Syllabus

Instructor: Betsy Erbaugh                                     Office Hrs: MW 11:00-12:00 & by appt.
Classroom: MVH 2131 (WMST Seminar Rm.)      Office:  MVH 2136
Class Times: Mon. & Wed. 9:30-10:45am             Office Phone: 277-7535
Website: www.unm.edu/~erbaugh                          Email: erbaugh@unm.edu
                                                                            (please use email to contact me)

Course Objectives:
This course introduces students to women studies as an interdisciplinary field of knowledge.  Issues and questions we will discuss include:
· identity and social construction (who and what do we think “women” are?)
· gender socialization (how do people become “women?”)
· the ways race, ethnicity, class, (dis)ability and other social dynamics intersect with gender
· the ways social and cultural systems privilege and oppress women and men
· myths and realities of women’s lives—personally, locally and globally
· feminist and other transformative visions for social change

As an instructor, I aim to create a learning atmosphere that fosters critical and scholarly thinking, writing, and discussion.  I want you as students to go beyond merely digesting other people’s ideas to actively engage with the material and to critique both commonly held assumptions and scholarly theories about women and the conditions of women’s lives.

I will do everything I reasonably can to help you meet your goals in this course and to maintain a respectful classroom atmosphere.  I expect you to do the same.  Please see me or contact me by email to talk about any questions, revelations or problems with the material, my presentation of it, or classroom dynamics.

Course Outcomes:
Active engagement with classmates and course material will allow students to:
· become familiar with fundamental concepts and debates in the field of women studies
· gain new skills for analyzing how social dynamics at local, national and global levels affect people’s lives
· understand connections among race, gender, class and disability
· identify major theorists and bodies of thought in feminism
· expand thinking, speaking and writing skills with an emphasis on narrative, voice and critical analysis
· move on to upper level courses in women studies and other fields to further explore and critique theories, methodologies, histories and movements for social change

Required Texts:
1. Reading Women’s Lives Reader.  Available at UNM Bookstore.
2. hooks, bell.  2000.  Feminism is for Everybody: Passionate Politics.  South End Press.  Available at UNM Bookstore and at half.com.  You may want to check the Textbook Outlet also.
3. Additional readings available on E-reserves or in class.

Website and email: You are required to use the web and email for this class!  There is a website for the class which you should check regularly (see address above).  The syllabus and most assignments will be on the website.  I will email you with important announcements, changes to readings, additional assignments, etc.  Questions about the course?  Please check the website first, then email me.

Attendance and Participation: This course is constructed to revolve around discussion of the readings, small group work, lecture, guest presentations, videos, and other relevant information.  The class is designed to encourage dialogue; therefore your attendance, preparedness, and participation are essential.  Constructive dialogue requires preparing for class, respectfully joining in discussions, and courteously listening to others.  Students are expected to come to class regularly and on time.  Attendance will be taken at random.  You are responsible for any and all material missed because of absences.  Get the emails and phone numbers of a few other students in the class and if you miss a class, ask them to review what was covered and/or lend you their notes.  (Do not ask me what was covered, or if we did/will do anything important on a given day.)  More than two unexcused absences will negatively affect a student’s class participation grade.

Grading:
3 short papers     30%
Biography paper & presentation  10%
Midterm Exam      20%
Participation & other assignments  15%
Final Project & Presentation    25%

Accessibility Accommodations: Any student who, because of disability, may require accommodations in order to meet course requirements should contact me as soon as possible to make necessary arrangements.  It is the responsibility of the student to request accommodations for individual learning needs.  UNM and I will make every attempt to accommodate all students with disabilities.  For further information, contact Student Support Services at (505) 277-3506.

Policy on Academic Dishonesty: Each student is expected to maintain the highest standards of honesty and integrity in academic and professional matters. The University reserves the right to take disciplinary action, up to and including dismissal, against any student who is found guilty of academic dishonesty or who otherwise fails to meet the expected standards. Any student judged to have engaged in academic dishonesty in course work may receive a reduced or failing grade for the work in question and/or for the course. Academic dishonesty includes, but is not limited to, dishonesty in quizzes, tests or assignments; claiming credit for work not done or done by others; hindering the academic work of other students; misrepresenting academic or professional qualifications within or without the University; nondisclosure or misrepresentation in filling out applications or other University records. (The Pathfinder, 2002- 2003)

Course Schedule: Given that dynamics and issues raised in class will likely affect the pace of the course, the course schedule gives a tentative outline of the material we will cover.  You should complete the readings indicated by class time on the dates specified.

Week 1
W Jan 22 Introductions
  Review Syllabus and Course Requirements
  Women Studies as a Discipline

Week 2
M Jan 27 Feminist Pedagogy; subjective v. “objective” voices
Lorde, “The Transformation of Silence into Language & Action” (RWL 205-210)
“Feminist Education for Critical Consciousness” (hooks 7-12)
Zinn, Intro to You Can’t Be Neutral on a Moving Train (E-reserves)

W Jan 29 Who and what is a woman?  Gender, race, class & disability
  Lorde, “Age, Race, Class, and Sex: Women Redefining Difference” (RWL 31-42)
  Cofer, “Myth of the Latin Woman” (RWL 107-114)
  Danticat, “Women Like Us” (RWL 115-120)
  King, “The Other Body” (RWL 441-448)

Week 3
M Feb 3 Class
Allison, “A Question of Class” (RWL 75-96)
“Feminist Class Struggle” (hooks 37-43)

W Feb 5 Privilege & Oppression
McIntosh, “White Privilege” (RWL 43-50)
Moraga, “From Loving in the War Years” (RWL 69-74)
Silko, “Border Patrol State” (RWL 97-106)

Week 4
M Feb 10 Biology, intersex and the politics of sex and gender
  ISNA Video & discussion
  Fausto-Sterling, “The Five Sexes” and “Five Sexes Revisited” (E-Reserves)
  Coventry, “The Tyranny of the Esthetic” (E-Reserves)

W Feb 12 Gender socialization
de Beauvoir (1952), “Introduction” (RWL 1-14)
Lorber, “Night to His Day” (RWL 15-30)
  Paper #1 Due—Gender Socialization

Week 5
M Feb 17 Gendered institutions: Education
  Pollitt, “Why Boys Don’t Play with Dolls” (RWL 217)
  Sadker et al, “Gender Equity in the Classroom” (RWL 221)
  LaDuke, “NITZITAPI and the Blackfeet Community College” (RWL 211)

W Feb 19 Visit Women’s Resource Center – Summer Little

Week 6
M Feb 24 Early feminisms
“Feminist Politics: Where We Stand” (hooks 1-6)
Wollstonecraft (1792), “Vindication of the Rights of Women” (RWL 163)
Seneca Falls Convention (1848), “Declaration of Sentiments…” (RWL 121-26)
Painter, “Sojourner Truth’s Defense…” (RWL 173-78)
  Truth (1851), “Ain’t I a Woman?” (RWL 179-180)

W Feb 26 Founding Black Feminists
“Race and Gender” (hooks 55-60)
Cooper (1892), “The Status of Woman in America” (RWL 141-152)
St. Pierre Ruffin (1895), “Address to the 1st Nat’l Conf. of Colored Women” (RWL 181-86)
Wells (1900), “The Law of Lynching” (RWL 153-62)
  Final Project Proposal Due

Week 7
M March 3 Contemporary Feminisms
“Consciousness-Raising: A Constant Change of Heart” (hooks 7-12)
Combahee River Collective (1977) “A Black Feminist Statement” (RWL 187-198)
A. Walker, “Womanist,” (RWL 199-200)
R. Walker, “Becoming the 3rd Wave” (RWL 201-204)
Hill Collins, Excerpt from Black Feminist Thought (E-Reserves)

W March 5 Identity - Dianna Simosko
Anzaldúa, “Towards a New Consciousness” (RWL 51-68)
Anzaldúa, excerpt from This Bridge We Call Home (E-Reserves)

Week 8
M March 10 Midterm Exam

W March 12 Catch-up

SPRING BREAK March 16-23

Week 9
M March 24 The Media & Advertising
Video: Still Killing Us Softly

W March 26 Popular Culture & Representation
  Readings: Handouts/E-Reserves

Week 10
M March 31 The Body
  Wong, “When I Was Growing Up” (RWL 373-76)
  Delgado, “Arroz con Pollo vs. Slim Fast” (RWL 377-380)
  Piercy, “Barbie Doll” (RWL 381-384)
Start Live Nude Girls Unite

W April 2 Sexualities: Live Nude Girls Unite cont.
“Liberating Marriage & Partnership” and “A Feminist Sexual Politic” (hooks 78-92)
Gomez, “I Lost it at the Movies,” (RWL 315-320))
Sharonrose, “Myths/Realities of Bisexuality” (RWL 321-24)
Takagi, “Maiden Voyage” (RWL 345-52)
Lorde, “Uses of the Erotic: The Erotic as Power” (RWL 353-64)
Revised Final Project Proposal, Bibliography, Methodology Due

Week 11
M April 7 Chicanas & Representation – Adriana Nieto
 Cisneros, "Guadalupe the Sex Goddess" (E-Reserves)
 Lopez website: http://www.almalopez.net/
 Gutierrez, "Honor and Virtue" (E-Reserves)

W April 9 Disability – Laura Sachiko Fugikawa
 Tilley, “Sexuality in Women with Physical Disabilities” (RWO 325-44)
  Hunter, “Sexual Dissent & the Family” (RWL 345-52)

Week 12
M April 14 Health
  Krieger & Fee, “Man-Made Medicine & Women’s Health” (RWL 385-410)
  Paper #2 Due—Reaction Paper

W April 16 Politics of Health & Medical Care
  Ramsay, “Lesbians & the Health Care System” (RWL 411-424)
  Davis, “Outcast Mothers and Surrogates” (RWL 425-440)
  “Our Bodies, Ourselves” (hooks 25-30)

Week 13
M April 21 Violence
  Anderson, “Recovery from Violence” (RWL 449-456)
  Anonymous, “Anishinabe Values” (RWL 457-460)
  Espada, “The Puerto Rican Dummy and the Merciful Son” (E-Reserves)
  Warsaw, “Intro to I Never Called it Rape” (RWL 467-76)
  Final Project Outline Due

W April 23 Ending Violence – Self defense with Elissa Breitbard
“Ending Violence” (hooks 61-66)
Allen & Kivel, “Men Changing Men” (RWL 461-466)

Week 14
M April 28 Work, Economy and Social Welfare
  “Women at Work” (hooks 48-54)
  Bem, “From the Lenses of Gender,” (RWL 233)
  Woo, The Gap Between Striving and Achieving,” (RWL 283)
  Baca Zinn, “Family, Feminism and Race in America” (RWL 297)
  IWPR, “Few Welfare Moms Fit the Stereotypes,” (RWL 241-46)
  Paper #3 Due—Reaction Paper
(Optional Project Draft Due)

W April 30 Globalization
  Enloe, “The Globetrotting Sneaker,” (RWL 261)
 NCRW, “The Feminization of Immigration” (RWL 273)
 “Global Feminism” (hooks 44-47)

Week 15
M May 5 Final Presentations

W May 7 Final Presentations

Final Project Due Monday, May 12 by 5pm in Women Studies Office