WOMEN,GENDER AND SOCIETY
Pat Langley's Home Page 
CONTENTThis interdisciplinary course examines historical and contemporary issues of gender inequality. We will study the relationship between sex and gender, gender socialization, education, law, work, families, health, violence, and the women's movement. In particular, we will explore the experiences, perspectives, and representations of women and the ways that their lives have been shaped by gender hierarchies. The course will primarily focus on women in U.S. society, calling attention to both the commonalities of women and differences created by race, class, sexual orientation, age, disability, ethnicity, and religion. We will identify women who, despite obstacles, have made major contributions to women's rights, civil rights, and the environmental movement.
BOOKS AND OTHER MATERIALSRequired:
Feminist Frontiers, 7th ed. L. Richardson, V. Taylor, and N. Whittier (eds.) Boston:
McGraw-Hill, 2004. (Articles marked FF are found in this book.)
English. New York: Anchor, 2005.
Kansas: University Press of Kansas, 2000.
York: Anchor, 1994.
LEARNING OBJECTIVES
ways in which gender is a central organizing principle in our lives.
disability, ethnicity, religion and sexual orientation to create multiple gendered
hierarchies and inequalities.
shape the experiences of women in the United States.
technologies to explore issues related to gender.
WHAT YOU MAY EXPECT FROM MEYou may expect me to be prepared, to facilitate discussion, to be available for help, to meet with you at your request, to carefully review your work and to be fair in grading. The best way to reach me is through e-mail.
EVALUATION
Each activity weighs in your semester grade as follows:1. Papers (25%)
2. Weekly discussion (30%)
3. Team Teaching (10%)
4. News Discussion Leader (07%)
5. Tests (25%)
6. Self evaluations (required) (00%)
1. PAPERS (25%)For detailed requirements, see FORMAT, SOURCES AND WRITING
For other tips on writing papers for this class, see Materials On Writing and Standards for PapersA) CONCEPTS and SUMMARY PAPER DUEWEEK 4: 9-13-2006 (7%)
SELECT ANY TWO: (9% each=18%)
B) For Her Own Good DUE WEEK 07: 10-04-06
C) Invisible Privilege DUE WEEK 11: 11-01-06
D) School Girls DUE WEEK 14: 11-29-06
E) Gender Transgression Project DUE WEEK 15: 12-06-06A) CONCEPTS & SUMMARY PAPER
CONCEPTS
You are to provide definitions for five or six critical terms in FHOG, pp 4-33. By critical terms, I mean those ideas that you must understand in order to make sense of the reading. Definitions should be quoted from sources found in the reference collection of the library such as feminist dictionaries, dictionaries (or encyclopedias) of literary criticism or philosophy, etc. Consult Denise Green in reference, since she is the Women’s Studies specialist if you need help. Do not use general dictionaries like Random House or the Oxford English Dictionary. Do about five-six concept words thoroughly, and cite your sources. We will go over these in class, and refer back to the text of FHOG to be sure we understand what the authors meant. Consequently, you should know the reading inside and out. Use the library reference sources in combination with the internet, rather than just the internet. If you need more direction, email me.Prepare a one-two page, double spaced handout that provides definitions and gives examples of the way the words are used in the assigned readings. Make enough copies for everyone in class, as we will use these in our class discussion. DUE WEEK 04: 09-13-06
SUMMARY
Turn in a two page (minimum) summary of FHOG pp 4-33. It may be in outline or "bullet point" format, if you wish. Use your own words to summarize each of the major points of the chapter. One way to approach this is to assume your boss ( me) has given you the task of reading this, because your boss doesn't have the time to read it, and needs you to provide a thorough, accurate and consise account of the reading. This assignment will help build your reading comprehension. Give yourself plenty of time to read the material--and then re-read it--before you start this assignment. DUE WEEK 04: 09-13-06B) For Her Own Good (FHOG): Write a 5-6 page paper about a topic in chapters 2-8. FOCUS your topic.
Listen to this audio interview on "Bad Advice and 'For Her Own Good'" on National Public radio.
Read "Class Warrior: Barbara Ehrenreich's Singular Crusade." What did E&E say that had the most impact on you? Why? How has the topic you have selected affected your everyday world or manifested itself in your life? Be specific, and connect your experiences to the text from FHOG. Use quotations from it to support your reflections. DUE WEEK 07: 10-04-06 (9%)C) Invisible Privilege (IP): Write a 5-6 page paper that focuses on gender, race and social class. What did Rothenberg say that had the most impact on you? Why? How has race, class and gender privilege affected your everyday world or manifested itself in your life? What is the interplay between these three characteristics in your life? Be specific, and connect your experiences to stories from Rothenberg's book. Use quotations from IP to support your reflections. Be sure you use some material from the first and second half of the book. DUE WEEK 11 (11-01-06) (9%)
D) School Girls (SG): Follow this link to questions about SC from the web site, Reading Group Guides.com and select any question between #3 and #9 as the topic of your paper. Write a 5-6 page paper which addresses these questions about your topic. How has this topic effected your everyday world? How has this topic played out in your life? Be specific, and connect your experiences to the stories from the school girls of both Weston and of Audubon Middle schools. What connections can you make between your topic and other readings, films, or assignments from the class? ( You might need to read ahead, depending on your topic). Use quotations from SC to support your reflections. Due WEEK 14 (11-29-06) (9%)
E) Transgressing a Gender Norm: See Transgressing a Gender Norm Paper. This 5-6 page paper. DUE WEEK 15 (12-13-05) (9%)
For detailed requirements, see FORMAT, SOURCES AND WRITING
For other tips on writing papers for this class, see Materials On Writing and Standards for Papers
2. WEEKLY DISCUSSION (25%)The class will generate lively group discussions. We will use what bell hooks calls engaged pedagogy, meaning the we will learn by being engaged with the material (including the papers, tests, and projects), with me as your instructor, and with each other. Mostly, we will use discussion, with lectures only when necessary. This dialogue should be the kind of conversation you would have with a close friend: humble, open, and focused on collaborative learning. This means that we all, instructor and students, think of ourselves as knowledgeable learners who can both teach and learn in this class, and as speakers who must also carefully listen.
All of us must actively participate in every class meeting--this is more than just attending. If you have a different opinion or disagree, let us know. If you have a question about something—others probably do too and want to hear it. Your ideas or experiences are important to the success of our learning. We need diverse perspectives and questions because they get everyone thinking.
I expect us to create a classroom atmosphere that will be conducive to learning and growing. To that end, we will collaboratively work out guidelines for this class. Please respect the diversity of experiences and values as you speak. Dogma of whatever persuasion or incivility, is not appropriate. If you have (or think you will have) difficulty sitting through a particular discussion, please talk to me about it.
Link to Ground Rules for Class Discussion
I expect all of us to attend every class. If you miss a class, you will be sorely missed, but you will also miss very important discussions that class notes can not adequately describe to you. Missing a class will affect your grade. If you miss more than two classes, you won't pass the course. If you have a legitimate emergency or illness, contact me before class or as soon thereafter as possible.
You should have read and reflected on the assigned readings (about 100 pages each week) before you come to class. Always bring the texts we are discussing with you. us.
I grade participation based on quality, not quantity: the more thoughtful, relevant, and analytical your discussion or questions, the better your grade. Your grade for weekly discussion can make or break your final semester grade. For example, a very good grade can turn into an average one for lack of active participation.
LEVELS of PARTICIPATION*
Excellent (A range): You know the readings cold, bring copies of them to class, and have thought about your stance on the issues to be discussed. You offer a contribution to every class discussion, and listen attentively. You demonstrate the three highest levels of cognitive skills in Bloom's Taxonomy, the ability to analyze, synthesize and evaluate ideas and materials. You ask key questions about the material, ask questions of other students and help generate discussion. You make connections between the material and everyday life.
Good to very good (B range): You know the readings well and bring copies of them to class and generate discussion among students on the major points. You offer a contribution to nearly every class discussion, and listen attentively. You demonstrate the three highest levels of cognitive skills in Bloom's Taxonomy: the ability to analyze, synthesize and evaluate ideas and materials, although not consistently. You sometimes ask questions about the material, ask questions of other students and help generate discussion. You usually make connections between the material and everyday life.
Average (C range): You speak up regularly but tend to offer just what is in the readings without your own insight (so we don't get to know what you think) or without a larger overview of how the readings fit together. You generally demonstrate knowledge, comprehension and some applications according to Bloom's Taxonomy. You don't always bring the readings with you, so you can't always refer to the text.
Fair (D range): You offer your own opinion without much connection to the readings. You have a pattern of repeating what other students have said, but it's hard to tell if you have actually read all the assignments. You rarely bring the readings with you.
Not so great (F range): You might be the disruptive type--coming late, leaving early, talking when others are talking, or making comments that have nothing to do with the topic at hand. Or you might be the silent type, not saying a word for weeks so that we don't know your thoughts, suggestions, contributions, ideas and perspectives. If you are one of these folks, come talk to me in the first few weeks of the course
* Thanks to Professor Heather Dell for letting me use her work on levels of participation.B) INTERACTIVE AND CREATIVE TEACHING FORMAT
3. Team Teaching Activity (10%)I have identified team teaching opportunities in the course schedule below. You will be teaching once during the semester. Plan on 40 minutes of class time per team. Note that some of the readings listed are to be read only by the teachers, and not by the rest of us. The task of the the teachers is to lead us out of ignorance!
A) THE ASSIGNMENT
Each student must:
1) teach part of the class;
2) read the class materials required for all students;
3) do your share of the recommended or extra materials listed for each topic; 4) conduct independent research in the library (books and journals) and on the Internet using the Harvey Milk ...Guide to LGBTQ Internet Research;
5) prepare typed class notes and a bibliography to hand in no later than a week after your team-teaching; and
6) print and fill out a peer grading form. Be honest. This is due, in a sealed envelope, by the last day of class.Consider a talk show interview format in which you present the material (Oprah or Ted Koppel interviews a gay activist and an "expert" who opposes gay rights). Or you could use a game format (Monopoly, Jeopardy, Family Feud, etc.) in which you assign roles/teams to students and have them draw cards with different questions or experiences. Or you could divide the class into small groups with a dilemma to discuss, imagine, or describe and then role-play. Spice things up with prizes like candy, fake money, crowns or other goodies for your classmates for right answers or excellent role plays. Use your imagination and make it active and engaging for everyone! Video clips, monopoly money, skits to enact, improvised role-plays, prizes: you decide!The best team teaching presentations will:
1) actively engage students (C grade or worse if presentation is not
interactive);
2) be creative;
3) demonstrate knowledge of the extra readings;
4) demonstrate your own research on the topic.I will use this evaluation form when I grade your team teaching project.
I will circulate a sign-up sheet in the next few weeks. Team teaching material will be on the tests.
C) SELECT A TEAM TEACHING TOPIC FROM THE SYLLABUS BELOW
Week 7; Weeks 9-10; Weeks 12-15D) Fill out a Peer Evaluation for each member of your team. These are due, in a sealed envelope, by the last day of class.
4. News Discussion Leader (8%)Every week, one student will be responsible for choosing a news story and will lead the class discussion about the story. You will do this once during the semester. You are required to subscribe to Women's eNews for the semester and, for this assignment, you can use it or news from Feminist Majority Foundation, Ms. Magazine Online, or Truthout Women's issues. Most sites have a search function, if you want to search for news about a specific issue. Choose a topic that you think is important for us to discuss. The topic may be something that makes you angry, sad or fits into a larger issue we've been discussing. It should be a news story with enough substance that it will generate questions and discussion in the class, rather than something we just passively absorb. Make enough copies of the news story for every member of the class to read.
Your task is to lead discussion, not to do a lecture or a monologue. Find more background material for yourself, so that you can be our excellent discussion leader. Prepare two or three questions to ask the class, to start the discussion. Be prepared with "plan B" if discussion is slow. (A tip for getting other students to particpate: if you participate when others lead the discussion, they will probably particpate when you lead the discusssion!) Hand in everything (research, notes, questions,etc.) you use to prepare the day of the discussion. .
I will circulate a sign-up sheet next week. A selection of these news stories will be on the tests.
5. TESTS (25%)
Two tests, October 11 (Week Eight) and December 13 (Exam Week) will cover the class materials and discussions for that period.
6. SELF EVALUATIONS ( REQUIRED; 0%;)You must submit a written self evaluation at the midterm and the end of the semester. In your self evaluation you must 1) critically examine your strengths and weaknesses; 2) applying the criteria I use, give yourself a grade; and 3) explain the reasons for it. The link that follows provides you with more information. Due at midterm and the end of the semester.
MISCELLANEOUS
ABOUT LINKS
The construction symbolmeans some web sites and assignments may change. Check the web syllabus regularly to stay current with changes. If you find a link that is broken, try typing the title of the link into the Google search engine. If you still don't find it, please e-mail me and continue reading the other materials.
ABOUT WRITING
The ability to write at an upper collegiate level is a requirement for you to pass the course. Be sure to read my handouts about writing, including the standards I use to evaluate your written work.
Link to Materials On Writing and Standards for Papers
ABOUT GRADES
I take a fairly traditional notion of grades: "A" is reserved for truly superior work which is rare; "B" is for very good work; "C" is for average work--adequate and fairly ordinary; "D" is for work below average; and "U" (Unsatisfactory) is for work which is not adequate.
A = 93-100
B = 85-92
C = 78-84
D = 70-77
F = below 70I am 33% below the UIS average for "A" grades; I give lots of C grades. I encourage you to consider pass/fail options, as well as anything else which reduces anxiety about grades. I do not give Incompletes" without prior written agreement. I grade down one letter grade for late assignments: e.g., B+ becomes a C+.
ACADEMIC DISHONESTYBe sure you understand what constitutes academic dishonesty, including plagiarism. The UIS definition is below.
Plagiarism usually takes one of the following three forms and is done without proper acknowledgment: including another person's writing in one's own essay, paraphrasing another person's work, or presenting another person's original theories, views, etc. When an allegation of plagiarism arises, disciplinary proceedings may be initiated within the academic program in which the alleged offense occurred. The instructor may refuse to grade the assignment and record it as no credit. Penalties may include failure in the course as well as recommendation for disciplinary probation, suspension, or dismissal from the class, program, or UIS. UIS Definition of Plagiarism in 2005-2006 Catalog (scroll down more than half way)
I always fail students for the whole course for any kind of academic dishonesty. Ignorance is no excuse. Depending on the circumstances, I may pursue additional University disciplinary proceedings. Consult the Center for Teaching and Learning if you do not understand how to avoid plagiarism.
Link to definition of and how not to plagiarize.
STUDENTS WITH A DOCUMENTED DISABILITY
Reasonable accommodations are available for students who have a documented disability. Please notify me during the first week of class about any accommodations needed for the course. Late notification may cause the requested accommodation to be unavailable. All accommodations must be approved through the Office of Disability Services (ODS) in the Human Resources Building (HRB), Room 80, 217-206-6666.
Pat Langley's Home Page
WMS
301
Fall, 2005
Pat
Langley
(O): 217-206-7423
UH 3034
Fax: 217-206-6217
WOMEN, GENDER AND SOCIETY
WEEK ONE: INTRODUCTION
08-23-06
Class: Introduction to the course and each other
Course content and requirements
Preliminary ground rules for the semester
Gender (film)
In-class writingREQUIRED READINGS:
Ground Rules for Class Discussion
Readings are listed on the date of discussion
I myself have never been able to find out precisely what feminism is:
I only know that people call me a feminist
whenever I express sentiments that differentiate me from a doormat.
~Rebecca West, 1913WEEK TWO: DOING GENDER
08-30-06Class: Doing Gender
Ground rules for the semester
REQUIRED READINGS:WEEK THREE: LEARNING AND ENFORCING GENDER
09-06-06WEEK FOUR: FOR HER OWN GOOD
(Take it, calculate your score, ponder)
09-13-06Class: FHOG
Concept coaching
The Life and Times of Rosie the Riveter (film)DUE: Concepts and Summary Paper on FHOG, pp. xi-33
REQUIRED READINGS:WEEK FIVE: FOR HER OWN GOOD
09-20-06NEWS DISCUSSION
REQUIRED READINGS:
WEEK SIX : FOR HER OWN GOOD
09-27-06NEWS DISCUSSION
REQUIRED READINGS:WEEK SEVEN: WOMEN AND CLASS
10-04-06DUE: PAPER on For Her Own Good
NEWS DISCUSSION
TEAM TEACHING OPPORTUNITY (See assignment description above.)
REQUIRED READINGS::
Families) Start your research on TANF at the Center for Women Policy Studies
Are there other good web sites? Be prepared to share your findings with the class
WEEK EIGHT: INVISIBLE PRIVILEGE
10-11-06
NEWS DISCUSSION
MID-TERM EXAM
True Colors (film)REQUIRED READINGS:Assign:WEEK NINE: INVISIBLE PRIVILEGE
10-18-06NEWS DISCUSSION: Holly
DUE: MID-TERM SELF EVALUATION (follow link)
TEAM TEACHING OPPORTUNITY: “Sex Segregation in the US Labor Force,” pp. 200-209
REQUIRED READINGS:WEEK TEN: WOMEN AND FAMILIES
10-25-06NEWS DISCUSSION: Christina
TEAM TEACHING OPPORTUNITY: Lesbian and Gay Parenting: A Summary of Research Findings
Who Remembers Mama? (film)
REQUIRED READINGS:
pp. 258-271
Employment” pp. 271-285
WEEK ELEVEN: SEXISM And HOMOPHOBIA
11-01-06NEWS DISCUSSION: Stephanie
DUE: Paper on Invisible Privilege
REQUIRED READINGS:
Contextualizing the Narratives of Anti-gay Assailants," Karen Franklin, in Stigma and
Sexual Orientation: Understanding Prejudice Against Lesbians, Gay Men, and Bisexual,
ed., Gregory Herek.
(pdf files require Acrobat Reader. Click here to get the free reader).
WEEK TWELVE: SCHOOL GIRLS
11-08-06NEWS DISCUSSION: Naarah
TEAM TEACHING OPPORTUNITY: ( select one only):
1) Science and Math:
Mathematics and Women
Gray Matter and Sexes
2) Dieting/Body Image
Eating Disorders Prey on Girls
About-Face facts on BODY IMAGE
10 things you can do
3) Sexual Harassment in schools
Sexual harassment: It's not Academic
What are schools teaching their students about sexual harassment?
4) Girls and Sexuality
Scarleteen: sex education for the real world
(follow links to "About us" and Top 10 articles/"Sex readiness")
Teens, Sex and the Media
REQUIRED READINGS:
WEEK THIRTEEN: SCHOOL GIRLS
11-15-06NEWS DISCUSSION: Meriah
TEAM TEACHING OPPORTUNITY: ( select one only):
1) Science and Math:REQUIRED READINGS:
Mathematics and Women
Gray Matter and Sexes
2) Dieting/Body Image
Eating Disorders Prey on Girls
About-Face facts on BODY IMAGE
10 things you can do
3) Sexual Harassment in schools
Sexual harassment: It's not Academic
What are schools teaching their students about sexual harassment?
4) Girls and Sexuality
Scarleteen: sex education for the real world
(follow links to "About us" and Top 10 articles/"Sex readiness")
Teens, Sex and the Media
11-22-06 Thanksgiving break
WEEK FOURTEEN: BODIES: VIOLENCE AGAINST WOMEN
11-29-06NEWS DISCUSSION: Karen
DUE: Paper on School Girls
TEAM TEACHING OPPORTUNITY: The Sexual Victimization of College Women
WEEK FIFTEEN: BODIES: REPRODUCTIVE RIGHTS
12-06-06NEWS DISCUSSION: Dola
DUE: Transgressing a Gender Norm Paper
TEAM TEACHING OPPORTUNITY:
Read either one of the next two sites...
(Browse: "who has"/"shortage"/" young women"/"restrictions" )
OR
WEEK SIXTEEN: EXAM WEEK
12-13-05FINAL SELF EVALUATION
FINAL EXAM
Class: Pot-Luck
Loose ends; Redesigning the class
Fond FarewellsAssign: Leisure, well being, success.
Pat Langley's Home Page
