Social Construction
of Sexuality
WMST/SOCY 1006
Fall 2006
Instructor: Glenda Walden
Office: Ketchum 310 Mailbox: Ketchum 219
Email: Glenda.Walden@colorado.edu Phone: 303.492.3203/303.359-3234
for emergencies
Office Hours: TR
You are responsible
for everything in this syllabus, your recitation syllabus, the texts, the
course packet, and material covered in class.
This includes knowing and managing due dates, changes in the tentative
schedule, and assignments. The syllabus
and all information in the course packet are testable materials.
This is an introductory course in the sociological study of
sexualities. We’ll be examining human sexual desires,
experiences, and meanings held in common in a historical and cultural context
that takes into account larger trends and social influences.
For the purposes of this course, the theoretical assumptions of
social constructionism frame our inquiry and understanding of human sexual
phenomena. Throughout the course we will
read, discuss, and entertain ideas from queer, feminist, and radical
perspectives on sexuality for the express purpose of challenging our taken for
granted assumptions about “what’s so.”
Through these controversial and sometimes difficult (emotionally as well
as intellectually) readings and discussions, we will be engaging in a critical
inquiry into the popular and scientific versions of sexual reality.
We will also discuss the stratification system in contemporary
In doing this we will be identifying instances of discrepancies
between what we say (ideals) and how we act (real) as we structure our society
through policies, practices, institutions, rituals, and social control at the
collective level and in our individual everyday choices and interactions. The intention of this inquiry and the
opportunity provided through this material and these discussions is in working
toward alignment of our vision of a just society with our everyday actions.
Course Texts
Textbooks are available at the Campus Bookstore
The Good Vibrations
Guide to Sex by Cathy Winks and Anne Semans 2002.
This text is a great reference for information about the body,
health, communication, and sexual information. This is required for everyone in
the class.
Human Sexuality:Diversity in
Contemporary
Sayad, and William Yarber
5th edition 2005.
Course Packet: available through CU bookstore. This packet contains the
syllabus, information on
activity paper options and
guidelines for writing your paper, campus and community resources for sexual
issues and questions, and most of the readings for the class.
·
Please do not arrive late
or leave early or begin to pack up prior to the end of lecture or
discussion. This inhibits other
students’ ability to hear and understand the material.
·
Please turn off cell phones, and do not
engage in side conversations when the instructor or other students are
talking. Again, this is disrespectful of
other students and annoying to the instructor.
·
No early or late exams will be given. If you
miss an exam you will be given a take-home essay exam
that typically takes 8-10 hours to complete.
It is in your best interest to be at scheduled exams. Please check the syllabus now to determine if
there are any conflicts you need to discuss with me.
·
late papers are not accepted. Exceptions to this policy may be granted for unforeseen and emergency circumstances
and carry a heavy point penalty. This should be discussed with your TA, but the instructor is the
final authority on granting any extension.
·
If you require certain accommodations
because of a disability, please let me know by the end of the third week so
that your learning needs may be appropriately met. You will need to provide documentation from
Disability Services (Willard 322 303-492-8671 www.colorado.edu/sacs/disabilityservices)
·
If you have any schedule conflicts with
final exams, other tests, due dates, or known absences let both your TA and
instructor know by e-mail by Thursday October 19).
·
We (the instructor, TA, and students) are expected to adhere to the behavior standards listed in
the Rights and Responsibilities Regarding Standards of Conduct. The specific policy may be found at www.colorado.edu/policies/classbehavior.html
·
Both students and faculty are expected to abide by the University’s honor code. The specifics can be found
at www.colorado.edu/academics/honorcode. Cheating and plagiarizing will result in a
failing grade. Information on what
constitutes these behaviors can be found in the honor
code document if you have any questions.
·
Sexual harassment is
not tolerated. For more
information on maintaining a fair and safe environment and sexual harassment
policies and reporting see www.colorado.edu/sexualharassment or call the
Office of Sexual harassment at 303-492-2127 or the Office of Judicial Affairs
at 303-492-5550.
CLASS PARTICIPATION
Your participation
in class discussion is encouraged. You
are welcome to ask questions at any time or even take us a bit off track in
discussion. If something is interesting
and important to the class, I do not mind getting off the subject. You are expected to
respect each other, your TA, and me. In
this class, we will most assuredly express strong opinions and argue over some
points. We critique
ideas not people. No one should be made to feel as if they are being attacked
personally over something they express in class.
You can respect other students by listening attentively
when they are speaking, not rudely interrupting anyone speaking and by not
making hurtful insults and/or comments that may silence other people in the
class by declaring whole groups of people wrong/criminal/sinful/sick because of
ethnicity, religion, politics, gender, ability, age, appearance, consensual
sexual choices or decisions about when, why, what, where and with whom to or
not to engage in sexual activities. We will be discussing how those attitudes and
the enforcement of those opinions have operated to deny some people the kind of
opportunities and life that most of us expect and demand. You are encouraged to say whatever is there
for you to say, being responsible for the effect your words will have on
others. As a theme in this class we will also be discussing how words are social
actions themselves, products and tools that both enforce and are reflective of
existing power and privilege inequities.
Instructor participation (teaching style and language)
The social constructionist perspective is founded on the principle
that the language we use creates our reality and experience of the world in
which we live. This class is about
sexuality as it is experienced in the everyday world
rather than the world of experts and doctors.
Because of this, we will consciously use language to uncover the
implicit meanings about sexuality and gender and how words are
used to create our common understanding of sexuality. We will not only be “thinking sex” in this
class, we will be talking sex too.
Anyone who does not wish to participate in a classroom where sexuality,
identity, behavior, desire, and sexualized parts of the body are
discussed in “common” language is encouraged to seek alternative
courses. This is a difficult class in
many ways. In my opinion, it
demonstrates a high level of maturity to recognize your limits of comfort and what you are willing to take on this semester and act
appropriately as quickly as possible.
COURSE OBJECTIVES
1.
Provide accurate sources of information about sexuality, practice
examining sexual phenomena consciously from the social constructionist and
essentialist perspectives, and offer opportunities for developing our ability
to evaluate new information, research, and the opinions held by others and
ourselves
·
Gain an understanding of the
essentialist and social constructionist perspectives-as theoretical
perspectives, and the assumptions both are based on, as they are
employed in biological, psychological, and sociological explanations of
sexuality and gender.
·
Critically examine heterosexuality as
an institutionalized practice within society, with emphasis on the supporting
institutions and ideologies that perpetuate this as a “pattern of interaction,”
the techniques of social control that are utilized within this institution, the
resulting stratification effects, the potential and actual changes occurring
within this institution and sources of those changes.
2. Get practical personal benefits out of this class—grow and
develop as an adult.
·
Achieve a broader understanding of the
sociocultural dimensions of human sexualities with increased appreciation of
the possible and manifest variation in human expression of desire, intimacy,
pleasure, and love.
·
To be knowledgeable,
appreciative, and proud of our bodies as sources of pleasure and beauty.
·
To be able to discuss sexual matters
with appropriate levels of sensitivity, respect, comfort, and humor (because let’s face it, talking about sex can be fun—and funny).
·
To realize and clarify our individual
sense of sexual self, individual way of being comfortably and morally sexual,
and sexual decision making process—as always, within a sociological
perspective.
3.
Get practical “professional” benefits--develop skills that will
assist in your success in university life and beyond
·
Demonstrate the accomplishment of the
above insights on tests, papers, and in class discussions according to academic
style and standards. This gives us the
opportunity to evaluate your integration of material on several levels, and you
learn, among other things, how to play the game you are in the midst of called
University degree seeker.
Evaluation Components
Recitation: Your TA will
determine 45 pts of your total grade based on recitation assignments and
participation.
Writing Practice: 55 points will
consist of the opportunity for you to develop your writing skills, demonstrate
your understanding and integration of course material in written form, and get
feedback that will assist you in earning the best grade on your activity paper. Details will be discussed
in recitation.
Final: comprehensive multiple-choice final (100 pts).
Point Distribution:
Tests (65,85) 150
Recitation
45
Writing Practice 55
Activity Paper 100
Final 100
Total 450
Grading follows a standard percentage cut-off
for letter grades (for exact percentages, e-mail me and I will let you know),
and there is no curving of tests or final scores. I have found this actually
works out to students’ advantage over other methods. You are strongly encouraged to come
discuss/argue test questions that you feel you answered correctly, but
missed. This has the dual benefit of
improving your argument and communication skills and may even earn you extra
points. If you want to discuss my reasoning, methods, or any other aspect of
class or life please come see me (I love to talk pedagogy). Below is the standard for our assessment of
written assignments and overall evaluation for course grades:
|
Letter Grade |
Percentage Grade |
Description |
|
A |
90-100 |
Exceeds all required
elements of an assignment, and the quality of the work is considerably
greater than what was required. The
quality of the work is considerably above the class average and impressive to
the evaluator. |
|
B |
80-89 |
Meets all required
elements of an assignment, and the quality of the work is better than what is
required and demonstrated by the class average. |
|
C |
70-79 |
Meets all required
elements of an assignment, no more, no less. Quality of assignment is
satisfactory for college level work. |
|
D |
60-69 |
Fails to meet all
required elements of an assignment, and/or the quality of the assignment is
less than satisfactory. |
|
F |
Less than 59 |
Only meets some of the
required elements of an assignment, and/or the quality of the assignment is considerably lower than satisfactory. 50% of points are not
guaranteed. At this level points are only given if some elements of the
assignment are met. If not, very low
percentages are likely. |
|
Zero |
0 |
Fails to meet any of
the required elements of an assignment, and/or the quality of the assignment
is well below basic standards of writing, comprehension, and/or ability to
follow instructions; assignment is late or incomplete; assignment is not turned in at all; assignment shows signs of plagiarism or other forms of academic dishonesty. |
These standards may be higher
than you’ve encountered previously in your educational
career. The distribution curve of final
grades for this class consistently meets the standards for fair and rigorous
evaluations. We (the TA and I) are
available to offer assistance, feedback, coaching, etc… to assist you in
meeting these standards and taking away from this course the ability to perform
at this level. You must seek us out and
request this assistance, but if you do I promise the
benefits of this course increase exponentially.
TENTATIVE COURSE SCHEDULE-SUBJECT TO CHANGES
ANNOUNCED IN CLASS
(CP-Course Packet, GV – Good Vibrations Guide to Sex, Text: Human Sexuality chapters CP listings are by author and title)
For your own benefit and the liveliness of discussion please have
the readings completed before class or recitation (whichever meets first) for
the week they are assigned.
Week
One-Opportunity to turn in course agreements on Thursday, August 31
Topic – Intro to
course and How do we know what we know? It’s all perspective.
Read –Text chapter 1
and GV chapter 2
Week Two- Tuesday, Sept 5 Last day to
turn in course agreement to TA
-dropped by
Topic - Context and Terms
Read –CP: MacIntosh - "White Privilege…." And Rubin “Thinking
Sex”
Week Three-
Topic-Terms and
Theoretical Perspectives
Read - CP: Nestle
"My Mother Liked to Fuck" and review Rubin “Thinking Sex…”
Week Four-
Topic-Social Construction and Essentialism/History of Sex Research
Read- Text chapter 2
and CP: Steele “Introduction”, “Doing It,” and Christina “Are We Having Sex
Now….”
Week Five-Thursday, September 28 View: Viva La Vulva (SEM)*
Topic
- Language, Pleasure, Bodies, and Social Control
Read
- GV chapter 3 and Text chapter 3 and 4 (primarily for your own benefit)
Week Six- Thursday, October 5 TEST ONE—BRING A #2 PENCIL!
Topic- Tuesday wrap up
Read-prep
for test from Study Guide
Week Seven-
Topic – Scripting
Theory-how to be a real man and a good girl in bed (and out)
Read
– Text chapter 5 and Text chapter 9
Week Eight-
Topic – How to have sex the RIGHT way (according to the DCS for
ideal sex)!
Read
– Text chapter 6, GV chapter 4, 14 and CP: Roberts et al “Faking It: The Story
of Ohh”
Week Nine-
Topic -
Heterosexuality as identity and institution/Deconstructing and challenging
hegemonic het
Read - CP: Messner
"Becoming 100 percent Straight," Rochlin "Heterosexual
Questionnaire,"
And Ingraham "Ritualizing
Heterosexuality: Weddings as Performance"
Week Ten-Thursday, Nov 2- Last Day to report final exam conflicts
and appeal for alternatives
Topic - Heterosexual
privilege-costs for everyone and intro “outside the charmed circle”
Read
- CP: Wolf "Radical
Heterosexuality," Herold "The Straightjacket of my Homophobia"
and het priv
Supplements
Week Eleven-Tuesday Nov 7 Viewing of SEM** Thursday, Nov 9 Test
2—Bring a #2 pencil!
Topic-Sexually Explicit Material as cultural artifact and personal
choice
Read-
Text chapter 18, GV chapter 20 and CP: Abbott “Creating a Scene”
Week Twelve- Activity Paper Due Thursday,
November 16 at beginning of lecture
Topic –
STIs-Epidemic and Panic Discourse
Read – Text chapters
15, 16, GV chapter 19 and CP: Schneider and Jenness "Sex and the SC of
STDs"
Thanksgiving Break
Week Thirteen-
Topic – The
sociological perspective on sexual coercion and consent
Read – Text chapter
17 and CP: Struckman-Johnson et al “Tactics of Sexual Coercion” and
Reeves Sanday
“Rape-Prone vs Rape-Free Campus Cultures” and supplements
Week Fourteen-
Topic – Transforming
sexual scripts
Read – CP: BDSM
supplements, Queen “Over a Knee Willingly” and GV chapter 17
Tentative BD/SM Presentation**
Wednesday, December 6,
Anyone attending this special presentation
(class members and their guests) is required to do the reading for this week in
order to prepare for the presentation.
Week Fifteen-
Topic
– Sex Pioneer...who me?
Read
– CP: Califia’s “Sluts in Utopia,” Justice “I Have a Dream,” and Moore “Sex
(American Style)”
Final Exam- Saturday, December 16
*SEM (Sexually Explicit Material) – sexually
explicit images in video format or photographs that show exposed genitals
and/or explicit sexual activity. Your
attendance is NOT required, BUT you are responsible for any material discussed
that day. Please see a class member for
notes or meet with your TA.
**BDSM presentation – This presentation will
involve a discussion of BDSM practices and philosophy as well as a safety
demonstration of some techniques by members of the Colorado Scene. We do NOT allow any cameras or recording
devices of any kind during this presentation in order to protect the
confidentiality of the guest speakers.