Class, Gender, & Sexuality in the U.S.
Office Hours: By appointment only
class is completely online, which means that all of the discussion we
would otherwise be able to have in the classroom will occur online, via
are asked to write six reflection papers, as noted and described in the
WRITING REQUIREMENTS: Please be sure to check this link out, so that you understand clearly what the writing requirements are for your reflection papers and midterm interview paper.
will be based on your participation online, the reflection papers (RP's),
and the final paper. The reflection papers are worth 60 points (6 papers
@ 10 points each = 60), the final paper is worth 90 points, and participation
online is worth 100 points (10 classes @ 10 points each = 100).
attachments are to be sent to my PSU email address: firstname.lastname@example.org
For the purposes of this class we will be using WebCT. All course information
should be available on WebCT by the week before classes start. If you
have any problems accessing WebCT, please contact the front desk.
nature of human beings.
6/27 - Systems of oppression - and how they are different from discrimination, prejudice, and/or mistreatment.
Race, pp. 22-30, 110-116, 165-178, 273-276, 444-456, 465-504
#2 - Due
by July 5th. This paper must be at least three pages long, and should
cover the articles you read for this week's class, on the systems of oppression.
It is very, very important that, in your paper, you distinguish between
oppression and mistreatment (which can come in the guise of prejudice,
discrimination, or simple bad manners). If you are still unclear about
the difference, plug "systems of oppression" into a good search
engine (teoma.com, alltheweb.com, dogpile.com) and sort through the results.
You can also download the following pdf article: "Law
and the Cultural Production of Race and Racialized Systems of Oppression:
Early American Court Cases," by Rodney D. Coates
#3 - Due by July 10th. This paper should answer the above question:
Where do you fit into all of this? I invite you to be as personal with
this paper as you like, with two caveats: 1) Refer to the readings as
you talk about yourself--which readings could you relate to? Which readings
made no sense to you? Which readings seem to be written expressly with
you in mind? And 2) Write about how you fit into both oppressor and oppressed
group. This paper must be at least three pages long, and cover all of
the above. You need not write about your own personal experiences unless
you want to.
- The economics of oppression.
RP #4 - Due by July 17th. Pick any three of the articles and then write to me about them: three pages, minimum.
voices, many lives
#5 - Due July 24th. This paper should be about Privilege
(one of your texts). Tell me what you think of it so far. What's good?
What works for you? What doesn't? Three pages, minimum.
and maintaining hierarchy: stereotypes, language, ideology, violence,
and social control
RP #6 - By now, you have a sense of what boxes you have been shoved into. Detail some of the ways this is obvious to you, especially as regards stereotypes, language, ideology, violence, and social control. Three pages, minimum.
Resistance...and then healing
8/8 - Revisioning the future.
Race, pp. 595-637 (pick 40 pages)
Paper due no later than August 8th!
There will be no final exam
Each week there are several readings assigned. Your RP's should reflect on those readings, and also answer whatever question[s] I might have asked for the week's paper. Each RP must be three pages long for you to receive full points. They must also be cited and referenced correctly. See WRITING REQUIREMENTS for help with this.
Papers that are not cited and/or referenced correctly will be returned to you for corrections.
WebCT: Most weeks there is an assignment for you to complete on WebCT. Please check there for more information.
Your final paper can be written about any of the topics
we have covered over the course of this class. It must meet the following criteria:
1. It must be between 7-10 pages long, and academically written.
2. You must use at least five of the readings from class to explicate and defend the thesis of your paper.
3. Your paper must contain in text citations and references.
4. You are welcome to use this paper to argue with anything we have covered in the class. HOWEVER! To do this you must not simply be argumentative. You must first give some credence to whatever it is you disagree with, and then present a cogent, organized, and well-defended argument.
There are several ways for you to get extra credit points in this class:
1) You can write extra papers on any of the articles we read for the class. You may also write about something you have found on your own--as long as it is academic in nature.
2) You can go to events that relate to the class. These events are worth 10 points each. You must write a paragraph or two that synopsizes the event for me. For an extra 10 points you can write a 2-page paper that describes the event in more detail.
 hooks, bell (1994). Engaged pedagogy. In Teaching to transgress: Education as the practice of freedom. NY: Routledge.
 The compact edition of the Oxford English dictionary (1971). Oxford University Press, p. 2110.
 This is also sometimes referred to as, and is certainly akin to, critical pedagogy, feminist pedagogy, literacy of power, education for critical consciousness, etc. The concept will be thoroughly discussed in class.
 Boyce, Mary E. (2002). Teaching critically as an act of praxis and resistance. Electronic journal of radical organization theory [Online], 2 (2). Available: http://www.mngt.waikato.ac.nz/ejrot/.