Women & Health - in the U.S.
Spring 2013
10:832:415
NOTE: This syllabus is subject to change. .
Last Update: 1/14/13
Instructor: Marci Berger PhD
E-mail: mberger@usrealestateacq.com
Phone: 732-603-9375
Office Hours: By Appointment
Overview:
This class explores the dynamics of women’s health in the United States. By looking at
the issue through the lense of public policy, we will examine the social, political and
policy aspects of women’s health and the ramifications of these policies. We will begin
by briefly reviewing the policy process and the players who impact the decisionmaking
process. Then we will look at and analyze selected factors that play a role in women’s
health, including specific public policies; activist organizations; the media; and the
healthcare system. Key discussions will include why these policies developed the way
they did and what roles do the “participants” have in impacting women’s health.
Critical thinking is required!
We will use readings, news articles, discussions and visual aids including movies and
clips from the internet to examine this process. Since health care and especially
women’s health, involves a dynamic process, please note that your assigned readings
may change weekly to capture the most recent developments in this area.
Women and Health is not solely a lecture course. Your ACTIVE PARTICIPATION is key
to its success. Students are expected to prepare for, attend and participate in each
class. I will repeat – DISCUSSION and CLASS PARTICIPATION ARE KEY
COMPONENTS TO THIS CLASS. Class participation comprises 30% of the
final grade.
By the end of the class, students should be able to:
1. Understand the “how and whys” of the policymaking process – including the Big
5 – and how they shape women’s health
2. Describe how conflict, and the factors contributing to it, create differing views of
women’s health.
3. Analyze the complex influences that help shape the debate surrounding
women’s health
4. Explain why women’s health is unique
5. Understand how the following 5 elements play a role in shaping women’s health
policies: Education, Politics, Geography, Race, Income … and any other inputs
we prioritized throughout our discussions
6. Analyze and understand the political, social and cultural strategies that have
influenced women in the health care system
Required Texts and Readings:
Textbook. There is 1 book required for this class. Students often ask if they should
really purchase the textbook. I strongly suggest you get the book as we will read many
parts of the book but certainly not all of the book as it is very long.
* The Boston Women’s Health Book Collective: Our Bodies, Our Selves, 2011 edition (most
recent one) ISBN 978-1-4391-9066-1
Additionally, we will view relevant movies or clips from the internet.
Articles: In addition to the text, you will be assigned a number of articles each week.
These articles may be from a newspaper, a website or an academic journal and vary in
length. Newspaper article are often short, while journal articles tend to run a number
of pages. Please bring articles with you to class each week.
I will provide citations for the articles, not direct links. With few exceptions,
the articles will not be posted on SAKAI. Although this is not a research
class, I expect every student to be able to locate an article when given the
citation. These are skills that college students should possess. It is your responsibility
to print copies of the articles, read them prior to class and bring them to class for
discussion.
Tips on finding the assigned articles: Every student has access to the Rutgers
University Library databases and research tools. Use them! Some of the articles will
not be accessible through Google. Some databases and resources you may find of
particular help include:
Databases:
Access World News
EBSCO
JSTOR
Westlaw – News and Business Tab
FACTIVA (try this for NJ Law Journal articles)
Resources:
National Women’s Law Center
Kaiser Family Foundation
National Council of State Legislators
Women’shealth.gov
Occasionally, an article is particularly difficult to find, or the citation is incorrect. Please
let me know if you have trouble locating a particular article.
Grading
Grading is based on 5 factors: performance on 1 exam, 2 reaction papers, a minilecture assignment, a media investigation and class participation. Expect pop quizzes
on the readings on any given day. All materials covered by the texts, class discussions,
videos, special readings, lectures and guest lecturers are to be expected on the exams.
Breakdown of grading:
Exam:
2 Reaction papers:
Class Participation:
Mini Lecture:
Media Investigation:
10%
30% (15% each paper)
30%- may include quizzes
20%
10%
Any questions regarding the grading of exams, quizzes, group projects or written
assignments must be brought to Ms. Berger’s attention within 2 DAYS after receipt
back of the grade in question.
Absences:
Class participation is a key element of this class. Discussions and lectures will touch on
points not covered by the lecture notes, so attending each class is important as is
taking notes during class. If you expect to miss one or two classes, please use the
University absence reporting website, https://sims.rutgers.edu/ssra/ to indicate the date
and reason for your absence. Unfortunately you will also have to contact me directly as
I am not notified by the website.
Since this class meets only once per week, missing one class means missing a lot of
information. Each student is responsible for making up any missed work as well as
obtaining the class notes for that day from a classmate.
Assignments:
All assignments that are to be handed in are due at the beginning of the class period.
Unless otherwise noted, assignments are to be handed in by hard copy, NOT e-mail.
Late assignments will lose one full grade for each day they are late. Extension
requests must be discussed no less than 3 days in advance of the due date.
Exam:
The final exam for this class is given on the last regularly schedule day of
class. Exam date clashes must be discussed AT LEAST TWO WEEKS IN
ADVANCE of scheduled testing date. ONE alternative testing date will be offered
for use by ALL students. Requests for an alternative date received less than this time
period will not be honored except for extreme circumstances. Only valid exam clashes
will be grounds for utilizing the alternative date such as a conflict with another exam.
Family social engagements and volunteer activities are NOT legitimate conflict reasons.
If there is serious illness or an emergency on the day of the exam, contact Ms. Berger
IMMEDIATELY. Failure to make alternative arrangements prior to an exam or
a paper due date will result in a failure for that exam or paper. There are no
make-up exams for unexcused absences.
Reaction Papers:
You will have two short reaction papers to write during the semester based on the
lectures of your choice. The first paper must address a topic covered in Lectures 4-6
and is due at the beginning of the lecture the paper covers; the second paper must
address a topic covered in Lectures 7-9 and is due at the beginning of the lecture the
paper covers.
Having read the week’s assignment, please frame a good question about the topic
overall or a particular reading and briefly wrestle with an answer. For example: What
was the author’s argument? Were you convinced by the author’s argument? Why or
why not? Has “X” factor been overlooked? Might “Y” be a better way to approach the
issue because … Did this article make you view this issue in a different way?
The key here is not to simply summarize the article but to tell me what you thought
about the article and why. Critical thinking and analysis is required.
These are just some examples of approaches to take in your reaction papers. However,
specific parameters to follow must include:
 You MAY NOT simply summarize the article. Critical thinking is required.
 Your papers may not be longer than TWO PAGES in length, double spaced. I will
allow a third page for references only.
 Papers will be accepted only at the beginning of class. I will not accept papers
via e-mail, they must be in hard copy.
Mini Lecture Project:
Working in small groups, students will lead a short presentation and discussion based
on the women and health topic of their choice that is NOT a focus of our class
discussions. You will research the topic in depth and, from your research, choose 2
articles to assign to the class that you feel reflect the focus of your lecture.
Here are some specifics to guide you:
a. You will break into groups of 3-5 students, depending upon the final class size.
Each group will chose a particular topic/lecture to focus on that has NOT been
covered in class but is related to one of our lectures.
b. I must approve all groups, topics and articles.
 Groups and topic proposals are due to Dr. Berger: before Lecture 3, due date =
Sunday February 10 by 7pm
 Article submissions suggestions are due to Dr. Berger: before Lecture 4, due
date = Friday, February 15 by 4pm
c. Choose articles from peer reviewed journals, major newspapers or national news
magazines such as Time or Newsweek. The articles must come from two
different sources.
d. All groups must address the following topics (and may include other facts as they
are appropriate to your issue):
 Brief overview of your specific topic
 Which lecture does your topic relate to and how does it connect?
 How do the articles you chose to have the class read connect with your topic?
 Why did you choose these articles
 Discuss and review the articles, maintaining the connection to the topic
throughout your discussion
 Explain how your topic connects with our discussions regarding women and
health
 YOUR PRESENTATION SHOULD BE NO LESS THAN 10 MINUTES AND NO MORE
THAN 15 MINUTES
PLEASE NOTE: You will be responsible for meeting with your group outside of class
time. Attendance is MANADTORY for all students on the designated mini lecture
presentation days whether you are presenting or not.
Media Investigation:
The influence of the media representation on women’s health will be a theme
throughout the semester. A small group of students will prepare a short analysis of a
specific media representation of women or a current media event focused on a
women’s health issue. Dr. Berger must approve your groups and topic. These
investigations may include advertisements or current media stories related to women’s
health. Topics may include images of women in popular media, online support groups
for health issues or presentation of a clinical study found in mainstream media. Your
brief presentation should include:
 Present a brief overview of the study, media representation or resource. How
does it connect to women’s health as we have been discussing it in class?
 Demonstrate your critical thinking process as the consumer/receipient of the
story or resource – target audience, level of evidence, bias, cultural/polical/social
influences – that may affect the issue in question
 Your presentation should be no longer than 10 minutes.
I will try to give you some time in class to work on this project but expect some out of
class time as well. We will begin each class with one of these brief presentations.
Use of electronics in class:
Laptops are to be used by students for notetaking only. Cellphones must be turned
OFF during class time. Texting and/or sending e-mails during class time will not be
tolerated.
E-mail:
I do my best to check e-mail daily. Make sure you include the following on any
correspondence with me: a greeting (such as “Dear Professor Berger” or “Hello Ms.
Berger”); the class name (I teach more than one class); and please sign off with your
name.
Please check your e-mail or the SAKAI class site daily. I will communicate with you via
e-mail any updates or changes that will be posted on the SAKAI site. Be sure to let me
know if you see an update on SAKAI but did not receive an e-mail regarding the
information.
Coursework Requirements:
Rutgers University Policy on Academic Integrity applies to all coursework. Students in
this class and in all courses at Rutgers University are expected to uphold the highest
standards of academic integrity. Cheating, plagarism in written work, receiving and
providing unauthorized assistance and sabotaging the work of others are among the
behaviors that constitute violations of the Policy on Academic Integrity. You are
expected to be familiar with this policy.
If you are not familiar with this policy, please review it at:
http://academicintegrity.rutgers.edu/academic-integrity-at-rutgers.
I.
Public Policy
Lecture 1 - Introduction
January 28
‘Public Policy…Gender Issues…Healthcare
Text:
Our Bodies, Our Selves (OB,OS): pp. 660-669; 758-767
Articles:

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New York Times (NYT): “How Romney Would Treat Women”
by Nicholas Kristoff, 11/4/12
Blogs.forward.com: The Sisterhood: 2012: The Year in
Gender, by Susan Seltzer, 12/17/12
Pinn, V. (et.al), 2010. “Public Partnerships for a Vision of
Women’s Health Research in 2020” Journal of Women’s
Health, v19, #9.
Lecture 2 – Focus on Women’s Health: Why Should We
Care?
February 4
Women-specific health problems…Diseases and factors impacting women…What about the men?
Groups and Topics due 2/10
Text:
OB,OS: pp. 591-94 (Breast Cancer); 614-19 (Cervical Cancer); 621-26
(PID, Endometreosis)
Articles:
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NYT: “Why Fathers Really Matter” by Judith Shulevitz, 9/9/12
Hatz-Ruskamp, J. 2007. “Women Aren’t ‘Small Men’” State
Legislatures. v33, #6
National Conference of State Legislatures (ncsl.org):
Improving Women’s Health: State Policy Options. March 2011
Coleman, I. 2004. “The Payoff From Women’s Rights” Foreign
Affairs, v83, #3
NYT: “Real Race In Cancer Is Finding Its Cause” by Susan Love,
2/7/12
Lecture 3 - The Policy Process: Conflict and Deliberation
February 11
Role of Government…Big 5…Federalism…3 Branches/Checks and Balances…Morals and Values.
Article submission due 2/15.
Text: OB,OS: pp. 765; 767-70; 773-77
Articles:
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HOMEWORK ASSIGNMENT:
NYT: “Without Babies, Can Japan Survive?” by Alexandra Harney,
12/16/12
S.L. “The War at Home: Women’s Health in the Crosshairs”
Editorial, 3/12/12
Thecitizens.blogspot.com: “Quit Politicizing Women’s Health”
2/6/12
www.altmuslimah.com: “Women’s Health: Its’ not just about the
Pill” by Khadija Gurnah, 11/6/12
www.feminist.com/resources: Behind the Stories: Public Radio’s
51%: Politicizing Women’s Health by Susan Barnett
Morone, James A. “Morality, Politics and Health Policy” Chapter 1 from
Policy Challenges in Modern Healthcare. Rutgers University Press, 2005.
Available online at www.investigatorawards.org
Who are your representatives?
We have spent time in this
class discussing the role of government and its impact on health policy. So it is important
for you to know…who represents YOUR interests on the federal and state levels? For
next week, please find out the following information and bring it to class to hand in:
1)
Your federal representatives, namely 2 U.S. Senators and 1 Congressman/woman;
2) Your state representatives, namely 1 State Senator and 2 Assemblypersons. Please
use your home addresses. If you do not live in New Jersey, use your New
Brunswick address.
3) Pick a piece of legislation that is related to health policy on the federal and state
level and find out how your representatives voted on it. OR, see which healthrelated bills your representatives have sponsored or cosponsored.
To help you find this information, here are some helpful websites:
www.nj.leg.state.nj.us;
www.house.gov; www.usa.gov; www.congress.org
Lecture 4 – The Affordable Care Act
February 18
History of Health Care Reform…Relevant Sections of ACA…Preventive Services Coverage…What About the Men? Written homework
due. First Reaction Paper.
Text:
Pp: 653-55; 770-73;
Chapter 9, Birth Control, pp. 201-206; skim the rest of chapter for
background
Articles:
 Hall, Rebecca. 2012. “The Women’s Health Amendment and
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II.
Religious Freedom: Finding Sufficient Compromise” Journal
of Health Care Law and Policy. v15, #2.
“Obamanomics: Summary of Analyses and commentary
Related to the Financial Impact of Obamacare on Women
and Families” by Janice Shaw Crouse from Concerned
Women for America (www.cwa.org)
S.L.(Associated Press): “Obama Could Have Seen BirthControl Frenzy Coming” by Erica Werner, 2/12/12
Healthpolicysolutions.org: “Opinion: Stop Politicizing
Womens Health” by Vicki Cowart, 3/2/12
Health.com: “10 Worst States for Women’s Health” by
Anne Harding
Reproductive Rights
Lecture 5 – Reproductive Rights I: What Is It About
Abortion?…The Big 5 … Federalism
February 25
First Reaction Paper.
Text: Chapter 13, skim for background but focus on pp. 323; 337-346
Articles:


Newsweek: “What the &*%# is Wrong with Republicans?” by
Kathleen Parker 9/13/12 (v160, #10)
Joffe, C.(2013). “Roe v. Wade and Beyond: 40 Years of Legal
Abortion in the United States” Dissent. Winter 2013.


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People for the American Way (www.pfaw.org): “The GOP Takes
Its War on Women to the States” Search under the Media Center
tab.
NYT Magazine: “Who Made That? Home Pregnancy Test” by
Pagan Kennedy7/29/12
NYT: “No One Called Me a Slut” by Susan Heath, 4/15/12
In addition to reading these articles, take some time and look around the
following websites:
 National Right To Life (www.nrlc.org):
 Feminists For Life (www.feministsforlife.org)
 Students for Life (http://studentforlife.org)
Be prepared to discuss why you think abortion is such a hot button issue in this
country. Between the readings and websites, you are presented with two distinct and
opposing views on this issue. Why is it so polarizing? Is one side misrepresenting the
truth?
CLASS CANCELLED: March 4
March 11: Reserved for First Group of MiniLectures
SPRING BREAK: March 18 – NO CLASS
Lecture 6 – Reproductive Rights II: Family and Work
Issues
March 25
First Reaction Paper. Written Homework Due.
Text: Mommy Wars pp. 459-60;
Articles:
You may read the abstract only for these two studies:

Waldron, I. et al (1998). “Interacting Effects of Multiple Roles on Women’s
Health” Journal of Health and Social Behavior, v39, September.

Rosenfeld, J.(1992). “Maternal Work Outside the Home and its Effect on
Women and their Families” Journal of American Medical Women’s
Association. V47, #2.
Please read the whole study for the following:

Arber, S. et al (1985). “Paid Employment and Women’s Health: a Benefit or
a Source of Role Strain?” Sociology of Health and Illness, v.7, #3
The Atlantic: “Why Women Still Can’t Have it All” by Anne-Marie
Slaughter, July 2012
Please read these short readings as well:
Vitals.nbcnews.com: “Marriage May Protect a Woman’s Heart” by
Stephanie Pappas, 8/21/12
National Women’s Law Center (nwlc.org): Employment Section: Fact
Sheet- “The Pregnant Workers Fairness Act: Making room for Pregnancy
on the Job” 5/12
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Lecture 7 – Reproductive Rights III: The Courts and
Surrogacy
April 1
Reaction Paper 2.
Text: No Text!
Articles:
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Abortion related readings
Griswold v. Connecticut 1965 (381 US 479) U.S. Supreme Court
Roe v. Wade 1973 (410 US 113) U.S. Supreme Court
National Right to Life (nrlc.org): Fact Sheet-Supreme Court Decisions:
Abortion
How the Courts felt about Developmentally Disabled Women
Buck v. Bell 1927 (274 US 200) U.S. Supreme Court
Surrogacy
NYT: “Making Babies, Just to Make Ends Meet” by Susan Straight, 11/4/12
New Jersey Law Journal: “NJ Parentage Act Should Be Called N.J.
Fathers’ Act” by Louis Locascio, 12/24/12 (210 NJLJ 1003)
NOTE: You can find a great review of major U.S. Supreme Court cases, including
Roe and Griswold, @ pbs.org/wnet/supremecourt/rights
III.
Gender Issues
Lecture 8 – Social Policies: Environment, Image and
Education; HIV
April 8
Reaction Paper 2.
Text: Chapter 11, HIV pp. 301-307; Chapter 3, Image pp. 44-58; 62-71; Chapter 25,
Environment pp. 728-44; 751-53
Articles:
 Edwards, L. 2012. “Am I My Mother’s Keeper? Children as Unexpected Sources
of Social Support Among African American Women Living with HIV/AIDS”
Journal of Black Studies v43, #5
 Chamberlain, G. 2012. “Polluting the Future” America v. #
 Aubrey, J. “Looking Good is Feeling Good: An Investigation of Media Frames of
Health Advice and Their Effects on Women’s Body related Self Perception” Sex
Roles, v63,#1/2
 NYT: “Female Athletes, Thank Nixon” by Allen Barra, 6/17/12
 Newsweek: “Entitled To A Fair Shot” by Barak Obama, 7/2&9/12
 American Enterprise Institute (aei.org): “Obama and the Women’s Lobby”
by Christina Hoff Sommers, 10/29/12
VIEW IN CLASS: KILLING US SOFTLY, 4
Lecture 9 – Pregnancy, Adolescence and Aging
April 15
Reaction Paper 2.
Text: Chapter 20, Menopause pp. 505-16; 534-46; Chapter 14 ,Considering Parenting
pp.349-355; Chapter 15, Pregnancy and Preparing for Birth, pp. 372-374
Articles:
Childbearing


S.L.: “Waiting to Have Kids May Have Been a Mistake” by Allison Benedikt,
12/16/12
AVAILABLE ON SAKAI: NYT Magazine profile/obituary on Lesley Brown, by
Robin Marantz Henig, 12/30/12
Adolescence

NYT: “Needed: More Attention to Boys’ Development” by Peri Klass, 1/8/13

ExtendHealth.com: “Survey Reveals ‘Gender Divide’ Among Seniors on
SCOTUS Health Care Ruling” 7/18/12
Newsweek: “The Mammogram Hustle” by Joe Eaton, Elizabeth Lucas and
David Donald, 2/7/11
Aging

RESERVED FOR 2nd GROUP OF MINI LECTURES
April 22
Lecture 10 - More Social Policies: Violence and Poverty;
Wrap Up
April 29
Text: Chapter 24, Violence Against Women, pp. 691-96; 700-04
Articles:
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
NYT: “Somebody to Lean On” by John Leland, 12/16/12
Harris, Kate L (2011): “The Next Problem With No Name: The Politics and
Pragmatics of the Word Rape” Women’s Studies in Communication, v.34.
Final Exam – Last Day of Class
May 6