Women S, Gender, and Sexuality Studies 110

Women’s, Gender, and Sexuality Studies 110: Gender, Sex, and Power Spring 2012 Monday &Wednesday 5:30pm – 7:18pm University Hall 0043

It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences. -- Audre Lorde

Instructor: Hyejin Kim Email: [email protected] Office Location: 37 University Hall (Basement) Mailbox: WGSS Department, 286 University Hall (2nd Floor) Office Phone: 614-292-1031 Office Hours: Wednesday 3:30 – 5:30 in my office or by appointment in my office

University Documented Disabilities Students with a university- documented disability certified by the Office of Disability Services should discuss with me any special accommodations needed for the course. Please make me aware of your needs as soon as possible. The Office for Disability Services, located in 150 Pomerene Hall, offers services for students with documented disabilities. Contact the ODS at 2-3307292-3307, TDD 292-0901; http://www.ods.ohio-state.edu/.

Your Mental Health A recent American College Health Survey found stress, sleep problems, anxiety, depression, interpersonal concerns, death of a significant other and alcohol use among the top ten health impediments to academic performance. Students experiencing personal problems or situational crises during the quarter are encouraged to contact the OSU Counseling and Consultation Services (614-292-5766) for assistance, support and advocacy. This service is free and confidential.

Course Description This course is an introduction to the interdisciplinary scholarship in Women’s, Gender, and Sexuality Studies. The course is designed to give students with diverse backgrounds and disciplines a basic understanding of the debates and perspectives discussed in the field of women’s studies. We will focus on the ways in which gender shapes our everyday lives in the world. Much of the course will focus on the ways in which women-- in all their diversity have worked to improve the lives of women through political activism and social justice work. Our course discussions will not only focus on women’s lives but all of society. We will pay particular attention to the ways gender, race, sexuality, class, physical ability, and age impact our lives and inform the public policies and institutions.

This course is a pre-requisite for the major and minor in Women’s, Gender, and Sexuality Studies. The course fulfills three GEC requirements: Cultures and Ideas, Social Science Individuals and Groups and Social Diversity in the United States. WGSST 110 fulfills the Cultures and Ideas GEC by engaging students in critical listening, reading, seeing, thinking, writing and experiencing the arts and reflecting on that experience. It fulfills the Social Science GEC requirement by helping students understand human behavior. The course focuses specifically on how gender structures human societies, cultures and institutions. In addition, this course fulfills the Social Diversity GEC requirement by fostering an understanding of the varied ways gender, race, class, sexuality, physical ability, and age impact the nature of institutions, society and culture in the United States.

1 Course Learning Objectives 1. To understand the ways in which women in all their diversity are affected by U.S. and other societies, culture, and their institutions. 2. To understand the ways in which the diversity of women’s experiences impact one’s own attitudes and values. 3. To understand the ways in which gender informs theories and methods of inquiry 4. To develop the abilities to recognize the importance of gender in shaping and organizing societal values. 5. To understand the role of gender in structuring approaches to address policymaking. 6. To understand how ideas influence the character of human beliefs, perceptions of reality, and norms that guide human behavior. 7. To appreciate, analyze, and interpret major forms of human thought and expression.

Required Text Reading Women’s Lives. Pearson Custom Publishing. (Green Cover) Be sure to purchase the volume for SP 2012 compiled by Hyejin Kim, as this course is taught by numerous instructors who also compile their own volumes. The text is available at Student Book Exchange. (SBX Bookstore: 1806 North High St., Columbus, Ohio 43201, Phone: (614) 291-9528)

Required Work and Grading

Requirements % Descriptions 1) Response Papers 20% 600-700 words, double-spaced, 12-point font in Times New (Due 4/11 and 5/16) Roman, MLA documentation style and10% each. 2) Midterm 20% Multiple choice, short-answer questions, and short essays: (5/2) Identification, application of terms, and short essays about course material and readings. 3) Group Presentation 20% In-class presentation (using PowerPoint), maximum 20 min. 1) The reflection of the last class, 2) The major arguments or ideas of the assigned course material, 3) Proper examples or researches with the cited references 4) Discussion questions. 5) Submit peer evaluation on the Carmen Dropbox 4) Final paper 20% 1400-1500 words, double-spaced, 12-point font in Times New (Due: 6/4) Roman, and MLA documentation style. Deliver a Hard Copy to my Department Mailbox AND Submit a copy in the CARMEN Digital Dropbox by 5:00pm. “Using Gender as a Lens for Critical Analysis” 5) Participation and 20% Attendance: 20 points Attendance Peer evaluation: 20 points Discussion participation: 20 points Carmen Posting: 20 points Group activity participation: 20 points TOTAL : 100 points

1) Response Papers (2): Due 4/11 and 5/16 A response paper is a written reaction to a class reading, discussion, and lecture. A paper must have a thesis, introduction, supporting evidence (skillfully integrate at least three quotations) a conclusion and a works cited page (MLA documentation style). Papers should be double-spaced, in Times New Roman, 12 point font, have ample margins, and properly indented paragraphs. Papers must be 600-700 words each (not including the works cited page). Give the word count at the end of paper. Be sure to discuss our class materials.

A=Demonstrates advanced analytical and critical thinking and outstanding knowledge of the readings. 2 Ideas are original, depth of analysis is excellent and illustrations/examples are concrete, appropriate, and vivid. Writing is clear, structured, concise, and free of basic errors. Instructions were carefully followed. Citations are correct. B=Demonstrates solid analytical and critical thinking skills, familiarity with readings and other course content and makes explicit connections to them. Writing is coherent, concise, easy to follow, and nearly free of basic errors. Illustrations/examples are given. Instructions were followed. Citations are correct. C=Demonstrates basic understanding of readings and can provide a good summary of material but shows lack of development and support for issues raised. D=Demonstrates some understanding of readings. Shows lack of or simplistic analysis. Writing lacks coherence. F=Demonstrates serious lack of understanding of readings. Incoherent or series lack of articulation and analysis.

*Late Work: All assignments should be submitted by the assigned due date. I will not accept late work. No electronic copies accepted without prior permission.

2) Midterm: This exam will consist of multiple choice, short-answer questions, and short essays.

3) Group Presentation Every student will present part of the course material during the quarter. The course material to be presented and groups will be assigned during first class meeting. The presentation guide is given by each group at the end of syllabus. Upload your PowerPoint file on the Carmen Discussion before the presentation day. Presentations should be no longer than twenty (20) minutes and should give: 1) The reflection of the last class, 2) The major arguments or ideas of the assigned course material, 3) Proper examples or researches with the cited references 4) Discussion questions.

4) Final Paper: Using Gender as a Lens for Critical Analysis This writing assignment asks you build on the work we have done this quarter and analyze a particular issue from a feminist perspective. Using gender as critical lens, you will write a 1400-1500 words final paper that explores the social, political and cultural dimensions of your own life as it relates to gender, sex and power. A paper must have a thesis, introduction, supporting evidence (skillfully integrate at least three quotations), a conclusion and a works cited page. Students will present their work on this paper to the class at the end of the quarter. Detailed assignment guidelines and paper topics will be provided.

5) Class Participation and Attendance Policy Each student is allowed two absences over the duration of the quarter. For each absence beyond that, two points will be deducted from your final grade. In the event that class is cancelled, it will be notified by me. Attendance will be taken every day. If at all possible, please contact me in advance if you need to miss class.

Throughout the course we will engage in small group activities that are related to the course materials and you will be evaluated based on your participation. Given the nature of these activities, there is no way to make-up missed class activities. Likewise, Carmen postings will periodically be asked in class, so each student should post some answers on the Carmen discussion board by that day. There will be no make-up Carmen postings. You are strongly encouraged to attend all classes and be on time for class. After your presentation, you will be asked to submit peer evaluation for your group members. In-class discussions, Carmen postings, in-class group activities and peer evaluation will count towards your participation grade.

Academic Misconduct: As defined in University Rule #3335-31-02, plagiarism is “the representation of another’s works or their ideas as one’s own; it includes the unacknowledged word for word use and/or paraphrasing of another person’s work, 3 and/or the inappropriate unacknowledged use of another person’s ideas.” Plagiarism is one of the most serious offenses that can be committed in an academic community; as such, it is the obligation of this department and its instructors to report all cases of suspected plagiarism to the Committee on Academic Misconduct. After the report is filed, a hearing takes place and if the student is found guilty, the possible punishment ranges from failing the class to suspension or expulsion from the university. Although the existence of the Internet makes it relatively easy to plagiarize, it also makes it easier for instructors to find evidence of plagiarism.

• Always cite your sources (your TA or professor can help with this) • Always ask questions before you turn in an assignment if you are uncertain about what constitutes plagiarism • Always see your TA or professor if you are having difficulty with an assignment To preserve the integrity of OSU as an institution of higher learning, to maintain your own integrity, and to avoid jeopardizing your future, DO NOT PLAGIARIZE!

Resources • Please make use of my office hours to discuss the course material, assignments, and/or any concerns you might have. • The OSU Writing Center offers free individual tutoring with writing consultants who can help writers working at any level. While I encourage you to take advantage of this resource, you are not required to do so, and your visits to the center can remain confidential. Phone: 688-5865. Website: http://cstw.osu.edu • College dictionary, I suggest the American Heritage, www.dictionary.com, or the Oxford English Dictionary (www.oed.com).

Class Schedule

• All of the readings should be completed by the date listed. The instructor reserves the right to change the course schedule. Students will be held accountable of changes made in class.

Week 1. Approaching Feminism and Women’s Studies

Mon., Mar 26th Introduction & Course Overview

Wed., Mar 28th What is Feminism? What is Women’s Studies?

''I'm Not a Feminist, But...'' Popular Myths about Feminism (1998) Penny A. Weiss Ain't I a Woman? (1851) Sojourner Truth From “When Heaven and Earth Changed Places” (1989) Le Ly Hayslip From “Life and Death in Shanghai” (1986) Nien Cheng

Week 2. The Politics of Difference

Mon., Apr 2nd Understanding Difference and Privilege

[Group1 Presentation: Similarities & Differences ]

Age, Race, Class, and Sex: Women Redefining Difference (1984) Audre Lorde White Privilege: Unpacking the Invisible Backpack (1989) Peggy McIntosh

Wed., Apr 4th Inequality and Intersectionality

4 The Other Body: Reflections on Difference, Disability, and Identity Politics (1993) Ynestra King No Name Woman (1977) Maxine Hong-Kingston Asian Is Not Oriental (1989) Anonymous Film: Mirrors of Privilege: Making Whiteness Visible (2006).

Week 3 . Gender Roles and Socialization

Mon., Apr 9th Learning Gender Roles

[Group 2 Presentation: Why study difference and privilege? ]

Straightening Our Hair (1989) bell hooks The Deportation of Barbie from Iran (1999) Farzaneh Milani Film: Killing us softly 3: Advertising's image of women (2002).

Wed., Apr 11th Performing Gender Roles / Response Paper #1 Due

Becoming a Gendered Body: Practices of Preschools (1998) Karen A. Martin The Body Politic (1995) Abra Fortune Chernik Why Boys Don't Play with Dolls? (1995) Katha Pollitt Films: Tough Guise: Violence, Media & the Crisis in Masculinity (2002).

Week 4. Violence Against Women

Mon., Apr 16th Violence Against Women

[Group 3 Presentation:Review Tough Guise and Killing us softly-The media analysis]

Introduction: Myths and Realities Regarding Battered Women (1996) Albert R. Roberts For the Boys: Filipinas Expose Years of Sexual Slavery by the U.S. and Japan (1993) Sheila Coronel and Ninotchka Rosca

Wed., Apr 18th Violence Against Women

The "Rape" of Mr. Smith (1980) Putting on Sunday Best: The Silencing of Battered Women Within Christian Faith Communities (2010) Nicole Knickmeyer, Heidi Levitt, and Sharon G. Horne Film: Power and control: Domestic violence in America (2010).

Week 5. Sexualities

Mon., Apr 23rd Sexualities

[Group 4 Presentation: Violence against Women around you]

5 Homophobia: A Weapon of Sexism (1988) Suzanne Pharr When Sex is a job: An Interview with Chantawipa Apisuk of Empower (1995) Ara Wilson

Wed., Apr 25th Sexualities

Maiden Voyage: Excursion into Sexuality and Identity Politics in Asian America (1997) Dana Y. Takagi Erotica Vs. Pornography (1983) Gloria Steinem Film: Southern Comfort (2003).

Week 6. Midterm Week

Mon., Apr 30th Review Session

[Group 5 Presentation: Review Southern Comfort and Research gay/lesbian/transgender communities]

Midterm study guide will be provided.

Wed., May 2nd *****MIDTERM EXAM*****

Week 7. Work, Poverty and Economic Policy

Mon., May 7th Work and Family Rethinking the Nature of Work (2000) bell hooks Bad Mother (2010) Ayelet Waldman

Wed., May 9th Work and Poverty A Feminist Perspective on Hurricane Katrina (2005) Loretta J. Ross Week In Sweatshop Reveals Conspiracy of the Poor (1995) Jane H. Lii Film: China Blue (2005)

Week 8. Identities

Mon., May 14th Identities

[Group 6 Presentation: My Future Dream and Difficulties]

Self, Other, and Community: Jewish Women’s Autobiography (2004) Tzvi Howard Adelman In Pursuit of Latina Liberation (1995) Elizabeth Martinez

Wed., May 16th Identities/ Response Paper #2 Due Outcast Mothers and Surrogates: Racism and Reproductive Politics in the Nineties (1993) Angela Davis Adoption (2005) Bordo, Susan Hambun-Hambun (1997) Susan Ito Activity: scavenger hunt for information about the resources available at OSU for students considering their reproductive options. (Bring your laptops and cell phones to the class.)

6 Week 9. Transnational Perspectives

Mon., May 21st Transnational Perspectives

[Group 7 Presentation: Reproductive Choices on campus ]

Global Politics and Transnational Feminisms (2004) Jan Jindy Pettman Gender, Culture And Religion: An Islamic Perspective (1990) Amina Wadud

Wed., May 23rd Transnational Perspectives

Introduction: Reimaging Transnational Sisterhood (2002) Stanlie M. James and Claire C. Robertson A Day without Feminism & Third Wave Manifesta: A Thirteen-Point Agenda (2000) Jennifer Baumgardner and Amy Richards Film: Lion women: the fight for freedom in Iran (2011).

Week 10. Using Gender as a Lens for Critical Analysis

Mon., May 28th No Class/ Memorial Day

Wed., May 30th Using Gender as a Lens for Critical Analysis

Final Paper Presentations /Course Wrap-Up/Potluck Party Film: Taking root (2008).

Week 11. Exam Week

Mon., Jun 4th No Class

***** FINAL PAPER DUE: Monday Jun 4th *****

Deliver a Hard Copy to my Department Mailbox AND Submit a copy in the an CARMEN Digital Dropbox by 5:00pm

Presentation G uidelines 7 1st Group presentation

1. Briefly introduce three authors (Hayslip, Truth, and Cheng)

2. What are the differences and similarities between these three authors?

3. What do these three stories relate to feminism?

4. Bring interesting discussion questions for the class.

2nd Group presentation

1. Pinpoint differences between women of color, white women, and women with disabilities. Based on Lorde's, Hong-Kingston's and King's articles, you can compare and contrast different women's experiences.

2. How does racism and white privilege differ? How do individual and institutional racism differ? These are questions from the book (p.82). Try to answer those questions, and then you can explain what privilege is.

3. Why study difference and privilege? Please share your own ideas and opinions. There are no correct or right answers.

4. Bring interesting discussion questions for the class.

3rd Group presentation

1. Find children's ads which can make them "become a gendered body" You can use Karin Martin's article if you want to describe what a gendered body is for children. I have a good example: Hasbro's Rose Petal Cottage Commercial #1 (http://www.youtube.com/watch?v=qVgHrV9H-8k) Like this, you can use any YouTube clips if you want to.

2. Find two ads which are directed towards men (ex: GQ, MAXIM, Men's Health) and two ads which are directed towards women (ex: Oprah, Vogue, Glamour, InStyle). And compare and contrast these through the lens of gender schemas and the body politics. (Again you can use any articles to support these ideas.)

3. Try to find gender-neutral toys for children. It would be great if you can find pictures of them. Also try to find any resources or blogs which mention how to raise children without gender-biased perspectives.

4. And lastly, create your interesting discussion questions. Consider how to facilitate class discussion effectively as well.

4th Group presentation

1. Research 2 cases of date rapes, rapes, or any sexual assault which happened on campus within 5 years through online resources such as newspapers or blogs. Try to find any cases at the OSU primarily, if you cannot find many, you can also find other colleges as well.

2. Research 1 case of sexual assault which involved any religious groups (e.g. Catholic, Christian, or Muslim. etc.) and was reported for the general public recently.

3. Research any resources that women can ask for help when experience abuses. I give you some information about resources below, so try to find out how to ask help, or how they can help these women specifically. I will give you more resources as the form of hard copy on Tuesday.

4. Your reflections about all these case study and resources. (You can just share these feeling verbally. No need for slides.)

5. Discussion Questions.

5th Group presentation 1. After watching the film “Southern Comfort”, how can you support the idea of Pharr that sexuality is morally neutral? (You can cite Pharr’s article.) If you can’t agree with Pharr’s opinion, you can also argue your own opinion as well.

2. Apply possible losses Pharr mentions in her article (p.245) to the life of Robert Eads, a female-to- male transsexual in the film “Southern Comfort”. Anything else you want to discuss about the film, please do so.

3. Research 1 gay, 1 lesbian and 1 transgender communities in Columbus. And provide some information about them. Try to find out the reason why they have their own communities and how these communities support their members. If possible, try to find a communal goal for each group or their groups.

4. Your reflections about all this research and the film. (You can just share these feeling verbally. No need for slides.)

5. Discussion Questions.

For your group presentation, you can work individually because it is about each one of your future job. Still discuss the format and content together in order to make one Powerpoint, not 4. So, for your presentation, I expect to listen to 4 different jobs you've dreamed of.

1. Share your future dream and job. (Each one of you)

2. Research the current status of women in your future career. If you can’t find information in their websites, you can email or call to the Human Resource department in these organizations you want to work for.

9  How many women are in leadership position? (or higher position)  What kind of policies do they have for balancing work and family? (e.g. Do they have child-care centers? How long is the maternity leave? Is it the paid or unpaid maternity leave? Can both men and women take an advantage for the maternity leave and childcare leave?)  How many women of color or other minorities such as disabled or homosexual people have hired for this career? (If possible to research)  Is there any peer mentoring for women leaders or people of color?  Anything else you want to know about the status of women in your future career.

3. Can you expect any barriers or difficulties in these future careers because of your gender, race, social class, age, academic performance or financial status?

4. Discussion Questions

1. How might the resources available at OSU impact the reproductive choices women make while they are students at OSU? Does OSU provide adequate administrative, medical and academic support for women? What attitudes about women’s reproductive health are communicated by OSU support services, health programs, staff, informational literature, etc.?

2. Research Administrative Support and Counseling What administrative/counseling/support offices do I talk to at OSU to find out information about all of my options as a pregnant student? What programs are offered for students considering their reproductive options? What substantive information and assistance do these offices/ programs provide to students? What if my pregnancy was a result of rape? Does OSU offer academic support for pregnant students? How would I finish out my classes if I decided to give birth? Will my professors give me an extension- under what circumstances? What does the school suggest that I do in this circumstance? What do most students do? How will I afford the options that I am considering? Are there programs or special funding that I have access to as a pregnant student?

3. Research Medical Options and Health Insurance What reproductive health services are available at OSU? Where do I receive medical care? Does OSU provide care directly or do you have to go off-campus? What does OSU Insurance cover in terms of maternity, abortion, contraception or therapy expenses? Are there exclusions in coverage? Can I choose my own doctor? How much will these options cost out of pocket? What if I don’t have OSU insurance? What happens if I can’t pay? How much time do I have to consider my options before I make a choice? Are their limitations on access/availability of abortion due to my health insurance or due to Ohio laws?

4. Research Housing, Childcare & Student Groups How does my pregnancy affect my housing situation at OSU- especially if I currently live on campus? If I decide to parent, can I stay on campus? Will OSU help me find off-campus housing? Is there designated housing for families? Is there childcare at OSU? How much does it cost? Is there a waiting list- how long? A babysitting group? Will I be able to afford to stay in school? Are there student groups for women related to my pregnancy options- Parenting? Abortion? Adoption? Foster or Kinship Care? What information and support do these groups provide?