UT Dallas Syllabus For gst3303.001.10s Taught by (jmw087000)

GENDER, SOCIETY, & POLITICS
Course # GST 3303-001, GOVT 3354-001, SOC 3354-001 (cross-listed)

Spring 2010
Credit Hours: 3
Course Meetings: MW 4-5:15 p.m.
Classroom: SOM 2.102
Professor Contact Information

Instructor: Dr. Jillian M. Duquaine-Watson
Office: GR 2.314
Office Phone: (972) 883-2804
Email: jillian.duquaine-watson@utdallas.edu (do NOT email me through eLearning)
Office Hours: Mondays, 11-12; Wednesdays, 1:30 – 3:45; Thursdays, 5:30 – 6:30; or by
appointment
Course Description
This course addresses the ways gender—as well as race, class, sexuality, and other social
identities— intersects with social, political, and economic institutions. This semester, we will
focus specifically on the gendered, social, and political dimensions of the family in a variety of
historical and cultural contexts. Doing so will enable us to explore some more traditional notions
of rights and citizenship as conceptual underpinnings for contemporary political and legal
debates. We will also investigate how families are defined, normalized, coerced, limited,
promoted, excluded, embraced, “othered,” controlled, influenced, and manipulated through social
interactions, legislation, politics (including both “formal” politics as well as social movements),
commerce, and diverse media sources.
Student Learning Objectives/Outcomes

Students who successfully complete this course will be able to:
1. Distinguish between individual and institutional concepts of gender;

2. Explain how gender intersects with race, class, sexuality, religion, and other social
identities;
3. Detail various ways in which feminists (both activists and academics) have taken up
gender;
4. Compare and contrast various historical periods, particularly as they relate to gender,
politics, and social identities/roles;
5. Compare and contrast gender in various global contexts;
6. Identify and explain key pieces of legislation as they pertain to gender;
Course Syllabus Page 1

7. Identify and explain key judicial decisions as they pertain to gender;
8. Explain the gendered dimensions of contemporary political debates such as those
pertaining to welfare, reproductive rights, sexual assault, education, and/or employment.
Students will also be provided with opportunities to enhance their skills in the following areas:
1. Critical thinking and analysis;

2. Written communication (both formal and informal);
3. Oral communication (both formal and informal);
4. Academic research.
Required Textbooks and Materials

The following books are required for this course. They are available for purchase at the UTD
bookstore or through Off-Campus books.
• Stephanie Coontz, ed. American Families: A Multicultural Reader. New York:

Routledge, 1998. (referred to as AMFR in course calendar)
• Molly Ladd-Taylor and Lauri Umansky, eds. “Bad” Mothers: The Politics of Blame in
Twentieth-Century America. New York: NYU Press, 1998. (referred to as BM in course
calendar)
• Ellen Lewin. Gay Fatherhood: Narratives of Family and Citizenship in America.

Chicago: University of Chicago Press, 2009. (referred to as GF in course calendar)
Suggested Course Materials

Although not required, it is suggested that you have a USB drive or some other reliable method
of saving the work you produce for this course.
Academic Calendar
We will make every effort to maintain the following schedule. However, adjustments may need
to be made in the event of adverse weather or similar situations. Please check the course
eLearning site for any changes to our schedule of activities.
Week 1 Monday, January 11

• Introduction to course, requirements, expectations…and one another
• What is gender? What is politics? What is citizenship? What is a
family? (And how do they relate to one another?)

FOUNDATIONS OF AMERICAN CITIZENSHIP: FAITH, FAMILY, and FREEDOM (?)
Wednesday, January 13
Readings:
• Trattner, “Chapter 2: Colonial America” (pp. 15-29, eLearning)
• Mintz and Kellogg, “Chapter 1: The Godly Family in New England and
its Transformation” (pp. 1-24, eLearning)

NO CLASS—MLK, Jr. Day
• GROUP #1 DISCUSSION QUESTIONS/RESPONSE DUE
Readings:
• Trattner, “Chapter 3: The Era of the American Revolution” (pp. 30-46,
eLearning)
• Kerber, “The Republican Mother: Women and the Enlightenment—An
American Perspective” (pp. 187-205, eLearning)
• WORK TIME—GROUP PROJECTS (15-20 minutes at end of class)
AMERICAN FAMILIES: DIVERSE AND UNEQUAL

Readings:
• Thornton Dill, “Chapter 1: Fictive Kin, Paper Sons, and Compadrazgo”
(pp. 25-38 in AFMR)
• Wallace Adams, “Ch. 2: Education for Extinction” (pp. 39-58 in AFMR)
Readings:
• Jones, “Ch. 3: Born a Child of Freedom, Yet a Slave” (pp. 59-80 in
AFMR)
• Mellinger, “Postcards from the Edge of the Color Line: Images of
African-American in Popular Culture, 1893-1917” (pp. 413-433,
eLearning)
Week 4 Monday, February 1

Readings:
• Nakano Glenn, “Ch. 4: Split Household, Small Producer, and Dual Wage
Earner” (pp. 81-95 in AFMR)
• Mintz, “Ch. 5: Huck’s Raft, Laboring Children” (pp. 96-106 in AFMR)

Wednesday, February 3
Readings:
• Sanchez, “Ch. 6: Becoming Mexican American” (pp. 107-125 in AFMR)
• Moran, “Ch. 7: Interracial Intimacy: The Regulation of Race &
Romance” (pp. 126-145 in AFMR)
POVERTY and WELFARE REFORM

Readings:
• Raley, “Ch. 23: Avenue to Adulthood” (pp. 338-350 in AFMR)
• Roy and Burton, “Ch: 24: Mothering through Recruitment” (pp. 351-365
in AFMR)
Readings:
• Duquaine-Watson, “Pretty Darned Cold: Single Mother Students and the
Community College Climate in Post-Welfare Reform America” (pp.
229-240, eLearning)

Readings:
• Sugrue, “Ch. 22: Poverty in the Era of Welfare Reform” (pp. 325-337 in
AFMR)
• Williams, “Race, Rat Bites, and Unfit Mothers: How Media Discourse
Informs Welfare Legislation Debate” (pp. 1159-, eLearning)
Readings:
• Sacks, “Chapter 1: Ashlea and Gillian” (pp. 11-36, eLearning)
• Sacks, “Chapter 2: Do We Look Intimidating?” (pp. 37-60, eLearning)
“BAD” MOTHERS, PART I: Intro and Race Matters

Readings:
• Ladd-Taylor and Umansky, “Introduction” (pp. 1-30 in BM)

Readings:
• Tice, “Mending Rosa’s ‘Working Ways’: A Case Study of an African-
American Mother and Breadwinner” (pp. 31-40 in BM)
• Romano, “Immoral Conduct: White Women, Racial Transgressions, and
Custody Disputes” (pp. 230-251 in BM)
“BAD” MOTHERS, PART II: Reproductive Rights
Week 8 Monday, March 1

Readings:
• Noll, “The Sterilization of Willie Mallory” (pp. 41-57 in BM)
• Tyler May, “Nonmothers as Bad Mothers: Infertility and the ‘Maternal
Instinct’” (pp. 198-219 in BM)
Wednesday, March 3
Video Viewing and Discussion: TBA
Hand out review/essay questions for Midterm Exam

• Midterm exam (in-class portion)
Wednesday, March 10
• Midterm essay due at beginning of class
• WORK DAY—GROUP PROJECTS (entire class session)
(March 15- March 19: NO CLASS, SPRING BREAK)

Readings:
• Radin, “What, if anything, is Wrong with Baby Selling?” (pp. 135-145,
eLearning)
• Hartouni, “Reproducing Public Meanings: In the Matter of Baby M” (pp.
68-84, eLearning)
Wednesday, March 24
Readings:
• Popular newspaper/magazine clippings re: The Suleman Octuplets
(available via eLearning)

CONTEMPORARY FATHERHOOD

Readings:
• Lewin, Gay Fatherhood, Prologue and Chapter 1 (pp. 1-13, 14-41 in GF)
Wednesday, March 31
Readings:
• Lewin, Chapters 2-3 (pp. 42-75, 76-97 in GF)
Week 12 Monday, April 5

Readings:
• Lewin, Chapters 4-6 (pp. 98-191 in GF)
Wednesday, April 7
• WORK DAY—GROUP PROJECTS (entire class session)
GENDER, SOCIETY, & POLITICS AROUND THE WORLD

Team Project/Presentation
Wednesday, April 14

Wednesday, April 21

Wednesday, April 28
Monday, May 3
• End-of-semester wrap-up
• Final course evaluations
• Hand out final exam review
FINAL EXAM PERIOD: Friday, May ,7 2-3:45 p.m.

Assignments & Grading Policy
Your final grade in this course will reflect your performance on the following:
Attendance (100 points): Lectures, discussions, small group activities, and the other work
we do from day to day are integral to your success in this course. Attendance will be taken
every day and you will earn 2 points for each class you attend. You should strive for perfect
attendance and miss class only in rare and unavoidable circumstances. Work assigned for this
class carries no less priority than work you may have to complete for any other class or your
job. Material and information will be presented in the classroom that cannot be replicated
outside the classroom or made up at a later date.
If you miss a class because of illness, major religious observances, family emergency, or
excused university activities, it is your responsibility to notify me in advance and provide
official documentation. If you miss a class for any reason, you are responsible for finding out
all assignments, content, activities, and changes in due dates covered in class.
Participation (100 points): Class participation involves demonstrating preparedness for

class and engagement with readings, videos, or other materials by:
• summarizing key points from the assigned material
• offering comments and observations
• asking and answering questions
• making connections between various readings
• offering alternative explanations and perspectives
• drawing on your experiences (as appropriate)
• participating in small group activities
• being an attentive listener
• respecting the viewpoints and beliefs of others.
Although I prefer it when individuals participate voluntarily, I will not hesitate to call on
students at random (as a means of augmenting and diversifying our discussion). Students
who are called on may offer their ideas or opinions, may expand upon a previous
comment, may provide an example (when appropriate), or may choose to pass without
penalty. You should be aware, however, that if you repeatedly/regularly opt for the “pass
without penalty” option, it may cause me to question your level of preparedness for class
and your engagement with the discussion.
Class participation is a vital part of your learning process because this class revolves
around discussion and group activities. It will be very difficult to do well in this course if
you fail to participate actively. Individuals who fail to participate in an active, engaged
manner will earn a low participation grades as will those who dominate discussion to the
point that other voices and viewpoints are silenced.

Discussion Questions/Responses (5 x 20 points each = 100 points): In order to help
you prepare for class discussions and simultaneously facilitate a more cooperative
learning environment, course participants will be divided into 3 groups with each
individual asked to prepare 3 discussion questions and a 1-page response to one of their
own questions (5 times during the semester, or roughly every other week). Questions and
responses will often be used as the basis for our in-class discussions.
The questions you create should be composed with the intent of fostering meaningful,
interactive exchanges and to help all course participants enhance not only their
understanding of course material but also their critical thinking/analytical skills as well as
their oral communication skills.
For your reading responses, you will choose one of your own discussion questions and
compose a 1-page response to that question. You will be asked to share your response
(orally, informally) with other course participants. Responses are not a formal type of
academic writing. However, when composing your reading responses you should strive
to:
1. demonstrate that you’ve completed the assigned readings;
2. provide a thoughtful analysis of/reaction to the assigned readings; and,
3. engage with/attempt to answer the discussion question to which you are
responding.
Team Project/Presentation (250 points): Our readings and discussion will focus on gender,
society, and politics primarily in an American context. In order to enhance our
understanding of differences and similarities between various global contexts, this team
project asks you to explore the dimensions of the movements for gender equality (which may
often be termed “Women’s Movements” and which may, may not, or may only sometimes
explicitly identify as “feminist”) in one of the following societies:
• Argentina • Mexico • Sweden

• India • Pakistan • Sudan
You may choose your own research teams as long as we all agree to the following:
1. Teams may contain 5-7 members (I am strict about this so do not ask for
exceptions);
2. Each participant must be fully and equally integrated into the team of their
choosing;
3. Teams will act in a responsible and respectful manner throughout this research
project;
4. No team member is “in charge” of the project (in other words, your team IS NOT
a dictatorship or a monarchy);
5. No team member is exempt from contributing their “fair share” to the project (in
other words, you team IS a participatory democracy—shared rights, shared
decision-making, shared workload, shared responsibilities!).
Your team research will culminate in a dynamic, engaging presentation that will last for an
entire class session (see weeks 13-15 on the course calendar). Teams may volunteer to go

first; otherwise, presentations will be scheduled based on the tried-and-true (and completely
random) “name out of a hat” method.
Your grade on this project is determined via a combination of group grade (what your entire
team earns for its project/presentation) and an individual grade (how your team members
evaluate your contributions to the overall project and presentation). In addition, team
members who fail to do their “fair share” are not eligible for the “team points” portion of this
project/presentation.
Research groups are expected to meet/correspond outside of class, but I will have also
allotted several class periods (either in part or their entirety) for group research/discussions
and meetings with the instructor. Expect more details regarding group research projects in
the weeks ahead.
Exams: You will complete two exams in this course: a midterm exam (in class on Monday,
March 8) and a final exam (during final exam week on Friday, May 7, from 2-3:45 p.m.).
My pedagogy regarding examinations is fairly simple. I do not believe there is anything to be

gained from exams that attempt to “trick” or “confuse” students. Neither do I believe there
are any benefits to “curving” exams or designing them in an effort to achieve a “standard
grade distribution” wherein the majority of students are assigned the grade of “C” and the
remaining students fall fairly evenly on either side of the distribution.
Instead, I regard exams as an opportunity for each student to demonstrate his or her
understanding of and ability to /apply course materials. If you keep up with course readings
and assignments, take appropriate notes, maintain active participation, and devote an
appropriate amount of time and effort to preparing, you will likely find course exams an
enjoyable experience and expect to do well on them.
Midterm Exam (150 points): Your midterm exam will be cumulative and
include all material we have covered to that point in the semester. This exam
will consist of an in-class portion and a take-home portion.
The in-class portion will take place on Monday, March 8, and must be completed
without the use of notes, books, or other materials. It is worth 50 points and will
include the following sections: fill-in-the-blank, multiple choice, and short
answer/explanation.
The take-home portion of your midterm exam is an essay worth 50 points. It is

due at the beginning of class on Wednesday, March 10 (questions will be handed
out in advance). You are expected to use course readings and notes for the take-
home portion of your midterm exam.
Final Exam (150 points): Your final exam will focus on the 2nd half of the
semester and include all material covered from midterm through (and including)
week 15. It will be conducted entirely in class and will take place on Friday,
May 7, from 2 – 3:45 p.m. Your final exam will consist of the following
sections: fill-in-the-blank, multiple choice, short answer/explanation, and one

essay. The final exam must be completed without the use of notes, books, or
other materials.
There are 850 points possible in this course as determined by the following assignments:
• Attendance (100 points)

• Participation (100 points)
• Discussion Questions and Responses (100 points)
• Team Research Project/Presentation (250 points)
• Midterm Exam (150 points)
• Final Exam (150 points)
Final course grades will be assigned according to the following scale:
Points Grade Points Grade

830 - 850 A+ 630 – 654 C
800 - 829 A 595 – 629 C-
765 - 799 A- 570 - 594 D+
740 - 764 B+ 545 - 569 D
715- 739 B 510 - 544 D-
680- 714 B- 509 & below F
655 - 679 C+
Course & Instructor Policies
Assignment Format
Your assignments must adhere to the following formatting requirements (unless noted on an
individual assignment handout):
• The following information must be included (single-spaced) at the top left margin of the
first page: your name, the title of the assignment, the course name and number, my name,
the date submitted.
• All margins must be 1 inch.
• Font of your document should be Times New Roman, 12-point type.
• The body/content of your document must be double-spaced.
• Follow APA (American Psychological Association) guidelines for pagination,
headings, citations, and other formatting issues.
• Graphics, tables, and illustrations need to be clearly identified and explained (see APA
guidelines).
• Documents must be free of spelling, punctuation, and grammatical errors.
• Sources must be documented and/or quoted appropriately in the text as well as in the
References/Bibliography at the end of your document.
• Multiple pages MUST be stapled together.
NOTE: Failure to adhere to formatting requirements may result in your assignment being
considered “incomplete” and, therefore, unacceptable.

Late Work
Deadlines are a serious matter. Missed deadlines cause delays and administrative headaches. In
the professional world, they can also compromise professional reputations and careers.
For these reasons, late or incomplete work is not acceptable in this course. Technological
problems are not valid excuses for late work, so plan accordingly. Moreover, no late or makeup
submissions will be accepted without appropriate documentation.
Extra Credit
I do not curve individual items, nor do I offer “extra credit” work or “special consideration” to
allow students a chance to raise their grade. If a personal situation arises during the semester that
may affect your classroom performance, please talk to me sooner rather than later. If you wait
until the end of the semester, I won’t be able to help you. However, I can work with you more
easily if you speak to me when the situation arises.
Classroom Citizenship
All members of our classroom learning community are expected to communicate in a civil and
professional manner. Disagreement is acceptable (and even expected in college-level courses);
disrespect, however, has no place in this or any classroom.
Technology Requirements
The course is taught using eLearning, and you should develop the habit of checking both
eLearning and your UTD email often for assignments and announcements. Reliable and frequent
internet connectivity is indispensable. It is your responsibility to ensure that you have access to
the course through eLearning for the duration of the semester. Failure to check UTD or
eLearning email, errors in forwarding email, and email bounced from over-quota mailboxes are
not acceptable excuses for missing course-related emails or announcements.
Additionally, to protect your privacy rights, I will only send email through your official UTD
email address or eLearning email. If you choose, you can redirect both of these addresses to
external addresses.
Classroom and Equipment Use Policies

• No laptops, cell phones, pagers, or other electronic messaging services may be used in the
classroom. I recognize that many of us carry cell phones and other electronic communication
devices so we can be contacted in the event of emergencies or other serious situations. During
class time, however, I expect all members of our classroom learning community to turn these off
or set them to vibrate/silent.
Technical Support
If you experience any problems with your UTD account or our course eLearning page,
you may send an email to: assist@utdallas.edu or call the UTD Computer Helpdesk at
972-883-2911.

Student Conduct & Discipline
The University of Texas System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their business. It is the responsibility
of each student and each student organization to be knowledgeable about the rules and
regulations which govern student conduct and activities. General information on student
conduct and discipline is contained in the UTD printed publication, A to Z Guide, which
is provided to all registered students each academic year.
The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the
Rules and Regulations, Series 50000, Board of Regents, The University of Texas System,
and in Title V, Rules on Student Services and Activities of the university’s Handbook of
Operating Procedures. Copies of these rules and regulations are available to students in
the Office of the Dean of Students, where staff members are available to assist students in
interpreting the rules and regulations (SU 1.602, 972/883-6391) and online at
http://www.utdallas.edu/judicialaffairs/UTDJudicialAffairs-HOPV.html
A student at the university neither loses the rights nor escapes the responsibilities of
citizenship. He or she is expected to obey federal, state, and local laws as well as the
Regents’ Rules, university regulations, and administrative rules. Students are subject to
discipline for violating the standards of conduct whether such conduct takes place on or
off campus, or whether civil or criminal penalties are also imposed for such conduct.
Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty.
Because the value of an academic degree depends upon the absolute integrity of the work
done by the student for that degree, it is imperative that a student demonstrate a high
standard of individual honor in his or her scholastic work.
Scholastic Dishonesty, any student who commits an act of scholastic dishonesty is

subject to discipline. Scholastic dishonesty includes but is not limited to cheating,
plagiarism, collusion, the submission for credit of any work or materials that are
attributable in whole or in part to another person, taking an examination for another
person, any act designed to give unfair advantage to a student or the attempt to commit
such acts.
Plagiarism, especially from the web, from portions of papers for other classes, and from
any other source is unacceptable and will be dealt with under the university’s policy on
plagiarism (see general catalog for details). This course will use the resources of
turnitin.com, which searches the web for possible plagiarism and is over 90% effective.
Copyright Notice
The copyright law of the United States (Title 17, United States Code) governs the making
of photocopies or other reproductions of copyrighted materials, including music and
software. Copying, displaying, reproducing, or distributing copyrighted works may

infringe the copyright owner’s rights and such infringement is subject to appropriate
disciplinary action as well as criminal penalties provided by federal law. Usage of such
material is only appropriate when that usage constitutes “fair use” under the Copyright
Act. As a UT Dallas student, you are required to follow the institution’s copyright policy
(Policy Memorandum 84-I.3-46). For more information about the fair use exemption, see
http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm
Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication
between faculty/staff and students through electronic mail. At the same time, email raises
some issues concerning security and the identity of each individual in an email exchange.
The university encourages all official student email correspondence be sent only to a
student’s U.T. Dallas email address and that faculty and staff consider email from
students official only if it originates from a UTD student account. This allows the
university to maintain a high degree of confidence in the identity of all individual
corresponding and the security of the transmitted information. UTD furnishes each
student with a free email account that is to be used in all communication with university
personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.
Withdrawal from Class
The administration of this institution has set deadlines for withdrawal of any college-level
courses. These dates and times are published in that semester's course catalog.
Administration procedures must be followed. It is the student's responsibility to handle
withdrawal requirements from any class. In other words, I cannot drop or withdraw any
student. You must do the proper paperwork to ensure that you will not receive a final
grade of "F" in a course if you choose not to attend the class once you are enrolled.
Student Grievance Procedures
Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university’s Handbook of Operating Procedures.
In attempting to resolve any student grievance regarding grades, evaluations, or other

fulfillments of academic responsibility, it is the obligation of the student first to make a
serious effort to resolve the matter with the instructor, supervisor, administrator, or
committee with whom the grievance originates (hereafter called “the respondent”).
Individual faculty members retain primary responsibility for assigning grades and
evaluations. If the matter cannot be resolved at that level, the grievance must be
submitted in writing to the respondent with a copy of the respondent’s School Dean. If
the matter is not resolved by the written response provided by the respondent, the student
may submit a written appeal to the School Dean. If the grievance is not resolved by the
School Dean’s decision, the student may make a written appeal to the Dean of Graduate
or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the
academic appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.
Incomplete Grade Policy
As per university policy, incomplete grades will be granted only for work unavoidably
missed at the semester’s end and only if 70% of the course work has been completed. An
incomplete grade must be resolved within eight (8) weeks from the first day of the
subsequent long semester. If the required work to complete the course and to remove the
incomplete grade is not submitted by the specified deadline, the incomplete grade is
changed automatically to a grade of F.
Disability Services
The goal of Disability Services is to provide students with disabilities educational

opportunities equal to those of their non-disabled peers. Disability Services is located in
room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to
6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30
p.m.
The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)
disabilityservice@utdallas.edu
If you anticipate issues related to the format or requirements of this course, please meet
with the Coordinator of Disability Services. The Coordinator is available to discuss ways
to ensure your full participation in the course. If you determine that formal, disability-
related accommodations are necessary, it is very important that you be registered with
Disability Services to notify them of your eligibility for reasonable accommodations.
Disability Services can then plan how best to coordinate your accommodations.
It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty
members to verify that the student has a disability and needs accommodations.
Individuals requiring special accommodation should contact the professor after class or
during office hours.
Religious Holy Days
The University of Texas at Dallas will excuse a student from class or other required
activities for the travel to and observance of a religious holy day for a religion whose
places of worship are exempt from property tax under Section 11.20, Tax Code, Texas
Code Annotated.
The student is encouraged to notify the instructor or activity sponsor as soon as possible
regarding the absence, preferably in advance of the assignment. The student, so excused,
will be allowed to take the exam or complete the assignment within a reasonable time

after the absence: a period equal to the length of the absence, up to a maximum of one
week. A student who notifies the instructor and completes any missed exam or
assignment may not be penalized for the absence. A student who fails to complete the
exam or assignment within the prescribed period may receive a failing grade for that
exam or assignment.
If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose
of observing a religious holy day] or if there is similar disagreement about whether the
student has been given a reasonable time to complete any missed assignments or
examinations, either the student or the instructor may request a ruling from the chief
executive officer of the institution, or his or her designee. The chief executive officer or
designee must take into account the legislative intent of TEC 51.911(b), and the student
and instructor will abide by the decision of the chief executive officer or designee.
These descriptions and timelines are subject to change at the discretion of the Professor.

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GENDER, SOCIETY, & POLITICS

Course # GST 3303-001, GOVT 3354-001, SOC 3354-001 (cross-listed)

Professor Contact Information

Student Learning Objectives/Outcomes

1. Distinguish between individual and institutional concepts of gender;

Course Syllabus Page 1

1. Critical thinking and analysis;

Required Textbooks and Materials

• Stephanie Coontz, ed. American Families: A Multicultural Reader. New York:

• Ellen Lewin. Gay Fatherhood: Narratives of Family and Citizenship in America.

Suggested Course Materials

Week 1 Monday, January 11

Course Syllabus Page 2

Week 2 Monday, January 18

AMERICAN FAMILIES: DIVERSE AND UNEQUAL

Week 3 Monday, January 25

Week 4 Monday, February 1

Course Syllabus Page 3

POVERTY and WELFARE REFORM

Week 5 Monday, February 8

Week 6 Monday, February 15

“BAD” MOTHERS, PART I: Intro and Race Matters

Week 7 Monday, February 22

Course Syllabus Page 4

“BAD” MOTHERS, PART II: Reproductive Rights

Week 8 Monday, March 1

Hand out review/essay questions for Midterm Exam

Week 9 Monday, March 8

(March 15- March 19: NO CLASS, SPRING BREAK)

Week 10 Monday, March 22

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Week 11 Monday, March 29

Week 12 Monday, April 5

GENDER, SOCIETY, & POLITICS AROUND THE WORLD

Week 13 Monday, April 12

Week 14 Monday, April 19

Week 15 Monday, April 26

FINAL EXAM PERIOD: Friday, May ,7 2-3:45 p.m.

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Participation (100 points): Class participation involves demonstrating preparedness for

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• Argentina • Mexico • Sweden

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My pedagogy regarding examinations is fairly simple. I do not believe there is anything to be

The take-home portion of your midterm exam is an essay worth 50 points. It is

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• Attendance (100 points)

Final course grades will be assigned according to the following scale:

Points Grade Points Grade

Course & Instructor Policies

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Classroom and Equipment Use Policies

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Scholastic Dishonesty, any student who commits an act of scholastic dishonesty is

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Withdrawal from Class

Student Grievance Procedures

In attempting to resolve any student grievance regarding grades, evaluations, or other

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Incomplete Grade Policy

The goal of Disability Services is to provide students with disabilities educational

The contact information for the Office of Disability Services is:

Religious Holy Days