WGST 303 The -isms: Racism, Classism, and Sexism

Spring 2014 MWF 1:10 - 2 pm Jepson 006

Professor: Dr. Sara Daz Office Hours: MWF 3-5 PM, and by appointment Office: 311 E Boone, Womens and Environmental Studies House, 2nd Floor, #5 Email: diazs@gonzaga.edu Phone: x 5779

Course Description
In this course you will have an opportunity to develop your own questions and to hone your abilities to think critically about the intersections of race, class, and gender with respect to a wide range of issues in the United States and in relationship to the transnational context. While the emphases of this course are race, class, and gender, other categories of difference will be woven throughout (sexuality, gender identity, disability, etc). We will use an interdisciplinary lens to deepen our knowledge about the following topics: social stratification; globalization and neoliberalism; the historical process of racialization; and social class, sex, sexuality, and gender across time, cultures, gender ideologies, and feminisms. We will analyze how race and ethnicity are reproduced, maintained, contested, and resisted in social relations, institutional structures, and cultural practices. This course meets the Social Justice and Social Science Core requirements.

Learning Objectives
It is assumed that, consistent with Gonzagas Jesuit social justice mission, students desire and are committed to working toward a more just world. Our responsibility is to demonstrate understanding and comprehension, thoughtful consideration, dialogue, and mutual respect. Although we may not always agree about our interpretations of the various materials, we can commit to encounter and engage course readings, course goals, and each other with openness, careful listening, honesty, and mutual respect. The learning objectives for this course are: Knowledge and Understanding 1) Distinguish and identify key concepts pertaining to race, class, and gender in the U.S., and contextualize these transnationally. 2) Identify and explain salient practices of gender, race, social class as well as sexuality, (dis)ability, and nationality, as these are experienced in U.S. society. 3) Recognize and explain how certain theoretical and political orientations to race, class, and gender are historically grounded and relate to activism and social change movements.

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Skills: Analysis & Synthesis

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5) Analyze and critique the content, theoretical orientation, and methodologies in the materials assigned for class. 6) Explore and express how your knowledge affects your actions beyond the classroom both verbally and in writing. 7) Critically apply class frameworks to in-class materials, service learning, and activist experiences. 8) Increase your capacity to synthesize materials critically in group dialogues and presentations to the class. Everyday Life 9) Reflect on and become more critically aware of how social privilege and oppression play out in your own life. 10) Recognize the uniqueness of each individual in the context of group memberships.

Required Texts
Margaret L. Anderson and Patricia Hill Collins Eds., Race, Class, and Gender: An Anthology, 8th Ed. Wadsworth, 2012. (Additional readings will be posted on Blackboard.)

Grading
Grades will be updated and published periodically via Blackboard. You may wish to set it to notify you when new grades are posted. You can find a link to the gradebook on the Blackboard. 19% 20% 45% 10% 6% Participation Daily Response 2 Papers (20% and 25% each) Group Presentation Goals, Mid-term Self-evaluation, Final Self-evaluation

Participation
In order to create a community of learners, I ask for your active and thoughtful participation in every class session. This is a discussion-based course; therefore it is critical that you attend class regularly. Poor attendance will negatively impact your participation gradeworse it will cheat you out of an opportunity to grow personally, intellectually, and politically. To demonstrate participation in the class you must: Be engaged in the class. It is essential that you both listen carefully and engage with your fellow classmates by participating in in-class activities and working collaboratively with your peers. Be an

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active member of in-class discussion contributing thoughtful, critical insights about the readings or other students comments. Come to class prepared to participate. This means you will come to class having read all required readings for the day prior to the beginning of class. Bring the textbook or reading material to class, along with any notes or questions you have about the readings. Please read Guidelines for Seminar handout.

Daily Responses
Each day of class you will have a mini assignment due which I call the "daily response." There are three types of daily responses. 1. Response: For the first five weeks of class, I will post discussion questions on blackboard in the afternoon, the day before each class. You will post your responses as a Journal entry on blackboard BEFORE class begins at noon. Your response should be no more than 4-5 sentences. It is your responsibility to check blackboard for the questions. 2. Question: Starting in week six (2/19) you will submit a discussion question based on the reading for that day. Discussion questions will be due at 5pm the day before class (Sunday, Tuesday, Thursday) so that I can compile them for class discussion. No late discussions questions will receive credit. 3. Film Response: On several of the days class is cancelled, I have assigned films that you can watch streaming on your computer or in the library. On those days you will respond to a question about the film which will be due by midnight the day class is cancelled. These days include: 2/17 and 4/21. Note: On 1/31, 2/7, and 3/28, you have a film to watch as part of your homework, but class is not cancelled, and thus your response/question will be due at the usual time. These mini-assignments ensure that you are prepared to discuss the materials in class which will maximize your learning. Because responses are designed to fuel discussion in class, they may not be made-up after the fact. Responses are not graded, but if you do not submit them you will receive a zero for your response question points for that day. The first response is due Friday 1/17.

Papers
You will write a seven (7) page mid-term paper and a seven (7) page final paper in response to the materials presented in this course. For the first paper there are two options for the paper topic. The final paper will be research based. See Blackboard for additional information.

Group Presentation
For your final project, you will write an individual research paper (on your own) and collaborate with your group members to present your findings to the class during the finals period (5/8, 1-3 pm). Groups will be organized by affinity around the intersections of several specific topics. For example, one group

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may examine the intersections between of education, prisons, and violence. Groups will be established in the 10th week of class based on students interests. See Blackboard for additional information.

Goals & Self-Evaluation

Because many of our learning objectives center on reflection, I ask each student to write goals at the beginning of the semester, a mid-term self-evaluation and a short final evaluation. These are ungraded (if you complete them you get full credit) but are worth 1% of your grade each. Instructions will be posted on the class website. Goals are due at the end of the first week of class (1/17) by 5 pm. Your mid-term self-evaluation is due March 7 at 5 pm and the final self-evaluation is due the last day of class, (5/8) at 11:59 pm. Each of these assignments will be submitted online on Blackboard. Because I practice what I teach, I will ask you to complete a mid-term course evaluation on Blackboard. This will be an opportunity for you to give me anonymous feedback about the course.

Schedule
Topics, readings, and due dates are listed on Blackboard. I place the schedule online to allow us to be flexible and responsive to student learning objectives. The electronic schedule significantly reduces confusion in case of changes. However, if you require a paper copy please come see me. Though I will notify you of major schedule changes, be sure to check Blackboard regularly.

Expectations and Policies

Email Due to the volume of email I receive, I require that students write WGST 303 in the subject line of all email you send to me. If you do not do this I may not see your email or respond promptly. Course related emails will be sent to your Gonzaga email account. You are responsible for regularly checking this account. If you have a procedural question, I require that you ask at least one of your classmates before you send me an email. Seminar Environment IMPORTANT: Please read the Seminar Guidelines for more detailed guidance about the classroom environment. In this class we will create a community where we respect and learn from one another. We will frequently deal with personally challenging material. You may find yourself in strong disagreement with your classmates. Thus, it is important that we communicate respectfully and keep our minds and our ears open. It is important that you learn to really listen to your classmates. To achieve this, it is vital that

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you attend class. Our time together is not frivolous or unnecessary; it is a unique space where you and your peers are able to discuss ideas and apply skills that will not only help you in your future studies but also expand your intellectual and personal world views. The more you engage in this academic community, the more you will learn the more we will ALL learn. As with class attendance, it is important for you to participate in class discussions and online as thoroughly as possible. Finally, please do not engage in activity that may detract from the learning of your classmates. Cellphone use (including text messaging) is strictly prohibited. Laptops must be used only for class related purposes (not video games, facebook, etc). Out of respect to your classmates and instructor, please limit your use of fragranced personal products (heavy colognes, fragrant lotions, etc). Academic Freedom This course is framed using feminist, anti-racist theories, methods, and political praxis. As part of the GU and Jesuit commitment to honing critical thinking and becoming people for others, I invite students to practice their own feminist theorizing in this course. Each member of the class is expected to be critical and thoughtful. However, no one is required to become a feminist or adopt any particular theoretical stance. Each of us is expected to respect and understand the variety of views expressed by the scholars well read and by our fellow classmates. I do not agree with all of the ideas expressed by the feminist thinkers whom you will read this semester. Nor do I expect you to agree with everything we read. However, we will all critically examine why we agree or disagree with a particular stance and articulate our assessments using the standards of intellectual reason and debate. Illness If you become ill with flu-like symptoms (high fever and cough or sore throat), please be respectful to your classmates, coworkers, and neighbors (not to mention your professors!) and make every effort to isolate yourself by staying at home or in your room. Public health authorities ask that you not return to work or classes until you have not had a fever for 24 hours without taking fever-lowering medication. It is your responsibility to contact me as soon as possible if you are ill. While I will be flexible with you, I may require documentation of your illness. And, you are still responsible for all missed work. You may also be asked to complete additional or alternative assignments to make up for missed participation points. Late Work Late Daily Responses will not be accepted for credit unless you have made a prior arrangement with me. This is because the learning opportunity they provide, as a stimulus to in-class discussion, is timesensitive. Any exceptions are at my sole discretion and must be arranged in advance or be the result of a documented emergency. If you have an emergency OR think you will miss an exam or be late with a response question, PLEASE tell me as soon as possible so I can help you determine your options. I AM willing to be flexible with you, but I need to know!

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Four things to do if you are absent: 1. 2. 3. 4.

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Email me to let me know why you are/were unable to come to class. Ask a classmate to borrow class notes. Check the announcements section of blackboard. DO NOT ask me if you missed anything in class; you did.

Grade Challenges From time to time a student may disagree with the grading of an assignment. If you disagree with the grade you received and would like me to reconsider, you must write me a letter explaining exactly what you disagree with and why. Provide me with a justification for the grade you think you should have received. You will submit the letter to me in hard copy no later than one week after you receive the grade in question. I do not guarantee I will change the grade, but I will consider your request to reevaluate your work. Academic Integrity I take GUs Academic Citizenship policy very seriously. You may review the policy here: http://www.gonzaga.edu/catalogues/13-14-catalogue/undergraduate/degree-requirements/academiccitizenship.asp. There is one person who is hurt more than anyone else when you cheat; you. So, please dont. Accommodations Please let me know as soon as possible if you require accommodations of any sort. This includes physical, learning, and/or mental health difficulties. I can work with Disability Resources, Education, & Access Management (DREAM) to provide what you require. I am very willing to take suggestions specific to this class to meet your needs. The DREAM office can be contacted at disability@gonzaga.edu or by phone at 509-313-4134. More information on support at Gonzaga may be found on the DREAM website at: http://www.gonzaga.edu/DREAM