Leslie Picca
June 22, 2011
... 8: 10/11, 10/13
Sexuality and Intersectionality: Race, Gender & Sexuality
10/9: No Class—Mid-Term Break
10/11: Reading Review Week 8 Due (6th opportunity)
“Ritualizing Heterosexuality: Wedding as Performance” (p.235-244)
“Sexual Desire and Gender” (p.174-195)
“The Sexual Politics of Black Womanhood” [QP]
“Dragon Ladies, Snow Queens, and Asian Americans Dykes” [QP]
“Medicalization of Racial Features” [QP]
Recommended Articles:
“Reconstructing Black Masculinity” (p.217-235)
“The Social Consequences of Unchastity” (p.433-442)
Week 9: 10/16, 10/18, 10/20
Sexuality and the Body: Part I
“Sex and the Body” (p.281-288)
Woman: An Intimate Geography chapter 7 “Circular Reasonings” [QP]
“Breastfeeding and the Good Maternal Body” [QP]
In Class Video: Breasts
Recommended Articles:
Woman: An Intimate Geography chapters 4 & 5 [QP]
Week 10: 10/23, 10/25, 10/27
Sexuality and the Body: Part II
10/25: Reading Review Weeks 9 & 10 Due (7th opportunity)—Start now if you haven’t already!
The Male Body chapters 1-3 [QP]
In Class Video: Private Dicks
Recommended Article:
“The Egg and the Sperm” [QP]
Week 11: 10/30, 11/1, 11/3
Sex at Work
“Behavior in Private Places: Sustaining Definitions of Reality in OB-GYN Exams” [QP]
“Precarious Situations in a Strip Club: Exotic Dancers and…” [QP]
“Boundary Lines: Labeling Sexual Harassment in Restaurants” [QP]
“Sexuality in Organizations” [QP]
“Peepshow Feminism” [QP]
Week 12: 11/6, 11/8, 11/10
Sexuality & Capitalism
11/6: Reading Review Weeks 11 & 12 Due (8th opportunity)
“Commodified Sex: The Buying and Selling of Sex” (p.423-429)
“Voices of Sex Workers” (p.430-433)
“Pornography: Not for Men Only” (p.467-476)
“Pornography and the Alienation of Male Sexuality” (p.477-484)
“Towards a Feminist Erotica” (p.485-490)
“The Orgasm Industry: Drug Companies Search for a Female Viagra” (p.328-332)
In Class Video: American Porn
Recommended Articles:
“Pornography, Civil Rights, and Speech” [QP]
“Odyssey of a Feminist Pornographer” [QP]
Week 13: 11/13, 11/15, 11/17
Coercive Sexuality
“Sexual Abuse and Rape” (p.491-497)
“Two Poems: Teacher & Last Chance” (p.498)
“Men, Women, and Rape” (p.504-515)
“The Day My Life Changed” (p.517-518)
“Male Rape Victims in Prison Get Little Empathy” (p.537)
“Men On Rape: What They Have to Say About Sexual Violence” (p.537-553)
Week 14: 11/20
Coercive Sexuality (con’t)
11/22 & 11/24: No Class—Thanksgiving Break
11/20: Reading Review Weeks 13 & 14 Due (9th opportunity)
“The Alchemy of Healing: Transforming from Victim to Victor” (p.499-504)
“Breaking the Silence, Making Laughter: Testimony of an Asian…” (p.525-536)
Recommend Article:
“Trains” [QP] (Disclaimer: This article is written by a gang rapist)
Week 15: 11/27, 11/29, 12/1
Re-visioning Sexuality for a Better Future
11/29 & 12/1: Student Presentations
“Possible Sexualities: Images of Sexuality Beyond Oppression” (p.585-590)
“Sex (American Style)” (p.607-612)
“The Surgeon General’s Call to Action to Promote Sexual Health…” (p.578-581)
“The Tantric Vision” (p.612-617)
Week 16: 12/4, 12/6
Course Wrap Up
12/4 & 12/6: Student Presentations
12/6: Research Project Due
The Final Exam is scheduled for Tuesday 12/12, 2:30pm to 4:20pm.
Additional Suggested Readings:
Abma, Joyce, Anne Driscoll, & Kristin Moore. 1998. “Young women’s degree of control over first intercourse: An exploratory analysis.” Family Planning Perspectives, 30, 12-19.
Araji, Sharon K. 2000. “Sexual violence and exploitation.” Pp. 2576-2584 in E. F. Borgatta & R. J. V. Montgomery (Eds.), Encyclopedia of sociology (2nd edition). New York: Macmillan Reference, USA.
Bornstein, Kate. 1994. Gender Outlaw: On Men, Women, and the Rest of Us. New York: Vintage Books.
Bouris, Karen. 1994. The First Time. Berkeley, CA: Conari Press.
Brumberg, Joan Jacobs. 1997. The Body Project: An Intimate History of American Girls. New York: Vintage Books.
Carby, Hazel V. 1998. Race Men. Cambridge, MA: Harvard University Press.
Christopher, F. Scott. 1988. “An initial investigation into a continuum of premarital sexual pressure.” The Journal of Sex Research, 25, 255-266.
Collins, Patricia Hill. 2004. Black Sexual Politics: African Americans, Gender, and the New Racism. New York: Routledge.
Connell, Robert W. 1998. “Making Gendered People: Bodies, Identities, Sexualities.” Pp. 449-71 in Myra Marx
Ferree, Judith Lorber, and Beth B. Hess (Eds.) Revisioning Gender. Thousand Oaks, CA: Sage Publications.
Dworkin, Andrea. 1987. Intercourse. New York: Simon & Schuster.
Edut, Ophira (Ed.). 1998. Adios, Barbie: Young Women Write about Body Image and Identity. Seattle: Seal Press.
Fausto-Sterling, Anne. 2000. Sexing the Body: Gender Politics and the Construction of Sexuality. New York: Basic Books.
Ferree, Myra Max, Judith Lorber, and Beth B. Hess (Eds.). 2000. Revisioning Gender. New York: Altamira Press.
Fone, Byrne. Homophobia: A History. New York: Metropolitan Books.
Furman, Frida Kerner. 1997. Facing the Mirror: Older Women and Beauty Shop Culture. New York: Routledge.
Hickman, Susan E. & Charlene L Muehlenhard. 1999. “‘By the semi-mystical appearance of a condom’: How young women and men communicate sexual consent in heterosexual situations.” The Journal of Sex Research, 36, 258-272.
King, Debra Walker (Ed.). 2000. Body Politics and the Fictional Double. Indianapolis: Indiana University Press.
Laumann, Edward, John Gagnon, Robert Michael, and Stuart Michaels. 1994. The Social Organization of Sexuality: Sexual Practices in the United States. Chicago: University of Chicago Press.
Lauritsen, Janet L., & C. Gray Swicegood. 1997. “The consistency of self-reported initiation of sexual activity.” Family Planning Perspectives, 29, 215-222.
Longmore, Monica A. 1998. “Symbolic interactionism & the study of sexuality.” The Journal of Sex Research, 35, 44-57.
Marsiglio, William. 1998. Procreative Man. New York: New York University Press.
Martin, Emily. 1987. The Woman in the Body: A Cultural Analysis of Reproduction. Boston: Beacon Press.
Miller, Brent C., & Kristin A. Moore. 1990. “Adolescent sexual behavior, pregnancy, and parenting: Research through the 1980s.” Journal of Marriage and the Family, 52, 1025-1044.
Nanda, Serena. 1990. Neither Man Nor Woman: The Hijras of India. Belmont, CA: Wadsworth Publishing.
O’Sullivan, Lucia, & Elizabeth Rice Allgeier. 1998. “Feigning sexual desire: Consenting to unwanted sexual activity in heterosexual dating relationships.” The Journal of Sex Research, 35, 234-243.
Peplau, Letitia. 1991. “Lesbian and gay relationships.” Pp. 177-196 in Gonsiorek, John & Weinrich, James (Eds.), Homosexuality: Research Implications for Public Policy. Newbury Park, CA: Sage.
Petchesky, Rosalind Pollack. 1990. Abortion and Woman’s Choice: The State, Sexuality, and Reproductive Freedom. Revised Edition. Boston: Northeastern University Press.
Rosenthal, Susan L., Kathleen A. Burklow, Lisa M. Lewis, Paul A. Succop, & Frank M. Biro. 1997. “Heterosexual romantic relationships and sexual behaviors of young adolescent girls.” Journal of Adolescent Health, 21, 238-243.
Schwartz, Pepper, and Virginia Rutter. 1998. The Gender of Sexuality. Thousand Oaks, CA: Pine Forge Press.
Scranton, Philip (Ed.). 2001. Beauty and Business: Commerce, Gender, and Culture in Modern America. NY: Routledge.
Scully, Diana. 1994. Understanding Sexual Violence: A Study of Convicted Rapists. New York: Routledge.
Seidman, Steven. 2003. The Social Construction of Sexuality. New York: Norton & Company.
Sprecher, Susan, Anita Barbee, & Pepper Schwartz. 1995. “‘Was it good for you, too?’: Gender differences in first sexual intercourse experiences.” The Journal of Sex Research, 32, 3-15.
Sprecher, Susan, et al. 1994. “Token resistance to sexual intercourse and consent to unwanted sexual intercourse: College students’ dating experiences in three countries.” The Journal of Sex Research, 31, 125-132.
Strossen, Nadine. 1995. Defending Pornography: Free Speech, Sex, and the Fight for Women’s Rights. NY: Doubleday.
Tavris, Carol. 1992. The Mismeasure of Woman. New York: Simon and Schuster.
Upchurch, Dawn M. 1998. “Gender and ethnic differences in the timing of first sexual intercourse.” Family Planning Perspectives, 30, 121-127.
Weis, David L. 1998. “The use of theory in sexuality research.” The Journal of Sex Research, 35, 1-9.
Weitz, Rose. 1998. The Politics of Women’s Bodies: Sexuality, Appearance, and Behavior. NY: Oxford University Press.
West, Candace, and Don H. Zimmerman. 1987. “Doing gender.” Gender and Society, 1, 125-51.
Wolf, Naomi. 1997. Promiscuities: The Secret Struggle for Womanhood. New York: Fawcett Columbine.
Reading Review Guidelines
Throughout the course, I will ask you to write THREE brief reviews about the class readings. We will rely upon these reviews in class discussions and assignments. Ideally, writing these reviews will: provide you a place to respond to the readings, help you to identify the author’s main points and arguments, assist you in thinking about how the readings related to each other, and to help you take ownership of the class material.
Requirements:
· Unless otherwise noted, reviews are due on Monday of each week. No late reviews will be accepted. In other words, if you write about the readings for week 5, it will be due 9/18, and will not be accepted after that date.
· Your journal entries will be responses to the articles that are assigned. You should write approximately 2-3 pages (typed, double-spaced, 1-inch margins on all sides, 12point font) for each week. You should write in complete sentences, but you may keep the review format headings listed below (in other words, you can keep the headings “Summary,” “Response,” “Connections”).
· You may NOT write a review for the week that you facilitate discussion.
· You may write more than 3 reviews: I will count your 3 best reviews.
· As you become more skilled at these responses, I expect you to make connections between the various articles and across the various topics. I may also give you questions to think about in class that you should respond to in your reviews. In addition, I also encourage you to write about current events and/or your own personal experiences as they relate to things we talk about in class. Be creative—clip things out of magazines or talk about tv or films you see.
Review Format for each one review:
-Please cover the following 3 points in each one review:
A) Summary: Briefly describe the key points of each reading and summarize the main argument of the author in your own words. If you had to tell a classmate or parent what the reading was about, what would you say?
B) Response: Write your response to the reading. Do you agree? Disagree? How does it make you feel? Does it relate to your own life? How? (Note: You do not have to write a response to each reading—you may select one or two readings to write about.)
C) Connections: Discuss how the readings for this week relate to previous week’s readings in the class. Does it make similar points? Does it contrast with another reading? How does it relate to other materials you’ve read outside this class? Do you have other comments you want to make about the readings?
Grading:
I will evaluate your review in terms of the above-described characteristics. I am particularly interested in how you present your ideas from a sociological perspective. As well, I will also grade the review in terms of whether you completed the expected number of reviews and how clearly you presented your ideas (e.g., good writing, use of examples, logical arguments).
Research Project
The research project will allow you the opportunity to further explore an area of your interest. Select one topic related to the sociology of sexualities (such as Sexuality & the Media; Sex Education; Sex and STIs; Reproductive Health). I will ask you to do research about one aspect of your topic, discussing how it can be understood within the context of this class. Your goal is to ask a question related to your topic, and develop a sociologically informed and creative response. You should explicitly incorporate sociological theories and concepts into your answer. Your final paper will be a library research paper about your research question. The research essay should be 6-8 pages typed with a bibliography and cited references. Your bibliography must include at least 4 academic sources outside of required course materials; at least 2 sources must be from peer reviewed academic journals.
In addition to your research essay, you will also present your main findings visually to your classmates.
Note: To deter plagiarism (even unintended), students will be required to submit an electronic copy of their paper (via email or attached on a disk) as well as a paper copy submitted in class.
Alternative Assignment: I am open to the idea of students creating an alternative assignment in lieu of writing a formal research paper. In past classes, students have made a documentary, created a marketable board game, written a play, volunteered at a sexual agency (such as the Artemis Center, Planned Parenthood), etc. As this project and presentation is worth 25% of your final grade, the project must be involved (not thrown together at the last minute) and involve academic research, including a research paper. If you wish to explore an alternative assignment, please meet with me by October 13th.
Suggested Academic Peer-Reviewed Journal Resources:
Journal of Sex Research
Family Planning Perspectives
Gender & Society
Journal of Family Issues
Journal of Marriage and the Family
Social Problems
American Sociological Review
Social Forces
In addition, be sure to check out the internet resources listed in your book on page 620-621, such as SIECUS (www.siecus.org).
Sample Research Questions:
Pornography is a multi-billion dollar enterprise and has come a long way with the advancement of technology (from home videos on VCRs and DVDs to the ever popular internet porn sites). How do various political and religious organizations (such as N.O.W., Conservative Christian Right, Feminists Against Censorship) negotiate the boundaries between privacy, sexuality, the body, free speech, and gendered exploitation?
How is reproductive freedom (e.g., access to abortion, mandatory state-imposed sterilization, access to prenatal care) influenced by social class, race and nationality?
How is sexuality depicted in children’s sex education books? How does it vary by grade level? What are the contemporary debates in sex education?
How does the U.S. compare in contraception use among teenagers, and why is the U.S. teen pregnancy rate the highest among industrialized countries?
Sample Topics (you’ll need to narrow down):
Sexuality Within (and Outside) Committed Relationships
Sexuality and Children
Adolescent Sexuality
Sexuality and the Elderly
Interracial Relationships
Sexuality in the Media (for a particular genre: horror films, “chick flicks,” family sitcoms, magazines)
Dating with Children
Government-Imposed Sterilization and Women of Color
Use (and Misuse) of Contraception
Sexuality & Religion
Sexuality & Medicine
Sexuality & Technology
Desire, Love, and Intimacy
Reproductive Technology
Sex Education
Social Construction of Sexually Transmitted Diseases
The Sex Industry and the Peddling of Women of Color
LGBTQ Women of Color: The Politics of Sexuality, Race, and Gender
Global Trafficking of Women
Historical Trends in Reproduction
Same-Sex Domestic Violence
Transsexuality; Transgenderism
…and hundreds more!
HOW YOU’LL BE GRADED: RESEARCH PROJECT ESSAY
Your final paper should be a polished document. Polished means that it will be well argued, well supported by your research, and is well written. To guarantee that you turn in a professional quality paper be sure you check for typos, spelling errors, grammatical errors, and proper citations. (This does not mean that you simply run a spell check. Spell checks do not account for errors such as “their” or “there”; “your” or “you’re.”) A passing paper will have the basic requirements listed below. A good paper will complete the requirements well. Finally, an excellent paper will exceed my expectations and show exceptional quality.
I will evaluate your paper based on the following four criteria:
I.
Analytical
-an insightful SOCIOLOGICAL analysis. Meaning, does it go beyond a superficial treatment of the subject and get at underlying themes and patterns
-a clear thesis statement, explicitly stating the purpose of your paper
-a logical presentation of your ideas
-key concepts and theories integrated into your analysis in meaningful ways
-the analysis clearly fits the parameters of the sociology of human sexuality
-appropriate research: at least 4 academic sources outside of required course materials
II.
Organization/Writing Style
-your paper is easy to read (well written, proofread, spell-checked)
-your paper is well organized with topic sentences and logical transitions between paragraphs
-there is a sense of continuity from the beginning to the end
-you have included a strong opening and conclusion
-accurate in-text citations (APA, MLA or Chicago style accepted; be consistent)
III.
Creativity
-your paper is interesting
-you include thought- provoking passages or questions that demonstrate original thinking
IV.
Overall Paper Layout
-your paper has no typos and misspellings
-your paper is neat and presentable
-you follow the guidelines: typed, double-spaced, 12 point font, 1 inch margins, stapled.
-you include a cover page with the following information: your name, Sociology of Sexualities, the date, your paper title
-you include a bibliography page at end of paper with at least 4 academic sources (at least 2 of which are from peer reviewed academic journals)
RESEARCH PROJECT PRESENTATION
You should be able to convey to the class the main point of your research project. The goal of the presentation, in addition to conveying your main research objectives, is also to elicit some excitement about your project among your classmates. All presentation will be in class at the end of the semester, and presentations may not be made up. This presentation is worth 5% of your total grade in the class.
Helpful Hints:
-Practice, practice, practice. Practice in the shower, while brushing your teeth, etc.
-If possible, do not read your presentation. It’s okay to have a note card or two to help you jog your memory, but you should have spent enough time on your project (and enough time practicing your presentation) that you feel comfortable to speak without a lot of notes. (This is an important skill to learn: public speakers who read from their notes tend to be ineffective.)
Suggested presentation openings:
-My research is on (______). The key findings are _______.
-The most interesting part of my research is _______.
-I got interested in this work because _______.
-Most people think ______ but I found ______.
HOW YOU’LL BE GRADED: ACTION PROJECT PRESENTATION
Your Name ______________________________
1 = strongly disagree, 2 = disagree, 3 = unsure, 4 = agree, 5 = strongly agree
You clearly defined your specific topic:
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5
The topic was manageable for the presentation:
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Adequate background information was provided:
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The project was informed sociologically:
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You presented in the allotted time:
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The delivery style was clear, concise, and appropriate:1
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The presentation was entertaining & creative:
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The presentation was informative:
1
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What I liked about this presentation was: _________________________________________
What could have been improved was: ___________________________________________
Other comments: ____________________________________________________________
Overall Presentation Grade: _______/10 points
RESEARCH PROJECT GRADING RUBRIC (20% of grade)
Your Name ______________________________
1 = strongly disagree, 2 = disagree, 3 = unsure, 4 = agree, 5 = strongly agree
I.
Analytical
You provide an insightful SOCIOLOGICAL analysis
1
2
3
4
5
The topic was manageable for the paper
1
2
3
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5
Key concepts and theories are appropriately integrated
1
2
3
4
5
The analysis clearly fits within the sociology of sexuality
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5
You rely on appropriate research
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5
You use at least 4 academic sources (beyond course material)
1
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You use at least 2 peer-reviewed sources
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5
II.
Organization/Writing Style
Your paper is easy to read (well written, proofread,
spell-checked)
1
2
3
4
5
Your paper is well organized (topic sentences, logical transitions) 1
2
3
4
5
There is a sense of continuity from the beginning to the end
1
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5
You have included a strong opening and conclusion
1
2
3
4
5
You use consistent in-text citations
1
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5
III.
Creativity
Your paper is interesting
1
2
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5
You demonstrate original thinking
1
2
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5
IV.
Overall Paper Layout
Your paper has no typos and misspellings
1
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5
Your paper is neat and presentable
1
2
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5
You follow the paper guidelines (6-8 d.s. pgs, 12 font, etc.)
1
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5
You include a cover page with the appropriate information
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You include a bibliography page at end of paper
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Other comments: ____________________________________________________________
Overall Grade: ______/40 points
GROUP DISCUSSION FACILIATION (10% of grade)
Group/Week ______________________________
1 = strongly disagree, 2 = disagree, 3 = unsure, 4 = agree, 5 = strongly agree
Discussion Facilitation:
The group seemed prepared to facilitate:
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The group prepared 2-3 thoughtful discussion questions:
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The class seemed to be involved in the discussion:
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The group suggested an activity (discussion, group work,
debate,etc.) and provided clear direction for the class:
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Important points from the readings were covered:
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Overall, the class discussion went well:
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The group met with me well in advance of the presentation:
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Style:
The delivery style was clear, concise, and appropriate:
1
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5
The presentation was entertaining & creative:
1
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5
The presentation was informative:
1
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Overall, I believe this group earned:
_____/20 points
D D+ C C+ B B+ A A+
Comments:
Note: Individually, students will also be graded based on their participation in class discussions. ..."
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Subject Area(s):
- Sexualities
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Resource Type(s):
- Syllabus
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Class Level(s):
- College 300
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Class Size(s):
- Medium
- Abstract:
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This course is about sexuality and how it is perceived, defined, and experienced in the context of society. It is also about how sexuality influences our lives, reflected in social norms, attitudes and beliefs, through public and private policies and practices, and...