Gender and Mardi Gras A First-Year Seminar SOCI-T121-F01 MWF 8:30-9:20 BO221 Dr. Sue Falter Mennino Office: 301F Monroe Library, 864-7122 Office Hours: by appointment [email protected]

Your First-Year Seminar Librarian is Teri Oaks Gallaway. Contact her at [email protected] or 864-7838.

Rex and the Queen of Carnival 2013 Zulu King and Queen 2013

What is the Common Curriculum? In addition to the major you will pursue at Loyola, you will take a broad range of courses in the liberal arts and sciences known as the Common Curriculum. This Common Curriculum offers you an educational experience you will not find at state institutions and other private schools. It is a large part of the “Loyola Difference”—that is, it defines what makes our university and the education you receive here distinctive.

The Common Curriculum… • Includes courses taught in English and history, philosophy and religious studies, the sciences and the arts • Teaches important foundational subject matter for your major study • Gives you a broad education outside your major, preparing you for the demands of a complex world • Is grounded in the core values of our Jesuit mission and identity • Develops your understanding of human values and social justice • Develops your critical thinking, writing, and speaking skills

What is a First-Year Seminar? First-Year Seminars introduce you to academic inquiry and teach you to think and learn as a college student. The seminars are interdisciplinary, focusing on a single topic from several academic perspectives. While each seminar is on a different topic, they all explore the larger theme of “thinking critically, acting justly” as an introduction to study at Loyola. The seminars are required and carry three credits, just like other courses in the Common Curriculum and majors. They are a valuable first step on your path to a Loyola education. Gender and Mardi Gras (SOCI-T121-F01), Fall 2014, Mennino

Course Description Gender is one of the most basic organizing mechanisms in society. Gender is much more than a personal characteristic of individuals; it is also a system of inequality, one that interacts with other forms of social inequality, particularly race/ethnicity and class. Mardi Gras is deeply woven into the cultural fabric of . It is an urban celebration, similar in many ways to Carnival celebrations throughout the world. Concentrating on the Mardi Gras celebration in New Orleans, in this course we will consider what gender is, how gender inequality is built into the structures of society, and how we actively reconstruct as well as challenge the system of gender relations as we participate in the celebration of Mardi Gras.

ETS Proficiency Profile. All students enrolled in a First-Year Seminar this semester will take the ETS Proficiency Profile, a survey that measures critical thinking, reading, writing, and mathematics. The Profile is a series of multiple-choice questions and will be administered via computer in one of the computer labs in Monroe Library during one of our regularly scheduled class periods early in the semester (see the course schedule). A separate handout will provide details.

Cajun Mardi Gras

Course Objectives All First-Year Seminars share the following learning outcomes:  Critical Thinking. o Students will be able to formulate questions about the subject matter and take a position that is supported with evidence. Students will show proficiency in the critical reading of texts, including discerning major arguments, salient points, and underlying assumptions and biases. o In this class you will be asked to read carefully, write even more carefully, and come to class prepared to reflect upon and evaluate both objective facts and subjective positions.

 Written Communication. o Students will be able to reflect on issues in writing. This should include formulating and defending a position in writing. o In this class you will practice effective writing across a variety of formats including reflective essays, reading logs, online postings, written exams, and a traditional, albeit short, academic paper. You will also learn how to use the Writing Across the Curriculum (WAC) lab.

 Oral Communication. o Students will be able to reflect on issues in class discussion. This should include formulating and defending a position orally. o In this class you will enhance your oral communication skills, which include both active listening and being able to clearly and succinctly communicate your ideas. You will be expected to participate in some way every class. Participating in a group presentation of a research project will also demonstrate your oral communication skills.

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 Information Literacy. o Students will demonstrate the ability to evaluate information and appropriately incorporate information into an assignment. o In this class you will learn to distinguish between scholarly and non-scholarly sources. You will improve your ability to evaluate online sources and learn to use Loyola’s library resources. You will also get to know at least one member of the library’s staff. You will be expected to incorporate material from class material into most of your writing assignments.

 Compassionate Engagement with the World. o Students will demonstrate the ability to recognize issues of justice and injustice inherent in a topic, and they will be able to recognize multiple sides to an issue. o In this class we consider gender as a system of inequality but one that varies by race and social class. We will also examine the various explanations of gender and how it has benefits and disadvantages for men as well as women.

In addition to the general goals stated above, when you have successfully completed this First-Year Seminar, Gender and Mardi Gras, you will be able to:  Appreciate the value of the role social science plays in our understanding of social reality  Examine taken-for-granted assumptions about gender  Apply social science concepts and theories to the processes of everyday life  Contrast social sciences, especially anthropology, psychology, sociology, and history  Articulate the notion of the social construction of reality

King and Queen of Petronius Baby Dolls

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Course Materials There are no books required for this course. All required readings are posted on Blackboard. Class Format Reading, writing, and public speaking are essential skills for the successful university student. We improve those skills only by practicing them and thus you will have ample opportunity in this class to do just that. In addition, we learn best by involvement with the subject matter, that is, by active reading and by discussing ideas with others. Class participation is therefore essential to your successful understanding of course material. Active classroom participation includes voicing your ideas, asking questions, and carefully listening to both the instructor and to fellow students. Since many of the topics we discuss are sensitive or controversial, we should all strive to create a comfortable and respectful environment that encourages the participation of everyone. Some of the key ideas you will learn about may challenge your personal beliefs about social life. Be prepared to defend your beliefs with sound arguments and empirical evidence. Also, be prepared to explore the basis for those beliefs, to question the source of those beliefs and the interests they serve, and whether you can sustain them in the face of evidence to the contrary.

Course Requirements Course Expectations Essay You will begin the semester by writing a short (2-2 ½ page, double-spaced) essay about your expectations for the course. Begin by reading through the syllabus carefully, paying particular attention to the course requirements, then skim through some of the readings posted on Blackboard. Next, write a short essay describing your expectations for the course, given what you know about yourself as a student and relating your experiences to what you see in the syllabus and in the course materials.

Reading Reactions. On days when we will be discussing a reading, you are required to write a brief reflection of the reading to bring to class. Reading reactions must be typed, and should be ½-one double-spaced page long. Put your name, the title of the reading, and the date in the upper left corner, single-spaced. A reading reaction is NOT a summary of the reading but rather your reaction to it. What did you find most interesting about it? Can you connect it with other readings we’ve done or that you’ve done in your other classes? Can you connect it to events in your everyday world? What question(s) does the reading bring up for you? What does it make you wonder about? You should also note any new vocabulary words you’ve learned, along with their definition. Due dates for each reading reaction are on the course schedule. You cannot turn in a reading reaction unless you are in class on the day it is due. You cannot make up a reading reaction, but I will drop your lowest two grades.

Discussion Board Postings. Periodically, we will consider different questions related to gender and/or Mardi Gras. These questions will be posted on the Discussion Board section of our Blackboard site. You will post your thoughts about the question to the Discussion Board by 6 a.m. on the morning it is due. As you response to the question, include your thoughts about class readings, films, and discussions related to the question. You are also expected to read through your classmates’ postings before class. Due dates for each posting are in the course schedule. You cannot get credit for a posting unless you are in class when we discuss it. You cannot make up a posting, but I will drop your lowest discussion board posting grade.

To post: in the Discussion Board section, select the appropriate forum question, then create a thread, using your last name as the subject.

Class Participation. An integral part of any seminar is face-to-face discussion, thus you will be required to participate. If you complete your reading logs and/or discussion board postings in a timely manner, you will be quite well prepared for class discussions.

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Group Research Project. You, along with 3-4 of your classmates, will research one of the sex-segregated groups associated with Mardi Gras. This is a semester-long project with several steps, some to be completed individually and some with your group, which culminates in a 10-minute self-running Prezi presentation to the class. You will receive a grade for several of the phases (see below). I will also adjust your grade based on the evaluations of your fellow group members and how well you follow instructions, particularly instructions regarding late papers. You will choose from one of the groups below or have your choice approved by the professor. If you choose a group not listed below, you must submit a proposal (150-200 words) that justifies your choice and includes at least two credible references. The only criteria are that the group must be single-sex, currently active, and formed primarily to participate in Carnival. The preapproved groups are:

610 Stompers d’Etat Bearded Oysters Krewe of Sparta Camel Toe Lady Steppers Krewe of Hermes Krewe of Nyx Krewe of Carrollton Krewe of Iris Lady Godivas Krewe of Morpheus Pete Fountain’s Half Fast Walking Club Krewe of Comus Pussyfooters Zulu Social Aid & Pleasure Club Krewe of Nyx Rex School of Design

The project phases are listed below; see the course schedule for due dates.

1. Groups formed. I will assign groups, with your preferences, if any, noted.

2. Topic selected. Your group will collaborate and select a group to study.

3. Individual paper, first draft. You will each complete a 3½-4 page paper on your selected group, including a description of their participation in the festivities of the most recent Carnival season and a brief history of the group. You will also develop a thesis statement that answers the question: Does this group challenge or reinforce existing gender stereotypes and/or inequalities? You must include references, both in-text and listed on a reference page, and include both class materials as well as outside references. Your paper will be reviewed by three of your peers (assigned by me). One of your peer reviewers will be from your group, the other two will be from other groups.

4. Peer reviews (20%). You will each review three other papers, one from your group and two from other groups. Specific instructions and review rubrics will be distributed in class.

5. Individual paper, first revision (20%). Turn in your revised paper, along with the first draft and your peer reviews.

6. Individual paper, second revision (20%). This revision is reviewed by the WAC lab. Revise your paper, based on my comments, and take both versions to the WAC lab sometime before the due date for this phase. Your WAC lab tutor will forward a report of your visit to me.

7. Individual paper, final revision (20%). This is the final, polished version of your paper.

8. Group Prezi presentation, based on each group member’s individual paper, that presents the thesis in an informative but entertaining way. Your Prezi must be 8-10 minutes long and be completely automatic, basically a research video. We will view and critique each Prezi in class at the end of the semester (20%).

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Follow these instructions for formatting your paper. Give your paper a clever title and make sure it is typed, left-justified, double-spaced on white paper with black ink with one-inch margins on all sides. Put page numbers in the upper right corner (just the number, e.g., “2”), starting with the second page; do not include other information in the headers. Use ASA format for in-text references and your reference page. You can find a formatting guide on Blackboard. There are also several good web sites you can access via Google, bing, or your favorite search engine; just search for “ASA format”. NOTE: Do NOT skip extra lines between paragraphs. If you use Microsoft Word, this may mean that you have to change the default paragraph formatting, which uses 1.15 spacing between lines and includes extra spacing lines between paragraphs.

Self-Reflection Essay. At the end of the semester you will write an essay reflecting on your development as a college student and scholar. Looking back through your written assignments, write a 3-4 page analysis of yourself and your intellectual growth during the semester. What skills have you developed that will help you in the future, as an undergraduate and beyond? How has your way of thinking changed?

Important Reminders: - Turn off all cell phones, laptops, iPods, and all other electronic devices BEFORE class begins. - Do not turn electronic devices back on until AFTER class ends. - The use of laptop computers, tablets, etc. in class is NOT permitted. - I do NOT accept late papers nor do I accept papers via email.

Class Policies Attendance. Every student’s perspective is a valuable part of this class, and thus I strongly encourage you to attend each class meeting. Absences not only detract from your learning experience and the learning experience of your classmates, missing classes also negatively affect your final grade because it seriously hinders your acquisition of course material. In addition, be aware that you are responsible for all announcements made and material covered in class, whether you are present or not. Although attendance does not count toward your class grade, it can detract from it. Please do NOT contact me if for some reason you cannot make it to class. Classroom Etiquette. Make an effort to come to class on time and to stay until the end of the meeting unless you have informed me that you must leave early. Please remember to get to class on time and to turn off or disable your cell phones and any other noisy electronic devices before class begins. It is important that we are all able to stay focused on the class lecture/discussion. For this reason, only one person at a time in the class should be speaking. Side conversations are distracting for surrounding students and for me. Simple norms of courtesy should be sufficient to have our class run in the best interests of all of us. Thank you in advance for your cooperation. In Case of Emergency At times, ordinary university operations are interrupted as a result of tropical storms, hurricanes, or other emergencies that require evacuation or suspension of on-campus activities. To prepare for such emergencies, all students will do the following during the first week of classes: 1. Practice signing on for each course through Blackboard. 2. Provide regular and alternative e mail address and phone contact information to each instructor. In the event of an interruption to our course due emergency requiring an evacuation or suspension of campus activities, students will: 1. Pack textbooks, assignments, syllabi and any other needed materials for each course and bring during an evacuation/suspension. 2. Keep up with course work during the evacuation/suspension as specified on course syllabi and on-line Blackboard courses.

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3. Complete any reading and/or writing assignments given by professors before emergency began. Assuming a power source is available…. 4. Log on to university Web site within 48 hours of an evacuation/suspension. 5. Monitor the main university site (www.loyno.edu) for general information. 6. Log on to each course through Blackboard or e mail within 48 hours of an evacuation/suspension to receive further information regarding contacting course instructors for assignments, etc. 7. Complete Blackboard and/or other online assignments posted by professors (students are required to turn in assignments on time during the evacuation/suspension period and once the university campus has reopened. 8. Contact professors during an evacuation/suspension (or as soon as classes resume on campus) to explain any emergency circumstances that may have prevented them from completing expected work. Further information about student responsibilities in emergencies is available on the Academic Affairs web site: http://academicaffairs.loyno.edu/students-emergency-responsibilities

Disabilities. If you have a disability and wish to receive accommodations, please contact the Director of Disability Services at 504-855-2990. If you wish to receive test accommodations (e.g., extended test time), you will need to give the course instructor an official Accommodation Form from Disability Services. The Office of Disability Services is located in Marquette Hall 112.

Academic Integrity. All work you do for this class is expected to be your own, and academic dishonesty (including, but not limited to, plagiarism on papers) will be grounds for disciplinary action. The Undergraduate Bulletin and the Student Handbook contain detailed information on the University’s definitions and procedures concerning academic integrity. In addition, instances of plagiarism or cheating will result in a zero for that assignment or test.

Evaluation & Grades Course Expectations Essay 15% Reading Logs 20% Discussion Board Postings 20% Group Research Presentation 30% Self-Reflection Essay 15%

Extra Credit Opportunity! You can earn up to 3 points toward your final grade by attending an event on campus that is related to gender and/or Mardi Gras. Turn in a one-page double-spaced paper within one week of the event that explains how it illustrates one – and only one – of the concepts we’ve explored in class. Do NOT describe the event but do give the title of the event and the date/time it was held.

Your final letter grade will be calculated using the following scale. 93-100 A 87-89 B+ 77-79 C+ 67-69 D+ <60 F 90-92 A- 83-86 B 73-76 C 60-66 D 80-82 B- 70-72 C- The grading criterion is as follows; plus or minus (+/-) will be given as warranted. A: Excellent work in nearly all aspects, exemplifying originality of ideas, superior depth of thought, an extensive grasp of topics, and technical superiority. B: Competent work with occasional lapses. Ideas are clear and expressed properly and the writing is solid. Meets all criteria of the assignment but is not superior. C: Adequate work. Ideas are oversimplified and lack sufficient explanation and/or exploration and/or technical problems exist with grammar, spelling, and/or formatting. D: Minimal effort. The work is marred by problems in all or nearly all aspects. F: Reserved for work not turned in or inadequate in all aspects.

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COURSE SCHEDULE

M 8/25 Welcome!

MARDI GRAS IN NEW ORLEANS W 8/27 Readings: (1) How Mardi Gras Works (howstuffworks.com) (2) Mardi Gras Q&A (Hardy)

F 8/29 Reading: Letters from New Orleans: Carnival (Walker) DUE: Reading Reaction #1

M 9/1 NO CLASS – Labor Day Holiday

W 9/3 Reading: Why New Orleans Matters: Chapter 6 (Piazza) DUE: Course expectations essay

F 9/5 ETS Proficiency Profile Meet in Computer Lab, 1st floor, Monroe Library Also bring in your group preference form

M 9/8 Groups assigned DUE: Discussion Board Posting #1 (Reminder: Post by 6 am!)

W 9/10 Library session – how to find “good” online sources

GENDER F 9/12 The scientific study of gender

M 9/15 Research topic (group) selected – show and tell!

W 9/17 Reading: Generalizing, Stereotyping, and Social Science, Charon DUE: Reading Reaction #2

F 9/19 Reading: The Meaning of Gender, Howard and Hollander DUE: Reading Reaction #3

M 9/22 Reading: Night to His Day, Lorber DUE: Reading Reaction #4

W 9/24 DUE: Discussion Board Posting #2

F 9/26 FILM: The Codes of Gender

M 9/29 DUE: Discussion Board Posting #3

W 10/1 Gender review

GENDER (and RACE and CLASS) and MARDI GRAS F 10/3 FILM: By Invitation Only DUE: First draft of paper (bring 3 copies)

M 10/6 DUE: Discussion Board Posting #4

W 10/8 Reading: New Orleans Mardi Gras and Gender in Three , Roberts DUE: Reading Reaction #5

F 10/10 DUE: Peer reviews

M 10/13 NO CLASS – Fall Break

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W 10/15 Readings: (1) The Baby Dolls: Prelude, White (2) The Baby Dolls: Introduction, Vaz

F 10/17 Reading: The Baby Dolls, Ch 1: Gender, Race, and Masking in the Age of Jim Crow, Vaz DUE: Reading Reaction #6

M 10/20 Reading: The Baby Dolls, Ch 4: A New Group of Baby Dolls Hits the Streets, Vaz DUE: Reading Reaction #7

W 10/22 DUE: First revision of paper (also turn in first draft and peer reviews of your paper)

F 10/24 Reading: Beads and Beadmakers: Gender, Material Culture, and Meaning: Ch 8: Beads and Breasts, Wilkie DUE: Reading Reaction #8

GENDER AND GAY MARDI GRAS M 10/27 Introduction to the topic

W 10/29 FILM: Sons of Tennessee Williams

F 10/31 DUE: Discussion Board Posting #5

M 11/3 Reading: All on a Mardi Gras Day: Ch 9: Mardi Gras Queens, Mitchell DUE: Reading Reaction #9 DUE: Second revision of paper must have been reviewed by the ARC by class time

W 11/5 Mardi Gras Queens, cont’d

F 11/7 Gay krewes in New Orleans today

M 11/10 DUE: Final Revision of paper (also turn in first draft, second revision, and peer reviews

CAJUN MARDI GRAS W 11/12 Reading: Cajun Women and Mardi Gras: Introduction: Les Mardi Gras Come but Once a Year, Ware DUE: Reading Reaction #10

F 11/14 Reading: Cajun Women and Mardi Gras: Ch 1: Just Like Cinderella, Ware DUE: Reading Reaction #11

M 11/17 Reading: Cajun Women and Mardi Gras: Epilogue: Women’s Everyday Lives and Mardi Gras, Ware DUE: Reading Reaction #12

W 11/19 FILM: Dance for a Chicken

F 11/21 DUE: Discussion Board Posting #6

M 11/24 Presentation preparation

W 11/26 NO CLASS – Thanksgiving Holiday

F 11/28 NO CLASS – Thanksgiving Holiday

M 12/1 Presentation preparation

W 12/3 Prezi presentations

F 12/5 Prezi presentation review DUE: Peer evaluations

M 12/8 Last class DUE: Self-Reflection Essay

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