WGST 330: Feminist Theory

Online Spring 2021

Instructor: Allyson Perry

Office: Arnold Hall
Phone: 304-293-2339 (office)
Office Hours: By appointment

eCampus/Email:
This is an online course and will be conducted exclusively through eCampus. All email will be conducted through MIX. WE
WILL NOT USE THE COURSE MESSAGES THROUGH eCAMPUS. Email me at aperry13@mix.wvu.edu. If you have
technical problems with eCampus or MIX, contact the WVU Information Technology Services (ITS): http://it.wvu.edu/. For
further assistance please contact the ITS Help Desk at 304-293-4444. They answer calls from 6:30 a.m. until 12:00 a.m.
(midnight).

Course Overview:
It is sometimes difficult to identify and discern what exactly lies at the heart of feminist itself, and what exactly the definitions
are that have come to constitute our understandings of it. This course allows us to more deeply explore and think about the
complexity of feminist theory. We will examine the history, theories, and methods of the field of feminist theory, ranging from
the early definitions of “woman” to more radical perspectives on sex, sexuality, and the body. This course will introduce you to
canonical texts in feminist thought that reveal the various theories of feminist study and will enhance your ability to think
critically about the world we live in.

Learning Objectives:
• Historicize theoretical discourses on feminist theory
• Read critically and synthesize, compare, and identify varying perspectives on feminism
• Cultivate students’ individual voices and critically analyze different theories of feminism
• Understand how feminist theoretical perspectives are practically situated and manifest in the world in which we live
• Apply feminist theory to your own research interests and home discipline(s)

Required Texts:
Please obtain a copy of Feminist Theory Reader: Local and Global Perspectives, McCann, Carole R. and Seung-kyung Kim
(eds). 2013. Third Edition. Routledge. (“FTR” listed on the Class Schedule designates chapters from this Reader). I will also
assign articles not in our Feminist Theory Reader as required readings for this course. In the Class Schedule, those readings
will be designated with (PDF) and will be available in that module on eCampus. The syllabus is subject to change. You will be
notified in advance of changes.

Requirements of course:
This is an online discussion-based course with significant reading and writing components. The course is divided into
“Learning Modules.” Most of these modules contains an introduction, notes, reading assignments, and a discussion post,
question, and comments. The work for each learning module is graded. You will also have other assignments added throughout
the course. I reserve the right to add or remove assignments as needed. A diversity of opinions and experiences are expected
within this class and students are expected to treat each other with respect and integrity in discussing these.

Policies and Procedures

Required Technology:
This is an online course and will be conducted exclusively through eCampus. All email will be conducted through MIX. If you
have technical problems with eCampus or MIX, contact the WVU Information Technology Services (ITS): http://it.wvu.edu/
For further assistance please contact the Help Desk at 304-293-4444. They answer calls from 6:30 a.m. until 12:00 a.m.

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Two-Factor Authentication:
West Virginia University requires all students to use two-factor authentication to prove your identity when logging into a
secure system. In this class, we will rely on the free Duo Mobile smartphone app. To log into Portal, eCampus, or another
secure system with your username and password, you will also need to tap a button on your phone to prove it’s you. Your
phone then must be secured out of sight and in a location determined by this instructor. Get started today at login.wvu.edu.
Click My Login and be ready to install the Duo Mobile app as you follow the steps. Learn more at twofactor.wvu.edu.

Social Justice Policy:

It is the intent of the instructor of this class to establish and maintain a positive learning environment based upon open
communication and mutual respect. The West Virginia University community is committed to creating and fostering a positive
learning and working environment based on open communication, mutual respect, and inclusion. If you are a person with a
disability and anticipate needing any type of accommodation in order to participate in this class, please advise me and make
appropriate arrangements with the Office of Disability Services (293-6700). For more information on West Virginia
University's Diversity, Equity, and Inclusion initiatives, please see http://diversity.wvu.edu.

Withdrawing from the Course:

You may withdraw from courses without a W being placed on your record through the end of the first week of the semester.
You may withdraw with a W from the end of the first week through the end of the 10th week of the semester. You must
withdraw yourself from courses using STAR.

Due Dates and Late Assignments:

I reserve the right to make any changes necessary to the schedule and will give adequate time to accommodate any changes
made. Please refer to the course reading schedule, on the last page of the syllabus, for due dates for all assignments. All
assignments in a module are due at 11:59 on Sundays. NO LATE WORK IS ACCEPTED AND WILL BE MARKED “0”.

Grade Reporting:
I will provide feedback on assignments in a timely manner, generally within a few days, through MyGrades on eCampus. You
will be graded solely upon performance in the course work as measured against established academic standards. You will not
be evaluated prejudicially, capriciously, or arbitrarily. I will report grades through MyGrades on eCampus and will post mid-
semester and final grades for you to review. If there is an error in grading, please contact me immediately.

Questions About Grades:

Grading is stressful for both faculty and students—no one likes to give or receive low grades. Therefore, I want to make sure
that I have evaluated you fairly. If you have questions about a grade or if you want to learn how to improve your performance,
please email via mix. Please do so within a week that I have submitted the grade. (Please do not email me repeals that use “I
should have a higher grade because I studied really hard,” “I think that I should have received a higher grade,” or “I should get
a higher grade because I need to get X grade for the semester.”) Also, I do not allow re-do’s. Regardless of whether you have a
question about your grade or not, you should SAVE ALL WORK until you have received your final course grade. Questions
about final grades cannot be addressed if you do not have all relevant assignments.

Extra Credit:
Extra credit may be assigned at my discretion. I will not create assignments to specifically help a student improve a final grade.

Academic Dishonesty:
The integrity of the classes offered by any academic institution solidifies the foundation of its mission and cannot be sacrificed
to expediency, ignorance, or blatant fraud. Therefore, I will enforce rigorous standards of academic integrity in all aspects and
assignments of this course. For the detailed policy of West Virginia University regarding the definitions of acts considered to
fall under academic dishonesty and possible ensuing sanctions, please see the Student Conduct Code
http://studentlife.wvu.edu/office_of_student_conduct/student_conduct_code. Should you have any questions about possibly
improper research citations or references, or any other activity that may be interpreted as an attempt at academic dishonesty,
please see me before the assignment is due to discuss the matter. [adopted: 2-11-08]

Sexual Misconduct and Resources:

WVU does not tolerate sexual misconduct, including harassment, stalking, sexual assault, sexual exploitation, or relationship
violence [BOG Policy 44]. It is important for you to know that there are resources available if you or someone you know needs
assistance. You may speak to a member of university administration, faculty, or staff, but keep in mind that they have an
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obligation to report the incident to the Title IX Coordinator. If you want to speak to someone who is permitted to keep your
disclosure confidential, please seek assistance from the Carruth Center, 304-293-9355 or 304-293-4431 (24-hour hotline), and
locally within the community at the Rape and Domestic Violence Information Center (RDVIC), 304-292-5100 or 304-292-
4431 (24-hour hotline). Another resource is Mariana Matthews, Senior Title IX Education Specialist & WVU Peer Advocate
Director at 304-906-9930. For students at WVU-Tech, contact the Women's Resource Center at 304-255-1585 (toll free at 1-
888-825-7836) or REACH at 304-340-3676. For students at Potomac State, contact the PSC Psychological Services Office at
304-788-6976, and locally in Keyser, the Family Crisis Center, 304-788-6061 or 1-800-698-1240 (24-hour hotline). For more
information consult WVU policies at http://titleix.wvu.edu. WVU Council for Women’s Concerns also lists resources for
domestic and sexual violence: http://cwc.wvu.edu/dating-domestic-and-sexual-violence-resources.

Plagiarism

Plagiarism is a serious form of cheating. To plagiarize is to claim another’s ideas or writing as one’s own. It is a form of
stealing. Plagiarism can take several forms. Students often associate the term with writers who copy entire passages from a
book, magazine, encyclopedia, or other printed source and turn them in to an instructor as their work. This is, perhaps, the
most blatant form of plagiarism as well as the easiest for instructors to detect. After all, instructors can usually recognize a
passage lifted from Time magazine or other sources with distinctive styles. In fact, instructors can almost always recognize
professional writing, even if they cannot immediately identify its source.

But plagiarism takes several other forms. For instance, students plagiarize when they borrow ideas from other writers without
giving them credit. In this case, students might not even use the other writer’s language; nevertheless, they are stealing the
writer’s content. Students also plagiarize when they present another student’s work (or the work of a professional paper
writing service, or work copied from a Web Site) as their own. Thus, documentation involves more than just citing the source
of direct quotations.

Because plagiarism is such a complex concept to come to grips with in its entirety, take note of the following summary
definition:
1. Plagiarism includes the literal repetition without acknowledgement of the writings of another author. All
significant words, phrases, clauses or passages in a student’s paper which have been taken directly from the
source material must be enclosed in quotation marks and acknowledged either in the text itself or in foot or
endnotes.
2. Plagiarism includes borrowing without acknowledgement another writer’s general plan, outline, or structure of
argument in the creation of one’s own organization.
3. Plagiarism includes borrowing another’s ideas and representing them as one’s own. To paraphrase the thoughts
of another writer without acknowledging is to plagiarize.
4. Plagiarism includes allowing any other person or organization (including those found on the internet) to prepare
the paper and submitting it as one’s own work.

Plagiarism in the course will not be tolerated. Penalties for plagiarism include, but are not limited to, receiving a zero on the
assignment, failure in the course, suspension, and permanent expulsion from the university. For more information including
further descriptions of plagiarism and other forms of academic dishonesty, as well as procedures for handling academic
dishonesty cases, consult the Student Conduct Code.

Grading

An “A” assignment is well researched, well organized, and well written. It conforms to the parameters of the assignment in
terms of length, number of sources, variety of sources, etc. There will be few grammatical errors and few errors in citations.
The student will concisely and accurately summarize course materials, use gender to develop novel comparisons and contrasts,
employ other authors’ writings in the service of their own argument and develop a novel and creative analysis.

A “B” assignment does not completely conform to the parameters of the assignment in terms of length, number of sources,
variety of sources, etc. For instance, it may be shorter than required or omit one component of the assignment. It may have

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more writing errors and more errors in citations than an A paper. The student will concisely and accurately summarize course
materials and skillfully use gender to compare and contrast. The student’s analysis will be fully developed, but less creative
and novel than an A assignment. For example, the student repeats points from class rather than developing new ideas.

A “C” assignment does not conform to the parameters of the assignment in terms of length, number of sources, variety of
sources, etc. For instance, it may be significantly shorter than required, use a minimum of sources, and have enough writing
and citation errors that make it difficult to determine the writer’s argument. The student will concisely and accurately
summarize course materials, but comparisons and contrasts will lack skill or thought. The student will present a recognizable,
but underdeveloped argument (e.g. argument is too general, unorganized, or not supported by evidence).

A “D” assignment is so poorly organized, researched, and written that it does not meet most of the parameters of the
assignment, although there may be evidence that the student has at least attempted to do the required work. There will be
significant errors in citations, summary of course materials, and comparison and contrasts. The student’s work will show an
awareness of the course material but will be inaccurate or too vague to assess comprehension.

An “F” assignment does not meet the parameters of the assignment and shows little to no effort put forth by the student.

Grading Scale

A range > 90% (900)

B range > 80% (800)
C range > 70% (700)
D range > 60% (600)
F range < 60% (599)

Assignments
Weekly module assignments:
60% Discussion Posts, Questions, & Responses (12 at 50 points) 600 points

Assignments throughout the semester:

10% Final Portfolio 100 points
20% Critical Theory Analyses (2 @ 100 points) 200 points
7.5% Private Journal Entries (3 @ 25 points each) 75 points
2.5% Introduction Discussion Post 25 points

Total: 1,000 points

*All grades will be posted to eCampus and can be found with the My Grades tool.
** Because I understand that people are working, taking classes, etc., I will open all modules in advance in case you may want
to work. While you can work ahead as much as you want, please remember that there are hard deadlines. Also, you do not have
to work ahead unless you want to.
***I want you to succeed in this course and in your own goals, but I cannot assign grades based on external circumstances.
That is also not fair to other students. You are graded based on the work that you turn in, not so that your GPA will meet
requirements for your major, scholarships, or other programs. Paying tuition to take this course gives you the right to expect to
learn; it does not guarantee that you will receive a certain grade.

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 Assignment Descriptions
Discussion Posts, Questions, and Responses:

You will complete a reading response, including your initial discussion post, a question, and 2 responses, for each module.
COPY AND PASTE THE TEXT. DO NOT ATTACH A WORD DOCUMENT. Each discussion post, question, and two
responses will be 50 points, and there will be 12 modules throughout the semester. YOUR INITIAL POST AND
QUESTION ARE DUE BY FRIDAY AT 11:59 P.M., AND YOUR RESPONSES ARE DUE BY SUNDAY AT 11:59
P.M. Please refer to the course schedule. You MUST read all assigned readings, but you may select ONE of the readings to
analyze in depth for your discussion post.

Part 1: The “Gist” (10 points)

1. GERM (Topic and Motivation): Summarize the reading’s topic and the author’s motivation/purpose for writing in one
sentence. Make sure to include author and title so that we know which one you are referring to. (2 points)

2. DRIVING QUESTION: Identify the author’s driving question in one sentence. This may be a quote from the text or you
may paraphrase the question. (2 points)

3. THESIS: Identify the author’s thesis in one to two sentences. Again, may be a quote or may be paraphrased. (2 points)

4. EVIDENCE: Provide 2 pieces of evidence that the author uses to support their theory/argument. (4 points)

Part 2: The Analysis (30 points)

As you read the various perspectives of feminist thought for this class, there are numerous factors that will help you understand
them better and place them in a larger theoretical context. Try to identify the following components in each of your readings.
Not every theorist will cover all of these bases; when this happens, see if you can speculate about how to answer the questions
posed. Some of these are drawn from Charlotte Bunch’s “Not by Degrees: Feminist Theory and Education” (1979).

1. DESCRIPTION: How does the theorist describe what exists? What problem does she identify? Does the theorist introduce
or define any terms or concepts that are worth noting?

2. ANALYSIS: How does the theorist analyze why that reality exists? How does she explain the problem? Who benefits from
the reality she describes? Is there a single explanation, or can there be several?

3. VISION: How does the theorist determine what should exist? What does the theorist prescribe as a new reality? What are the
immediate goals and the long-term visions for change?

4. STRATEGY: How does the theorist hypothesize how to change what is to what should be? What tools for change could
make this vision into reality? How will the change be enacted: gradually? All at once? Through what avenues?

5. HISTORICAL CONTEXT: How does the theorist’s time period or historical context influence the production of her theory?
What are the historical facts that inform this theory? What relevance does the theory have for you (in your present time and
context)?

6. SOCIAL CONTEXT: From what perspectives does the theorist make this description? That is, is she describing the realities
of one or more particular social locations? What are the identities of the theorist and/or the theory?

Part 3: Question and Responses (10 points)

1. QUESTION: Reflect on the arguments/concepts presented by posing at least one discussion question for your peers to
respond to. (2 points)

2. RESPONSES: Respond to two peers’ questions. Each one is 4 points. (8 points)

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Final Portfolio:
The final portfolio requires students to synthesize and apply the information that they learned in this course. I will provide a
rubric for the portfolio later in the course.

Critical Theory Analyses:

There will be two critical analysis papers in which you will have to use one of the theories as a lens to analyze another work. I
will provide a rubric for the two papers later in the course.

Private Journal Entries:

You will complete 3 personal journal entries viewable by only me to give feedback about your perspective on the course.
Questions for these journals will be posted on eCampus.

Introduction Discussion Post:

You will complete an introduction discussion post that is visible to the entire class to get to know one another, answering
question prompts, posting a picture, and replying to 2 peers’ posts.

*All readings and assignments are to be completed for the date on which they are listed on the following pages. I reserve the
right to make any changes necessary to the schedule and will give adequate time to accommodate any changes made.

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Week Module/Date/Topic Assignment Due Readings/Videos Due
1 1 1. Introduction Syllabus & Schedule
1/19-1/24 Post eCampus Expectations
The Classics 2. Module 1 Post Mary Wollstonecraft, Introduction of A Vindication of the Rights of Woman
and Responses Sojourner Truth, “Ain’t I a Woman?” (PDF)
3. Journal 1 Betty Friedan, “The Problem that Has No Name” (PDF)
Gloria Steinem, “If Men Could Menstruate” (PDF)

2 2 1. Module 2 Post Simone de Beauvoir, “Introduction to The Second Sex” (FTR)

1/25-1/31 and Responses Redstockings, “Redstockings Manifesto” (PDF)
Liberal Feminism and Linda Nicholson, “Feminism in ‘Waves’” (FTR)
Radical Feminism
Watch: She’s Beautiful When She’s Angry linked to WVU Libraries

3 3 1. Module 3 Post Heidi Hartman, “The Unhappy Marriage of Marxism and Feminism” (FTR)
2/1-2/7 and Responses Pat Mainardi, “The Politics of Housework” (link)
Marxist, Socialist, and Nancy Hartsock, “The Feminist Standpoint: Toward a Specifically Feminist
Standpoint Feminism Historical Materialism” (FTR)

Watch: Two Crash Course videos linked to YouTube

4 4 1. Module 4 Post Becky Thompson, “Multiracial Feminism” (FTR)

2/8-2/14 and Responses Patricia Hill Collins, “Defining Black Feminist Thought” (FTR)
Multiracial/Multiethnic Andrea Smith, “Native American Feminism, Sovereignty, and Social
Feminism, African Change” (FTR)
American Feminism, and
Womanism Watch: The Urgency of Intersectionality linked to TedEd

5 5 1. Module 5 Post Nancy Chodorow, “Freud and Feminism” (PDF)

2/15-2/21 and Responses Laura Mulvey, “Visual Pleasure and Narrative Cinema” (PDF)
Psychoanalytic Feminism
and the Male Gaze Watch: What is Psychoanalysis (4 parts) linked to YouTube

6 6 1. Module 6 Post Judith Butler, “Performative Acts and Gender Construction” (FTR)
2/22-2/28 and Responses Sandra Lee Bartky, “Foucault, Femininity, and the Modernization of
Postmodern Feminism Patriarchal Power” (FTR)
and Gender Studies
Watch: Post-modernism, How to Understand Power, and Theories of
Gender linked to YouTube

7 7 1. Module 7 Post Kathy Davis, “Reclaiming Women’s Bodies: Colonialist Trope or Critical
3/1-3/7 and Responses Epistemology?” (FTR)
The Body Politic Ellen Samuels, “Critical Divides: Judith Butler’s Body Theory and the
Question of Disability” (PDF)

8 Midterm 1. Critical Theory

3/8-3/14 Analysis 1
Midterm 2. Private Journal 2

9 8 1. Module 8 Post Charlotte Bunch, “Lesbians in Revolt” (FTR)

3/15-3/21 and Responses Audre Lorde, “I Am Your Sister: Black Women Organizing Across
Lesbian Feminism Sexualities” (FTR)
Adrienne Rich, “Compulsory Heterosexuality and Lesbian Existence”
(PDF)

10 9 1. Module 9 Post Leslie Feinberg, “Transgender Liberation…” (FTR)

3/22-3/28 and Responses Kimberly Springer, “Queering Black Female Heterosexuality” (PDF)
Queer Theory and Trans Greta Gaard, “Toward a Queer Ecofeminism” (Optional PDF)
Theory
Watch: The Radical Truths of Transgender Studies linked to YouTube

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11 3/29-4/4 No readings or assignments this week.
Spring Break

12 10 1. Module 10 Post Raewyn Connell, “The Social Organization of Masculinity” (FTR)

4/5-4/11 and Responses Judith Kegan Gardiner, “Men, Masculinities, and Feminist Theory (link)
Feminist Studies of Men
Watch: Why Gender Equality is Good for Everyone—Men Included
linked to TedEd

13 11 1. Module 11 Post Chandra Talpade Mohanty, “Under Western Eyes’ Revisited: Feminist
4/12-4/18 and Responses Solidarity through Anticapitalist Struggles” (FTR)
Decolonization, Trans- Uma Narayan, “The Project of Feminist Epistemology” (FTR)
national Feminism, and
White Feminist Savior Watch: My Mother’s Strange Definition of Empowerment and What My
Complex Religion Really Says About Women linked to TedEd

14 12 1. Module 12 Post Rebecca Walker, “Becoming the Third Wave” (PDF)

4/19-4/25 and Responses Jennifer Baumgardner and Amy Richards, “Third Wave Manifesta: A
The Future of Feminist Thirteen-Point Agenda” (PDF)
Theory Betty Dodson, “Betty’s Response to the Vagina Monologues” (link)
Melissa Brown, et al., “#SayHerName: A Case Study of Intersectional
Social Media Activism” (link)
Catherine Rottenberg, “The Rise of Neoliberal Feminism” (PDF)

Watch: Confessions of a Bad Feminist linked to TedEd

15 Final 1. Critical Theory

4/26-5/2 Analysis 2
Final 2. Portfolio
3. Private Journal 3