WOMEN IN AMERICAN LAW
REQUIRED COURSE MATERIALS
1. Speaking of Sex, Rhode. Cambridge, MA: Harvard University Press, 1997.
2. The Alchemy of Race and Rights, Williams. Cambridge,
MA: Harvard University
Press, 1991.
3. Feminist Jurisprudence, 2nd Edition. Becker, Bowman,
Torrey. Paul, MN: West
Publishing Co., 1993.
4. Other reading as assigned.
COURSE CONTENT
Women in American Law will identify the nature of sexism in American
law and
examine the discrimination that accompanies it. We will consider
the use of law as
both a cause of and remedy for sex discrimination as well as the limits
of law in
bringing about equality for women. We will focus on the areas of constitutional
law,
violence against women, sexuality and reproductive issues, employment,
and family.
Students will learn diverse feminist theories and their explanations of
women’s legal
inequalities. Students will develop skills in reading and evaluating legal
materials and
in feminist analysis of legal issues.
I teach this course from an explicitly feminist perspective. This means
I understand
discrimination against women as systemic; we suffer pervasive discrimination
for no
other reason than because we are born female. Discrimination against women
is
neither individual nor isolated, and as a feminist, I look for remedies
which address
women as a whole rather than as individuals.
In addition to a feminist perspective, I try to incorporate multi-disciplinary
perspectives as much as possible. While you will certainly learn
law and legal
analysis in this course, many of the readings go beyond law.
EXPECTATIONS:
WHAT YOU MAY EXPECT FROM ME
You may expect me to be prepared, to lead discussion, to be available
for help, to
meet with you at your request, to carefully review your work and to be
fair in
grading. If you want to see me, make an appointment. The best way to reach
me is
through e-mail.
READING
You should have read the assigned materials on the day they are scheduled
on the
syllabus. Besides the required texts, other assigned materials will require
the use
of a computer to access web sites or articles from UIS on-line databases.
You
should come to class having read (and re-read, if necessary) all the material,
having
thought about it, and having questions or ideas about it.
WRITING
You will do both in-class and out of class writing throughout the semester.
Like anything
that takes practice, writing gets easier the more often and the more reflectively
you
do it. I will collect in-class writing without advance notice. The out-of-class
writing will
consist of REFLECTIVE PAPERS (short essays) and your STUDENT PROJECT, described
below. Keep a file of all your writings. At the end of the semester,
you will submit a
portfolio of your work which will be the basis of your writing grade. Make
sure you read
my handouts about writing which include how I evaluate your papers.
LIBRARY RESEARCH
To learn about the scholarly literature on women and law, you will
engage in research on
issues related to the course and which which will support your Student
Project. See
below. You will learn about Internet sources through assignments.
EVALUATION:
Each activity/project weighs in your semester grade as follows:
1. Reflective Papers
(20%)
2. Student Project
(35%)
3. Participation
(25%)
4. Library Research
(20%)
5. Self-evaluations (required)
(00%)
REFLECTIVE PAPERS
Over the remaining fifteen weeks, you are required to write SEVEN short
(2-3 pages,
typed, double-spaced) papers on the week’s readings. Choose your weeks
carefully. If
you write the paper, you will be prepared for the class discussion. For
the weeks you
don’t write the a Reflective Paper, you must still be well prepared for
discussion. And I
will often ask you to do in-class writing as a method of stimulating discussion.
Papers are due in class for the week you select and cannot be handed in
at any other
time. SEVEN Reflective papers are required over the semester, beginning
with WEEK
TWO. If you take the class on the pass/fail grading option, you need FIVE
papers with
a passing grade to satisfy this requirement. I will grade each paper as
Adequate or
Inadequate when I return it. You have three weeks to re-write, if you choose.
Staple
the revision to the original.
I keep confidentiality about anything you write. I may make copies of parts
your papers
to give to the entire class, but these will be anonymous; if you are uncomfortable
with
this, let me know.
STUDENT PROJECT
Over the semester, you will engage in a project involving women and
the law. You have
some latitude about what you select for your project and you can work by
yourself or
with other students. Since this project accounts for thirty-five per cent
of your
semester grade, I expect a substantial effort. Let meknow in writing by
WEEK SEVEN
what you plan to do. The final product, a paper, is due WEEK SIXTEEN. All
members
of a group will receive the same grade which will be based on content,
creativity and
presentation.
The traditional academic research paper:
I expect an original paper somewhere around 13 -15 pages, not including
the bibliography.
A community action project: Consider doing some legal/political work in
the community--on
behalf of or with a women's community organization. For example, Sojourn
Center has
engaged in "court watching" to see how judges are treating battered women
who seek
protective court orders. On the legislative front, the Illinois general
assembly will be in
session this spring and women’s and feminist organizations will be lobbying.
A project
could incorporate some of these kinds of activities.
The final product must include a written paper somewhere around 6-8 pages
which a)
describes the project and your participation in detail; b) explains what
you learned; and c)
connects what you learned from the project to course readings.
PARTICIPATION AND ATTENDANCE
I expect you to attend all the classes--missing more than two classes will
result in a failing grade
(U) for the course. Don’t assume that perfect attendance guarantees a passing
grade. If you
have a legitimate emergency or illness, call me before class or as soon
thereafter as possible. If
you miss a class, get the notes from a classmate; call me if you still
need further clarification
about the class.
This class will generate group discussions as much as possible, with lectures
when appropriate.
I expect you to actively participate, which means more than attending.
I grade participation
based on quality, not quantity: the more thoughtful, relevant, and analytical
your discussion or
questions, the better your grade. Listen to others and think before
you speak. If you have (or
think you will have) difficulty sitting through a particular discussion,
please talk to me about it.
Sometimes the discussion, debate, and disagreement will hit a raw
nerve. Most of us have direct
experience with issues under discussion; many hold strong views about these
topics. Please
respect the diversity of experiences and values as you speak. There is
no right answer:dogma,
of whatever persuasion, is not appropriate.
I expect all of us to create a classroom atmosphere which will be conducive
to learning and
growing. To that end, we will collaboratively work out guide-lines for
this class. I expect us to
maintain confidentiality about our class discussions. I hope we can draw
out larger ideas,
conclusions, and questions from personal experiences: to analyze, examine
and learn from
experience, to improve analytical and critical thinking skills.
LIBRARY RESEARCH
You must hand in two scholarly articles which are related to your student
project. I will provide
you with a worksheet which you must complete and turn in with a copy of
the article and which
requires you to summarize, analyze, and evaluate the article. I grade on
the quality of the article
and your analysis of it. Due WEEKS TEN and TWELVE.
SELF-EVALUATIONS
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;
applying the
criteria I use; 2) give yourself a grade; and 3) explain the reasons for
it. I will provide you with
more information on this requirement. Self-evaluations are
due WEEKS 9 and 16.
A WORD 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
in any way adequate.
I encourage you to consider pass/fail options, as well as anything else
which reduces anxiety
about grades. I do not give an "Incomplete" without prior written agreement.
I grade down one
letter grade any late assignment.
ACADEMIC DISHONESTY:
Be sure you understand what academic dishonesty (including plagiarism)
is. I always fail
students for the course for any kind of academic dishonesty.
MASTER'S STUDENTS
Additional work is required. Your additional work can take three
forms: 1) a traditional in-depth
writing (research) assignment; 2) an in-depth reading project; or 3) a
direct action project. I
expect a written proposal from you about your plans before the mid-term.
Please see me about
this in the next two weeks.
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 you need.
All accommodations
must be approved through the Office of Disability Services (ODS) in Building
E. Room 11,
217-206-6666. Late notification may cause the requested accommodation to
be unavailable.
Pat Langley
WMS/LES 447
Brk 433
Spring, 2000
Fax: 217-206-6217
206-7423(O)
Pat Langley's Home Page
WOMEN IN AMERICAN LAW
WEEK
ONE INTRODUCTION TO THE
COURSE
01-19-00
Class:
Introduction to the course and each other
Handout:
Syllabus
Langley’s Rules on Writing (including
Standards for Grading Papers &
Helpful Web Sites on Writing)
Other Required Material (ORM) List
Reflective Paper topics for WEEK TWO
WEEK
TWO SOME OBSERVATIONS ON
DIFFERENCE
01-26-00
Class: Preliminary observations on difference
Handout: Reflective Paper Topics for WEEK THREE
Assign:
Rhode (R): Preface, pp.1-42
Williams (W): Once upon a time (before page 1); pp 3-14; pp. 181-201
ORM:
"Are Women Morally Superior to Men?" (Cover Story) Katha Pollitt.
The Nation, Dec. 28, Vol. 255, no. 22, p.799(9) 1992. (INFO: Expanded
Academic ASAP: at bottom, click on Advanced Search; at bottom, click on
Expanded Academic Index Backfile; in the search box, select Title and
type in <Are Women Morally Superior to Men AND (Cover Story)>.
Defining Feminism Links:
electrapages
N.O.W.
Statement of Purpose
cyberparent
diversity
WEEK
THREE BEGINNING AT BIRTH...
02-02-00
Class: Preliminary observations about inequality
Assign: R: pp. 43-140
ORM:
Links:
Journals
on Women and Law
N.O.W. Legal Defense and Education
Fund
Women, Law and International Development
http://www.gate.net/~liz/
WEEK
FOUR ....AND CONTINUING....
02-09-00
Class: More observations about inequality
Handout: Reflective Paper Topics for WEEK FIVE
Assign: R: 141-250
ORM: More Women and Law Links
People of Color and
the Law
Legal Essays on Gender
and Law
Heiros Gamos Guide to Women and
the Lawl
WEEK
FIVE FEMINIST LEGAL THEORY
02-16-00
Class: Historical Background, Equality, Feminist Theory.
Handout: Reflective Paper Topics for WEEK SIX
Assign: Feminist Jurisprudence: FJ: pp. 1-67; W: 98-130
ORM: More Women and Law Links
The Women's Law Projectl
Women's Legal Actions
Groups (international)
Gay Law Net
WEEK
SIX FEMINIST LEGAL
THEORY
02-23-00
Class: Race & sexual orientation critiques
Handout: Reflective Paper Topics for WEEK SEVEN
Assign:
FJ: pp. 67-154
W: pp. 55-79; (133-145)
More Women and Law Links
ACLU's
Lesbian & Gay Rights
Queer
Legal Rresources
WEEK
SEVEN THE CONSTRUCTION OF FEMALE SEXUALITY
03-01-00
DUE: STUDENT PROJECT PROPOSAL
Class:
Library Workshop on research (Meet at Reference Desk)
Female sexuality
Handout: Reflective Paper Topics for WEEK EIGHT
Assign:
FJ: pp. 155-201
W: 216-236
More Women and Law Links
Diversity
and Law Resources
Transgender
Web Sources
WEEK
EIGHT WOMEN AND REPRODUCTION
03-08-00
Class: Birth Control/Abortion/Sterilization/Cocaine Babies
Handout: Reflective Paper Topics for WEEK NINE
Assign: FJ: pp. 353-469
ORM: Reproductive Technologies Web
New RTs
The
Fertility Race (Minnesota Public Radio)
Bibliographies on
Surrogacy
Surrogacy:
Why Women Lose
Reproductive Rights
NARAL
ACLU Women's Rights
Teenage Women and Abortion
Abortion Law Homepage
SPRING BREAK:
WEEK OF MARCH 13th through the 18th
WEEK
NINE VIOLENCE AGAINST WOMEN
03-22-00
Class: Rape/Incest
Handout: Reflective Paper Topics for WEEK TEN
Assign:
FJ: pp. 202-290
W: pp. 166-178
ORM:
Bibliography on Violence
Against Women
Domestic
Violence Websites
U.S.
Dept. of Justice Statistics on Violent Crimes Against Women
Incest:
The Most Common Form of Sexual Abuse 83 Slides on
incest.
(Slide #s are the last item in the www address. View slides #1-35,
42-47
& #69-83. Use “A” button for faster, text-only presentation).
WEEK
TEN VIOLENCE AGAINST WOMEN
03-29-00
DUE: LIBRARY RESEARCH #1
Class: Prostitution/Pornography
Handout: Reflective Paper Topics for WEEK ELEVEN
Assign: FJ: pp. 291-352
ORM:
Prostitute's Education Network
Andrea Dworkin
Writings on Pornography
WEEK
ELEVEN WOMEN AND MARRIAGE
04-05-00
Class: Regulating Marriage/Well-Being/Money/Domestic Violence
Handout: Reflective Paper Topics for WEEK TWELVE
Assign: FJ: pp. 470-561
ORM:
Two mail-order bride sites:
http://www.arussianlady.com/
http://www.asiabride.com/
Domestic
Violence Handbook
3. Myths, Stats and Facts
4. Warning List
WEEK
TWELVE WOMEN AND CHILDREN
04-012-00
DUE: LIBRARY RESEARCH #2
Class:
Mothering/Maternity Leave/Child Care/Custody
Control by the Ex-Spouse/Child Support
Handout: Reflective Paper Topics for WEEK THIRTEEN
Assign: FJ: pp. 562-644
ORM: Housework
& Childcare Statistics
Work,
Housework, and Depression
Child
Welfare League State Fact Sheets
Research Projects at IWPR
WEEK
THIRTEEN WOMEN AND WAGE LABOR
04-19-00
Class: Mothers/Sexual Harassment/Appearance/Race & Sex/Physical Abilities
Handout: Reflective Paper Topics for WEEK FOURTEEN
Assign: FJ: pp. 727-790; 817-824
ORM:
What
to Do If You or Someone You Know Is Sexually Harassed
Sexual Harassment
in the Workplace
Domestic
Violence at Work
WEEK
FOURTEEN WOMEN & WAGE LABOR ///WOMEN IN LAW
04-26-00
Class:
Traditional Roles/ Comparable Worth
Women in the Legal Profession
Handout: Reflective Paper Topics for WEEK FIFTEEN
Assign:
FJ: pp. 790-817; 825-867
W: pp. 44-51; (15-43);80-97
ORM:
Median Annual
Earnings for Year-round Full-time Workers by Sex, 19561-98
Twenty
Facts on Women Workers
20 Leading
Occupations of Employed Women, 1998
Fair
Pay for Working Women
Women in law:
125
Years of Women Lawyers in Illinois
Women in
Law, 1965-1980
Women' s Legal History Biography
Project
WEEK
FIFTEEN WOMEN AND EDUCATION
05-03-00
Class: Women in education
Handout: Reflective Paper Topics for WEEK SIXTEEN
Assign: 645-650; (650-664); 664-726
ORM: American
Association of University Women
Women in Higher Education
Women's Equity Resource Center
Expect the Best from Girls
WEEK
SIXTEEN LOOSE ENDS
05-10-00
DUE: Final
Self-Evaluation
Student Project Paper
Writing Portfolio
Class:
Pot-Luck
Fond Farewells
Assign:
Leisure, well being, success.
FINIS
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