Gender Studies
Course Description
This course introduces students to the interdisciplinary field of gender studies by exploring questions about the meaning of gender in society. The course will familiarize students with the central issues, questions, and debates in Gender Studies scholarship by analyzing themes of gendered performance and power in law, culture, education, work, health, social policy and the family. Key themes may include but are not limited to the relationship between sex and gender, the legal and social workings of the private / public distinction, the way that disciplinary practices code certain behaviors as masculine or feminine, the intersection of gender with race and ethnicity, the gendered structure of power, the tension between difference and equality, the production and circulation of gender expectations in the media, and the contested role of the law in achieving equality. By course end, students will understand central themes and debates in the field of gender studies, demonstrate a facility with basic terms and concepts of the field, apply methods of analyzing gender to society and to their own life experiences, and communicate effectively about these issues in writing and speech.
This is a reading and writing intensive course. Generally, students are expected to spend two distraction-free hours preparing for every one hour in the classroom; plan to use the full six hours to prepare for our three one-hour meetings each week.
Student Learning Outcomes
Students will . . .
· understand how feminist and queer theories inform and direct critical inquiry and practices,
· critically assess research practices, publications, and multimedia according to the demands of feminist ethics, and
· deliver a conference presentation informed by feminist methodology.
Required Texts
· Introduction to Women, Gender, Sexuality Studies by Miliann Kang, Donovan Lessard, Laura Heston, Sonny Nordmarken. University of Massachusetts Amherst. 30 June 2017.
· Feminist Methodologies: Experiments, Collaborations and Reflections by Wendy Harcourt, Karijn van den Berg, Constance Dupuis, Jacqueline Gaybor. Springer. 2002.
· Introduction to LGBTQ+ Studies: A Cross-Disciplinary Approach by Deborah P. Amory, Sean G. Massey, Jennifer Miller, and Allison P. Brown. State University of New York.
· Additional texts available in Canvas and online by following the provided links on the reading schedule below.
Schedule of Assignments
Assignments should be completed on the date listed below. In rare circumstances, we may alter this schedule with proper notice. Most of the reading assignments are accessed by following the provided link. Additional reading assignments can be found in Canvas as indicated.
FOUNDATIONS
Monday, January 15
· Course overview and expectations
· “Berkeley Professor Explains Gender Theory | Judith Butler,” Big Think
Wednesday, January 17
· “Gender and Health,” World Health Organization
· Sex and Gender Identity, Planned Parenthood
· “Gender Unicorn,” Trans Student Education Resources
· “Women Everywhere Are Reaching Their Breaking Point,” The Take
o In class: Complete the 11 Questions Gender Questionairre
Friday, January 19
· Historical and Contemporary Feminist Social Movements
o Introduction: Feminist Movements
o 19th Century Feminist Movements
o Early to Late 20th Century Feminist Movements
o Third Wave and Queer Feminist Movements
Monday, January 22
· Grounding Theoretical Frameworks and Concepts
o Critical Introduction to the Field
o Theorizing Lived Experiences
o Conceptualizing Structures of Power
Wednesday, January 24
· Challenging Binary Systems and Constructions of Difference
o Introduction: Binary Systems
o The Sex/Gender/Sexuality System
o Gender and Sex – Transgender and Intersex
o Race
o Class
o Alternatives to Binary Systems
Friday, January 26
Class canceled; please attend the celebration of student research.
Monday, January 29
· “Reproductive System, Part 1 – Female Reproductive System,” Crash Course
· “Reproductive System, Part 2 – Male Reproductive System,” Crash Course
· “Reproductive System, Part 3 – Sex & Fertilization,” Crash Course
· “Reproductive System, Part 4 – Pregnancy and Development,” Crash Course
o Guest Speaker: Nurse Amidon of Wabash College’s Student Health Center
o Sexual Health counseling and STI testing are available through the Student Health Center. Please make an appointment. For more information, please review:
§ American Sexual Health Association
§ CDC Contraception Information
§ CDC Lowdown on STI Prevention
§ Indiana Department of Health HIV Page
Wednesday, January 31
· “Intersectionality 101,” Learning for Justice
· “The Urgency of Intersectionality,” Kimberlé Crenshaw
o In-class activity: personalize your Social Identity Wheel
Friday, February 2
· “How to Use Gender-Neutral Language, and Why It’s Important to Try,” Kim Elsesser
· “The Problem with Calling Women ‘Females,’” Kara Brown
· “Capitalizing the B in Black Is About Respecting Black Ancestry, Culture, and History,” Jameelah Nasheed
o In class activity: Writing for Change lab
POPULAR MEDIA
Monday, February 5
· Media
· “Visual Pleasure and Narrative Cinema,” Laura Mulvey
Wednesday, February 7
· “The Straw Feminist – Tropes vs. Women,” Feminist Frequency
· “Women in Refrigerators – Tropes vs. Women,” Feminist Frequency
· “The Manic Pixie Dream Girl – Tropes vs. Women,” Feminist Frequency
· “The Evil Demon Seductress – Tropes vs. Women,” Feminist Frequency
o In class exercise employing:
o Tropes
Friday, February 9
· “Her Body, Himself: Gender in the Slasher Film,” Carol J. Clover
· “Why Female Body Horror Feels Scarier in Today’s Moment,” The Take
Monday, February 12
· “Body Language & The Male Gaze – Tropes vs. Women in Video Games,” Feminist Frequency
· “Lingerie is not Armor – Tropes vs. Women in Video Games,” Feminist Frequency
· “Not Your Exotic Fantasy – Tropes vs. Women in Video Games,” Feminist Frequency
· “The Lady Sidekick – Tropes vs. Women in Video Games,” Feminist Frequency
· “Jade – Positive Female Characters in Video Games,” Feminist Frequency
Wednesday, February 14
· “Why Are You So Angry? Part 1: A Short History of Anita Sarkeesian,” Innuendo Studios
· “Why Are You So Angry? Part 2: Angry Jack,” Innuendo Studios
· “Why Are You So Angry? Part 3: Perception is Everything,” Innuendo Studios
· “Why Are You So Angry? Part 4: An Autopsy on Gamergate,” Innuendo Studios
Friday, February 16
· “Why Are You So Angry? Part 5: ‘The Good Guy,’” Innuendo Studios
· “Why Are You So Angry? Part 6: Talking to Angry Jack,” Innuendo Studios
· “But What Can Be Done: dos and don’ts to combat online sexism,” Leigh Alexander
MASCULINITIES
Monday, February 19
· “Men,” ContraPoints
Wednesday, February 21
· “Male Supremacy is at the Core of the Hard Right’s Agenda,” Southern Poverty Law Center
Friday, February 23
· “Andrew Tate’s Empire Proves the Toxic Male is Thriving,” The Take
· “Matt Walsh: I Don’t Believe Men and Women are Equal,” The Majority Report
· “Positive Masculinity: How Vulnerability Set Me Free,” Swolesome
Monday, February 26
· “For the boys, psychological patriarchy & toxic masculinity explained,” Khadija Mbowe
· “Masculinity doesn’t have to be restrictive. Here’s how to redefine it for yourself.” NPR
Wednesday, February 28
· “What’s Behind the Rise of Lonely Single Men,” Psychology Today
· “What is Positive Masculinity? How Patriarchy Oppresses Men,” Swolesome
· “NOT for Men | Pointlessly Gendered,” Jammidodger
Friday, March 1
Midterm Exam
Spring Break
Monday, March 4
Wednesday, March 6
Friday, March 8
LGBTQ+
Monday, March 11
· “Seduce Me: Noah’s Ark,” Sundance TV
· “What Studies Say about Transgender, Gender Dysphoria, and Gender Affirming Care,” Doctor Youn
· “Why Trans Women in Sports Is an Important Issue,” Jessie Gender After Dark
Wednesday, March 13
Judith Butler: Your Behavior Creates Your Gender (3 mins)
Visiting Artist:
Chrissy Martin is an interdisciplinary performance artist and movement educator with roots in contemporary and Afro-Caribbean dance forms, postmodern experimental music, and physical theater. Chrissy blends contemporary movement and language/voice to rigorously examine her intersecting queer and neurodivergent identities.
Friday, March 15
· “U.S. LGBTQ+ History,” Clark A. Pomerleau
· “How Black Queer Culture Shaped History | Channing Gerard Joseph,” TED
In-class introduction to Safe Space Training for Wabash College LGBTQ+ Allies
Monday, March 18
"Transgender Liberation: A Movement Whose Time Has Come," Leslie Fienberg
Wednesday, March 20
“Gender Critical,” ContraPoints
REPRODUCTIVE JUSTICE
Friday, March 22
· “Bloodchild,” Octavia E. Butler (Also available on Canvas)
Monday, March 25
· Medicine, Health, and Reproductive Justice
· “Sex History: Sterilization, Abuse, & Reproductive Justice,” Intelexual Media
Wednesday, March 27
· “Top Indiana Employers Voice Concern Over State’s New Near-Total Abortion Ban,” Linda Burstyn and Roxanne Szal
· “Roe Was Always a Terrible Basis for Abortion Rights. Now We Can Fight for Something Better.” Carolyn McConnell
· “What Actually Happens When You Have an Abortion,” AsapSCIENCE
Friday, March 29
· “Under G-d | Juried Prize Winner | 2023 PBS Short Film Festival,” PBS
· “Reproductive Justice: Part 1,” Color of Change
· “Reproductive Justice: Part 2,” Color of Change
· “Reproductive Justice: Part 3,” Color of Change
METHODOLOGIES
Monday, April 1
Feminism as Method—Navigating Theory and Practice
Wednesday, April 3
· “Gotcha: What Social Activists Can Learn from Pranksters,” Janet M. Bing
· Introduction to Final Project
Friday, April 5
· “Gender Studies and Interdisciplinarity,” Kath Woodward and Sophie Woodward
· “What a Gender Studies Degree Is, How to Use It,” Ilana Kowarski
· Explore the “Gender Studies Research Guide” hosted by Lilly Library of Wabash College.
· Sign-up for Final Project consultations
Final Project Consultations
Monday, April 8
Wednesday, April 10
Friday, April 12
Watch: “Who’s Afraid of Gender? | Judith Butler’s Public Lecture at University of Cambridge 2023,” LGBTQ Cam
Individual consultations: Arrive at my office, Center 208, a few minutes early. You are in charge of this meeting. Use this time to pitch your final project. I need to see an argumentative thesis statement, a few pieces of textual evidence, and the sources you intend to use to support your argument. I will provide further directions to help hone your ideas, but ultimately your efforts will determine the fruitfulness of this exchange.
Monday, April 15
In-class project development.
Wednesday, April 17
In-class project development.
Friday, April 19
In-class project development.
Monday, April 22
In-class project development.
Wednesday, April 24
In-class project development.
Friday, April 26
Final Project Due
EVALUATIONS
Participation and Exercises 30%
Midterm Exam 20%
Conference Poster Presentation 30%
Final Exam 20%
Late work is never accepted.
Grading Scale
A 93–100% B+ 87–89% C+ 77–79% D 51–69%
A- 90–92% B 83–86% C 73–76% F 0–50%
B- 80–82% C- 70–72%
Participation and In-Class Writing Exercises (30%)
Students are expected to contribute meaningfully to each class in the form of active listening and/or discussion. This means coming to class with the text annotated, and major points of interest or confusion ready to be articulated. In addition to class discussions, we will occasionally have writing exercises and group activities that require everyone’s participation. Students are responsible, not only for their own learning and development, but also for contributing to the class as a whole. We must each do our best to make the most out of every class, to encourage our peers, and to promote a vibrant intellectual environment. Please note that participation does not include attendance.
Midterm Exam (20%)
This exam serves to test and reinforce the basic elements of Gender Studies covered thus far in the course. Preparation will consist of reviewing essential terms, concepts, events, and figures. Students ought to be able to participate in the discourse of gender and sexuality studies.
Conference and Poster Presentation (30%)
Gender Studies is a multidisciplinary field that has broad applications across diverse career paths. To prepare you for your professional life beyond college, your task is to construct a visually appealing poster that introduces general audience to the nuances of gender within your projected career and/or academic discipline. For example, what are the current statistics for women working in tech? Are the humanities more welcoming for non-binary individuals? What are these industries and institutions getting right? How can they improve? What are the most up-to-date conversations in your field regarding genders and sexualities? (Psst! This could prepare you well for senior comprehensive exams and/or job interviews, during which you are likely to be asked how a college for men has prepared you to enter more diverse workspaces.)
To get you started, your poster might contain some basic elements such as:
· Title (Ex. “Gender Studies and _________”),
· Introduction,
· Bar graphs and charts presenting statistical data with captions and brief textual descriptions for how to read and interpret such charts,
· Current obstacles in the field and proposed means of improvement
· Your own personal narrative relating to the field,
· Your own projection for how to make such fields more equitable, or how your field could influence and enhance others, and/or other current issues that you are compelled to address,
· Conclusions,
· Works Cited (must cite at least 6 sources using proper MLA, APA, or Chicago Style citations).
You are welcome to work individually or in teams. Some class time will be dedicated to constructing the posters, but a successful project will require extra time outside of the classroom—so if you’re working in teams, figure out how you will collaborate after hours and how you will each contribute equitably. Finally, each poster must be present with a brief, 5-minute overview of the information, at a Gender Studies conference scheduled during our class time. You are expected to adhere to the 5-minute time frame. Also, you are encouraged to cite this mini-conference and the title of your poster as working experience in your resume/CV.
Final Exam (20%)
This exam is an opportunity to reflect upon and apply what you have learned in this course. What are the key takeaways? What were your greatest achievements? Where do you notice areas for personal growth? Having engaged with the course content, what are your professional and personal responsibilities?
Policies
I expect you to:
be present and prepared for every class.
complete all assignments by the date on the schedule.
contribute to every class.
respect everyone in the classroom. This is a safe space. This means no disruptions. Electronic devices are to be muted and only used to facilitate your learning. Weapons of any kind will never be tolerated in my classroom.
You can expect me to:
respond to your queries in a timely fashion.
return graded assignments with constructive criticism in a timely fashion.
direct you to sources to complete research projects that pertain to this class.
uphold the expectations of a professional environment, which includes maintaining our classroom as a safe space.
Attendance
Students are expected to be present and prepared for each class, but there are always unforeseen circumstances. Two missed classes will be excused, without penalty or need of an excuse. Any more than two will require formal documentation to be excused. For every unexcused absence the student’s grade will be lowered by one half-letter grade. Please note that attendance is distinct from the participation grade. Late work will not be accepted. Excessive tardiness, chronic detachment (such as being preoccupied with one’s cell phone, or packing up one’s materials well before the class is over) will eventually add up to an absence.
If you’re experience any of the CDC-noted symptoms for COVID-19—these include fever, cough, shortness of breath, diarrhea, and/or the loss of taste or smell—please do not come to class. This will ensure that you protect the safety and health of your classmates and instructor. Instead, contact Health Services immediately. Your next email should be to me and your other instructors to communicate about your condition. If you’re asked to isolate yourself at any point during this semester, we’ll make accommodations to help you complete your coursework.
Tech
Students are encouraged to bring their laptops and tablets to class to take notes more efficiently and to refer to digital resources that will enhance our discussions. No student may record any classes. Cell phones must be silenced and put away well before class. Students’ ongoing interest in devices that inhibit their participation will negatively impact students’ participation grades.
Use of Generative AI
The use of generative AI (e.g., ChatGPT, Bing, Bard [LaMDA], Copilot, AlphaCode, DALL-E, Midjourney, etc) on any assignment without specific permission is a form of academic dishonesty. Such tools prevent you from engaging with important concepts and topics. As professors, we want to know what you think, how you developed your ideas, and how you see your ideas interacting with others. Please talk to your professor if you have questions.
Safe Space
http://bulletin.wabash.edu/about-wabash/undergrad-research-scholarship-creative-work/
A proper humanities education, which includes literature and writing, should foster greater curiosity and empathy for others. This class may challenge your current thinking. You will participate respectfully in discussions, whether written, spoken, or submitted online. Disparaging or disrespectful comments or behavior directed at another’s gender, race, sexual orientation, religious beliefs, class, identity, etc. are unacceptable. Diversity and inclusion enhance knowledge, critical thinking, and community; therefore, respect for others is imperative.
This classroom is a safe space for diverse voices and perspectives, which also means that weapons of any kind will not be permitted. This includes concealed weapons; if I learn that you have violated this policy you will be excused from the class.
I aim to address the individual learning styles and needs of all students. Please inform me of the name and pronouns you want to go by. I will make every effort to ensure that an inclusive environment exists for all students. If you have concerns or suggestions for improving the classroom climate, please do not hesitate to speak with me.
Notice of Nondiscrimination
https://www.wabash.edu/discrimination/
Title IX Coordinator:
Heather Thrush thrushh@wabash.edu or 765-361-6437
Wabash College’s Academic Honesty Policy https://www.wabash.edu/news/docs/AcademicHonestyGuide.pdf
Acts of academic dishonesty may be divided into two broad categories: cheating and plagiarism. Cheating may extend to homework and lab assignments as well as to exams. . . . Plagiarism is the unacknowledged use of someone else's material.
· When you submit any work for a class (papers, oral reports, homework, exams, art work, creative writing, translations, posters, lab reports, etc.), you are claiming that it is your own, except where you clearly cite other sources.
· Exams, tests, and quizzes—take-home or in-class—are to be completed without reference to textbooks, notes, online sources, other people, or other authorities unless the professor explicitly states otherwise.
· Do your work independently—without collaborating with other students, parents, or friends—unless the professor explicitly states otherwise. Note that going to the Writing Center or other trained, official peer tutors at Wabash during designated tutoring hours is an exception to this principle: unless your professor says not to, you should always feel free to go.
· If you submit work for one class, you are claiming that you have not previously or simultaneously submitted the same or very similar work to another class. Always consult with the professor(s) in advance in these cases.
RESOURCES
Accommodations
Students with disabilities (apparent or invisible) are invited to confidentially discuss their situation with the disability coordinator, Heather Thrush, Associate Dean for Student Engagement and Success (in the Armory). If a student wishes to receive an academic accommodation, it is required that his documentation of the disability be on file with Dean Thrush, who can, in confidence, provide information and guidance. Early notification helps us all work together in the most effective ways. To make an appointment with Dean Thrush, call x6347 or email thrushh@wabash.edu.
Counseling Services
The purpose of the Wabash College Counseling Center is to promote mental wellness by providing brief, therapeutic interventions and support as well as continued care for more chronic mental health conditions. Counseling is available at no additional charge to students, their dependents, if any, and the college FLTAs and is located in the Kendall House (501 Crawford Street, the 2-story brick house with the white picket fence between the Allen Center and the tennis courts). There are no session limits. Counseling sessions are by appointment and can be made by sending an email to: counseling@wabash.edu. For life-threatening emergencies, call 911. Call Campus Security at: 765-361-6000 for evening and weekend emergencies. 24/7 crisis and suicide prevention phone and text line: 988
Student Health Center
The Student Health Center is located on the second floor of the Allen Athletics Center, and is open from 8:30 am- 3 pm M-F while school is in session. Visits to the Student Health Center are unlimited and are covered by the annual Health Services fee. To schedule a visit, please send the SHC a message via the secure health portal. Instructions are on our website (https://www.wabash.edu/studentlife/health). Clinic walk-in hours are from 9-11am, M-F, for nursing evaluation and advice. If you have had new onset of a fever, cough, vomiting, or diarrhea in the last 24 hours, please contact the instructor and isolate yourself from others in your living unit. You may walk in at the SHC between 9-11am if you wish to have rapid testing done for flu, COVID, strep throat, etc. and to have your condition evaluated.
Quantitative Skills Center (QSC)
The Quantitative Skills Center (QSC) provides free tutoring to students in biology, chemistry, computer science, economics, mathematics, or physics. Department-selected tutors will work with you to answer your questions and deepen your understanding of each subject. The QSC operates Sundays, Tuesdays, and Thursdays from 7-11pm on the second floor of the Library. Please check out the QSC webpage (https://www.wabash.edu/ace/qsc) for specific tutor availability.
Writing Center
Do you have questions about how to start a paper? Are you struggling to get all of your ideas to fit? Do you have a draft but want someone to review it? Are you unsure of how to incorporate comments from your professor? Head to the Writing Center!
No matter what your writing questions or needs, the Wabash Writing Center Consultants are eager and able to help you!
Please visit the webpage, https://www.wabash.edu/ace/writing, for the link to schedule an appointment.
If you have any questions, please email the director, Dr. Koppelmann, at koppelmz@wabash.edu.
The Purdue Online Writing Lab
https://owl.purdue.edu/owl/purdue_owl.html
The Purdue Online Writing Lab freely provides information and material for writers of all levels to develop their skills. This includes MLA, APA, and Chicago Style guides.
The Office of Student Enrichment
Succeeding at Wabash College takes a great deal of effort and planning. Life is complex, assignments are time consuming, and staying involved keeps you running. When you have questions about how to make everything fit into your schedule, how to study more efficiently, how to take better notes, or any other question about developing your college skills, visit the Office of Student Enrichment (OSE).
Go to https://www.wabash.edu/ace/office and follow the “Make an Appointment” link to arrange a one-on-one, personalized meeting. No matter your questions, we will work with you to find a solution that helps you achieve your goals.