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Syllabus 01:790:335 Women and American Politics

Summer I 2012 6:00 PM - 09:40 PM Course Location: Hickman 210 - Douglass &
Professor Danielle N. Pritchett Office hours: 3:30 p.m. - 5:30 PM Tuesdays Online Office hours: 5:30 PM-6:30 PM Thursdays Course Promise This course is a hybrid reading intensive seminar course discussing gender, women and American politics. This course will give an overview of women and how they have participated in American politicsas activists, voters, and politiciansand, also, how gender has played a role in our historically male-dominated government institutions. From the fight for suffrage to the first major presidential run by a woman, the readings and discussions in this class will be historical and contemporary, theoretical and empirical. Finally, because this course is hybrid we will be using technology and social media throughout this course to not only enhance lectures and readings but to complete course assignments. Required Readings The required textbooks for this course are: Gender and Elections. Susan J. Carroll and Richard L. Fox, ed. 2010 (G&E). Political Women and American Democracy. Christina Wolbrecht, Karen Beckwith, Lisa Baldez, ed. 2008. (PWAD). All other required readings will be posted on the eCollege course website. Ways the Course Promise Will Be Fulfilled Attendance & Participation (25% of Your Grade) Attendance and participation are very important to understand the concepts and ideas shared in this course. It also makes our class more fun! All absences require a written explanation to be

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placed under consideration for being excused. Poor attendance will lower your grade! Finally, due to the hybrid nature of this course attendance and participation in on campus and online meetings are vital to the courses success. To report your absence to be considered to be excused, visit Final Paper (30% of Your Grade - 20% Paper & 10% Class Presentation) This paper will be 10 -12 pages focused on an analysis and profile of a women running for office in 2012. While the selection of the woman running is open, the term paper must significantly discuss one of the themes discussed in the course and its role or potential role for the womans campaign you are profiling. Wikipedia Assignments (30% of Your Grade) During the course we will have several assignments that will help students to work on creating or improving a Wikipedia page that deals with a topic discussed in the course. These assignments include selecting a page to create or improve, drafts of changes to the pages and tracking the changes on your and another Wikipedia page. Reading Presentation (10% of Your Grade) The reading presentation is a way to assure each student has an in-depth understanding of at least one of the readings/topics from the course. The reading presentation is also a way for students to work on their presentation skills in preparation for the final paper presentation at the end of the course as well as for when they join the work force upon graduation. Other Assignments (5% of Your Grade) Other assignments for this course will be used to facilitate the preparation of your final paper. These assignments will include a blog post, podcast or video-cast with a partner discussing your final papers to your classmates as well as responding to two of these posts created by your classmates. Promise Expectations What Students Should Expect from the Professor Communications with Students All general announcements for this course will be posted on the course website or shared in class. Due to the short and intensive nature of this course general email communications will be minimal. It is your responsibility to check the course website regularly for my communications with you. It is also your responsibility to check your Rutgers email or the email that your official Rutgers communications are forwarded to. For more information about email please read Rutgers NetID and E-mail.

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Professors Expectations of Students Attendance Attendance is mandatory! This course is only six weeks long therefore every class meeting on campus or online is extremely important. If you are unable to make more than two of the on campus meetings I highly suggest you consider dropping this course. In-Class While in class meetings I expect you to fully present in class. Ways to be fully present include: Silencing and putting away your cell phone for the duration of the class (reading or sending text messages is inappropriate behavior); Using laptops and tablets for note taking or internet searches based on current course discussions and group work; Refraining from talking to your neighbor outside of specific class activities; Contributing to Class Discussions. To be early is to be on time, to be on time is to be late and to be late is not to be, in other words, I expect you to arrive to my class on time and remain until you are dismissed. On those rare occasions when you cannot accomplish this, please sit near the back of the lecture hall or in a seat close to the door that day. Also attempt to use the restroom before, not during class, in order to keep class interruptions to a minimum. (Please note that due to the length of in-class meetings there will be a break halfway through meetings which can be used for restroom breaks or other quick needs). Finally, please complete each sessions reading assignment before class. Doing so allows us to have a more fruitful discussion and also allows you to find areas that you need clarification or need to ask questions about (bringing these things to class will facilitate our discussions).

Assessing Performance
I will use rubrics to assess your performance in this class, they are in the appendix of this syllabus. Should you decide to challenge any of your grades, please refer to these rubrics in arguing your appeal. Communication with the Professor When communicating with me directly via email or message board on the course website please allow up to 24 hours Monday through Friday for me to respond to your email. Please note that I do not check email on the weekends outside of the first and the last Saturdays during the span of this course. Also, when communicating with me via email or during my online office hours please be mindful of netiquette. Read more about netiquette here or on our course page under Course Policies.

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Assignments Wikipedia Assignment Become a Wikipedia editor and contribute by creating a new topic or modifying an existing article dealing with women and American politics. Your edit needs to be extensive as well as substantive and non-trivial because you will use your edit in your final paper. More information will be available as the course progresses. Woman in American Politics Paper This paper will be 10 -12 pages focused on profiling a women in American (US) politics who is running in the 2012 elections. While the selection of the women politician is open, the term paper must significantly discuss either class, gender, identity or race and its role in the politics of the candidate and their campaign, past or present. During the first week of class students will choose which women politician they will profile. A successful term paper will not only summarize the political life of the selected candidate but also discuss a critical question from the course or from the 2010 or 2012 elections. Other Assignments Topic Selection This assignment will give students a chance to get my approval and feedback for your selected term paper topic. Annotated Bibliography This assignment will give students a chance to investigate Academic articles, books and media articles that discuss their country and topic. This assignment will also allow students to make progress on their paper and assist them in discovering which items will help in the writing of their paper. Social Media Posts Additionally, each student will create social media posts centered around the reading for their reading presentation. These posts should include what they learned as well as connects to current and recent political events. Because of the social media and technology focus in this course students may choose to post in written, verbal (podcast or video) and visual (photos) forms. Course Blog Our class will have a blog that will serve two purposes. The first is to facilitate discussions online of course materials. The second is to connect topics being discussed in the course to current and recent political events. The courses blog posts will be a mix of professor led discussions as well as discussions based on in-person class discussions.

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Course Schedule
*Subject to Change - Please Check the eCollege Course Site Frequently for Updates & Reminders

Week 1
29 May

Introduction & Theory: Women & American Politics

Tuesday 29 May In-Class Online

Course Introduction, Online Politics Resources and Grammar & Writing

Readings: PAWD Ch. 1 Christina Wolbrecht Introduction: What we saw at the Revolution; PAWD Ch. 2 Gretchen Ritter Gender as a Category of Analysis in American Political Development; PAWD Ch. 5 Jane Junn and Nadia Brown What Revolution? Incorporating Intersectionality in Women and Politics. Online Lesson 1

Week 2
3 - 9 June

Women, Activism and the Vote: Suffrage Movement, Other Movements & Political Party Involvement
Readings: G&E Ch 8. Barbara Burrell, Political Parties and Womens Organizations: Bringing Women into the Electoral Arena; PWAD Ch 4. Nancy Burns, Gender in the Aggregate, Gender in the Individual, Gender and Political Action;

Tuesday 5 June In-Class Online

Readings: Jo Freeman, "The Women's Liberation Movement: Its Origins, Structure, Activities, and Ideas," at; Jo Freeman, "Whom You Know versus Whom You Represent: Feminist Influence in the Democratic and Republican Parties," at; Jo Freeman, A Tale of Two Conventions, at; PAWD Ch 6. Lee Ann Banaszak, Womens Movements and Women in Movements: Influencing American Democracy from the Outside?; Online Lesson 2

Week 3
10-16 June

Women and Representation

Readings: PAWD Ch 10. Suzanne Dovi, Theorizing Womens Representation in the United States; PAWD Ch 12. Karen Beckwith, Conclusion: Between Participation and Representation: Political Women and Democracy in the United States.

Tuesday 12 June In-Class Online

Readings: PWAD Ch 7. Kira Sanbonmatsu, Representation by Gender and Parties; PWAD Ch 9. Beth Reingold, Women as Officeholders: Linking Descriptive and Substantive Representation; Online Lesson 3

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Week 4
17-23 June

Women & Elections

Readings: G&E Ch 7. Richard L. Fox, Congressional Elections: Womens Candidacies and the Road to Gender Parity; G&E Ch 5. Christine Marie Sierra, Latinas and Electoral Politics: Movin on Up; G&E Ch 10. Kira Sanbonmatsu, State Elections: Why Do Women Fare Differently across States?;

Tuesday 19 June In-Class Online

Readings: PWAD Ch 8. Kathleen Dolan, Women as Candidates in American Politics: The Continuing Impact of Sex and Gender; G&E Ch 3. Susan A. MacManus, Voter Participation and Turnout: Female Star Power Attracts Women Voters; G&E Ch 4. Susan J. Carroll, Voting Choices: The Politics of the Gender Gap; Online Lesson 4

Week 5
24-30 June

Hillary, Sarah & Beyond: Women in Recent US Elections & 2012 Preview
Readings: G&E Ch 2. Susan J. Carroll and Kelly Dittmar, The 2008 Candidacies of Hillary Clinton and Sarah Palin: Cracking the Highest, Hardest Glass Ceiling; Diana B. Carlin and Kelly L. Winfrey, Have You Come a Long Way, Baby? Hillary Clinton, Sarah Palin, and Sexism in 2008 Campaign Coverage, Communication Studies 60 (September-October 2009), pp. 326-343.

Tuesday 26 June In-Class


Readings: G&E Susan J. Carroll and Richard L. Fox, Introduction: Gender and Electoral Politics in the Early Twenty-First Century; G&E Ch 1. Georgia Duerst-Lahti, Presidential Elections: Gendered Space and the Case of 2008; G&E Ch 6. Wendy G. Smooth, African American Women and Electoral Politics: A Challenge to the Post-Race Rhetoric of the Obama Moment; Online Lesson 5

Week 6 1-7 July Thursday# 28 June In-Class Online

Money and Media and Women in Las Americas, Final Paper Presentations & Final Thoughts

Final Paper Presentations & Final Questions

#This date is to be determined Readings: About PACs (See eCollege for links); G&E Ch 9. Dianne Bystrom, Advertising, Web Sites, and Media Coverage: Gender and Communication along the Campaign Trail; Brittany L. Stalsburg, Voting For Mom: The Political Consequences of Being a Parent for Male and Female Candidates; Politics & Gender v6 n3, p373-404, Sept 2010; Paxton, Pamela and Melanie Hughes. Women, Politics and Power Chapter 8 All Regions Are Not Created Equal; PWAD Ch 11. Lisa Baldez, Political Women in Comparative Democracies: A Primer for Americanists. Online Lesson 6

6 July 2011


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Syllabus Appendix
This appendix contains additional information and key policies you need to know for this course.
SAS Political Science Department Learning Goals Students will understand of some of the philosophical and practical problems of political organization, action, and governance; engage in critical thinking, logical reasoning, rigorous positive analysis, and normative or moral judgment about the nature of citizenship, rights, and duties. Students will question, debate, and challenge positive or normative propositions; subject alternative understandings to rigorous and logical testing; and identify and critique various methods and approaches used by political scientists to understand politics. Majors will also understand critical theoretical issues underlying political life: the individual and community; political obligation and civil disobedience; stability, revolution, and change; legitimacy and justice; and freedom and power. Students will understand American political institutions, and the political, economic, and social influences affecting American democracy. Students will understand foreign and international politics, including the nature of other political systems or the operation of the international system. Students will demonstrate a deeper understanding of at least one major topic in each of the following: theoretical approaches to political science, American institutions and politics, and foreign and international politics. Students will understand how political scientists develop and test new ideas or explanations and design and complete a research project. Course Rubrics Participation
CATEGORY Topic Response Good Responding to the instructor's topic by the due date. Responding to the requested number of peer postings within two days. Mediocre Responding to the instructor's topic within a day of the due date. Responding to the requested number of peer postings within three days - OR not responding to enough of your peers' postings. Responding to 3/4 of the peers who have posted a response to you. Poor Responding to the instructor's topic more than 24 hours after the due date. Squeezing in your peer responses just before the discussion thread closes - OR ONLY responding to 1 peer. Responding to 1/2 of the peers who have posted a response to you. No credit Not responding to the instructor's topic.

Peer Response

Responding to NO peer postings.

Final Response

Responding to all peers who have posted a response to you.

Responding to NONE of the peers who have posted a response to you.

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Quality Threads

Student comments that add significantly to the discussion by suggesting other solutions, pointing out problems, or even respectfully disagreeing. Student also substantiates any comments made with reasoning or even source citation.

Student comments that add moderately to the discussion by suggesting other solutions, pointing out problems, or even respectfully disagreeing. Student does not substantiate any comments made with reasoning or even source citation.

Student comments that do not add to the discussion. Student does not substantiate any comments made with reasoning or even source citation. Posting is simple: "I agree" or "Yes" or "No"

Student does not participate at all in the threaded discussion.

Written Assignments Rubric

Category A B C D/F Argument and Makes clear and com- Makes clear argument, Attempts to offer a co- Fails to make a cogent pelling argument. Solid based on plausible gent argument and argument or to offer analysis
reasoning. Offers insightful analysis readings. Some effort analysis, but argument to sustain argument and analysis are based throughout the analys- on faulty reasoning. is. sound analysis.

Writing and grammar

Writes well, making ap- Writes well, but may Makes multiple errors, Makes multiple errors propriate word choices include a handful of but still writes in a that interfere substanand avoiding grammar grammar, spelling, or clearly intelligible tially with comprehenand spelling mistakes. word choice mistakes. manner. sion. Presents clear, navig- Offers clear organiza- Makes some effort to Structures the paper in able structure with in- tion with some road structure the paper, a way that is disorgantroduction, body, and map for reader. but organization is ized and difficult or imconclusion. Provides problematic or difficult possible to follow. reader with a "road to follow. map" of essay.

Organization and structure

Uses multiple readings References multiple Makes minimal use of Fails to use readings Mastery and use of readings and demonstrates mas- readings and demon- readings and/or fails tery of facts and argu- strates a good degree ments made in readof understanding. ings. to demonstrate adequate mastery of readings.

Knows the analytical Knows most of the Makes some headway Fails to know and apply concepts, provides their concepts. Makes minor toward knowing and basic concepts. definition(s), and apdefinitional errors. applying the relevant plies them precisely and concepts. systemically in the analysis of specific problems. Marshals appropriate Marshals appropriate Attempts to provide Fails to provide relevEmpirical ana evidence to describe, evidence to describe, and explain evidence ant evidence. lysis understand, and explain understand, and exbut with substantial political problems. plain political prob- omissions or errors in lems, with small erinterpretation. rors. Theoretical ana Explains the relevance Is able to apply suc- Has difficulty connect- Fails to connect the and applicability of a cessfully some of the ing theoretical anacourses theoretical lysis wide range of theoretic- courses theoretical lyses to the political analyses to analyzed al analyses to specific analyses to selected problems. political problems. political problems. political problems.

Conceptual Analysis

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Political liter Exhibits a nuanced un- Demonstrates a gener- Has difficulty connect- Fails to connect the derstanding of the rela- al understanding of ing the theories to ac- theories to actual isacy
tionship between the analytical tools learned in class and real life global/comparative political problems. the relevance of political scientific theories for the analysis of the global political world. tual issues of global/comparative politics.

sues of global/comparative politics.

Grading Policy In recent years, students have been viewing grading as a cooperative exercise between themselves and faculty. This is certainly not the case for this class. In other words, I will determine your grade based on your performance in the course. I work very hard to be accurate, consistent and FAIR. Still, mistakes will certainly arise and you have every right to raise questions and concerns about any aspect of your exams and/or grade. However, I respectfully request that you do this in a manner that does not impugn on my abilities and/or my character. If you feel that your grade on a particular assignment is inaccurate or if you just want clarification on some points, please come see me or email me within 3 business days of receiving your grade on the assignment if you want the possibility of changing the grade to be possible. I will then examine the paper and provide you with further information about the source of your grade. No assignment grade will be changed if a student contacts me after 3 business days. If you feel that your final grade is inaccurate or if you just want clarification on some points, please come and see me or email me within 3 weeks of receiving your final grade if you want the possibility of changing the grade to be possible. I will then examine the paper and provide you with further information about the source of your grade. All final grade changes after 3 weeks from submission of final grades must be approved by the Director of Undergradu ate Studies. The Director will be made aware of this policy and your knowledge of its existence, should you choose to go this route. The grading scale is as follows: 92-100 equals A; 86-89 equals B+; 80-85 equals B; 76-79 equals C+; 70-75 equals C; 60-69 equals D; 0-60 equals F. Rutgers Academic Policies of Note Academic Integrity Policy Academic integrity is essential to the success of the educational enterprise and breaches of academic integrity constitute serious offenses against the academic community. Every member of that community bears a responsibility for ensuring that the highest standards of academic integrity are upheld. Only through a genuine partnership among students, faculty, staff, and administrators will the University be able to maintain the necessary commitment to academic integrity. The University administration is responsible for making academic integrity an institutional priority and for providing students and faculty with effective educational programs and support services to help them fully understand and address issues of academic integrity. The administration is

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also responsible for working with other members of the academic community to establish equitable and effective procedures to deal with violations of academic integrity. Students are responsible for understanding the principles of academic integrity fully and abiding by them in all their work at the University. Students are also encouraged to report alleged violations of academic integrity to the faculty member teaching the course in which the violation is alleged to have occurred. Visit,, for more information. Disabilities (Learning, Physical & Other) If you have a disability as recognized by the Rutgers Office of Disabilities please contact me as soon as possible so that we can make sure that your disability is documented with the Office of Disabilities and create a plan for reasonable accommodations for you. To learn more about your rights and your options please visit the Office of Disabilities Services for Students: Religious Holiday Observance It is University policy (University Regulation on Attendance, Book 2, 2.47B, formerly 60.14f) to excuse without penalty students who are absent from class because of religious observance, and to allow the make-up of work missed because of such absence. Examinations and special required out-of-class activities shall ordinarily not be scheduled on those days when religiously observant students refrain from participating in secular activities. Absences for reasons of religious obligation shall not be counted for purposes of reporting. Students are advised to provide timely notification to instructors about necessary absences for religious observances and are responsible for making up the work or exams according to an agreed-upon schedule.