FYS 31: Women, Race & Class: Theories & Representations

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1 FYS 31: Women, Race & Class: Theories & Representations Dr. Jennifer Y. Chung Fall 2012 Tuesdays & Thursdays, 12:30 1:45 pm Meredith Hall 229 Office: as arranged Office hours: Tuesdays, 2-4 pm and by appointment Course Description The Help by Kathryn Stockett was a literary and Hollywood success. The book was #1 on the New York Times Bestseller List and as of August 2011, has sold five million copies and has spent more than 100 weeks on the Bestseller List. The film adaptation received four Academy Award nominations, including Best Picture, and Octavia Spencer was named Best Actress in a Supporting Role. Although the book and film take place in the 1960s, what does their popularity show about how our contemporary society views and imagines the connections between women, race, and class today? We will use mainstream representations of women, race and class as a starting point for an introduction to ideas of feminism and women of color feminism. The course is divided into five parts: representations of black women in U.S. history; women, race, class and work; women of color feminisms; consequences of U.S. imperialism; and migration, women, race, and class. While the course attempts to be inclusive by drawing upon different racialized/ethnic groups, different disciplines, and different ways of knowing, it is neither comprehensive nor exhaustive. Remember that this is an introduction to some theories and analyses of representations of women, race and class. It is not uncommon to see an entire course devoted to one of our course topics. Required Texts & Technology Kim, Ronyoung (1987). Clay walls. Sag Harbor, NY: The Permanent Press. Stockett, Kathryn (2009). The help. New York: Penguin Group. Additional articles will be posted on Blackboard and are noted in the syllabus as BB reading. Blackboard 9 (bb9.drake.edu). Most course documents will be uploaded onto Blackboard; I will rarely distribute hard copies in class. You will be expected to check Blackboard for announcements, assignments, and readings. Grades will be posted in the Grade Center. Students are responsible for making sure assignments have been received and grades have been recorded. In addition, some assignments will be turned in through Blackboard. August 28, 2012 Page 1 of 10

2 Student Learning Outcomes The learning goals and assignments of this course are built upon students and the instructor taking joint responsibility for teaching and learning. As such, students will be expected to take active responsibility for their learning (or, throughout the semester, learn how to do this) and teaching other students. Emphasis on in- class discussion will provide opportunities for student- to- student teaching and learning. In addition, the course will address the learning outcomes listed below: 1. Information literacy: Student will learn to identify and analyze mainstream representations of women, race, and class in literature and film/t.v. 2. Writing: Student will write papers based on thoughtful and thorough reading of course texts. Students will learn how to draw from course texts to support their analyses in a way that honors the meaning of the texts (as opposed to selecting random quotes). 3. Critical thinking: Through writing assignments and class discussions, students will have the opportunity to reflect on their own ideas of women, race, and class and their significance in today s society. Writing assignments will require critical thinking and analytical skills (e.g. compare and contrast). Teaching and Learning Responsibilities Through dialogue, the teacher- of- the- students and the students- of- the- teacher cease to exist and a new term emerges: teacher- student with students- teachers. The teacher is no longer merely the- one- who- teaches, but one who is himself [or herself] taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow. - Paulo Freire, Pedagogy of the Oppressed Student- teacher Responsibilities: Readings & lecture: Complete all readings and be ready to discuss them during each class. Sometimes this means reading the assignment more than once. Bring the day s readings to class. Participate in group work in lecture. Be prepared to move around. In the event of absences, you are responsible to catch up on any materials you might have missed. Get to know your classmates. Make- up work may be assigned and may include additional papers or class presentations. It is your responsibility to ask about make- up work. Cell phones/texting during class signals disengagement. Consistent disengagement in class will impact your classroom participation grade by at least 1 point. Please do not disrupt class by stepping in and out of the classroom or by packing up before class is dismissed. Consistent disruptions in class will impact your classroom participation grade by at least 1 point. Course and instructor evaluation plans: You will have the opportunity to evaluate the course and responsibility at the end of the course. Additionally, feel free to offer feedback to me at any time during the semester. August 28, 2012 Page 2 of 10

3 Academic integrity: All students are responsible for knowing the definitions and penalties for Drake s Academic Integrity Policy: php. Ignorance of the policy will not serve as an excuse for infractions. Academic dishonesty is an encompassing term involving any activity that seeks to gain credit for work one has not done or to deliberately damage or destroy the work of others. Plagiarism is defined as misrepresenting another s ideas, phrases, discourse or works as one s own. Cheating is defined as the act, or attempted act, of giving or obtaining aid and/or information by illicit means in meeting any academic requirements, including examinations. If it is determined by the instructor that the student is guilty of academic misconduct, it is the prerogative of the instructor to assign the appropriate penalty in the course. Included among the possible penalties that may be imposed by the instructor are a failing grade, or dismissal from the course with a failing grade. Come see me during office hours if you have any questions about the course! Teacher- student Responsibilities: This does not ignore the reality that within the structure of the university, I have certain authority (e.g. grades) and responsibilities. This means I have institutional responsibility for ensuring a constructive learning environment. I expect demonstrations of respect for your fellow students, yourselves and your professor. Debate is important and can be fun; however, personal and/or prejudiced attacks in discussion or otherwise unproductive behavior that stifles the participation of others will not be tolerated. Students who instigate personal and/or prejudiced attacks will be asked to leave class. No exceptions. Campus Services Disability Accommodations. Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. If you are not yet registered as a student with a documented disability, please contact Drake s Student Disability Services. Student Disability Services 2507 University Ave. 107 Old Main University Counseling Center. The UCC offers to all currently enrolled Drake students a variety of counseling services. Depending on the student's need, individual, couple, family, or group counseling may be provided. The UCC is available for workshops, training, psychological testing, and for referral information. In addition, they offer consultation services to students, staff, and faculty who might have questions about student mental health issues or topics. Drake University Counseling Center 3116 Carpenter Avenue (515) M- F, 8:00am to 5:00pm August 28, 2012 Page 3 of 10

SEMESTER SCHEDULE The professor reserves the right to make changes to the syllabus. Note that guest lectures, in particular, are subject to change.

pt 4 Part 1 Black Women in U.S. History: Representations & Analysis The Help, Chapters 1-5 BB reading: Angela Y. Davis (1981).

Journal #1 due Thurs, Sept 6 Week 3 Tues, Sept 11 The Help, Chapters 6-11 Journal #2 due The Help, Chapters 12-17 BB reading: Angela Y. Davis (1981).

4 SEMESTER SCHEDULE The professor reserves the right to make changes to the syllabus. Note that guest lectures, in particular, are subject to change. Week 1 Tues, Aug 28 Introductions Reading Group sign- up Thurs, Aug 30 * BB post due * Week 2 Tues, Sept 4 Part 1 Black Women in U.S. History: Representations & Analysis The Help, Chapters 1-5 BB reading: Angela Y. Davis (1981). Chapter 1: The legacy of slavery: Standards for a new womanhood. In Women, race, and class (pp. 4-29). Journal #1 due Thurs, Sept 6 Week 3 Tues, Sept 11 The Help, Chapters 6-11 Journal #2 due The Help, Chapters BB reading: Angela Y. Davis (1981). Chapter 4: Racism in the women s suffrage movement. In Women, race, and class (pp ). Journal #3 due Thurs, Sept 13 Week 4 Tues, Sept 18 The Help, Chapters Journal #4 due The Help, Chapters BB reading: Angela Y. Davis (1981). Chapter 5: The meaning of emancipation according to black women. In Women, race, and class (pp ). Journal #5 due Thurs, Sept 20 Meet in Cowles for Information Literacy workshop August 28, 2012 Page 4 of 10

Week 5 Tues, Sept 25 Thurs, Sept 27 The Help, Chapters 29-34 Journal #6 due Part 2 - Women, Race, Class and Work * Draft of Paper 1 due * BB reading: Angela Y. Davis (1990).

In Feminist theory: From margin to center (pp. 133-147). Journal #7 due Week 6 Tues, Oct 2 Part 3 - Women of Color Feminisms BB reading: Toni Cade Bambara (1981). Foreword.

5 Week 5 Tues, Sept 25 Thurs, Sept 27 The Help, Chapters Journal #6 due Part 2 - Women, Race, Class and Work * Draft of Paper 1 due * BB reading: Angela Y. Davis (1990). Facing our common foe: Women and the struggle against racism. In Women, culture, and politics (pp ). BB reading: bell hooks (2000). Revolutionary parenting. In Feminist theory: From margin to center (pp ). Journal #7 due Week 6 Tues, Oct 2 Part 3 - Women of Color Feminisms BB reading: Toni Cade Bambara (1981). Foreword. In Cherríe Moraga & Gloria Anzaldúa (Eds.), This bridge called my back: Writings by radical women of color (pp. vi- viii). BB reading: Cherríe Moraga & Gloria Anzaldúa. (1981). Introduction. In Cherríe Moraga & Gloria Anzaldúa (Eds.), This bridge called my back: Writings by radical women of color (pp.xxiii- xxvi). BB reading: bell hooks (2000). Preface to the second edition. In Feminist theory: From margin to center (pp. x- xv). BB reading: bell hooks (2000). Preface to the first edition. In Feminist theory: From margin to center (pp. xvi- xvii). Journal #8 due August 28, 2012 Page 5 of 10

Thurs, Oct 4 BB reading: bell hooks (2000). Black women: Shaping feminist theory.

Feminism: A movement to end sexual oppression. In Feminist theory: From margin to center (pp. 18-33).

(2006, December). Colonized wombs? Reproduction rights and Puerto Rican women. The Public I.

org/2006/12/colonized- wombs- reproduction- rights- and- puerto- rican- women/ Journal #10 due Thurs, Oct 11

6 Thurs, Oct 4 BB reading: bell hooks (2000). Black women: Shaping feminist theory. In Feminist theory: From margin to center (pp. 1-17). BB reading: bell hooks (2000). Feminism: A movement to end sexual oppression. In Feminist theory: From margin to center (pp ). Journal #9 due Week 7 Tues, Oct 9 Part 4 - Consequences of American Imperialism BB reading: Antonia Darder (2006, December). Colonized wombs? Reproduction rights and Puerto Rican women. The Public I. Retreived from wombs- reproduction- rights- and- puerto- rican- women/ Journal #10 due Thurs, Oct 11 Week 8 Tues, Oct 16 Thurs, Oct 18 Midterm check- in * Paper 1 due * Fall Break no class Film screening: The Help Week 9 Tues, Oct 23 Thurs, Oct 25 Film screening: The Help Film screening: The Help Journal #11 due (on film) August 28, 2012 Page 6 of 10

Week 10 Tues, Oct 30 Topic: Consequences of American Imperialism BB reading: Haunani- Kay Trask (1999). Introduction. In From a native daughter: Colonialism and sovereignty in Hawai i (pp. 1-21).

Lovely hula hands : Corporate tourism and the prostitution of Hawaiian culture. In From a native daughter: Colonialism and sovereignty in Hawai i (pp. 136-147).

7 Week 10 Tues, Oct 30 Topic: Consequences of American Imperialism BB reading: Haunani- Kay Trask (1999). Introduction. In From a native daughter: Colonialism and sovereignty in Hawai i (pp. 1-21). BB reading: Haunani- Kay Trask (1999). From a native daugther. In From a native daughter: Colonialism and sovereignty in Hawai i (pp ). BB reading: Haunani- Kay Trask (1999). Lovely hula hands : Corporate tourism and the prostitution of Hawaiian culture. In From a native daughter: Colonialism and sovereignty in Hawai i (pp ). Thurs, Nov 1 Week 11 Tues, Nov 6 Journal #12 due Guest lecture TBA Clay Walls, Chapter 1 Journal #13 due Part 5 - Migration, Women, Race, and Class Thurs, Nov 8 Clay Walls, Chapters 2-3 Week 12 Tues, Nov 13 Journal #14 due Clay Walls, Chapter 4 Journal #15 due Thurs, Nov 15 Clay Walls, Chapter 5 Week 13 Tues, Nov 20 Thurs, Nov 22 Week 14 Tues, Nov 27 Journal #16 due Clay Walls, Chapters 6-7 Journal #17 due No class Guest lecture: Charlotte Davidson, PhD & Jennifer McCann, PhD Journal #18 due * Draft of Paper 2 due * August 28, 2012 Page 7 of 10

8 Thurs, Nov 29 BB reading: Laura Tohe (2000). There is no word for feminism in my language. Wicazo Sa Review, 15(2) Journal #19 due Week 15 Tues, Dec 4 Thurs, Dec 6 Scheduled Final: Thurs, Dec 13, 2-3:50 pm Guest Lecture: Rufina Cortez, PhD Journal #20 due Last day of class * Self- evaluation due * *Complete Journal due* * Paper 2 due * Course Assignments Journal 20 points You will keep a reading journal throughout the semester. It will be due on finals day. You may hand write or type your journals. Below are sample prompts you may use to begin your journal: I had a strong reaction to... I agreed with... I didn t agree with... I have questions about... The reading made me think more about... I want to learn more about... I don t understand... The reading made me feel... The reading reminded me of... If there are multiple readings for 1 day, how do the readings speak to each other? You should engage each reading in your journal. Each entry should be approximately 250 words (1 page, double- spaced). Clearly state the Journal #, date written, and last name of the author(s) in the heading. Journals will be used throughout the semester in 3 ways: 1. You will share your journal entries at the beginning of each class with your Reading Group. 2. Journals will be the basis for whole class discussions. 3. Journals will be the basis for Paper 2. August 28, 2012 Page 8 of 10

9 The Writing Workshop 5 points each (10 points total) You must attend The Writing Workshop at least twice during the semester as you work on writing assignments. You should schedule your appointments in advance (after drafts are due and before the final version of papers are due allow at least 1 week between visiting The Writing Workshop and the paper due date). Bring the following with you to your appointment: (1) copy of the assignment, (2) draft, (3) my comments. Paper 1 20 points Write an autobiography detailing cultural beliefs, values, experiences, family histories and home life. Use Reflection 1.6 from Grant and Sleeter as a guide words (approx. 2 to 3 pages double- spaced). Submit to Blackboard. Note that you must turn in a draft of Paper 1. You will not receive credit for Paper 1 unless you submit a complete draft. Paper 2 30 points Review your journal and select 4 entries that fit any of the following categories: Journals that you feel reflect a high degree of critical thinking/analysis that you are proud of writing Readings to which you feel strongly/personally connected Readings about which you have strong critiques Re- engage these 4 journal entries. Discuss the following: 1. Reflect on and summarize your journal entries. Has anything changed in your thinking from earlier to later entries? 2. Has anything changed since you wrote these journals (e.g. how you feel about and/or think about the text)? Why or why not? 3. Why do these journals, in particular, stand out for you? For example, what do these journals have in common? 4. Review Paper 1 (your autobiography). Reflect on how your experiences impact your engagement with the texts in the journals. About 1000 to 1250 words (approx. 4 to 5 pages double spaced). Submit to Blackboard. Note that you must turn in a draft of Paper 2. You will not receive credit for Paper 2 unless you submit a complete draft. In- class Assignments 5 points May include short writes, film prompts and/or reading quizzes (if necessary). Class Participation 5 points Reading Group Participation 5 points Self- evaluation 2 points Use the Class Participation rubric to write a word evaluation of your class participation and reading group participation. Submit this in the Blackboard Drop Box. August 28, 2012 Page 9 of 10

10 Attendance 3 points Attendance is mandatory. This portion of your grade will be determined by the rubric below: 3 Superior. No more than one excused absence, and student arrives to class on time and stays for the full time. 2 Adequate. No more than two absences. Or, student sometimes is not present for the full class time. 1 Inadequate. No more than three absences. Or, student regularly disrupts class by being late, leaving early or stepping out of the classroom during class. 0 Failing. More than three absences. Summary of Projects and Grades Total 100 points Journal 20 points Writing Workshop 10 points Paper 1 20 points Paper 2 30 points In- class assignments 5 points Class Participation 5 points Reading Group Participation 5 points Self- evaluation 2 points Attendance 3 points * Rubrics are posted on Blackboard. * Assignment Grade Scale A A A B B B C C C D D D- 59 and below Fail Final Grade Scale A B C D 59 and below Fail August 28, 2012 Page 10 of 10

LEAD 612 Advanced Qualitative Research Fall 2015 Dr. Lea Hubbard Camino Hall 101A

Contact Info: Email: lhubbard@sandiego.edu LEAD 612 Advanced Qualitative Research Fall 2015 Dr. Lea Hubbard Camino Hall 101A Phone: 619-260-7818 (office) 760-943-0412 (home) Office Hours: Tuesday- Thursday