Sociology of Gender

Frederico Soc 367, Fall 2009 1

Sociology of Gender Soc 367 Fall 2009 MWF 12-12:50 B032 JFSB Instructor: Krista Frederico Office: 2181 JFSB Office hours: TTh 2:00 – 3:00 pm or MWF morning by appointment

TAs and hours: Chris Bissett: [email protected] 385 SWKT W 1:00 pm Hayley Darchuck: [email protected] 385 SWKT M 10:00 am

FHSS Writing Lab: 1051 JFSB. Hours on fhsswriting.byu.edu

Required Texts: Wharton, Amy. 2005. The Sociology of Gender: An Introduction to Theory and Research. Malden, MA: Blackwell Publishing Co.

Thorne, Barrie. 1993. Gender Play: Girls and Boys in School. New Brunswick, New Jersey: Rutgers University Press.

Williams, Joan. Unbending Gender. New York: Oxford University Press.

All other reading materials will either be available through Blackboard or through the library’s online journal article access.

Course Purpose: “We cannot fully understand the social world without attending to gender. But the opposite is equally true: We cannot understand gender without understanding the social world. As social life unfolds, gender is produced; as gender is produced, social life unfolds… As we learn how gender operates, however, we will be better equipped to challenge it and remake the world more self-consciously and in ways that we desire” (Wharton, 2005, 10).

Through critical examination of the ways that gender organizes our social experiences, we will discover the myriad ways in which gender is far more complex than biology alone can explain. By using scholarly reading, research, discussion, group activities, and individual reflection to identify points of convergence and divergence among the multiple perspectives on gender, we will emerge more capable of sociological inquiry and perceptive of the ways individuals produce and reproduce gender. These abilities will enable us to better address and articulate issues of inequality, injustice, and imbalance, as well as identify progress, in the varied experiences of men and women.

Learning Outcomes (adapted from the Sociology major learning outcomes at learningoutcomes.byu.edu): - Students will learn various theories on gender and describe how social movements have over time changed the expectations and opportunities related to gender. Frederico Soc 367, Fall 2009 2

o Assignments that measure this learning outcome: . Attendance quizzes . Exams - By the end of the course, students will have examined how gender interacts with various institutions in society and, by challenging social stereotypes and expectations, observe the impact gender has on their life chances as well as the life chances of others. o Assignments that measure this learning outcome: . Response papers . Attendance quizzes . Project paper . Exams - Students will develop ability to comprehend, employ, and evaluate terms and theories about gender in discussion and in their own and others’ scholarly writing. o Assignments that measure this learning outcome: . Critical analysis . Project paper . Exams . Class participation

Classroom Procedures:  Throughout this course, you will be introduced to sociological perspectives on sex and gender that you may disagree with. You will have opportunities to discuss these issues in class. Please be respectful of your classmates and recognize that discriminatory language, particularly as we discuss sexism, sexual orientation, and other sensitive topics, will not be tolerated. I will not hesitate in calling out a disruptive (including carrying on separate conversations during class discussion, talking over another person, talking out of turn, etc.) or disrespectful person. Violations may result in a lowered participation grade.  Please do not allow your cell phone to disrupt class by either turning it off or making it silent. Vibrating phones still make noise!  I do not have an attendance policy. That being said, we will have regular measures of in- class participation (participation points and attendance quizzes in the form of individual quizzes, group discussions, etc.), as well as exams that focus heavily on in-class instruction. Your success in this class depends on your attendance.  Use the TAs to help achieve success in this class. They are happy to help clarify course material or look over your critical analysis or project paper assignments before they are due. Please send them your assignment three (3) school days before it is due if you would like them to edit it and offer feedback. Also, please use the FHSS Writing Lab (1051 JFSB), another terrific resource in improving your paper quality.  Late work is permitted one time during the semester on any assignment except for an exam. You have one 48-hour reprieve to be used at the time of your choice. Use it wisely! To notify me that you are using the reprieve, email me at [email protected] with your name and the assignment name in the subject line before the assignment is due or your reprieve will not be granted. If you are turning in a Blackboard assignment late, you will need to email it to me because the Blackboard TurnItIn will close on the due date. Please email it to me Frederico Soc 367, Fall 2009 3

rather than putting it in my box, where I do not know what time you turned it in. In all assignments, give yourself plenty of time so that technological issues at the end do not prevent you from successfully completing the assignment on time.  Academic dishonesty is not tolerated. In past experience, I’ve found that when students do resort to cheating and plagiarism, it is typically because they feel stressed and poorly prepared for their assignment, perhaps because of complications in other aspects of life (family tragedy, illness, etc.). If you do your part to attend class, do your readings, and are doing your best to keep up with the assignments, I will be more than willing to work with you. Please come talk to me before you fall behind or act dishonorably.  Throughout the semester, we will frequently break into small groups for discussion. Be sure to find a group that you are comfortable working with and try to sit by them in class.  Study groups: I encourage you to form study groups, perhaps with your “discussion” group from class. Some days we have multiple reading assignments. You are welcome to divide up the readings amongst your study group and meet outside of class to share what you have read; however, you will be held solely responsible for understanding of the readings during exams and may be at a disadvantage during class discussions or attendance quizzes if you do not have a grasp of all the readings assigned for that day.  This syllabus may be modified throughout the semester. I will keep you posted in class and through email about any changes. It is your responsibility to keep your email current through the University so that I am able to be in touch with you.  Please refer to the Writing Document on Blackboard for questions about writing style, structure, and other elements of an academic paper. Punctuation and grammar are my big pet peeves, so please use the Writing Document and spell checking tools so that I am not an unhappy grader!

Course Assignments:

Attendance Quizzes: I do not plan on taking attendance (although I may decide to if it appears that students are not attending class regularly). However, the class will have regular measures of participation which may include (but not limited to): pop quizzes on the readings at the beginning of class, group discussions where you will be asked to turn in a summary of the points you discuss, an analysis of an editorial handed out in class, etc. These attendance quizzes may be at the beginning, middle, or end of class. If you walk in late and arrive during the middle of an attendance quiz, you will not be able to take that quiz. Please be on time, attend regularly, and stay for the entire lecture. There will be 15 Attendance Quiz points that count towards your final grade, but at least 20 quizzes will be given. Any points above 15 will be considered extra credit.

Response Papers: Response papers should be at least a one page, double-spaced response to the readings and lecture topic for that day. It is fine to write in first person. This is a space for you to share your thoughts, concerns, and questions about gender. Although I encourage you to be prepared to voice your opinions in class, I understand that 1) some students are less comfortable with class Frederico Soc 367, Fall 2009 4 participation than others, 2) our class is large, which means you may not get a chance to share your views every class period, 3) some thoughts on gender are very private, perhaps based on personal or a loved one’s experience with abuse, gender identity, body image, or any number of gender-related topics.

These response papers should be completed before class, ideally when you are doing your reading assignments and thinking about the issues that the authors discuss. On Blackboard, you will find a response paper prompt to answer, along with a place to attach your Word document. Answer this prompt thoughtfully, incorporating sociological reasoning, evidence or theory from readings, and perhaps personal experiences as they may apply. The prompt is just a launching point. If you prefer to discuss a different, related topic that you are interested in, please go ahead. Finally, please include one question or issue that you are perplexed or would like to discuss more about that you would like me to address in class. I cannot address everyone’s concerns, but I can do my best to see what the most common questions are and use that to create more helpful discussions.

Five of your response papers (out of a possible eight) will go toward your final grade. They are each worth 5 points. You may only do five or you may choose to more if you want to replace a certain grade on your response paper. You may not use extra response papers for extra credit. Three of the response papers are mandatory, while you can choose which other two to turn in from the remaining five opportunities.

Critical Analysis: One of the important skills of any social scientist is the ability to read, synthesize, and evaluate the arguments of scholarly work. Throughout this semester, you will have five opportunities to perform two critical analyses. These are each worth 20 points towards your final grade. They should be approximately 3-4 pages double-spaced and should contain the following: - Author’s argument: Begin by jumping right into the point. For example, “In an article assessing the relationship between x and y, Author uses z data (or method, etc.) to make the claims 1, 2, and 3.” This section should be only a sentence or two. - Summary: Summarize the article in one paragraph. This can be thought of as your own abstract. Please do not copy the article’s abstract! - Article strengths: Identify three or so strengths in the article’s theory, methodology, or discussion/interpretation of findings. - Article weaknesses: Identify three or so weaknesses in the article’s theory, methodology, or discussion/interpretation of findings. - Suggestions: How might the research design or interpretation be modified in order to create a more successful work? If you use first person here, make sure it does not detract from the scholarly tone of the analysis. - Evaluation/Conclusion: A final paragraph that summarizes your evaluation of the article. It should answer the following questions: Based on your assessment of the article’s strengths and weaknesses, do you believe the author effectively supports their argument? Is this a worthy contribution to the field? Critical Analysis Opportunities (marked by ** in the course calendar) Frederico Soc 367, Fall 2009 5

- September 23: Soulliere, Danielle M. 2006. Wrestling with Masculinity: Messages about Manhood in the WWE. Sex Roles 55(1-2):1-12 - September 28: Herek, Cogan, and Gillis 2002. “Victim Experiences in Hate Crimes Based on Sexual Orientation. Journal of Social Issues, 58: 319-339

- October 5: Signorielli, Nancy. 2009. “Race and Sex in Prime Time: A Look at Occupations and Occupational Prestige.” Mass Communication and Society 12:332- 352.

- October 12: Sanchez, Laura and Elizabeth Thomson. 1997. “Becoming Mothers and Fathers: Parenthood, Gender, and the Division of Labor.” Gender and Society 11(6):747-772.

- October 26: Williams, Christine L. 1992. “The Glass Escalator: Hidden Advantages for Men in the “Female” Professions.” Social Problems 39(3):253-267.

- Exams: You will have 3 exams, one after each of the 3 units of the class (Gendered identities; Gender, socialization, and the family; Gender and social change). Exam 1 will be available October 7-10, Exam 2 will be on November 16-19, Exam 3 will be in the Testing Center during finals week (December 14-18). The first two exams will begin at 1 pm at the Testing Center, immediately following our class period (which will be a test review that day) and will last until closing on Saturday (which will be a late day). Each exam is worth 80 points and will contain the following: 50 multiple choice x 1 point = 50 points 2 Short answer x 5 points = 10 points 1 Essay = 20 points TOTAL = 80 points Multiple choice will be from the readings, while the essays are on the lectures (which add to knowledge from the readings). I will provide the potential essay questions and the topics covered in the multiple choice one week before the scheduled in-class test review date.

Service Learning Project and Paper: One of the aims of a BYU education is “Lifelong learning and service.” As you learn about the gender system, you should feel that there is ample room to improve our social relations. Your major assignment for the semester is to research an area of inequality or disadvantage that is related to gender, then conduct a campaign or give volunteer work that can help remedy the situation. You should then follow up to measure the effectiveness of your efforts. This project is due in four parts, three of which will be submitted on Blackboard: 1.) Phase 1: Due by October 23 (15 points) This should be a 1-2 page document with the following sections: Section 1: Your research topic, why it is connected to gender studies, and why it is an important area of inequality Section 2: Your thesis statement (e.g., Unrealistic body image depictions of women in the media can cause physical and psychological distress because it gives female viewers a false sense of “normal” body size, gives men false expectations of female beauty which lead to Frederico Soc 367, Fall 2009 6 imbalanced power relations, and often entails promiscuity, which can lead to unsafe sexual attitudes and behaviors.). Should have three main points that you will elaborate on in your paper to support your thesis’ claim (the claim in the example thesis is that unrealistic body image depictions in media lead to physical and psychological distress). Section 3: Discuss you campaign idea. The campaign is your place to be creative and involved in addressing the issue you are researching. In this section, discuss your campaign idea, why you believe it will work (Do you have evidence from other campaigns? Evidence from the organization you plan to work with? Etc.), authorities that you will need to ask permission from in order to create your campaign, and your proposed timeline of accomplishing your campaign. You are responsible for thoroughly researching your campaign idea and any implications it might have. I do not recommend conducting research, as obtaining approval through the IRB for research with human subjects is a lengthy process. We do not want you and your group to unintentionally make an issue worse because of an ill-advised campaign. The following are good campaign ideas: - Writing to individuals in government about how they can support laws that address your issue - Volunteering with established organizations such as United Way, Family Support and Treatment Center, Scouts, etc. - Creating a YouTube video to raise awareness about your issue - Setting up a table in the Wilkinson Center to raise awareness - Having a drive of some sort (books or clothing for victims of domestic violence, supplies for undereducated or orphaned children internationally, etc.) to collect supplies that will help your issue. Consult with the Jacobson Center for Service and Learning if you need ideas or have any questions. Again, you are responsible for going through proper channels to make your campaign a success. I am here to help and advice if you have any questions along the way. Have fun and be creative! Section 4: 5-7 articles that are helpful for your paper, along with a brief summary of the article. ** If you would like to talk to me about your topic before this date so that you can get started on your campaign/volunteering, PLEASE DO! 2.) Phase 2: Due November 23 (25 points) A 6-8-page paper (not including cover or references pages) defending your thesis with recent and relevant research and analysis on your topic. This paper should be taken to the FHSS writing lab on or before November 20. This paper should have a minimum of 10 sources, cited according to either ASA or APA style (pick one – whichever you are most comfortable with, as we have students from several majors in this class) both in-text and on a References page at the end. Paper should also have a cover page, formatted according to the APA or ASA style that you are using. 3.) Phase 3 (Campaign and write up): Due in class on December 2 (40 points) Bring the materials used for your project to show the class what gendered issue you tackled. This may involve a power point, video, poster, or verbal report of all you accomplished. 4.) Phase 4 (Compiled paper and campaign, including results and conclusion): Due on December 9 (80 points). This paper should be a revised version of the 6-8-page paper in Phase 2. It should incorporate changes based on the comments in your Phase 2 and, Frederico Soc 367, Fall 2009 7

where Phase 2 ended, include a methods section (with the methods of your project or campaign), a results section on the outcome of your work, a discussion section on how you viewed your efforts as impacting the area of gender inequality you have researched and areas that you could have improved, and a conclusion. Phase 4 should be 2-3 pages longer than Phase 2 and have the feel of a short scholarly article.

You are welcome to work in groups of up to 4 people for the Phase 3 project, but the Phases 1, 2, and 4 must be done independently. Think of it as chapters in a book: Each of your papers can relate to the same topic, but analyze a different aspect or area of the disadvantage or inequality. Please visit with me during my office hours if you have any questions about how to accomplish this project. If you work in a group, you will need to grade your fellow group members on their individual efforts. No social loafing!

Extra Credit: All points earned by completing more than the 15 attendance quizzes are considered extra credit.

Grading Procedures: The course is composed of 500 possible points.

Response Papers (5 @ 5 pts): 25 points Critical Analysis 1: 20 points Critical Analysis 2: 20 points Unit 1 Test: 80 points Unit 2 Test: 80 points Unit 3 Test (Final): 80 points Project Paper Phase 1: 10 points Project Paper Phase 2: 25 points Project Paper Phase 3: 45 points Project Paper Phase 4: 80 points Attendance quizzes (Each is 1 pt): 15 points Class Participation: 20 points 500 points

Final Grade Breakdown

A: 470 – 500 points B-: 400 – 414 points D+: 335 – 349 points A-: 450– 469 points C+: 385 – 399 points D: 320 – 334 points B+: 435 – 449 points C: 370 – 384 points D-: 300 – 319 points B: 420 – 434 points C-: 350 – 364 points Frederico Soc 367, Fall 2009 8

Course Outline:

Date Topic Reading /Assignment due 8/31 Syllabus, readings Unit 1 Gendered Identities 9/2 Gender Theories Wharton pg. 1-10, 17-28 Movie: Brain Sex 9/4 Movie: Brain Sex Connell, Ch. 3 (on Blackboard) Required Response Paper #1 due by 11 am 9/7 No class Labor Day holiday 9/9 Sex and Gender West and Zimmerman (1987) Connell, Ch. 4 (on Blackboard) 9/11 Gender socialization Wharton pg. 28-51 Thorne, Ch. 1 and 3 9/14 Gender system and Wharton, pg. 53-70 interaction Thorne, Ch. 4 and 5 9/16 Gendered spheres and Thorne, Ch. 6 and 7 borderwork 9/18 Gender, culture and Anderson and Collins (2007) selections intersectionality Response Paper #2 due by 11 am 9/21 Femininities Thorne, Ch. 8 9/23 Masculinities Soulliere (2006)** Pyke (1996) 9/25 Young masculinities Kimmell (2009) selection on Blackboard 9/28 Gender and GLBT identities Herek, Cogan, and Gillis (2002)** Response Paper #3 due by midnight 9/30 In-class Test Review 10/2 No class Exam 1, Testing Center, 9/30-10/3 Unit 2 “Gender in Institutions” 10/5 Gender and the media Friedan (1963) selections on Blackboard Signorielli (2009)** 10/7 Gender and the media, cont. Harrison (2003) Movie: Killing us Softly Thompson and Heinburg (1999) Response Paper #4 due by 11 am 10/9 Gender and religion Gallagher and Smith (1999) 10/12 Gender and the family Wharton, p. 81-115 Sanchez and Thomson (1997)** 10/14 Patriarchy Kandiyoti (1988) 10/16 Carework Wharton, p. 122-151 10/19 Gender and balancing paid Budig and England (2001) and unpaid work Williams, Ch. 1 and 2 10/21 Gender and work: The Ideal Correll, Bernard, and Paik (2007) Worker Williams, Ch. 3 and 4 10/23 Gender and paid labor, cont. Wharton, p. 166-205 Response Paper #5 due by 11 am Frederico Soc 367, Fall 2009 9

10/26 Masculinity and paid labor Williams (1992)** 10/28 Gender and Mommy Wars Williams, Ch. 5 and 6 10/30 Gender and the State Edin and Lein (1996), Williams, Ch. 7 11/2 Gender and Violence Schulhofer (1998) selections 11/4 In-class Test Review 11/6 No class Exam 2, Testing Center, 11/4-11/7 Unit 3 Gender and Social Change 11/9 Gender historically Peril (2006), Ch. 1 11/11 First Wave of the Feminist Costain (1992) Movement Movie: One Woman, One Vote 11/13 To the Second wave Staggenborg, Ch. 3 11/16 Second Wave Staggenborg, Ch. 4 11/17 BYU Devotional/Forum: Mortenson “Red Velvet Box” Greg Mortenson Friedman (2009) Required Response Paper #6 due by midnight 11/18 Backlash & Postfeminism Tasker and Negra (2007) selections on Blackboard 11/20 Postfeminism, Third Wave Negra (2008) selections on Blackboard

11/23 Movie: Dare to Compete Can be available in LRC if going out of town Response Paper #7 due by midnight 11/23 Project Paper Phase 2 due at midnight 11/24 No class (Fri classes) Enjoy your early break! 11/25 No class Thanksgiving holiday 11/27 No class Thanksgiving holiday 11/30 No class Work on your project paper and presentations 12/2 Class Presentations Campaign portion due in class 12/4 Class Presentations 12/7 Gender, social change, & Wharton, p. 217-235, Thorne, Ch. 8 you Required Response Paper #8 due by 11 am 12/9 Test Review Project Paper Final paper due at midnight 12/14 Finals week begins Exam 3, Testing Center 12/14-18 ** Denotes an article that is a critical analysis opportunity. Select two out of the five offered.

Full Citation for Reading Assignments:

Andersen, Margaret L. and Patricia Hill Collins (eds.). 2007. Race, Class, and Gender: An Anthology, 6th ed. Belmont, CA: Wadsworth (first edition, 1992).

Budig, Michelle J, and Paula England. 2001. “The Wage Penalty for Motherhood.” American Sociological Review, 66: 204-225. Frederico Soc 367, Fall 2009 10

Connell, R.W. 2002. Gender. Cambridge: Polity Press.

Correll, Shelley J., Stephen Benard, and In Paik. 2007. Getting a job: Is there a motherhood penalty? American Journal of Sociology 112(5):297-338.

Friedan, Betty. 1963. The Feminine Mystique. New York; Dell Publishing Co.

Friedman, Thomas L. 2009, July 18. “Teacher, Can We Leave Now? No.” New York Times, WK 10.

Gallagher, Sally and Christian Smith. 1999. “Symbolic Traditionalism and Pragmatic Egalitarianism: Contemporary Evangelicals, Families, and Gender.” Gender and Society, 13(2): 211-233

Harrison, Kristen. 2003. Television viewers' ideal body proportions: The case of the curvaceously thin woman. Sex Roles, 48(5/6):255-64.

Herek, G.M., Cogan, J.C., & Gillis, J.R. (2002). Victim experiences in hate crimes based on sexual orientation. Journal of Social Issues, 58 (2), 319-339

Kandiyoti, Deniz. 1988. “Bargaining with Patriarchy.” Gender and Society, 2(3): 274-290

Kimmell, Michael. 2008. Guyland: The Perilous World Where Boys Become Men. New York: Harper Collins.

Mortenson, Greg and David Oliver Relin. Three Cups of Tea: One Man’s Mission to Promote Peace, One School at a Time. New York: Penguin.

Negra, Diane. 2008. What a Girl Wants? Fantasizing the Reclamation of Self in Postfeminism. London: Routledge.

Peril, Lynn. 2006. College Girls: Bluestockings, Sex Kittens, and Co-eds, Then and Now. W.W. Norton and Co.

Pyke, Karen D. 1996. “Class-based Masculinities: The Interdependence of Gender, Class, and Interpersonal Power.” Gender and Society 10: 527-549.

Sanchez, Laura and Elizabeth Thomson. 1997. “Becoming Mothers and Fathers: Parenthood, Gender, and the Division of Labor.” Gender and Society 11(6):747-772.

Signorielli, Nancy. 2009. “Race and Sex in Prime Time: A Look at Occupations and Occupational Prestige.” Mass Communication and Society 12: 332-352.

Soulliere, Danielle M. 2006. Wrestling with Masculinity: Messages about Manhood in the WWE. Sex Roles 55(1-2):1-12 Frederico Soc 367, Fall 2009 11

Tasker, Yvonne and Diane Negra. 2007. Interrogating Postfeminism: Gender and the Politics of Popular Culture. Durham, NC: Duke University Press.

Thompson, J. Kevin and Leslie J. Heinburg 1999. “The Media’s Influence on Body Image and Eating Disorders: We’ve Reviled Them, Now Can We Rehabilitate Them?” Journal of Social Issues 55(2):339-353.

West and Zimmerman. 1987. “Doing Gender.” Gender and Society, 1(2):125-151.

Williams, Christine L. 1992. “The Glass Escalator: Hidden Advantages for Men in the “Female” Professions.” Social Problems 39(3):253-267.

Academic Honesty

The first injunction of the BYU Honor Code is the call to be honest. Students come to the university not only to improve their minds, gain knowledge, and develop skills that will assist them in their life’s work, but also to build character. President David O. McKay taught that “character is the highest aim of education” (The Aims of a BYU Education, p. 6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct.

Honor Code

In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university’s expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422- 2847 if you have questions about those standards.

Preventing Sexual Harassment

Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university, but to students as well. If you encounter unlawful sexual harassment or gender-based discrimination, please talk to your Frederico Soc 367, Fall 2009 12 professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 422-2847.

Students with Disabilities

Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability that may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D- 285 ASB.

Any other questions or concerns?

Please feel free to come talk to me! My door is always open to you so that we can work together to have a fun, enlightening semester.