Sociology 3046-002/001
Topics in Sex and
Gender
Fall 2001
Instructor: Eleanor A. Hubbard
Class: 002 9:30-10:45 a.m., Hum 1B90; 001 11:00-12:15 a.m., Muen E114
Office:
Ketchum 11A Mailbox: Ketchum 219 (Sociology Department)
Office Hours: Before or after class, by email or phone, or by appointment.
Home Phone: 303-494-9718 Email: hubbarde@stripe.colorado.edu
Course Description
The focus of this course is to investigate sexuality and gender in more depth and to learn to think, speak, and write critically about sexuality and gender. Although our primary “lens” will be sexuality and gender, we will also look at how they impact and are impacted by race, class, age, disabilities, and sexual orientation, and other forms of diversity. We will work primarily in teams researching different aspects of sexuality and gender. You will not be a passive recipient of knowledge in this class, because you will be expected to actively participate in in-depth study, lively discussions, written and oral assignments, and individual and group assignments.
Required
Texts
None
Course Requirements
1. Three (3) topics in sex and gender assignments; see separate assignment sheet for details, due 8/30, 9/6, 9/20 (worth 15% of your grade)
2. Two (2) team topics in sex and gender assignments; see separate assignment sheet for details, due 9/18, 10/2 (worth 15% of your grade)
2. Midterm due 10/9 (worth 15% of your grade).
3. Individual and group in-class activities, due throughout the semester (worth 15% of your grade).
A. Attendance and participation
B. Short oral and written activities, as assigned
C. Article discussions
D. List postings
4. A Topics in Sex and Gender Research project; see separate assignment sheet for details, (worth 40% of your grade)
A. Final research project paper, due at final exam (worth 30% of this grade)
B. Research discussion, due at final exam (worth 10% of this grade).
Course Rules
1. Attendance/participation: Attendance is expected, as is class participation. Students are expected to actively engage the course, by being prepared for all class sessions and participating in them. No student will be penalized for missing class or assignments due to religious holidays, but of course the student is expected to complete all work.
2. Assignments: All individual assignments must be the work of the individual student. Any material copied from another source without proper citation (including term paper sites on the web) is plagiarism and will be punished according to university guidelines. All group assignments must be (as nearly as possible) the equal work of all members. This means that each member attend all preparation meetings, that work is distributed by mutual agreement, and that presentations, both oral and written, reflect the work of all the participants. If group work is a hardship for any student, the professor may negotiate an alternate assignment; otherwise, students are expected to participate actively in any group assigned.
3. Written work: Standard English is expected, as is careful editing of all written assignments for spelling, punctuation, and grammar. In addition, all papers must be typed double-spaced, and page numbers included. Appropriate parenthetical citations from scholarly sociological sources are expected whenever you use an idea which is not your own. Either American Psychological Association (APA) or Modern Language Association (MLA) style may be used but APA is preferred. A style sheet is available at Norlin Library or on-line at http://www-libraries.colorado.edu/ps/ref/handouts/doc/ 7_APA_parenthetical.doc
4. Late assignments policy: All written assignments are due at the beginning of the class of the day it was assigned. Late assignments may be turned in at any time until the end of the semester with a penalty of two letter grades lowered. If students know they will be unable to complete an assignment on-time, they may notify me in writing prior to the due date that the assignment will be late and indicate a date on which it will be completed. If students, due to an emergency, do not know they will be unable to complete an assignment on-time, they may notify me in writing up to five days after the assignment was due with proper documentation included (a doctor’s note, or a funeral notice; for instance). No excuse is necessary if the professor is notified prior to the assignment’s due date, and no penalty will be exacted if students meet their own deadlines. However, late papers will not be graded until all on-time assignments have been graded and will not receive written comments from the professor. Any assignment handed in no later than the class prior to the due date will be given a 5% increase in grade. These will be graded with the on-time assignments. All oral assignments must be presented on the date negotiated between the professor and the student or group, unless the professor is notified, and other arrangements can be made (this is usually impossible). If a student cannot do all the necessary work for a group assignment and/or appear on the date of a scheduled oral presentation, that student must do a written assignment, negotiated with the professor.
5. Grading: Grades will be distributed on a standard scale of 90-100 % equals A, etc. Any student who disagrees with a grade should contact me as soon as possible. Extra credit will be given only in extreme circumstances, negotiated between the student and the instructor.
6. Disabilities: Section 504 of the Rehabilitation Act of 1973 stipulates that no student shall be denied the benefits of an education "solely by reason of a handicap" and that reasonable accommodation must be made for students with disabilities. If you believe you qualify for accommodation due to a disability or need more information, please see the Coordinator of Services to students with disabilities in the Disability Services Office, Willard 322 (phone 303-492-8671), who will provide you with appropriate documentation. Then talk to me as soon as possible.
Socy 3046-002/003
Course Outline
Week Date Topic Assignment
1 8/28 Introductions and Assessment
8/30 Introduction to Topics Assignment # 1 due
2 9/4 Understanding Gender/Sexuality
9/6 Team Day: Assignment # 1 Assignment # 2 due
Student Info Sheet due
3 9/11 Understanding Gender/Sexuality
9/13 Team Day: Assignment # 1
4 9/18 Researching Gender/Sexuality Team Assignment #1
9/20 Team Day: Assignment # 2 Assignment # 3 due
5 9/25 Analyzing Gender/Sexuality
9/27 Team Day: Assignment # 2
6 10/2 Putting It All Together Team Assignment # 2 due
Fall Break
7 10/9 Mid-term
10/11 Team Day: Proposal
8 10/16 Proposal due
10/18
9 10/23, 25
10 10/30, 11/1
11 11/6
11/8 Annotated bibliography due
12 11/13, 15
13 11/20
Thanksgiving Break
14 11/27
11/29 Rough draft due
15 12/4, 6
16 12/11, 13
Final Exam Schedule
Final Paper due and Research Discussions
002, 12/14, 7:30-10:00 p.m.
003,
12/17, 7:30-10:00 a.m.
TOPICS IN SEX AND GENDER ASSIGNMENTS
The purpose of the topics in sex and gender
assignments is for you and your assigned teams to demonstrate from your own
experiences and research your knowledge of the concepts presented in this
class. Each assignment should be typed double-spaced, and is due Thursday of the week assigned. Using the conceptual
framework outlined in lectures is crucial. Sources for the assignments may be any article listed on the bibliography
or from any other appropriate source. My main criteria for grading these papers
will be how well you have used your sociological imagination and your
understanding of sex and gender.
Assignment
# 1 (due 8/30) Write a two-page
critical analysis of a sociological scholarly article of your choice concerning
either sexuality or gender. Any of the
sources suggested on the bibliography may be used or you may choose any article
you think is appropriate. Make sure you
have given complete bibliographic information for the article you chose. If the article is not from a book on
reserve, you must include a copy of the article.
Assignment
# 2 (due 9/6) Write a two-page
critical analysis of a sociological scholarly article of your choice concerning
work and gender. Any of the
sources suggested on the bibliography may be used or you may choose any article
you think is appropriate. Make sure you
have given complete bibliographic information for the article you chose. If the article is not from a book on
reserve, you must include a copy of the article.
Assignment
# 3 (due 9/20) Write a two-page
critical analysis of a sociological scholarly article of your choice concerning
advertising or the media and either
sexuality or gender. Any of the
sources suggested on the bibliography may be used or you may choose any article
you think is appropriate. Make sure you
have given complete bibliographic information for the article you chose. If the article is not from a book on
reserve, you must include a copy of the article.
Team Assignment # A (due 9/18) Your team is expected to discuss and take notes on the jobs that each team member has or had. Also informally interview other college students about their jobs and take notes. Analyze your data using a gender and sexuality perspective, support your arguments with relevant research, write a 5-7 page paper discussing gender discrimination in the workplace. Please follow the Research Report Format (p. 6 in the syllabus) and use parenthetical citations. A works cited page is expected (see #2, p. 2 of syllabus).
Team Assignment # B (due 10/2) Your team is expected to make observations at a local mall (my preference is Flatirons Crossroads Mall in Broomfield, but any mall in the Boulder/Denver area will be accepted) for the purpose of writing a paper about gender stratification. At the least, the team needs to make observations in toy stores, t-shirt stores, department stores like Foley’s, outdoor outfitters, bathrooms, common spaces, the food court, and the grounds. Analyze your data using a gender and sexuality perspective, support your arguments with relevant research, and write a paper of 5-7 pages discussing gender stratification in malls. Please follow the Research Report Format (p. 6 in the syllabus) and use parenthetical citations. A works cited page is expected (see #2, p. 2 of syllabus).
The Individual and Group Research
Experience
All learning is essentially an individual enterprise, although many students find that working cooperatively in a group enhances their individual learning. Although you will have opportunities to do both this semester, the main emphasis in this class will be on working in teams. Your attendance and participation in class is individual as are assignments 1, 2, 3. There are two team assignments and the research project must be done as a team. A few students may be allowed to do their research project individually after consultation with the professor.
Article discussions: For
each of the three topics in sex and gender assignments, you are expected to critically
analyze a scholarly article of your choice and be prepared to discuss it in class.
You may use any appropriate source including but not limited to anything on the
reserve bibliography.
List postings: As a student in this class, you must sign up for the list called gender and post at least 8 times during the semester. The educational purpose of this assignment is for students to have another way besides class discussions and written assignments to share their ideas about sex and gender with the professor and each other. Students are encouraged to pose questions, comment on relevant events happening outside the classroom, or respond to comments made by other list subscribers.
Postings must be relatively short, relevant to the list discussion, and signed by the sender. Disagreement with me or other students is encouraged; however, polite discourse is expected. No flaming allowed. Always reply to the list not to the sender of the post.
If you want to communicate with me directly, please do not use the list but email me at hubbarde@stripe.colorado.edu. These communications will of course not be considered postings.
To subscribe to the gender list:
open your email program
address a message to listproc@lists.colorado.edu
do not put anything in the subject line
in the message line put subscribe critstud your full name
At the end of the semester you must unsubscribe in order not to continue to receive postings sent to future classes. To unsubscribe follow the above instructions, except in the message line put unsubscribe instead of subscribe.
I will regularly post
announcements and assignments to the list, so check it regularly. If this would be a hardship for you for some
reason, please let me know and I will provide you with hard copies.
Topics in Sex and Gender Team Research
Project
The sex and gender research project will use secondary research which is also known as library research. Team research can be challenging, but it should also be fun. The most important way to make the project fun, or at least interesting, is to choose your topic carefully. This is the first phase of research: choosing what you are interested in doing and deciding how you are going to accomplish it (the research proposal). The research proposal must include the question guiding your research (given you only have half a semester to complete your research, I suggest strongly that you have no more than one narrowly defined question). The second phase of the research involves carefully collecting data. In library research this means the selection of appropriate sources and the creation of an annotated bibliography. The last phase of the research is to make sense of your data from a sex and gender perspective. This will require a literature review, thoughtful analysis, and writing up your research. This is not research which can be accomplished a few days before the research paper is due.
The team is expected to write a 12-15 pp. paper and to present their research findings during the final exam. For the format of the written report, see research report format following.
Deadlines
Proposal--due 10/16
Annotated Bibliography--due 11/8
Rough Draft of Research Paper--due 11/29
Final Paper--due at final exam
RESEARCH
REPORT FORMAT
Please follow
this format for team assignments 1, 2 and the team research project.
Title Page: Title, authors’ name, course, date on a separate page
Abstract: a summary of the paper on a
separate page
·
research
context and question
·
type
of study
·
results
and major findings
·
interpretation
of the findings
Body of the Report
Introduction
·
grab
the reader’s attention
·
present
the research question and why your study is important
Literature Review
·
a
theoretical perspective and why it helps to explain your study
·
a
review of the relevant literature that supports your ideas
·
use
appropriate sources cited parenthetically to support your arguments
Findings
·
present
your results, highlighting the most important findings
·
explain
and interpret your findings sociologically using your theoretical perspective
·
use
appropriate sources cited parenthetically to support your arguments
Conclusions/Summary
·
restate
your research question
·
review
and summarize your findings
·
indicate
if additional research is needed
Works Cited
·
alphabetical
by author listing of all sources cited in paper
Appendix
·
any
background information if needed for your reader to understand your paper
Socy 3046
Topics in
Sex and Gender Bibliography
On Reserve at
Norlin Library
Revised 8/29/01
.
Abelove, Henry, Michele Aina Barale and
David M. Halperin (eds.) (1993) The Lesbian and Gay Studies Reader. New York: Routledge. 2c.
Adams, Maurianne et al. (eds.) (2000) Readings
for Diversity and Social Justice. New York: Routledge.
Ashton-Jones, Evelyn, Gary A. Olson and
Merry G. Perry (2000) The Gender Reader. 2nd ed. Boston: Allyn &
Bacon.
Baumgardner, Jennifer and Amy Richards
(2000) Manifesta: Young Women, Feminism and the Future. New York: Farrar, Straus and Giroux.
Brod, Harry and Michael Kaufman (1994) Theorizing
Masculinities. Thousand Oaks, CA:
Sage Publications.
Chow, Esther Ngan-Ling, Doris Wilkinson
and Maxine Baca Zinn (eds.) (1996) Race, Class and Gender: Common Bonds,
Different Voices. Thousand Oaks,
CA: Sage Publications.
Digby, Tom (ed.) (1998) Men Doing
Feminism. New York: Routledge.
Disch, Estelle (2000) Reconstructing
Gender: A Multicultural Anthology. 2nd ed. Mountain View, CA: Mayfield
Publishing Co. 3c.
Findlen, Barbara (ed.) (1995) Listen
Up: Voices From the Next Feminist Generation. Seattle: Seal Press.
Johnson, Allan G. (1997) The Gender
Knot: Unraveling Our Patriarchal Legacy.
Philadelphia: Temple University Press.
Kimmel, Michael S. (2000) The
Gendered Society. NY: Oxford University Press.
Kimmel, Michael S. and Michael A. Messner
(1998) Men’s Lives. 4th ed. Boston:
Allyn & Bacon.
Kimmel, Michael S. with Amy Aronson
(2000) The Gendered Society Reader. NY: Oxford University Press.
Kirk, Gwyn and Margo Okazawa-Rey (1998) Women’s
Lives: Multicultural Perspectives.
Mountain View, CA: Mayfield Publishing Co. 2 c.
Levant, Ronald F. and Gary R. Brooks
(1997) Men and sex: New psychological perspectives. NY: John Wiley & Sons.
Messner, Michael A. (1997) Politics
of Masculinities: Men in Movements.
Thousand Oaks, CA: Sage Publishing Co.
Ore, Tracy E. (2000) The Social
Construction of Difference and Inequality.
Mountain View, CA: Mayfield Publishing Co. 2c.
Rosenblum, Karen E. and Toni-Michelle C.
Travis (2000) The Meaning of Difference: American Constructions of Race, Sex
and Gender, Social Class, and Sexual Orientation A Text/Reader. 2nd ed. Boston: McGraw-Hill.
Rothenberg, Paula S. (1998) Race,
Class, and Gender in the United States: An Integrated Study. 5th ed. New
York: St. Martin’s Press.
Zinn, Maxine Baca, Pierrette
Hondagneu-Sotelo and Michael A. Messner (1997) Through the Prism of
Differences: Readings on Sex and Gender.
Boston: Allyn & Bacon. 2c.
In Periodical Room at Norlin Library or On-line
GLQ: A journal of lesbian and gay
studies HQ 75.15 G57
International Journal of Sexuality and Gender Studies HQ75 J68
Journal of Gay, Lesbian and Bisexal Identity HQ75 J68
Journal of Homosexuality HQ76 J67
Journal
of Men’s Studies HQ1088. J68
Men
and Masculinities HQ1088. M372
NWSA
Journal HQ1101.N3
Signs HQ 1101.55
Women’s
Studies International HQ1101.W775
Women’s Studies International Forum HQ1101.I6
STUDENT INFORMATION SHEET
Due 9/6
In order for me to
tailor this class to the needs of the students and to teach a particular group
of students well, please complete the following information. I appreciate your
cooperation.
1. Name:
2. Name I would like used in class:
2. ID Number:
3. Email Address:
4. Phone Number:
5. A photocopy of your University Photo ID (on this form please):
6. Please write a paragraph about yourself with information you think would help me know you better and provide you with good instruction.