A note on civility: This course will bring up challenging topics requiring critical thinking and openness to diverse points of view. Within reasonable limits, each of us, including your professor, have a right to learn and grow through mistakes, including making statements that may at times cause offense. The willingness to accept that we make mistakes is particularly important in the classroom. The alternative is that we silence the discussion, and limit our growth. What will not be tolerated, however is behavior that creates a hostile learning environment: that is, repeated, willfully ignorant or hateful statements targeting any category of persons in a dehumanizing way.
Content warning: This course includes topics to which many of us (including myself) are sensitive, such as racism, sexism, and sexual violence. If you do not feel you can safely and civilly discuss such topics, I suggest that you consider avoiding this course. While I will follow the course schedule, I cannot predict when sensitive subjects will be brought up in open discussion. I will only halt a discussion of sensitive topics if it is irrelevant to course material or being discussed in an uncivil manner.
TEXTBOOK: There is no required textbook. Course readings will be made available to students.
Selected readings will be taken from these and other sources:
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Michael Kimmel and Amy Aronson - The Gendered Society Reader, 6th Edition (Oxford University Press, 2017).
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Fixmer-Oraiz, N., & Wood, J. T. (2019). Gendered Lives (13th ed.). Boston, MA: Cengage.
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hooks, bell. Aint I a Woman: Black Women and Feminism. (Routledge, 2015).
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Friedan, Betty, et al. The Feminine Mystique. (W.W. Norton, 2013).
GENDER-INCLUSIVE/NON-SEXIST LANGUAGE STATEMENT:
In order to create an inclusive learning environment, language in the class strives to be gender-inclusive and non-sexist and acknowledging of people of any gender, recognizing the difference between biological sex and gender expression. Students, faculty, and staff may share their preferred pronouns and names, and these gender identities and gender expressions should be honored.
TENTATIVE SCHEDULE
(final version will be made available in class)
SECTION I: FEMINIST AND WOMEN’S STUDIES
Week 1: Introduction
Gender and the patriarchal family
Reading
Ruggles (2015). “Patriarchy, Power, and Pay: The Transformation of American Families, 1800–2015.”
Week 2: Waves of Feminism
Second wave theory and movements in the United States and Europe
Reading
Chapters 1, 2 and 14 in Friedan (1963). The Feminine Mystique
Week 3: The third wave and beyond
Tuesday: Gender and race, the limits of “white suburban feminism”
Reading: Chapters 1,2 and 4 in hooks (1981). Ain't I a Woman? Black Women and Feminism.
Thursday: Gendered Organizational Communication (Gender and the Workplace)
Reading: Ch.10, Gendered Lives
and
“Dig Deep: Beyond Lean In”, The Feminist Wire. October 28th, 2013
Friday, October 9th (MAKE UP DAY FOR DEC 8th):
Film: Roadtrip Nation “A Balanced Equation” (25mins):
https://roadtripnation.com/roadtrip/women-in-stem
Week 4: Comparative case studies
Tuesday: Italian Feminist history in comparative perspective
Reading: To be announced
Thursday: Traditional and modern ideas of gender through a postcolonial lens
Case study: India
Reading: Chaudhuri, Maitrayee, “Indian “Modernity” and “Tradition”: A Gender Analysis’, Polish Journal of Sociology 2(178)12 Analysis pp. 281-293.
Friday, October 16th (Make up day for Tues/Thurs. classes): Traditional and modern ideas of gender through a postcolonial lens
Case studies: Egypt
Reading: MacLeod, Arlene Elow, “Hegemonic Relations and Gender Resistance: The New Veiling as Accommodating Protest in Cairo.” Signs, Vol. 17, No. 3 (Spring, 1992), pp. 533-557
SECTION II: THE SOCIAL CONSTRUCTION OF GENDER, LGBT and QUEER STUDIES
Week 5: Biology, Language, and the Construction of Gender and Sexuality
Reading
“The Truth about Girls and Boys” (Kimmel and Aronson)
“Testosterone Rules” (Kimmel and Aronson)
“Beards, Beasts and Bodies: Doing Sex in a Gendered World” (Kimmel and Aronson)
Recommended: Ch. 5, 6, Gendered Lives
Week 6: Gay Liberation and Transgender
Film: Screaming Queens (57mins)
Required Reading: Prologue, Ch. 1, 2, 6. Transgender History, the Roots of Today’s Revolution. Stryker, 2017 edition.
Recommended reading:
“From Homophile Movement to Gay Liberation” in Ch. 5 in LGBT+ Studies, An Open Textbook
Week 7: Review and Midterm Exam
Tuesday: Review & Catch up day
Thursday: Midterm Examination
Week 8: Queer Theory
Required Reading:
Introduction, Ch.1 and two other short essays of your choice from Non Binary. Rajunov and Duane, 2019
Recommended Reading: “Chapter 2: Thirty Years of Queer Theory” in “ LGBT+ Studies, An Open Textbook”
Week 9: Queering Masculinity and Femininity
Reading: “Patriarchy, Power, and Female Masculinity”. Athena Nguyen
Pages 665-683 | Published online: 12 Dec 2008
Week 10: Third Gender in India
In-class videos:
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Demigods: Inside India´s Transgender Community
https://www.youtube.com/watch?v=YxL5qfbtKqg
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“India´s Third Gender Movement.” The Zainab Salbi Project Episode 2.
https://www.youtube.com/watch?v=PmWICmK37b4&t=134s
Required reading:
Goel, Ina. “India´s Third Gender Rises Again.” Sapiens. February, 2020.
Week 11: Gendered Close Relationships
Required reading:
“The Gender of Desire: The Sexual Fantasies of Women and Men” (Kimmel and Aronson)
“‘That’s Just How it Is’” (Kimmel and Aronson)
Recommended Reading: Ch. 9, Gendered Lives
Week 12: Gendered Power and Violence
***Content Warning - this session discusses sexual violence
Required reading: “An Intersectional Analysis of Lesbian, Gay, Bisexual and Transgender (LGBT) People’s Evaluations of Anti-Queer Violence (Kimmel and Aronson)
Recommended Reading: Ch. 12, Gendered Lives
Week 13: Catch up, conclusions, review for final exam.