Introduction to Women’s Studies 101
WMST 101
3 Credit Hours
SDSU, Brookings Distance Learning
Fall 2012
Instructor Contact Information:
Erin Seldat-Kline, Ph.D. student in Sociology
and Rural Studies
Email: erin.seldat@sdstate.edu
Office Hours: Monday and Wednesday 1-3
via Collaborate in D2L or by appointment.
Course Description
This course is designed to be an exploration of women’s issues in both historical and contemporary contexts,
including introduction to feminist theory.
Women’s Studies are the study of women’s lives from an interdisciplinary approach that includes historical,
cultural, literary, political, economic, sociological, and other approaches. This course will provide a
comprehensive introduction to the various fields within Women’s Studies. We will consider how societies have
defined gender identities and gender roles and how gender identities intersect with racial, sexual, class, and
national identities. We will also look in particular at women’s experiences of work, violence, embodiment,
sexuality, family, health, and reproduction.
Course Goals
In this course, you will
 Gain factual knowledge of the field of Women’s Studies, including the history of women’s issues in the
United States;
 Know and recognize feminist approach to academic and world issues;
 Apply the theoretical approaches including the intersection of gender, race, class, sexuality, ethnicity,
religion, and age on women’s identities and issues;
 Know and recognize the diverse definitions of feminism;
 Develop a better understanding of personal values;
 Reflect critically on the material we read and the videos and books we review;
 Recognize the value of personal experience and activism.
Course Requirements:
Textbook
Shaw, Susan M. and Janet Lee. Women’s Voices, Feminist Visions: Classic and Contemporary
Readings.
Readings
Additional readings will be posted in D2L along with a list of books selected for review for a final
project (see Book Review).
** The syllabus content and course objectives have been modeled after a syllabus provided by Dr. Meredith
Redlin.
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Instructional Method:
This course will be held primarily online where Desire 2 Learn Collaborate sessions will house weekly
exploratory and clarification discussions. In addition, instructor and student led discussion broads will be an
important instructional method used in this course.
Technical Support:
Helpdesk 605-688-6776 or SDSU.supportdesk@sdstate.edu.
http://www3.sdstate.edu/TechnologySupport/InformationTechnologyServices/
Distance Education Support:
http://distance.sdstate.edu/
Evaluation Procedures
Assignments and Grading Assessment: Grades for the course will be based on quizzes, exams, an individual
book report, and individual and group feedback of discussion boards. In general, if quizzes and discussion
board postings and reactions are submitted on time and complete, you will receive feedback no later than 10
days after submission.
I attempt to respond to all emails within 24 hours, but please allow for 48 hours for responses as we will be
communicating primarily by email. In addition to contacting me through email, you may set up a time to have a
live chat with me via the D2L live chat option or collaborate. Please email me 24 hours in advance to set up a
time.
Exams
**Midterm and Final (see Course Schedule for information).
There will be two timed, multiple choice, and short answer essay exams worth 150 points. They will include
material from the text book readings, additional readings, discussion questions, quizzes, videos, and mini
assignments. These exams are designed to assess your understanding of the material, and your ability to recall,
differentiate and apply the theories and topical information covered in the course.
Your success on the exams will be based on your ability to complete all readings, assignments and discussion
boards. It is very important that you do not fall behind because it is will be very difficult to catch up. THERE
WILL BE NO MAKE UP EXAMS. You will be given one week to complete the exam, no exceptions. Once
the exam window is closed I will not reopen it; keep this in mind as you plan your semester calendar. (All
course dates, assignments, exams, and quizzes are included in the Course Schedule. Regularly refer to this
for information and due dates.)
Quizzes
There will be four quizzes in essay, multiple choice, or true/false format worth 10 points. The quizzes will
focus on your critical thinking skills and are designed to push you to examine theoretical perspectives and
topics covered in our readings and discussions. They are also designed to assess whether you are keeping up
with the course readings and material. THERE WILL BE NO MAKE UP QUIZZES. Quizzes will be taken
on the day they are scheduled, no exceptions. Keep this in mind as you plan your semester calendar. The
lowest quiz score will be dropped at the end of the term. (All course dates, assignments, exams, and quizzes
are included in the Course Schedule. Regularly refer to this for information and due dates.)
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Course Assignments
Discussion boards, mini assignments, film reviews and book review.
1) Mini Assignments (20 Points)
You will be required to complete four “mini” assignments. These assignments won’t require a tremendous
amount of time but will require you to research information using internet web sites. In the course schedule you
will find four mini assignments and the requirements for these assignments. Please submit the assignments to
the Drop Box on the day that they are required. Mini assignments are worth 5 points each for a total of 20
points.
2) Discussion Boards (90 Points)
You are required to post three of your own responses to discussion questions and to address three
discussion posts made by other students for a total of six. Discussion boards are your opportunity to
demonstrate what you have learned in the readings and lectures as well as to discuss the material with your
classmates and learn from one another. Posting and responding to discussion questions are an important part of
this class and will allow for an informative and valuable source of interaction for this distance learning class. It
is important that you stay active on the discussion board because once you fall behind it will be very difficult
for you to make up the time missed. Discussion boards are intended to allow students to interact with one
another. You do not have to respond to every discussion board indicated in the course schedule. Discussion
board posts and reactions are worth a total of 90 points.
Information regarding the evaluation of discussion board posts and responses can be found in the content
section in D2L. Make sure that you review this information
3) Book Review (Due Nov. 2 by 11:59pm) (100 Points)
For this project you are required to select one book from the following approved book list:
Barton, Bernadette. 2006. Stripped: Inside the Lives of Exotic Dancers. New York University Press.
Dodson, Lisa. 1998. Don’t Call Us Out of Name: The Untold Lives of Women and Girls in Poor America.
Boston: Beacon Press.
Kimmel, Michael. 2008. Guyland: The Perilous World Where Boys Become Men. Harper: New York, NY.
Wolf, Naomi. 1991. The Beauty Myth: How Images of Beauty Are Used Against Women. William Morrow and
Company, Inc.: New York.
** You can find these books on Amazon.com under used books or you can find them in your university library.
Select the book you want to review and purchase or check it out from your library ASAP. Submit your book
selection to the Drop Box no later than September 17, 2012 at 11:59pm.
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Book Review Instructions:
The book review should be comprised of the following.
1.
Identify three main themes discussed in the book.
2.
Explain the three main themes from the perspective of the author.
3.
Develop your own responses to the three main themes that you include in your book review. Do so by
addressing how this work informs women’s studies or feminist theory? Keep in mind that you don’t
have to agree with what the author is suggesting, but it is important that you are analyzing the ideas
presented in a feminist framework.
4.
Conclude the book review by answering the following question: How are the concepts, arguments, and
issues covered in the book relevant to women’s studies? Provide examples.
Review Format:
Your book review should include:




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

6 to 8 pages of double spaced;
12 point font;
Times New Roman;
“Normal” margins as found in Microsoft Word;
Include a cover page with your full name, course title and due date;
Include page numbers;
Provide a reference page for any and all additional material used as references in your review.
This format is REQUIRED
DO NOT INCLUDE QUOTES OR STATEMENTS FROM OTHER WORK WITHOUT COMPLETING
THE CITATION. Points will be docked if citation is not properly applied in your work. APA or MLA citation
methods are acceptable.
This assignment is a review of one author’s work. By addressing the four points listed above, you should be
able to develop a critical review of the material. A standard approach to this assignment would be to develop
the review by composing it in four sections. If you have any questions please email or set up a time to discuss
concerns in Collaborate.
4) Film Reviews (40 Points)
We will rely upon video clips and films for examining issues related to Women’s Studies and feminist theory,
as well as other contemporary issues faced by women (and men) across the globe. These issues will be related
to Women’s studies interdisciplinary approach and feminist theory foundation.
You will develop four reviews comprised of all the clips included in one given week for a total of four weeks
worth of video clips. For the review write a one-page reaction paper that addresses the main points of the film
or video clips available for one given week. Write full and complete sentences, summarize and conclude the
review by linking the films to a topic(s) covered in the text for that week, provide examples (Four film reviews
of your choice for 10 points each).
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5) Extra Credit
I offer one extra credit assignment for ten points. For this assignment you must attend an on campus Women’s
Studies related event and write a one page reaction to the event. Please make sure that the event you attend or
participate in is explicitly a Women’s Studies event. If you are not located on campus we can arrange an
alternative extra credit option, but you must contact me in advance.
Submit completed reactions to the Drop Box titled “Extra Credit.” Extra credit is open to submission once
throughout the entire semester (10 points total).
Grading
Requirements
Points
Total Points
Exams
Quizzes
Discussion Posts and
Responses
Two exams, 150 points each
Four quizzes, 10 points each
Post Three
Respond to Three
Statements, 15
Postings, 15 points
points each
each
Four mini assignments (5 points each)
One book review
Four reviews 10 points
On campus Women’s Studies event
300
40
90
Mini Assignments
Book Review
Film Review
Extra Credit
20
100
40
10
590(600
w/ e.c)
90% of the total points is an A; 80-89% is a B; 70-79% is a C; 60-69% is a D;
less than 60% is an F.
ADA Statement
Any student who feels s/he may need an accommodation based on the impact of a disability should contact
Nancy Hartenoff-Crooks, Coordinator of Disability Services (605-688-4504 or Fax, 605-688-4987) to privately
discuss your specific needs. Office of Disability Services is located in Room 065 of the Student Union.
Freedom in Learning
Freedom in Learning. Students are responsible for learning the content of any course of study in which they are
enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated
solely on an academic basis and students should be free to take reasoned exception to the data or views offered
in any courses of study. Students who believe that an academic evaluation is unrelated to academic standards
but is related instead to judgment of their personal opinion or conduct should first contact the instructor of the
course. If the student remains unsatisfied, the student may contact the department head and/or dean of the
college which offers the class to initiate a review of the evaluation.
Freedom in Teaching
Academic freedom is the freedom of faculty to teach the knowledge encompassed by their academic disciplines.
It is vital to successful education, and thus must be defended. As stated in the Higher Education Agreement,
“Academic freedom in its teaching aspect is fundamental for the protection of the rights of the teacher in
teaching and of students to freedom in learning. It includes the freedom to perform one’s professional duties
and to present differing and sometimes controversial points of view, free from reprisal.” This academic
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freedom must be shielded against harassment and limitation in accordance with the words and spirit of the
Higher Education Agreement.
Furthermore, students bear the responsibility to become informed on the subject matter of the course and
base their comments on a coherent understanding of these materials. Such an understanding is the only
legitimate basis of any “reasoned exception” to course data or views. The mastery of these materials will
constitute the basis for judgments of academic achievement and performance in this course.
Policy on Academic Dishonesty
I and the Women’s Studies program will not accept or tolerate instances of academic dishonesty or plagiarism
among its students or faculty. Falsifying data, sources or experimental results, submitting others’ work as if it
was yours, presenting the words or ideas of others without full and appropriate citation, and cheating on
examinations are all instances of academic plagiarism and fraud.
Students who may be unsure as to whether or not their writing or other work may constitute academic fraud
should seek the advice of their professor BEFORE formal submission or presentation of the work. Plagiarism
and academic fraud are the most serious of offenses, but they are easily avoided with a modicum of care and
forethought.
The first incidence of plagiarism and/or other academic fraud will result in a total loss of points for the
applicable assignment. The second occurrence will result in a failing grade for the course
Course Schedule
Week One
Aug. 27-31
Week Two
Sept. 3-7
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****SUBJECT TO CHANGE UPON NOTICE****
Reading: Chapter 1, 1-24; Readings 2-4; 6-8
http://www.podology.org.uk/#/sociological-theory/4538947616 Click or cut and paste this
link into your browser to view a short YouTube video titled “Introduction to Feminism.”
Discussion 1: Introduce yourself! Where are you from, why have you chosen to take a
Women’s Studies course, what do you think will make this an excellent course, and what do
you hope to gain from taking this course.
Mini Assignment 1: Go to www.greatwomen.org and answer the following questions:
What is the mission of the Hall of Fame? Who are five of this year’s inductees and why
were they inducted? What do you think is the significance of having a National Women’s
Hall of Fame?
Film for Review in D2L
Submit the assignment to the drop box no later than Sept.2 at 11:59pm.
Reading: Chapter 2, 59-75; Readings 9, 10, 12-15
Article: Shields, Stephanie. 2008. “Gender: An Intersectionality Perspective.” Sex
Roles. 59: 301-311.
Discussion 2: In Peggy McIntosh’s article on male privilege and white privilege, she
includes a list of 46 ways in which she experiences white privilege in her daily life. Use this
list to account for the privileges you may or may not experience in your life based on race.
Do any of your experiences resonate with what McIntosh has identified as white privilege?
Why or why not? Do you recognize how privilege is inherited by a few and restricted to
others?
Mini Assignment 2: Go to the Southern Poverty Law Center’s homepage at
www.splcenter.org. Click on “Intelligence Project” and then on “Hate Incidents.” Type in
your state to see a list of hate crimes where you live. Also visit www.wiesenthal.com,
Week Three
Sept. 10-14
www.adl.org, www.stopthehate.org, www.hrc.org, and www.hatewatch.org. Use these sites
to develop a list of ten ways to stop hate.
Submit the assignment to the drop box no later than Sept. 9 at 11:59pm.
Reading: Chapter 3; All readings
Discussion 3: What is the process called by which we learn gender and what does it mean
to say gender is a “performance”? Next, recall the most recent television show or movie you
watched. What do you learn about gender from reflecting on this show (Shaw et al. 2009)?
Film for Review in D2L
** QUIZ 1** Complete quiz one by Sept. 16; closes at 11:59pm.
Week Four
Sept. 17-21
Week Five
Sept. 24-27
Study Guide
Submit book review selection to the Drop Box no later than Sept. 17 at 11:59pm.
Reading: Chapter 4, 170-185; Readings 27-29; 32 &33
Discussion 4: Explain in your own words what is meant by the “politics of sexuality.” How
does what we know about gender help us understand the politics of sexuality? How do the
politics of sexuality contribute to “compulsory heterosexuality” (Shaw et al. 2009)?
Reading: Chapter 5, 223-242; Readings 35, 37, 38, 41.
Discussion 5: What does the double standard of “beauty” and aging by gender imply?
Film for Review in D2L
**QUIZ 2** Complete quiz two on Sept. 30. Opens at 6:00am; Closes at 11:59pm.
Week Six
Oct.1- 5
Reading: Chapter 6, 296-325; Readings 44-46, and Deadly Delivery (see D2L)
Discussion 6: Watch the Frontline documentary “Sick Around America.”
http://www.pbs.org/wgbh/pages/frontline/sickaroundamerica/view/ Click or copy and paste
this link into your browser to view the full film. (Note: The film is divided into chapters on
line; make sure that you watch the full film.)
What is your reaction to the health care system in the US? Can you relate to one or more of
the stories that were documented in the film? Which of the five basic concepts are
illustrated in this film?
Week Seven
Oct. 8-12
**MIDTERM EXAM- Opens Oct. 9 at 6:00am; Closes Oct. 13 at 11:59pm. **
MIDTERM
Chapters 1-5
Week Eight
Oct. 15-19
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Reading: Chapter 7, 378-395; Readings 52-56.
Discussion 7: Discuss the three models for structuring marriage or domestic partnerships.
Why does the equal partner/equal partner model occur relatively infrequently (Shaw et al.
2009)?
Film for Review in D2L
Reading: Chapter 8, 426-447; Readings 60, 61, and 62.
Discussion 8: What kind of jobs have you held? What kinds of jobs have women in your
family held? How do these jobs compare to the trends on horizontal and vertical
segregation?
Mini Assignment 3: Complete the second part of the Learning Activity identified in your
text, page 427. Begin with “Watch a couple of hours of daytime television and take note of
the advertisements” (Shaw et al. 2009:427). Answer all six questions included in the second
part of the Learning Activity on page 427 in your text book.
Submit the assignment to the drop box no later than Oct. 21 at 11:59pm.
Film for Review in D2L
Week Nine
Oct. 22-26
Book Review Completed and Submitted to the Drop Box no later than Oct. 28 at 11:59pm
Reading: Chapter 9, 498-514; Select any two readings.
Discussion 9: Pretend for a moment that you are a child watching your (current) favorite
movie or television program. How might the “male gaze” shape how children learn about
gender in popular culture?
**QUIZ 3** Complete quiz 3 by Oct.28; closes at 11:59pm.
Week Ten
Oct. 29- Nov. 2
Reading: Chapter 10, 555-577; 76-78; 80, 82.
Discussion 10: Why do you think violence against women is so prevalent in society? Why
do you think college campuses see such high rates of sexual assault and rape? Are you
aware of the Campus Sexual Assault Victim’s Bill of Rights (1992) or the Campus Sex
Crimes Prevention Act (2000)?
Mini Assignment 4: October is Domestic Violence Awareness month. Review the pdf file
link and identify one or more awareness projects you would like to host on your campus for
DVA month. What awareness events are currently being hosted on your campus?
http://dvam.vawnet.org/docs/materials/event-ideas/sampledvamevents.pdf
Submit the assignment to the drop box no later than Nov.4 at 11:59pm.
Film for Review in D2L
Reading: Chapter 11, 611-632; Readings 86-88.
Discussion 11: How does the state impact women’s everyday lives? Provide examples.
How does the state impact your everyday life?
Film for Review in D2L
Reading: Seager, Joni. 2003. “Rachel Carson Died of Breast Cancer: The Coming of Age
of Feminist Environmentalism.” Journal of Women in Culture and Society. Vol. 28, No. 3.
945-972.
Peeples, Jennifer A. and Kevin M. DeLuca. 2006. “The Truth of the Matter: Motherhood,
Community and Environmental Justice.” Women’s Studies in Communication. Vol. 29, No.
1. 59-87.
Discussion 12: What has Seager (2003) determined should be the primary focus of feminist
environmentalism and ecofeminism? How is this focus different from traditional
environmental movements? How are Seager’s suggestions supported by the work of
Peeples and DeLuca (2006) in their research on motherhood and Environmental Justice?
(Note: In the Seager article feel free to skim the section that focuses on feminist
environmentalism and animals.)
**QUIZ 4** Complete quiz 4 by Friday, Nov. 18; closes at 11:59pm.
Thanksgiving Break
Week Eleven
Nov.5-9
Week Twelve
Nov. 12-16
Week Thirteen
Nov. 19-23
Week Fourteen
Nov. 26-30
Week Fifteen
Dec. 3-7
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Reading: Chapter 13, 707-721; Readings 100 and 105.
Discussion 13: Refer to the reading “Fear of Feminism” by Lisa Marie Hogeland and
answer the questions she raises that will help us better understand why young women fear
feminism. “Think about the lives of young women-think about your own. What are the
arenas for selfhood for young women in this culture? How do they discover and construct
their identities? What teaches them who they are, who they want to be, who they might be?”
(Shaw et al. 2009:723). What is Hogeland attempting to illustrate by asking readers to
answer these questions?
Film for Review in D2L
Reading: Go to the content page of D2L and read the pdf file that contains Chapter 4 of
Carolyn Sachs book “Gendered Fields: Rural Women, Agriculture, and Environment.”
Discussion: No discussion questions. Prepare for final exam.
Finals Week
Dec. 10-14
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Final exam available for one week. Please allow for 90 minutes to take the exam. Once
you begin the exam you HAVE to complete it or you will receive 0 points.