GENDER AND POLITICS

POL 335 and WS 335 - Fall 2005

Professor V. Spike Peterson, Department of Political Science

Office: 318B Social Sciences; Phone: 621-7600; 8984; email: spikep@u.arizona.edu


Course Description:

            This course examines gender (understood as a hierarchical, binary opposition of masculinity privileged over femininity) and its intersection with politics (understood as differential access to and control over material and symbolic resources). We will examine how gender is constructed (‘made’ through historical, social and structural processes) and how it shapes our identities, ways of thinking, and ways of acting; and how gender hierarchy constitutes a system of differential power that intersects especially with ethnicity/race, class, and sexual orientation.


Course Objectives:

            The objective of the course is to sensitize students to social constructions of gender and their political implications; in other words, to explore the implications of ‘taking gender seriously’ in our examination of ‘politics.’ Politics is understood not narrowly (as electoral or governmental activities) but systemically (as ‘how power operates’ through symbols, language, thinking, identities, behaviors, acitvities, and institutionalized practices).

            By examining power relations--politics--as gendered, the course illuminates 1) how the personal is political; 2) how we participate individually and collectively in the production, reproduction, and legitimation of power relations (social hierarchies); 3) how social hierarchies (of race, gender, class, ethnicity, sexual orientation, etc.) are interrelated; 4) how reflective, critical analyses are essential for achieving nonhierarchical social relations; 5) and how social transformation occurs, is impeded, and promoted. Because gender identities are so fundamental, course topics have particular relevance and implications for our everyday lives.


Course Requirements/Evaluation:

            This is an upper-division course and presumes some prior knowledge/coursework regarding gender and analyses of power. If you lack this familiarity be prepared to undertake additional, remedial reading to ‘catch up’ (I will happily provide reading suggestions for doing so). In an upper-division course students are expected not only to be well prepared (as in lower-division courses) but also to show initiative in class participation and in taking up the challenge of critical, intellectual inquiry (as is appropriate for advanced students). I will conduct the course more as a seminar than a lecture, with the expectation of active participation by all members. There are many complex issues to be acknowledged and as much as possible addressed, and I hope that discussions are lively! The study of these topics is inherently interesting because our daily lives are profoundly shaped by these dynamics.

            This course is a joint responsibility. I have taken a great deal of time with selecting materials and assignments, and preparing my own notes. I am committed to making this a thought-provoking, stimulating and enjoyable course. The success of the course also depends on each of you as individuals, and all of us as a community. Your participation is crucial. ‘Learning is not a spectator sport’ and I expect you to engage the materials and think deeply and critically about how power operates to perpetuate gender hierarchies.

            If you have any questions, concerns or suggestions, please share them sooner rather than later! If you are having any difficulty with the course make sure that you come and talk as soon as possible in the semester.


Response Pieces

            Because class discussion is crucial and requires thoughtful reading, for every class session you are expected to read all assignments thoughtfully and make notes–skimming will not be sufficient for this course. To ensure that everyone has read the material and that we have active discussion, you are expected to turn in your comments and questions about the readings at the beginning of class. (Instructions will be clarified once we meet.) I will do some lecturing to provide context, clarification and interpretation of readings but prefer that we engage in collective discussion about the materials; response pieces afford a student-centered basis for discussion. There will be a word limit that you should not exceed, or you will receive no credit. The ‘grades’ you receive on these will count toward your final grade. I will be seeking evidence that you read the assignment closely and reflectively, so think about that when you write them up!


Quizzes

            I hope to avoid the pain of quizzes. But if students do not appear to be keeping up with the readings and participating in class, I will resort to unannounced quizzes.

 

Papers/Exams

            There will be three major exams/papers in essay format, including the final. More specific instructions will be provided in class after we have discussed the assignments together.


Classroom Policies

              Your attendance is required and will be recorded in all classes. Students are expected to arrive for class *on time* and not to exit before class is concluded. Turn off all cell phones and other noise-making devices during class. All holidays or special events observed by organized religions will be honored for those students who show affiliation with that particular religion. Absences pre-approved by the UA Dean of Students (or Dean's designee) will be honored. Excused absences (illness with a doctor’s note, documented family emergency, religious observance, Dean’s approval) will not be counted against you. Unexcused absences will have a negative effect on your course grade. If you are not in class, for whatever reason, it is *your* responsibility to find out what you missed, including any new assignments.

              Some of the issues addressed in class will be controversial, which raises two points. First, it is important to sustain an atmosphere of shared respect for the experience and contributions of all participants. No 'personal attacks' will be permitted. Second, personal experiences and feelings are relevant and welcome in classroom discussions. Personal opinions, however, cannot substitute for thoughtful contributions and evidence of your understanding of the course materials. An important key to lifelong learning and growth is, first, being open to perspectives that may initially seem unusual or uncomfortable; and second, recognizing that growth often requires moving through discomfort to new and deeper understanding. In this course, understanding the material does not mean that you have to agree with it, but it does mean that you must read the material attentively, be aware of its points and argumentation, and be able to discuss it knowledgeably.

              The semester grade will be comprised of the following: 1) attendance and participation, 2) unannounced ‘pop’ quizzes if warranted, 3) ‘response pieces’, 4) three essay exams/papers (including the final exam). Extra credit may be earned for attending events relevant to course themes and preparing a short report (details provided in class and on course webpage).

              University of Arizona rules regarding the syllabus require that I include the following:

              Plagiarism: all work submitted must be the student's own. You are responsible for being familiar with the University’s policies regarding plagiarism and the UA Student Code of Academic Integrity:

http://studpubs.web.arizona.edu/policies/cacaint.htm

              Threatening behavior by students’ is not permitted at any time; you are responsible for being familiar with the University’s policies in this regard:

http://policy.web.arizona.edu/~policy/threaten.shtml

              Students with special needs who are registered with the S.A.L.T. Center (http://www.salt.arizona.edu/) or the Disability Resource Center (http://drc.arizona.edu/) must submit appropriate documentation to the instructor if they are requesting special accommodations;

              Note: once you have chosen to remain enrolled in this class, I will assume that you are aware of and have accepted these ‘ground rules’ for the course.


Instructions regarding exams/papers

              When grading your essay exams/papers, I will look be seeking the following characteristics: the exam/paper is easy and pleasurable to read; it responds to all parts of the question as asked (it fulfills the assignment); the argumentation reflects thoughtful attention to and comprehension of course materials and discussions (it is accurate and clear); the essay is well-organized (doesn’t spend time on irrelevant issues or wander) and compelling (doesn’t simply list facts and figures but builds a case), with supporting evidence for each generalization; and the criteria for academic writing are met (answers the question; clearly argued and coherently structured; spelling and grammar are correct).


Reading Assignments

            Two books are required and are available at the ASUA bookstore.

Johnson, Allan G. 2005. The Gender Knot: Unraveling Our Patriarchal Legacy. 2nd Edition. Philadelphia: Temple University Press. [Identified as AJ in the schedule]

Kimmel, Michael. 2004. The Gendered Society. New York: Oxford University Press. [Identified as MK in the schedule]

            The POLIS webpage address for this course is:

https://www.polis.arizona.edu/courseHomesite.do?course=POL_335-1&semester=fall05

            Assignments that are posted online (a link to the E-reserve readings is located on our POLIS webpage) are required, so make sure that you access these readings with our password:

            I will continually post other items on the course webpage so make sure that you are able to access this site and do so frequently, as it has very important information throughout the semester. I will be requesting the email address you access most consistently to facilitate communication about the course.

            The following provide full citation information for readings posted online [in the syllabus/scheduling below, articles are listed by author’s name]:

Grewal, Inderpal and Caren Kaplan. 2006. An Introduction to Women’s Studies: Gender in a Transnational World. 2nd Edition. Boston: McGraw Hill.

Kimmel, Michael, with Amy Aronson. 2004. The Gendered Society Reader. 2nd Edition. New York: Oxford University Press.

McGlen, Nancy, Karen O’Connor, Laura van Assendelft and Wendy Gunther-Canada. 2005. Women, Politics, and American Society. New York: Pearson Longman.

Ore, Tracey E. 2003/2000. The Social Construction of Difference and Inequality. Second Edition. Mountain View, CA: Mayfield Publishing.

Richardson, Laurel, Verta Taylor and Nancy Whittier. 2004. Feminist Frontiers. 6th Edition. Boston: McGraw Hill.

Rothenberg, Paula S., ed. 2001/1998. Racism and Sexism: An Integrated Study. 5th Edition. New York: St. Martin's Press.

Ruth, Sheila. 2001. Issues in Feminism. 5th Edition. London: Mayfield.

Sapiro, Virginia. 2003. Women in American Society: An Introduction to Women’s Studies. 5th Edition. London: Mayfield.

Shaw, Susan M. and Janet Lee. 2004. Women’s Voices, Feminist Visions: Classic and Contemporary Readings. 2nd Edition. Boston: McGraw Hill.

Zinn, Maxine Baca, Pierrette Hondagneu-Sotelo and Michael Messner. 2005. Gender Through the Prism of Difference. 3rd Edition. New York: Oxford University Press.


Course Outline and Schedule of Topics/Assignments


Aug 22: Introduction to course and each other. Paperwork. Introduction to gender empirically, analytically, and structurally.


Aug 24: Introduction and explanations of gender inequalities

MK Preface, Chap 1 and 2


Aug 29: Cross-cultural constructions and more explanations of gender inequalities

MK Chap 3 and 4


Aug 31: Social constructions of gender

MK Chap 5

Pharr, Suzanne. ‘Homophobia as a weapon of sexism.’ [Pp. 462-471 in Ore 2000; on E-res]


Sep 5: Labor Day - no class


Sep 7: Patriarchy and the problem of privilege

AJ Chap 1

Frye, Marilyn. ‘Oppression.’ [Pp. 80-82 in Shaw and Lee 2004; on E-res]

Rhode, Deborah L., ‘Denials of inequality.’ [Pp. 55-57 in Shaw and Lee 2004; on E-res]


Sep 12: Patriarchy - it’s a system

AJ Chap 2

Kimmel, Michael. ‘Masculinity as homophobia.’ [Pp. 119-136 in Ore 2003; on E-res]


Sep 14: Why patriarchy?

AJ Chap 3

hooks, bell. ‘The search for men who love.’ [Pp. 175-180 in Shaw and Lee 2004; on E-res]


Sep 19: Gender ideology, myth and magic

AJ Chap 4

Lorber, Judith. ‘Believing is Seeing: Biology as Ideology.’ [Pp. 14-26 in Kimmel reader 2004; on E-res]

Ruth, Sheila. ‘The naming of women.’ [Pp. 124-127 in Ruth 2001; on E-res]


Sep 21: Feminists and feminisms

AJ Chap 5

 

Sep 26: Thinking about patriarchy and its invisibility

AJ Chap 6 and 7


Sep 28: Women as losers

AJ Chap 8


Oct 3: EXAM/PAPER on all materials up to and including Sep 28.


Oct 5: Gendered families

MK Chap 6

Ruth. ‘Gendered fantasies and marriage.’ [Pp. 249-258 in Ruth 2001; on E-res]


Oct 10: Gendered education

MK Chap 7

Ruth. ‘Mind control and education.’ [Pp. 445-449 in Ruth 2001; on E-res]


Oct 12: Gendered work

MK Chap 8

Hartman, Heidi and Hsiao-ye Yi. ‘The rhetoric and reality of welfare reform.’ [Pp. 493-505 in Shaw and Lee 2004; on E-res]

Hill, Anita. ‘Sexual harassment.’ [Pp. 405-407 in Ruth 2001; on E-res]


Oct 17: Gendered intimacies

MK Chap 9

Wypijewski, JoAnn. ‘A boy’s life.’ Harper’s Magazine Sep 1999. Pp. 61-74 on E-Res.


Oct 19: Gendered bodies

MK Chap 10

Gilman, Susan Jane. ‘Klaus Barbie, and Other Dolls I’d Like to See.’ [Pp. 504-507 in Zinn et al 2005; on E-res]

Richards, A. ‘Body Image: Third Wave Feminism’s Issue?’ [Pp. 220-221 in Shaw and Lee 2004; on E-res]


Oct 24: Gendered violence

MK Chap 11 and Epilogue


Oct 26: Gender, race and violence

Steinem, Gloria. ‘Supremacy Crimes.’ [Pp. 401-403 in Richardson et al 2004; on E-Res]

Gilligan, James. ‘Culture, Gender, and Violence: ‘We Are Not Women.’ [Pp. 427- 436 in Kimmel reader 2004; on E-res]

Kimmel, Michael. ‘Gender, Class and Terrorism.’ [Pp. 154-159 in Zinn et al 2005; on E-res]

Eisenstein, Zillah. ‘Sexual humiliation, gender confusion and the horrors at Abu Ghraib.’ Email circulated by author. June 2004 [on E-res]


Oct 31: EXAM/PAPER on all materials up to and including Oct 26 but focusing on materials since Oct 3.


Nov 2: Politics of gendered religion and religious representations

Shaw and Lee. ‘Religion and spirituality...’ [pp. 516-528 in Shaw and Lee 2004; on E-res]

Daly, Mary. ‘The Church and the Second Sex.’ [Pp. 150-155 in Ruth 2001; on E-res]

Ruth. ‘Religion.’ [Pp. 454-458 in Ruth 2001; on E-res]

Anonymous: Heterosexual questionnaire [1 page, on E-res]

‘Letter to Laura: Homosexuality and the Bible.’ From email circulating Aug 2004 [on E-res]

Lazreg, Marnia. ‘Feminism and difference.’ [Pp. 321-323 in Grewal and Kaplan 2006; on E-res]

Shaheed, Farida. ‘Controlled or autonomous...Women under Muslim Laws.’ [Pp. 245-248 in Grewal and Kaplan 2006; on E-res]


Nov 7: Politics of media and gendered representations

Grewal and Kaplan. ‘Representations, cultures, media and markets.’ [Pp. 265-268 in Grewal and Kaplan 2006; on E-res]

Sapiro. ‘Mass media: images and impact.’ [Pp. 256-272 in Sapiro 2003; on E-res]

Berger, John. ‘Ways of seeing.’ [Pp. 269-273 in Grewal and Kaplan 2006; on E-res]

King, Catherine. ‘Making things mean.’ [Pp. 273-275 in Grewal and Kaplan 2006; on E-res]

Davidow, ‘Prologue.’ [Pp. 282-285 in Grewal and Kaplan 2006; on E-res]

Ewen, Stuart and Elizabeth Ewen. ‘The bribe of Frankenstein.’ [Pp. 298-301 in Grewal and Kaplan 2006; on E-res]

Williamson, Judith. ‘Woman is an island.’ [Pp. 314-316 in Grewal and Kaplan 2006; on E-res]

Lutz, Catherine and Jane Collins. ‘Excerpts from reading National Geographic.’ [Pp. 317-321 in Grewal and Kaplan 2006; on E-res]

Kristof, Nicholas D. ‘Iraq’s little secret.’ [Pp. 452-453 in Richardson et al 2004; on E-res]


Nov 9: Gendered communication, media and consumption 

Richardson, L. ‘Gender stereotyping in the English language.’ ’ [Pp. 89-93 in Richardson et al, 2004; on E-res]

Coward, Rosalind. ‘The body beautiful.’ [Pp. 345-348 in Grewal and Kaplan 2006; on E-res]

Bocock, Robert. ‘Gender and consumption.’ [Pp. 329-331 in Grewal and Kaplan 2006; on E-res]

‘How to read ads.’ Excerpt from website ‘genderads.com’ [2 pp. on E-res]

Enloe, Cynthia. ‘The globetrotting sneaker.’ [Pp. 453-457 in Richardson et al 2004; on E-res]

Tempest, Rone. ‘Barbie and the world economy.’ [Pp. 363-368 in Grewal and Kaplan 2006; on E-res]


Nov 14: Politics of health, reproduction and women’s bodies

Ruth. ‘Bodies and health.’ [Pp. 264-274 in Ruth 2001; on E-res]

Chesler, Phyllis. ‘Letters to a young feminist on sex and reproductive freedom.’ [Pp. 320-324 in Ruth 2001; on E-res]

Cool, Lisa Collier. ‘Forgotten Women: How minorities are underserved by our health care system.’ [Pp. 269-270 in Shaw and Lee 2004; on E-res]

Hesse-Biber, Sharlene. ‘Am I Thin Enough Yet?’ [Pp. 527-534 in Rothenberg 2001; on E-res]

Eating Disorder Danger Signs [p. 199 in Sapiro 2003; on E-res]

HIV/AIDS excerpt [Pp. 65-66 in Shaw and Lee 2004; on E-res]


Nov 16: Gendered sports and body images

Nelson, M. B. ‘Boys will be boys and girls will not.’ [Pp. 142-147 in Shaw and Lee 2004; on E-res]

Sabo, Dan. ‘Pigskin, Patriarchy, and Pain.’ [Pp. 373-376 Rothenberg 2001; on E-res].

Messner, Michael. ‘Becoming 100% Straight.’ [Pp. 327-331 in Richardson et al; on E-res]


Nov 21: Women’s political movements

McGlen et al 1-17

Wollstonecraft, Mary. ‘Vindication of the rights of women.’

Stoltenberg, John. 2000. Refusing to be a man. Revised edition. UCL Press. [Excerpts from the Preface; on E-res]


Nov 23: Gendered political realities

McGlen et al 68-90


Nov 28: Gendered political realities (continued)

McGlen et al 90-115


Nov 30: What is to be done?

Ruth. ‘Challenging patriarchy and changing consciousness.’ [Pp. 170-173; on E-res]

Garcia, Alma M. ‘The development of Chicana feminist discourse.’ [Pp. 207-211 in Grewal and Kaplan; on E-res]

Neuborne, Ellen. ‘The next feminist generation: imagine my surprise.’ [Pp. 512-514 in Richardson et al, 2004; on E-res]

Kimmel, Michael. ‘Real men join the movement.’ [Pp. 568-572 in Shaw and Lee 2004; on E-res]


Dec 5: What is to be done?

AJ Chap 9

Woods, Harriet. ‘The truth about women and power.’ [Pp. 444-451 in Richardson et al; on E-res]


Dec 7: Unraveling the gender knot

AJ Chap 10 


Dec 9: Final Exam 2-4 pm