously.
Students should note in particular the following as it applies to work in this course:
Plagiarism. The appropriation, theft, purchase or obtaining by any means
another's work, and the unacknowledged submission or incorporation of that
work as one's own offered for credit. Appropriation includes the quoting or
paraphrasing of another's work without giving credit therefore.
Collusion. The unauthorized collaboration with another in preparing work
offered for credit.
Fabrication and falsification. Unauthorized alteration or invention of any
information or citation in an academic exercise. Falsification involves altering
information for use in any academic exercise. Fabrication involves inventing or
counterfeiting information for use in any academic exercise.
Multiple submission. The submission by the same individual of substantial
portions of the same academic work (including oral reports) for credit more than
once in the same or another class without authorization.
Complicity in academic misconduct. Helping another to commit an act of
academic misconduct.
University Mission Statement
To educate individuals to think and act as ethical leaders and responsible citizens in the
global community.
John V. Roach Honors College Mission Statement
The John V. Roach Honors College at TCU assists high-achieving students in reaching
their full intellectual potential through challenging academic endeavors, a unique
residential component, and community involvement.
The College promotes critical thinking and creative inquiry, an understanding of world
cultures, and synthesis of ideas across disciplines. The College fosters student
collaboration and strives to ingrain inquiry as an authentic, integral, and enduring
aspect of students’ identities. The College not only enriches the intellectual life of the
University but also promotes lifelong involvement with local, national, and global
Disabilities Statement:
Texas Christian University complies with the Americans with Disabilities Act and
Section 504 of the Rehabilitation Act of 1973 regarding students with disabilities.
Eligible students seeking accommodations should contact the Coordinator of Student
Disabilities Services in the Center for Academic Services located in Sadler Hall, 1010.
Accommodations are not retroactive, therefore, students should contact the Coordinator
as soon as possible in the term for which they are seeking accommodations. Further
information can be obtained from the Center for Academic Services, TCU Box 297710,
Fort Worth, TX 76129, or at (817) 257-6567.
Class Calendar
Course introduction and syllabus
Discuss IS, decide by 9/11
Discuss the definition of feminism: “the theory of the political, economic, and social
equality of the sexes”(Miriam Webster)
Sign up for Discussion Groups
Defining Gender and Sexuality
Whitehead, chapter 1: “Classical Approaches and their Critiques” (3-37)
Whitehead, second half of chapter 5, “Contradictory Discourses: Religion and
Spirituality, Sex and Sexuality” (132-40)
Shaw, “Learning Gender,” Women’s Voices, Feminist Visions (105-20)
Wexler, “Shame-O-Phobia,” Women’s Voices, Feminist Visions (141-144)
Settles, “Through the Lens of Race,” Women’s Voices, Feminist Visions (145-54)
WATCH: “Geena Rocero Tells Her Story”
WATCH: Helen Fisher, “Why we Love, Why we Cheat”
LISTEN: Freakonomics, “Women Are Not Men”
TD (Threaded Discussion) DUE
Representations of Gender in the Media: Women
IS selection due: email Brandon by 2:00 PM
WATCH: “Miss Representation”—on reserve, TCU library (music/media desk, 2nd
Whitehead, “Gender Movements and Media Representations” (142-63)
Ouellette, “Inventing the Cosmo Girl,” Gender, Race, and Class in Media (221-31)
Steinem, “Sex, Lies, and Advertising,” Gender, Race, and Class in Media (235-41)
Engstrom, “Unraveling the Knot: Political Economy and Cultural Hegemony in
Wedding Media,” Gender, Race, and Class in Media (243-52)
Gill, “Supersexualize Me! Advertising and the ‘Midriffs,” Gender, Race, and Class in
Media (255-60)
Rogers, “Hetero Barbie?” Gender, Race, and Class in Media (71-73)
Gerhard, “Sex and the City: Carrie Bradshaw’s Queer Postfeminism,” Gender, Race, and
Class in Media (75-79)
Cuklanz and Moorti, “Television’s ‘New’ Feminism: Prime-Time Representations of
Women and Victimization,” Gender, Race, and Class in Media (115-25)
WATCH: “Dustin Hoffman on Tootsie and his character Dorothy Michaels”
Representations of Gender in the Media: Men
WATCH: “Tough Guise”—on reserve, TCU library (music/media desk, 2nd floor)
Butsch, “Ralph, Fred, Archie, Homer, and the King of Queens” Gender, Race, and Class in
Media (101-10)
Dworkin and Wachs, “The Morality/Manhood Paradox: Masculinity, Sport and the
Media,” Men’s Lives (467-79, includes one-page introduction “Masculinities in the
Caputi, “The Pornography of Everyday Life,” Gender, Race, and Class in Media (307-20)
Katz, “Advertising and the Construction of Violent White Masculinity: From BMWs to
Bud Light” Gender, Race, and Class in Media (261-69)
Messner and Montez de Oca, “The Male Consumer as Loser: Beer and Liquor Ads in
Mega Sports Media Events,” Men’s Lives (484-95)
Nylund, “When in Rome: Heterosexism, Homophobia, and Sports Talk Radio,” Men’s
Lives (498-518)
Eck, “Men are Much Harder: Gendered Viewing of Nude Images,” Men’s Lives (523-35)
WATCH: “The Mask You Live in” (trailer)
WATCH: Colin Stokes, “How Movies Teach Manhood”
Gender and Sexuality: Women
Discussion Group A
Valenti, The Purity Myth—online TCU library
Gender and Sexuality: Men
Discussion Group B
“Pornography Statistics”—PDF, eCollege
“Is Pornography Degrading or Liberating?”
“Porn and Sexual Liberation”
Jensen, “Not-Masculinity: Where We Need to Go” Getting Off: Pornography and the End of
Savin-Williams, “Memories of Same-Sex Attractions,” Men’s Lives (94-110)
Rochlin, “The Hetero-Sexual Questionnaire” Men’s Lives (367)
Gendered Bodies and Violence
Discussion Group C
“Sexual Assault Statistics”
Whitehead, chapter 10, “The Body: Impacts of Violence and Aging” (236-61)
Grubbs, Exline, Twenge, “Psychological Entitlement and Ambivalent Sexism:
Understanding the Role of Entitlement in Predicting Two Forms of Sexism”—available
online, TCU library
Gilligan, “Culture, Gender, and Violence: ‘We are not Women,’” Men’s Lives (539-48,
includes one-page introductory “Violence and Masculinities”)
LeBesco, “Disability, Gender, and Difference on The Sopranos,” Gender, Race, and Class in
Media (185-93)
Davis, “Betrayed by the Angel,” Women’s Voices, Feminist Visions (534-37)
Zones, “Beauty Myth,” Gender through Prism of Difference (65-77)
WATCH: “I got 99 Problems... Palsy is Just One”
WATCH: Isabel Allende, “Tales of Passion”
WATCH: Katz, “Violence against Women—it's a Men's Issue”
Performing Gender: Work
Discussion Group D
Whitehead, chapter 8, “Identities at Work, Identities at Home” (191-211)
Shaw, “Women’s Work Inside and Outside the Home,” Women’s Voices, Feminist Visions
Williams and Dellinger, “Introduction,” Gender and Sexuality in the Workplace —available
online, TCU library
Bradley, “Gendered Worlds: Production,” Gender (98-117)
Williams, “The Glass Escalator: Hidden Advantages for Men in the ‘Female’
Professions,” Men’s Lives (242-54)
WATCH: Sandberg, “Why We Have Too Few Women Leaders”
WATCH: Sandberg, “Sheryl Sandberg: So we Leaned in ... Now What?”
VIEW: Hall and Spurlock, Infographic: “Paid Parental Leave: U.S. vs. The World” (Original source for this chart: International Labor Organization,
WATCH: Slaughter, “Can We All ‘Have it All’?”
Coates, “Why I’m Against ‘Daddy Days’”
Performing Gender: Home
Discussion Group A
Whitehead, first half of chapter 7, “Public and Private Selves and Gender Relations”
Shaw, “Women’s Work Inside and Outside the Home” in Women’s Voices, Feminist
Visions (391-98)
Bradley, “Gendered Worlds: Reproduction,” Gender (129-49)
Garcia, “The Gender Bind: Men as Inauthentic Caregivers” (1-43)
Deutsch, “Strategies Men Use to Resist,” Men’s Lives (401-07)
Performing Gender: Relationships
Discussion Group B
Whitehead, second half of chapter 7, “Public and Private Selves and Gender Relations”
Rubin, “The Approach-Avoidance Dance: Men, Women, and Intimacy,” Men’s Lives
(319-24, includes one-page introductory “Men in Relationships”)
Walker, “’I’m Not Friends the Way She’s Friends’: Ideological and Behavioral
Constructions of Masculinity in Men’s Friendships,” Men’s Lives (325-36)
Nardi, “The Politics of Gay Men’s Friendships,” Men’s Lives (325-36)
Lyman, “The Fraternal Bond as a Joking Relationship: A Case Study of the Role of Sexist
Jokes” (153-62)
Performing Gender: Religion
Guest Lecturer: Rev. Todd Boling, Associate Chaplain- Interfaith Community & Spiritual
Whitehead, first half of chapter 5, “Contradictory Discourses: Religion and Spirituality,
Sex and Sexuality” (123-31)
WATCH: “American Nuns Struggle with Vatican for Change”
WATCH: “For the Bible Tells Me So”
Performing Gender: Education and Leisure
Discussion Group C
Independent Study Project Due by 2:00
In class: IS discussion
Whitehead, chapter 9, “Education and Schooling, Sport and Leisure” (212-35)
Capraro, “Why College Men Drink: Alcohol, Adventure, and the Paradox of
Masculinity” Men’s Lives (182-92)
Boswell and Spade, “Fraternities and Collegiate Rape Culture: Why are Some
Fraternities More Dangerous Places for Women” Men’s Lives (163-72)
Pascoe, “Dude, You’re a Fag” & “Compulsive Heterosexuality,” Dude You’re a Fag (52114)
Gender, Globalization, and the Future
Discussion Group D
Whitehead, chapter 4, “Gender and the Politics of Belonging: Place, Nationhood,
Culture, and Globalization” (97-122)
Whitehead, chapter 11, Contingent Self in Postmodern Globalized Age” (265-95)
Connell, “Change among the Gatekeepers: Men, Masculinities, and Gender Equality in
the Global Arena,” Men’s Lives (610-22)
Hooks, “Men: Comrades in Struggle,” Men’s Lives (626-34)
11/27 Thanksgiving Break
Final presentations
Research projects due by 2:00
Upload to eCollege DocSharing by 2:00 today.