WMST 450: Feminist Theory and Methodology
Sample Syllabus
INSTRUCTOR INFORMATION
Name:
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COURSE DESCRIPTION AND CORE OBJECTIVES
This course examines key theories and methods of studying gender and sexuality. While some
might see “theory” as an intellectual exercise, disconnected from lived experience, for others,
experience itself only has meaning if one theorizes it. One premise of the course is that gender
and sexuality are central aspects of identity that vitally influence our lived experiences and that
“theory” helps us trace and understand why and how that is so. In our course we will study the
histories and understandings of gendered and sexualized identity as well as how feminist thought
draws on various disciplines for its tools and methods or ways of thinking and doing. We will
analyze representations and understandings of gender and sexuality in society in intersection
with questions of social and political history, philosophy, race, class, ethnicity, globalization, and
culture. We will explore the applications of these analyses in contemporary lives around the
world, working always to contextualize how people are positioned by virtue of their sex and
gender as well as by their race, ethnicity, class, time period, and political and cultural discourses.
A central theme of this course is that theory helps us understand how ideas operate on a practical
level to shape laws, policies, cultural practices, and other aspects of our society. When we know
how things work, we can imagine and perhaps implement a more equitable world for women, for
men, for straight, gay, lesbian, bi, queer, and transgender people, and also for the ways people
are marginalized on the basis of race, class, ethnicity, religious affiliation, or other factors.
Feminist theory addresses embodied identity and social identity, theory, practice, politics, power,
and change. We will study these topics by reading widely and deeply in the questions and
debates that have informed feminist thought in the past few decades and that play out in social
realities today, including political, social, and cultural norms.
This class places a significant emphasis on applying theoretical concepts studied in the course to
contemporary problems (meeting CO14, as noted below). This emphasis can be compared to,
and draws on, theoretical applications (and CO14 courses) in the fields of History,
Anthropology, Political Science, Sociology, Philosophy, English, Art, and other fields. In the
context of Feminist Theory, “application” specifically means using the field’s major concepts to
investigate questions relevant to the historical and lived experiences of gender, sexuality, and
their intersections with other structures of power. How can Judith Butler’s analyses of gender
performativity help us analyze dominant narratives, and their potentially subversive audience
reception, in popular culture? How can Foucault’s analysis of power help us to understand, and
intervene in, debates over sexual violence on college campuses, or on the creation of fixed
categories of sexual identity? What social forces have led to household labor (“women’s work”)
being less valued than wage labor (“men’s work”)? How does the devaluation of women’s work
intersect with racial hierarchies? By developing and investigating questions such as these,
students will learn how to use theory as a tool for scholarly research and individual agency (i.e.,
the ability to act and to influence social change). Half of the course grade is centered on a
research project applying concepts in Feminist Theory to issues in the contemporary world.
In addition to the new knowledge gained in the course, students will have opportunities to
demonstrate and integrate knowledge and skills gained in previous courses, particularly those
addressing the following Core Objectives: Effective Composition and Communication (CO1),
Critical Analysis and Use of Information (CO3), History and Culture (CO5), and Cultures,
Societies, and Individuals (CO6).
This course satisfies Core Objectives 10 and 14 of the Silver Core Curriculum:
CO10. Diversity and Equity: Students will demonstrate an understanding of diversity
through courses that focus on topics such as race, ethnicity, gender, sexuality, religion,
physical ability, language, and/or social class with an emphasis on the analysis of equity.
Students will apply and evaluate approaches or modes of inquiry used to analyze diversity
and equity and the social barriers to these goals.
CO14. Application: Students will be able to demonstrate their knowledge and skills
developed in previous Core and major classes by completing a project or structured
experience of practical significance.
STUDENT LEARNING OUTCOMES AND CORRELATION TO CORE OBJECTIVES
Upon successful completion of this course, students will be able to:
1. critically analyze theories, methods, and representations of gender and feminism from an
interdisciplinary perspective. (CO3, CO5, CO6, CO10)
2. apply feminist theory to the examination of laws, policies, practices, and cultural
representations that produce gendered identities in contemporary society. (CO3, CO5, CO6,
CO10, CO14)
3. design, develop, and complete appropriate steps to conduct a research project addressing a
contemporary problem relating to women, gender, or sexuality. (CO10, CO14)
4. clearly articulate, in writing and orally, how feminist theory and methods help us to make
sense of contemporary social conditions and to act in ways that can effect social change.
(CO1, CO10, CO14)
COURSE REQUIREMENTS
Class participation
Reading journal
20 percent
30 percent
Research project (comprised of the elements listed below)
Project proposal
Production and political economy report
Impact report
Written analysis (15–20 pages)
Oral presentation
50 percent
5 percent
10 percent
10 percent
20 percent
5 percent
1. Regular attendance and active class participation (20%). Class discussions provide
practice at becoming an active participant rather than a passive observer in the world. Here you
will learn to articulate the theories and methods we are examining in the course and apply them
to current situations. You must come to class prepared, and you are responsible for contributing
to a meaningful exchange of ideas. Each class session you will give yourself 0-10 points for
participation, and I will only change that score if you have judged yourself unfairly. (You will
receive the criteria and your grading sheet separately.) If you don't come to class, you will get a
0. Your total will be calculated so that you get THREE ABSENCES for free. You may
celebrate a religious holiday, stay in bed sick, or whatever you like, THREE TIMES. There is
no way to make up or excuse participation beyond those three absences, because regardless of
your reason for not being there, you are missing material, and you are not participating in
discussion. So save your free absences for when you really need them. Attendance is a
fundamental component of this course. If you miss 9 or more classes, you will automatically
fail the class, regardless of how well you do on the written work.
2. Reading Journal (30%). These short written assignments will help you to prepare for class
each week by critically analyzing the readings and thinking about their uses for making sense of
political, legal, cultural, and social structures affecting women, gender, and sexuality. Using
WebCampus each student will be responsible for posting initial questions and comments about
one text at least 24 hours before we discuss it in class (~300 words). The rest of the class is
expected to have read and responded to the entry, including adding one’s own commentary, by
10 a.m. the day of class (at least 100 words). On days when no one is assigned the 300 word
entry, you are all expected to respond to the reading and one another’s 100 word entries. The
dialogue begun with the reading journals on WebCampus will form the foundation of our class
discussion. A sign-up sheet will be circulated on January 24th.
Some questions to consider when preparing your entry:
o If you did not understand or are unsure about something in the reading, did you ask about
it?
o Why are we reading this text? How is it useful for understanding gender, sexuality and/or
other aspects of identity (directly and indirectly)? What suggestions does it make or
examples does it provide for feminist thought, research, or action?
o Do your questions and comments go beyond the basics of what the text means? While
comprehension is the first step, we will not stop there. What are the strengths and/or
weaknesses of the author’s argument? To what extent is or isn’t the argument applicable
to other individuals, objects, situations, or texts?
o Did you mention any connections (similar concerns or methods, for example) or
contradictions you found with other texts we have discussed? With other things you have
seen, read, or experienced?
Each student will receive up to 20 points for their 300-word entry, and up to 5 points for each
100 word entry. Late entries will not earn any points, and missed entries cannot be made up. You
will be graded on how thoroughly you reflect on the texts and your ability to articulate yourself
(clarity and organization). You may miss one 5 point (100 word) entry and still earn 100 points
for this part of your grade.
3. Research Project (50%): The research project requires you apply feminist theory in
analyzing and suggesting ways to solve a contemporary problem relating to women, gender, or
sexuality. Possible topics include laws, policies, beliefs, practices, and forms of cultural
production that generate social inequities, perpetuate gender and/or sexual stereotypes, or
construct gender and/or sexuality in other ways. You will research the origins of the issue, how it
affects people, and possible courses of action, informed by what you have learned from the
theoretical works examined in the course. This is a major undertaking that you will work on in
stages throughout the semester, as set out below.
A. Project Proposal (5%). Due 2/16/11. You will be required to submit a thoughtful, 2-3
page (500-750 word) proposal for your project that poses, and suggests ways to answer, some
variation on the following questions: How does “X” (law, policy, cultural text, product, or
other entity of your choosing) contribute to constructions of gender and/or sexuality? How
might altering “X” make people think differently about gender and/or sexuality or produce a
more equitable society? Details of the requirements for the project and the proposal can be
found on the “Project Assignment Sheet” in the “Projects” folder on WebCampus.
B. Production and Political Economy Report (10%). Due 3/21/11. You will research the
origins of your chosen problem, “X”—i.e., who, how, and why, including the significant
economic and political factors that led to its production. Then you will write and submit a 3-4
page report (750-1000 words) and a bibliography in correct MLA style of at least 3 sources
that you consulted for this information The bibliography is necessary and counts toward your
grade but should not be included in your page or word count. You will be graded on the
thoroughness and relevance of your information, the clarity and quality of your writing and
organization, the quality of your sources, and the correct formatting of your bibliography.
Details of the requirements for the project and the production report can be found on the
“Project Assignment Sheet” in the “Projects” folder on WebCampus.
C. Impact Report (10%). Due 4/18/11. You will research how real people, or some defined
subset(s) or community(s) of people other than yourself, interpret, understand, respond to, or
are affected by “X.” Then you will write and submit a 3-4 page report (750-1000 words) and
a bibliography in correct MLA style of at least 3 sources that you consulted for this
information. The bibliography is necessary and counts toward your grade but should not be
included in your page or word count. You will be graded on the thoroughness and relevance
of your information, the clarity and quality of your writing and organization, the quality of
your sources, and the correct formatting of your bibliography. Details of the requirements for
the project and the reception report can be found on the “Project Assignment Sheet” in the
“Projects” folder on WebCampus.
D. Written Analysis (20%). Due 5/2/11. Complete draft due 4/27/11. Now you must write
an original, analytical 2500-3500 word paper on the topic you have been working on all
semester. Present and defend a single compelling argument about how “X” contributes to the
construction of gender and/or sexuality in our culture, and suggest some ways of addressing
the problems it creates. You should draw on the works studied in the course but also apply
your own critical thinking and analytical skills to the issue. You may also refer to theoretical
readings from this class or WMST 250 that have influenced your analysis. Please make sure
you cite your sources properly, using correct MLA style. The bibliography counts toward
your grade but not toward your page or word count.
You will be graded on your thesis, the evidence with which you support it (including the
quantity and quality of your research), analysis, argumentation, and grammar and style.
Late papers will lose 5 points (out of 100) for each calendar day (that includes Saturdays,
Sundays, and holidays) that they are late. Under no circumstances will I accept papers that
are more than a week late. If you do not hand in a paper, the score will not be F (60/100), it
will be 0/100. This policy applies to the paper proposal and the production and reception
reports as well. More information about the final paper assignment can be found on the
“Project Assignment Sheet” in the “Projects” folder on WebCampus.
E. Oral Presentations (5%). 5/9/11 12:00-2:00 pm. Instead of a final exam, you will
formally present the results of your research to the class at our regularly scheduled exam
time. I will let you know the required length for this presentation once I know how many
students are in the class. To get credit for your presentation, you must show up and
present on the assigned date. No Excuses!
For your presentation you will be evaluated on your research and analytical insights (ideas),
application of feminist theory and methods, and your presentation skills (including clarity,
organization, visual or multimedia aids, engagement of audience, ability to answer questions,
quality of discussion generated, etc.). More information about the final presentations can be
found on the “Project Assignment Sheet” in the “Projects” folder on WebCampus.
REQUIRED TEXTS
The books we will read cover to cover are available for purchase in the bookstore. They, as well
as all the other required reading for the course, are also available on reserve at the library. Texts
are on reserve to save you money, not because they are less important. I expect you to do all the
reading and to bring a copy of the assigned reading with you to class.
In the Bookstore and on Hard Copy Reserve in the Knowledge Center:
Peril, Lynn. Pink Think: Becoming a Woman in Many Uneasy Lessons. New York: Norton,
2002. ISBN 978-0-393-32354-2
Foucault, Michel. The History of Sexuality: An Introduction. Volume I. New York: Vintage,
1990. ISBN 978-0679724698
On Electronic Reserve:
Altman, Dennis. “The Globalization of Sexual Identities.” Gender through the Prism of
Difference. 3rd Ed. Eds. Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael A.
Messner. 216-226.
Barktky, Sandra Lee. “Foucault, Femininity, and the Modernization of Patriarchal Power.”
Theorizing Feminisms: A Reader. Ed. Elizabeth Hackett and Sally Haslanger. New York:
Oxford UP, 2006. 277-292.
Bordo, Susan. “Material Girl: The Effacements of Postmodern Culture.” Theorizing Feminisms:
A Reader. Ed. Elizabeth Hackett and Sally Haslanger. New York: Oxford UP, 2006. 385404.
Butler, Judith. “From Gender Trouble. Theorizing Feminisms: A Reader. Ed. Elizabeth Hackett
and Sally Haslanger. New York: Oxford UP, 2006. 353-363.
Fejes, Fred. “Advertising and the Political Economy of Lesbian/Gay Identity.” Gender, Race,
and Class in Media: A Text Reader. 2nd Ed. Eds. Gail Dines and Jean M. Humez. Thousand
Oaks: Sage, 2003. 212-221.
Grillo, Trina. “Anti-Essentialism and Intersectionality: Tools to Dismantle the Master’s House.”
Theorizing Feminisms: A Reader. Ed. Elizabeth Hackett and Sally Haslanger. New York:
Oxford UP, 2006. 30-40
Haslanger, Sally. “Gender and Social Construction: Who, What, When, Where, How?”
Theorizing Feminisms: A Reader. Ed. Elizabeth Hackett and Sally Haslanger. New York:
Oxford UP, 2006. 16-23.
hooks, “Eating the Other: Desire and Resistance.” Feminist Approaches to Theory and
Methodology. Ed. Sharlene Hesse-Biber, Christina Gilmartin, and Robin Lydenberg. New
York: Oxford UP, 1999. 179-194.
Kellner, Douglas. “Cultural Studies, Multiculturalism, and Media Culture.” Gender, Race, and
Class in Media: A Text Reader. 2nd Ed. Eds. Gail Dines and Jean M. Humez. Thousand Oaks:
Sage, 2003. 9-20.
Martin, Emily. “The Egg and the Sperm: How Science Has Constructed a Romance Based on
Stereotypical Male-Female Roles.” Feminist Approaches to Theory and Methodology. Ed.
Sharlene Hesse-Biber, Christina Gilmartin, and Robin Lydenberg. New York: Oxford UP,
1999. 15-28.
Radaway, Janice. “Women Read the Romance: the Interaction of Text and Context.” Gender,
Race, and Class in Media: A Text Reader. 2nd Ed. Eds. Gail Dines and Jean M. Humez.
Thousand Oaks: Sage, 2003. 67-78.
Raymond, Diane. “Popular Culture and Queer Representation: A Critical Perspective.” Gender,
Race, and Class in Media: A Text Reader. 2nd Ed. Eds. Gail Dines and Jean M. Humez.
Thousand Oaks: Sage, 2003. 98-110.
Rich, Frank. “Naked Capitalists.” Gender, Race, and Class in Media: A Text Reader. 2nd Ed.
Eds. Gail Dines and Jean M. Humez. Thousand Oaks: Sage, 2003. 48-60.
Rogers, Mary. Barbie Culture. London: Sage, 1999. 1-35, 40-47.
GRADING CRITERIA
F (less than 60%): F is for work that is not acceptable. It demonstrates that the student has no
idea what the course material is about, suggesting a lack of interest or effort and possibly some
absences from class. Students who do the reading and come to class regularly rarely receive an F.
If you think you have been trying hard and you get an F on an assignment, I encourage you to
come to me for help.
D– (60–62%), D (63–66%), D+ (67–69%): D is given for work that is inadequate. It omits
important points, contains more than a few inaccuracies, and is badly organized. It suggests that
the student has not been paying much attention to the course or is having problems
understanding the material. As in the case of an F grade, if you think you have been trying hard
and receive a D grade for a writing assignment, come and see me for help. I will do everything I
can to assist students who want to work to improve their grades.
C– (70–72%), C (73–76%), C+ (77–79%): C is given for work that is average. The student
shows familiarity with the material and is mostly accurate, but the paper lacks detail or effective
organization. The C essay might make general points but fail to support them with specific
evidence, or it might be merely a collection of facts, with no coherent theme or thesis. You can
pass the course with this kind of work, but you should aim higher.
B– (80–82%), B (83–86%), B+ (87–89%): B denotes work that is above average in quality. It
demonstrates that the student knows and understands the material covered in class, and that s/he
is capable of synthesizing it into a competent essay. It is accurate, detailed, and well organized,
with an introduction, a thesis, and a conclusion.
A– (90–94%), A (95–100%): A is for work of exceptional quality. This grade is for essays that
present a clear thesis supported by persuasive evidence and analysis, logically organized, and
free from typing or grammatical errors. The A essay does more than just competently summarize
material from the readings or lectures. It shows the student has thought things through on a
deeper level and offers his or her own perspective on the topics under consideration.
ACADEMIC HONESTY
All work that you submit for this course must be your own. If you copy, quote, translate,
summarize, or paraphrase any ideas or information from an outside source (This includes
the internet!) – that is, you use anything that didn't come out of your own head – you need
to cite it using proper MLA style. The Knowledge Center provides links explaining how to use
MLA style properly (http://knowledgecenter.unr.edu/help/manage/style.aspx). If you don't
understand the explanations on the websites, please ask; I am happy to help!
Turning in work for this class that you wrote for and turned in for credit in another class, even if
it has been revised, is “dual submission,” another form of plagiarism that is not allowed in this
class.
Cheating on assignments in any way whatsoever will result in an F for the course. Cheating
includes, but is not limited to, asking someone else to do your work for you, doing work for
someone else, or fraudulently trying to get credit for classes you didn’t attend or assignments you
didn’t do – or helping someone else get that credit.
I take plagiarism and cheating very seriously and if I find out that any portion of any assignment
you have submitted is not your own original work or that you have not cited your sources
properly, or that you have cheated on an assignment, or in any way tried to get credit in this
course in a dishonest way, you will fail the class and a report will be filed with Student Judicial,
Mediation and Advocacy Services, which will remain on your academic record permanently. A
detailed explanation of UNR's policies and procedures on Academic Dishonesty can be found in
the section on Academic Standards in the chapter on the University Code of Conduct in the
University General Course Catalog. If you have any questions at all about these policies, please
ask.
If you fail this class, you could lose your scholarship, not graduate, or worse. Don’t risk it!
ACADEMIC SUCCESS SERVICES
Your student fees cover use of the Tutoring Center, the University Writing Center, and the Math
Center. Students are encouraged to take advantage of these services as needed.
Tutoring Center: ph. 784-6801 or visit www.unr.edu/tutoring
University Writing Center: ph. 784-6030 or visit www.unr.edu/writing_center
Math Center: ph. 784-4433 or visit www.unr.edu/mathcenter
STUDENTS WITH DISABILITIES
The Women’s Studies Program is committed to equal opportunity in education for all students,
including those with documented physical disabilities or documented learning disabilities. If you
have a documented disability and will be requiring assistance, please contact me or the Disability
Resource Center (Thompson Building Suite 101) as soon as possible to arrange for appropriate
accommodations.
AUDIO AND VIDEO RECORDING
Surreptitious or covert videotaping of class or unauthorized audio recording of class is prohibited
by law and by Board of Regents policy. This class may be videotaped or audio recorded only
with the written permission of the instructor. In order to accommodate students with disabilities,
some students may be given permission to record class lectures and discussions. Therefore,
students should understand that their comments during class may be recorded.
WEEKLY SCHEDULE
Date
1/19/11
1/24/11
The complete syllabus and homework schedule can be found on WebCampus.
Topic
Reading Due
Writing Due
Intro
What Shall I be?
Peril, Pink Think (1)
Lynn Peril, Pink Think, 3-42. Reading Journal
(WebCampus). See course
requirements, above.
Sally Haslanger, “Gender and Reading Journal
Social Construction: Who,
(WebCampus). See course
What, When, Where, How?” requirements, above.
16-23.
1/26/11
Haslanger, “Gender and
Social Construction.”
1/31/11
2/2/11
Peril, Pink Think (2)
1. Projects
2. Kellner, “Cultural
Studies.”
2/7/11
2/9/11
Peril, Pink Think (3)
Peril, Pink Think, 133-218.
Grillo,”Anti-Essentialism and Trina Grillo,” AntiIntersectionality.”
Essentialism and
Intersectionality: Tools to
Dismantle the Master’s
House” 30-40.
2/14/11
Library Orientation
MEET in the Knowledge
Center, Room 114.
Present and discuss project
proposals.
2/16/11
Peril, Pink Think, 43-132.
1. Project Assignment Sheet
(in “Projects” folder on
WebCampus)
2. Douglas Kellner, “Cultural
Studies, Multiculturalism,
and Media Culture” 9-20.
Reading Journal
Reading Journal
Reading Journal
Reading Journal
Project proposal. 2-3 pages
(500-750 words). For details
see syllabus and project
assignment sheet on
WebCampus.
2/23/11
“Production and Political
Economy.” Rich, “Naked
Capitalists.”
1. Review: Douglas Kellner, Reading Journal
“Cultural Studies,
Multiculturalism, and Media
Culture” 9-20, esp. pp. 12-13.
2. Read: Frank Rich, “Naked
Capitalists” 48-60.
Date
2/28/11
Topic
“Production and Political
Economy.” Fejes,
“Advertising and the Political
Economy of Lesbian/Gay
Identity.”
Visit by Prof. Mari Ruti
Reading Due
Writing Due
Read: Fred Fejes,
Reading Journal
“Advertising and the Political
Economy of Lesbian/Gay
Identity” 212-221.
3/2/11
Mari Ruti, The Case for
Falling in Love, (pp. TBA).
3/7/11
Butler, Gender Trouble.
3/9/11
Martin, “The Egg and the
Sperm.”
Read: Judith Butler, from
Gender Trouble 353-363.
Emily Martin, “The Egg and
the Sperm: How Science Has
Constructed a Romance
Based on Stereotypical MaleFemale Roles” 15-28.
Reading Journal
Reading Journal
SPRING BREAK – Start your research project and get ahead on some of the readings for the second half of
the class.
3/21/11
1. Discussion of Production
and Political Economy
Reports
2. “Audience Reception and
Use.” Radaway, “Women
Read the Romance.”
Review: Douglas Kellner,
“Cultural Studies,
Multiculturalism, and Media
Culture” 9-20, esp. pp. 15-18.
Read: Janice Radaway,
“Women Read the Romance:
the Interaction of Text and
Context” 67-78.
Production and Political
Economy Report due. 3-4
pages (750-1000 words). For
details see syllabus and
project assignment sheet on
WebCampus.
3/23/11
“Audience Reception and
Use.” Rogers, Barbie
Culture.
Read: Mary Rogers, Barbie
Culture 1-35, 40-47.
Reading Journal
3/28/11
Foucault, The History of
Sexuality (I+II)
Michel Foucault, The History Reading Journal
of Sexuality: An Introduction,
Volume I 1-49
3/30/11
Barktky, “Foucault,
Femininity, and the
Modernization of Patriarchal
Power.”
Topic
Foucault, The History of
Sexuality (III)
Sandra Lee Barktky,
“Foucault, Femininity, and
the Modernization of
Patriarchal Power” 277-292.
Reading Due
Foucault, The History of
Sexuality: An Introduction,
Volume I 53-73.
Susan Bordo, “Material Girl:
The Effacements of
Postmodern Culture” 385404.
Reading Journal
Foucault, The History of
Sexuality: An Introduction
77-131.
hooks, “Eating the Other:
Reading Journal
Date
4/4/11
4/6/11
Bordo, “Material Girl.”
4/11/11
Foucault, The History of
Sexuality (IV)
4/13/11
hooks, “Eating the Other.”
Writing Due
Reading Journal
Reading Journal
Reading Journal
Desire and Resistance”
179-194.
4/18/11
*Foucault, The History of
Sexuality (V)
*Discussion of Audience
Reception and Use Report
Foucault, The History of
Sexuality: An Introduction
135-159.
4/20/11
*Raymond, “Popular Culture
and Queer Representation”
*Altman, “The Globalization
of Sexual Identities”
Diane Raymond, “Popular
Culture and Queer
Representation: A Critical
Perspective” 98-110.
*Dennis Altman, “The
Globalization of Sexual
Identities” 216-226.
4/25/11
4/27/11
Discussion of FILM -- TBA
Writing Workshop
See FILM -- TBA
Work on your paper.
A complete, solid draft of your final paper is required to
participate in today’s writing workshop.
5/2/11
Final Discussion
5/9/11
12:00-2:00
Impact Report due. 3-4 pages
(750-1000 words). For details
see syllabus and project
assignment sheet on
WebCampus.
Reading Journal
Final paper due
Final Presentations
Enjoy your summer vacation!