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Part Three: Syllabi for Topics Courses on Gender PART THREE: SYLLABI FOR TOPICS COURSES ON GENDER Laura Miller TOPICS IN THE SOCIOLOGY OF GENDER: GENDER AND INTERACTION Course Objectives This course offers instruction in how to measure, analyze, and write about gender and interaction using qualitative methods. We will read and analyze literature reviews on the topic, each of which include a lengthy bibliography for further reading of both qualitative and quantitative studies. Then we will alternate between analyzing published examples of this type of research and assessing the in- progress works of one another. You will receive personalized instruction and assistance with your own research, as well as learn through developing constructive criticism of other people’s work. During the course we will discuss how to write book reviews and journal manuscripts, as well as learn how to assess and respond to reviews of your own work. Requirements To enroll, you must submit a paper having at least something to do with gender and interaction for the class to review. Your submission could be conference or course paper; MA, article, or chapter draft; or dissertation or grant proposal. If you revise your paper before it is time your paper to be discussed, you may circulate the more recent version to the class. You are required to revise your paper after the class has reviewed it, to include a letter explaining what feedback you did and did not incorporate and why. This revision is due by the end of finals week at the latest, but you are free to turn it in anytime before then. On the days that we are scheduled to discuss published works, we will begin with a quiz to ensure that you have adequately prepared for class by completing and thinking about the assigned readings. On the days that we discuss student papers, you are required to provided typed feedback for your colleagues: bring one copy for them and one copy for me. I will provide examples of reviewer guidelines from several sociological journals to assist you in this task. Evaluation Your grade will be determined according to the following: 1. Quizzes and class discussion on published readings: 30% 2. Feedback and class discussion of student papers: 30% 3. Revision of own paper based on class and instructor feedback: 40% Course Plan September 25: Introduction October 2: Educated in Romance: Women, Achievement, and College Culture by Dorothy C. Holland and Margaret A. Eisenhart, University of Chicago Press 1992. October 9: Literature Reviews “The Gender System and Interaction,” by Cecilia L. Ridgeway and Lynn Smith-Lovin, Annual Review of Sociology 1999, 25:191-216. “Gender and Sexual Harassment,” by Sandy Welsh, Annual Review of Sociology 1999, 25:169-190. “Sexuality in the Workplace: Organizational Control, Sexual Harassment, and the Pursuit of Pleasure,” by Christine L. Williams, Patti A. Giuffre, and Kirsten Dellinger, Annual Review of Sociology 1999, 25:73-93. October 16: Doméstica: Immigrant Workers Cleaning and Caring in the Shadows of Affluence by Pierrette Hondagneu-Sotelo, University of California Press 2001. October 23: Student paper: Kristen Schilt’s “’Not Just A Phase’: Examining Riot Grrrl as Political Youth Subculture” Harold Garfinkel, “The Story of Agnes” in Studies in Ethnomethodology 1967. Mary F. Rogers "They all were passing: Agnes, Garfinkel, and company." Gender & Society 6.2(1992):169-191 Don Zimmerman, “They were all doing gender, but they weren’t all passing: comment on Rogers” Gender & Society 6.2(1992):192-214 October 30: Displaying/Doing/Performing Gender Erving Goffman, “The Arrangement Between the Sexes,” Theory and Society 4(1977): 301- 331. Candace West and Don Zimmerman, "Doing Gender," Gender & Society 1(1987):125-151. Candace West and Sarah Fenstermaker, “Doing Difference,” Gender & Society v9 n1 (February 1995):8-37. Collins, Maldonado, Takagi, Thorne, Weber, and Winant, “On West and Fenstermaker’s ‘Doing Difference,’” and reply from West and Fenstermaker, Gender & Society v9 n4 (August 1995). November 6: Student Paper: Alissa Fox, “The Sexual Awakening of a Girl: l’ecriture feminine, subversion and conformity in adolescent fiction.” Kimberly M. Williams, Learning Limits: College Women, Drugs, and Relationships: The College Drug Tales of 73 Women, Greenwood 2000. November 13: Sex and Sensibility: Stories of a Lesbian Generation by Arlene Stein, University of California Press 1997 November 21: Gender and more in Academia Eric Margolis and Mary Romero, “’The Department is Very Male, Very White, Very Old, and Very Conservative: The Functioning of the Hidden Curriculum in Graduate Sociology Departments, Harvard Educational Review v68 n1 (1998): 1-32. Toni A.H. McNaron, “And What Did You Do Over the Weekend?” From Poisoned Ivy: Lesbian and Gay Academics Confronting Homophobia, Philadelphia: Temple University Press 1997. Elizabeth Grauerholz, “Sexual Harassment in the Academy: The Case of Women Professors,” Pp. 29-50 in Sexual Harassment in the Workplace, edited by Margaret S. Stockdale, Thousand Oaks, CA: Sage 1996. Margaret L. Hunter and Kimbery D. Nettles, “What About the White Women?: Racial Politics in a Women’s Studies Classroom,” Teaching Sociology v. 27 (1999): 385-397. From the Association of American Colleges and Universities: Yolanda T. Moses, “Black Women in Academe” 1989. Sarah Nieves-Squires, “Hispanic Women: Making Their Presence on Campus Less Tenuous” 1991. Shirley Hune, “Asian Pacific American Women in Higher Education” 1998. bell hooks, “black and female: reflections on graduate school” and “on being black at yale” From Talking Back, Philadelphia: Temple 1989. From Working-Class Women in the Academy, edited by Michelle M. Tokarczyk and Elizabeth A. Fay, Boston: University of MA Press 1993: bell hooks, “ Keeping Close to Home: Class and Education” Saundra Gardner, “What’s a Nice Working-Class Girl Like You Doing in a Place Like This?” Donna Langston, “Who Am I Now? The Politics of Class Identity” Elizabeth A. Fay, “Dissent in the Field; or, A New Type of Intellectual?” November 27: The Men and the Boys by R.W. Connell, University of California Press 2001 December 4: Student paper: Gloria González’s “Latino Couples: Perspectives and Expectations of Marriage” Micaela Di Leonardo, “The Female World of Cards and Holidays: Women, Families, and the Work of Kinship,” Signs v12 n3 (1987): 440-453. Patricia Zavella, “Mujeres in Factories: Race and Class Perspectives on Women, Work, and Family,” From Gender at the Crossroads of Knowledge, edited by Micaela di Leonardo, University of CA Press 1991. Beatriz Pasquera, “’In the Beginning He Wouldn’t Even Lift a Spoon: The Division of Household Labor.” From Adela de la Torre and Beatriz Pesquera (eds.) Building With Our Hands: New Directions in Chicana Studies, University of California Press 1993. Pierrette Hondagneu-Sotelo and Michael A. Messner, “Gender Displays and Men’s Power: The ‘New Man’ and the Mexican Immigrant Man,” From Theorizing Masculinities, edited by Harry Brod and Micheael Kaufman, Thousand Oaks: Sage 1994. Joya Misra GENDER & SOCIAL POLICY: CROSS-CULTURAL PERSPECTIVES ON FAMILY, ECONOMY, AND THE STATE This seminar provides an introduction to gender and social policy. In particular, this course focuses on employment (including “family friendly” policy and childcare), poverty policy (including social welfare policy), policy focused on reproduction (including policies about teen mothers as well as reproductive choice), and women’s activism. It should be clear from the outset that these forms of policy blend into one another – for example, employment policy and poverty policy implicitly and explicitly relate to reproductive policies. Women’s activism has been critical to policy development along all of these dimensions. By using this framework, this course is meant to encourage students to consider the intersections of family, economy, and state from a variety of perspectives. This course also includes attention to policy outside the United States. By exploring issues of gender and social policy in a variety of contexts, we try to avoid suggestions that gender and gender subordination are universal and non-varying. It is only by understanding the variations between groups of women, between countries and regions, etc. that we can begin to theorize more clearly about gender and policy, and design effective tactics for social change. Therefore, we will work to deconstruct the idea of women as a “stable category of analysis” and work instead, as Chandra Mohanty suggests, analytically to “demonstrate the production of women as socioeconomic political groups within particularly local contexts.”9 As a seminar, this course is based on active involvement of all participants in discussing the topics we cover. You should complete assigned readings before class, and be prepared to take part in class discussion in a respectful and thoughtful manner. (Class Participation: 15% of grade) You will be in charge of leading discussion of the course material for one class session during the semester, either alone or with another student. Organizing the class discussion involves presenting a critical review (at the most, 5 minutes) of the required readings for the week, raising specific questions and issues for the week, and relating the material to previous readings and class discussions. Discussion leaders should meet well in advance of the class session and plan their duties for the session. As a discussion leader, you must provide a list of questions to all students by the Friday before the class session you organize. These questions should help focus the other students as they do the readings, and provide a partial basis for class discussion. (Organizing class discussion: 15% of grade) You will write two short papers/reviews responding to materials covered in the readings. In these 3- 5 page papers, you will discuss and critically evaluate one of the assigned readings (an article or book) for which you have not led discussion. (Reviews: 15% of grade each) The first is due by March 1, the second by April 12 (although I encourage you to submit these reviews earlier).
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