Professional Documents
Culture Documents
Page 1 of 8
9/5/10
complete
the
readings
the
day
before
class
in
order
to
prepare
discussion
questions
(see
the
Assignments
section
for
more
information).
I
reserve
the
right
to
add
(and
to
omit)
readings
during
the
course
of
the
semester.
I
will
always
let
you
know
the
week
before
if
I
am
making
any
changes
to
the
readings.
How
to
get
in
touch
with
me:
Email
is
a
great
way
to
reach
me
with
any
questions.
I
promise
to
respond
to
your
email
within
24
hours.
You
are
encouraged
to
stop
by
office
hours
at
least
once
during
the
semester,
or
make
an
appointment
to
see
me
at
another
time.
If
my
office
door
is
open
at
any
other
time,
you’re
welcome
to
stop
by.
COURSE
POLICIES
Assignments:
(1)
Weekly
Questions:
Beginning
on
week
2
of
the
semester,
each
student
is
expected
to
submit
two
“reactive”
discussion
questions
derived
from
the
readings
assigned
for
each
day.
These
questions
are
to
be
posted
to
Blackboard
no
later
than
9pm
the
night
before
class
meets.
The
first
question
should
target
a
point(s)
that
you
believe
constitutes
a
real
strength
of
the
material.
The
second
question
should
deal
with
a
criticism
of
the
material,
or
a
question
you
have
about
the
material.
These
questions
are
designed
to
focus
your
thinking
and
facilitate
class
discussion.
The
questions
should
be
original
and
not
the
result
of
a
group
effort.
(2)
Six
Scrapbook
Analysis
Papers:
(3
pages
each)
These
short
papers
on
different
topics
are
designed
to
give
you
an
opportunity
to
apply
what
you
have
learned
in
the
course
readings
and
in
class
to
observations
you
make
outside
of
class.
See
the
Scrapbook
Assignment
for
all
details
and
due
dates.
Your
final
completed
scrapbook
is
due
with
your
Final
Exam
on
12/16
by
2pm.
(3)
Take
Home
Final
Exam:
Instead
of
an
in-‐class
exam,
a
final
essay
exam
will
be
distributed
on
the
last
day
of
class.
The
completed
exam
is
due
12/16
by
2:00pm
in
my
department
mailbox.
This
is
an
open
book
exam
and
you
may
use
class
notes
and
material
to
complete
it.
You
will
need
to
properly
cite
any
sources
you
use
while
answering
exam
questions.
You
are
responsible
for
your
own
work
on
the
exam.
More
details
to
follow.
Grading
Criteria:
A
Shows
mastery
of
the
course
material
and
demonstrates
exceptional
critical
skills
and
originality.
B
Demonstrates
a
thorough
and
above
average
understanding
of
the
material.
C
Demonstrates
a
thorough
and
satisfactory
understanding
of
the
material.
D
Demonstrates
a
marginally
satisfactory
understanding
of
the
basic
material.
F
Does
not
demonstrate
a
satisfactory
understanding
of
the
basic
material.
Final
Grades:
20%
Daily
Discussion
Questions
(1
point
per
class
meeting)
20%
Attendance
and
Participation
(including
examples
brought
to
class)
35%
Six
Scrapbook
Analysis
Papers
25%
Final
Exam
Written
work:
• All
assignments
must
be
double-‐spaced,
with
1
inch
margins,
and
12
point
font.
Page 2 of 8
9/5/10
• Acceptable
fonts
are
Times,
Times
New
Roman,
Arial,
Georgia,
or
Helvetica.
• Pages
must
be
numbered.
• On
the
first
page
include
your
full
name,
date,
and
the
name
of
the
assignment.
It
is
always
a
good
idea
to
put
your
name
on
each
subsequent
page
someplace
in
case
a
page
is
separated
from
the
others.
• Double-‐sided
printing
is
welcomed.
Don’t
bother
with
a
title
page
as
they
waste
paper.
Late
and
missed
assignments:
Work
must
be
handed
in,
in
class,
on
the
day
it
is
due.
If
you
cannot
make
class
that
day,
you
must
email
me
the
assignment
before
the
class
begins.
Late
assignments
will
only
be
accepted
with
prior
consent
(given
on
a
case-‐by-‐case
basis),
and
will
lose
a
letter
grade
for
each
day
they
are
late.
Attendance:
Attendance
is
required.
You
may
miss
two
classes
without
penalty,
assuming
that
you
turn
in
the
day’s
assignment
prior
to
class.
Each
absence
beyond
the
second
will
result
in
your
grade
being
lowered.
If
you
must
miss
a
class,
it
is
your
responsibility
to
get
the
notes
and
assignments
from
another
student.
If
You
Need
Help:
Do
not
hesitate
to
contact
me
if
you
need
assistance.
The
key
to
success
is
to
head
off
problems
before
they
turn
into
emergencies.
The
sooner
you
get
in
touch
with
me
about
an
issue,
the
sooner
we
can
work
to
solve
it
together.
Special
accommodations:
If
you
require
special
accommodations
to
participate
in,
or
to
complete
the
work
in
this
course,
please
let
me
know
within
the
first
two
weeks
of
class
so
that
we
can
make
the
necessary
arrangements.
Academic
honesty:
I
fully
expect
you
to
follow
the
Bowdoin
College
Academic
Honor
Code.
Anytime
you
are
required
to
turn
in
individual
work
I
expect
that
what
you
turn
in
will
be
written
solely
by
you
and
will
be
unique
from
that
of
your
classmates.
Students
who
attempt
to
pass
off
the
work
of
others
as
their
own
or
assist
others
in
doing
so
will
receive
zero
points
for
the
work
and
will
be
subjected
to
disciplinary
action
as
determined
by
the
college.
Please
ask
if
you
have
any
questions
about
what
is
and
is
not
acceptable.
CBB
has
put
together
a
guide
about
avoiding
academic
misconduct
at
http://abacus.bates.edu/cbb/.
Additionally,
the
Bowdoin
Library
has
an
online
guide
for
citing
sources
properly
at
http://library.bowdoin.edu/1st/sources.shtml.
COURSE
SCHEDULE
WEEK
1:
Monday
9/6
Welcome
and
Course
Introductions
Wednesday
9/8
Read:
• Gould,
L.
(1972).
X:
A
fabulous
child’s
story.
In
K.
Ackley
(Ed.),
Perspective
on
contemporary
issues,
3rd
Ed.
(pp.
391-‐399).
United
States
of
America:
Heinle.
WEEK
2:
The
System
of
Gender
Monday
9/13
Read:
• Fausto-‐Sterling,
A.
(2000).
“Dueling
Dualisms”
in
Sexing
the
Body:
Gender
Politics
and
the
Construction
of
Sexuality.
New
York,
NY:
Basic
Books.
pp
1-‐29.
Page 3 of 8
9/5/10
• Steinem,
G.
(2004)
“If
Men
Could
Menstruate”
in
Kimmel,
M.
S.,
&
Messner,
M.
A.
(Eds).
Men's
Lives
(6th
ed.).
Boston:
Allyn
and
Bacon.
pp
347-‐349.
• Lorber,
J.
(1994).
“’Night
to
his
Day:’
The
Social
Construction
of
Gender”
in
Paradoxes
of
Gender.
New
Haven:
Yale
University
Press.
pp
13-‐36.
Wednesday
9/15
Read:
• West,
C.,
&
Zimmerman,
D.
H.
(1987).
Doing
Gender.
Gender
and
Society,
1(2).
WEEK
3:
Enacting
Gender
Identity
Monday
9/20
Read:
• Kimmel,
M.
S.
(2003)
“Masculinity
as
homophobia:
Fear,
Shame
and
Silence
in
the
Construction
of
Gender
Identity”
Kimmel,
M.
S.,
&
Ferber,
A.
L.
(Eds).
Privilege:
A
reader.
Boulder,
Colo.:
Westview
Press.
pp.
107-‐132.
• Dude
You’re
A
Fag:
Chapters
1-‐4
Assignment:
Scrapbook
Entry
#1
Due
Wednesday
9/22
Read:
• Dude
You’re
A
Fag:
Chapters
4,
5,
Conclusion
and
Appendix
WEEK
4:
Gender
in
U.S.
Media
Monday
9/27
Read:
• Strate,
L.
(2004)
“Beer
Commercials:
A
manual
for
masculinity”
in
Kimmel,
M.
S.,
&
Messner
(Eds.),
M.
A.
Men's
Lives
(6th
ed.).
Boston:
Allyn
and
Bacon.
pp.
533-‐
543.
• Bordo,
S.
(1999).
“Never
Just
Pictures”
in
Twilight
Zones:
The
Hidden
Life
of
Cultural
Images
from
Plato
to
O.J.
Berkeley,
CA:
University
of
California
Press.
Wednesday
9/29
Read:
• Katz,
J.
(2002)
8
Reasons
Why
Eminem’s
Popularity
is
a
Disaster
for
Women
• Weitzer,
R.,
&
Kubrin,
C.
E.
(2009).
Misogyny
in
Rap
Music:
A
Content
Analysis
of
Prevalence
and
Meanings.
Men
and
Masculinities,
12(1),
3-‐29.
Assignment:
Bring
song
lyric
example
to
class.
WEEK
5:
Gender
and
Bodies
Monday
10/4
Read:
• Fausto-‐Sterling,
A.
(2004).
“How
to
Build
a
Man”
in
Kimmel,
M.
S.,
&
Messner,
M.
A.
(Eds.)
Men's
Lives
(6th
ed.).
Boston:
Allyn
and
Bacon.
pp.
342-‐346.
• Body
Panic:
Chapters
1-‐3
Page 4 of 8
9/5/10
Page 5 of 8
9/5/10
• Taylor,
V.
and
Rupp,
L.
(2008)
“Learning
from
Drag
Queens”
In
J.
Goodwin
&
J.
M.
Jasper
(Eds.),
The
Contexts
Reader
(2008)
New
York:
W.W.
Norton.
pp.
247-‐253.
• Heath,
M.
(2008).
State
of
our
Unions:
Marriage
Promotion
and
the
Contested
Power
of
Heterosexuality.
Gender
&
Society,
23(1),
27-‐48.
Assignment:
Scrapbook
Entry
#4
Due
WEEK
9:
Families
and
Household
Labor
Monday
11/1
Read:
• Coontz,
S.
(1995).
The
American
family
and
the
nostalgia
trap.
Phi
Delta
Kappan,
76(7).
• Cherlin,
A.
J.
(2011).
“American
Marriage
in
the
Early
Twenty-‐First
Century”
in
Kimmel,
M.
S.
(Ed.).
The
Gendered
Society
Reader
(4th
ed.).
New
York,
NY:
Oxford
University
Press.
pp.
239-‐256
• The
Second
Shift:
Introduction
and
Chapters
1-‐5
Assignment:
Bring
an
image
of
a
family
to
class.
Wednesday
11/3
Read:
• The
Second
Shift:
Chapters
6-‐17
WEEK
10:
Gender
and
Work
Monday
11/8
Read:
• Williams,
C.
L.
(1992).
The
Glass
Escalator:
Hidden
Advantages
for
Men
in
the
"Female"
Professions.
Social
Problems,
39(3),
253-‐267.
• Erickson,
K.,
&
Pierce,
J.
L.
(2005).
Farewell
to
the
Organization
Man:
The
feminization
of
loyalty
in
high-‐end
and
low-‐end
service
jobs.
Ethnography,
6(3),
283-‐313.
Assignment:
Scrapbook
Entry
#5
Due
Wednesday
11/10
Read:
• Connell,
C.
(2010).
Doing,
Undoing,
or
Redoing
Gender?:
Learning
from
the
Workplace
Experiences
of
Transpeople.
Gender
&
Society,
24(1),
31-‐55.
• Jacobs,
J.
(2008).
Detours
on
the
Road
to
Equality:
Women,
Work,
and
Higher
Education.
In
J.
Goodwin
&
J.
M.
Jasper
(Eds.),
The
Contexts
Reader.
New
York:
W.W.
Norton.
pp.
239-‐246
WEEK
11:
International
Perspectives:
Monday
11/15
Read:
Page 6 of 8
9/5/10
• Brennan,
D.
(2004).
“’Selling
Sex
for
Visas:’
Sex
Tourism
as
a
Stepping-‐Stone
to
International
Migration
in
Global
Women”
in
Ehrenreich,
B.,
&
Hochschild,
A.
R.
(Eds.).
Global
Woman:
Nannies,
Maids,
and
Sex
Workers
in
the
New
Economy.
New
York,
NY:
Holt.
pp.
154-‐168.
• Gamburd,
M.
(2004).
“Breadwinner
No
More”
in
Ehrenreich,
B.,
&
Hochschild,
A.
R.
(Eds.).
Global
Woman:
Nannies,
Maids,
and
Sex
Workers
in
the
New
Economy.
New
York,
NY:
Holt.
pp.
190-‐206.
• Genders
in
Production:
Chapters
1-‐3
Wednesday
11/17
Read:
• Genders
in
Production:
Chapters
4-‐8
Assignment:
Scrapbook
Entry
#6
Due
WEEK
12:
International
Perspectives
continued.
Monday
11/22
Read:
• Kristof,
N.
D.,
&
Wudunn,
S.
(2009).
The
Women’s
Crusade.
New
York
Times
Magazine,
August
17.
http://www.nytimes.com/2009/08/23/magazine/23Women-‐t.html?_r=2
• Ferree,
Myra
Marx.
(2006).
“Globalization
and
Feminism:
Opportunities
and
Obstacles
for
Activism
in
the
Global
Arena.”
in
Ferree,
M.
M.,
&
Tripp,
A.
M.
(Eds.).
Global
Feminism:
Transnational
women’s
activism,
organizing,
and
human
rights.
New
York:
New
York
University
Press.
WEEK
13:
Gender
and
Violence
Monday
11/29
Read:
• Yancey
Martin,
P.
(1989).
Fraternities
and
Rape
on
Campus.
Gender
and
Society,
3(4).
• Blee,
K.
(2004).
“Women
and
Organized
Racism”
in
Ferber,
A.
L.
(Ed.).
Home-
grown
Hate:
Gender
and
Organized
Racism.
New
York:
Routledge.
pp.
46-‐71.
Wednesday
12/1
Read:
• Cohn,
C.
(1993).
Wars,
Wimps,
and
Women:
Talking
Gender
and
Thinking
War.
In
M.
Cooke
&
A.
Woollacott
(Eds.),
Gendering
War
Talk.
Princeton,
NJ:
Princeton
University
Press.
pp.
227-‐246.
• Kimmel,
M.S.
(2002)
“Gender,
Class
and
Terrorism,”
Chronicle
of
Higher
Education:
The
Chronicle
Review,
February
9.
http://chronicle.com/article/Gender-‐ClassTerrorism/6096
Assignment:
Scrapbook
Entry
#7
Due
Page 7 of 8
9/5/10
Page 8 of 8