Introduction to Women’s Studies

Women: Images and Perspectives

WS 2013-51

Fall 2005

Internet Course

 

Graduate Teaching Assistant: Kavitha Koshy

Email: kkoshy@mail.twu.edu

Office: HDB 307F,    Phone: 940-898-2746

On-campus Office Hours: Tuesday 8:30-10:30am & Thursday 8:30-10:30am

Virtual Office (On “Live Chat”): Thursday 9-10pm

 

Graduate Teaching Assistant: Nery Morales

Email: nmorales@mail.twu.edu

Office: HDB 307F,    Phone: 940-898-2746

On-campus Office Hours: Monday 3:30-5:30pm & Thursday 12:30-2:30pm

Virtual Office (On “Live Chat”): Tuesday 9-10pm

 

Our strength lies in shifting perspectives, in our capacity to shift, in our “seeing through” the membrane of the past superimposed on the present, in looking at our shadows and dealing with them. Encrucijadas, haunted by voices and images that violated us, bearing the pains of the past, we are slowly acquiring the tools to change the disabling images and memories, to replace them with self-affirming ones, to recreate our pasts and alter them--for the past can be as malleable as the present.                                                                                                       --Gloria E. Anzaldúa

 

Course Description

As an “Introduction to Women’s Studies” this course gives an overview of the interdisciplinary nature of the field of Women’s Studies. Through the readings, discussions, journals, other written work, and group activities, we will explore the meanings of gender in relation to other categories of analysis such as race/ethnicity, ability, sexual orientation, class, and age. As we live in a globalized world, this course will look at American cultures within the global context. By raising student consciousness on social issues we will confront issues of injustice and discuss ways of attaining social justice goals. We will question the existence of social hierarchies and inequalities as they relate to women’s lives and experiences.

 

Course Goals

Students who successfully complete this course will:

1.      Become familiar with some of the core values on which feminist theories are founded

2.      Obtain an understanding of the key debates within feminist thought

3.      Be able to identify issues that threaten human rights and are of deep concern to those striving for social change

4.      Obtain a nuanced understanding of gender as it intersects with other categories, by being introduced to a holistic and inclusive feminist theorizing that does not see gender in a vacuum but in the context of other variables

5.      Obtain a nuanced understanding of the category “woman,” by recognizing the differences between women and finding common platforms for engagement

6.      Be able to apply feminist values to their respective fields of study/home disciplines

7.      Demonstrate the increased ability to read, think, and write critically

8.   Become familiar with electronic technologies like the Internet through working on

      Blackboard and researching topics for class assignments.

 

Required Texts

Women’s Voices, Feminist Visions. 2004. Edited by Susan M. Shaw and Janet Lee

Zenzele: A Letter for My Daughter. 1996. J. Nozipo Maraire

Course Packet (CP): Selected readings for each week

 

Course Information and Policies:

 

Participation and Discussion

The uniqueness of an on-line class lies in the challenge that it poses to class participation and interaction. Through “Discussion Board” and “Live Chat” we hope to create an atmosphere of engaged learning. As you type your comments/questions and respond to others’ postings you have the opportunity to do it thoughtfully and carefully. It is okay to voice your personal opinions but keep in mind that this is as important as engaging with the scholarly materials that will be presented to you. In other words, just because you feel strongly opposed to something in the text, you are not exempt from critically reflecting on it. You don’t have to agree with everything that is read or said, but make sure to familiarize yourself with the divergent viewpoints on any topic. Be respectful of others views and values. 

 

Time Management (Adopted from Dr. Jim Williams, 2005)

A distance learning course requires greater time commitment than a traditional face-to-face class. Do not underestimate the time commitment. A traditional class meets for 3 hours each week and therefore you should expect to devote at least twice as much time. You will also require a greater degree of self-discipline. Do not wait until the last minute to work on assignments.

 

Using Blackboard

Each of you will need a user ID and password to access blackboard. The user ID and password will be the same as your Pioneer Portal. If you do not have a portal ID you need to create one by going to http://portal.twu.edu, clicking on the ID button, and following instructions. The TWU main page has a link for “On-line” Students. You are required to take the orientation: http://www.twu.edu/dl/Current_Students/current_students.htm

To familiarize yourself with Blackboard it is mandatory that you take the on-line orientation available on the Blackboard main page: http://www.twu.edu/dl/orientation/blackboard.htm

Also make sure that you have the recommended browsers and computer settings:

http://www.twu.edu/blackboard/browsers.htm

For “Live Chat” it is required that you have an Internet browser that fully supports both Java and JavaScript. Read these guidelines: http://www.twu.edu/dl/orientation/other.htm

or contact: helpdesk@twu.edu

While researching topics for Group presentations you can access the TWU library and make yourself aware of the services available to distance learners: http://www.twu.edu/library/dl/index.htm

 

Computer, Internet, and Word Processing Software Access (Adopted from Dr. Jim Williams, 2005)

You will need regular Internet access to participate in this course.

Each person must be able to access word processing software. Journals and Assignments can be submitted in any one of the following formats: Microsoft Word, RTF (rich text format) or Plain text format.

 

Assignment Deadlines

You are expected to meet all deadlines. Mark on your calendars the due-dates for all assignments. Late papers will be marked down by 10 points per day. Late journals and late Discussion Board questions/comments will not be graded, unless you have a legitimate, documented emergency.

 

Policy on Academic Honesty

Plagiarism in any form, whether deliberate or unintentional, will not be tolerated. You are responsible for ensuring that you do not plagiarize even as a result of carelessness.

Plagiarism (from Latin, meaning, kidnapping) involves copying words or ideas from other sources and presenting them as if they were your own.  Plagiarism includes the following:

·        Quoting directly from the Internet, a book, an article, a syllabus, a lecture, or writings (published or unpublished) of another person without placing quotation marks around the words of the other person and/or acknowledging your source according to a recognized style manual (e.g. MLA or APA style).  In all writing assignments quotation marks must be used even around short phrases from other authors.  Plagiarism still occurs even if you cite your source but neglect to use quotation marks around the words that you did not write yourself.

·        Presenting the ideas of another person without acknowledging your source, even if the ideas are explained in your own words.  Even when you summarize another person’s argument or thought you must cite your source(s).

·        Buying or taking a paper from an Internet source or another person and submitting the paper or portions of the paper as if it were your own.

·        Deliberately falsifying your references.

In order to avoid plagiarism, familiarize yourself with the University’s power point concerning plagiarism: http://www.twu.edu/as/engspfl/shared/tools/plagiarism.ppt 

 

Since plagiarism is unacceptable, it will result in failing the plagiarized assignment and may lead to a failing grade for the course. If we can determine that your plagiarism was due to sloppiness you will be awarded a grade no higher than a “C” for the course.

 

Disability Support Services

Texas Woman's University seeks to provide appropriate academic adjustments for all individuals with disabilities.  This University will comply with all applicable federal, state, and local laws, regulations, and guidelines, specifically Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA), with respect to providing appropriate academic adjustments to afford equal educational opportunity.  It is the responsibility of the student to register with and provide medical verification and academic schedules to Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determined by the coordinator.  The student also must contact the faculty member in a timely manner to arrange for appropriate academic adjustments.  For further information regarding Disability Support Services or to register for assistance, please contact the office at 898-3835 (voice), 898-3830 (TDD) or visit CFO 105.

 

TWU Write Site

The TWU write site is a great resource, especially when drafting and producing written work. The write site offers an on-line writing lab (OWL) where you might consider sending a draft of your essay/written work for feedback. For more information go to:  http://www.twu.edu/as/engspfl/writesite/owl.htm. In order to effectively make use of this resource it is important that you start working on your assignments early.

 

Points allotted to Assignments and Exams

130 points     Participation:  Discussion Board

100 points     Weekly Journal

 60  points     Midterm

 50  points     Group Power-point presentation

 60  points     Zenzele Essay

100 points     Final: Self-Evaluative Essay

 

Grade Policy

450-500               A

400-449               B

350-399               C

300-349               D

299 and below     F

 

 

Course Requirements:

 

Participation

 

Face to Face meeting (Optional): There will be one face-to-face meeting (on the Denton campus) on August 31, 2005 from 1-2:20pm at ASB 104. Although attendance is optional we’d like people to try to be present because this is the only face-to-face meeting for the entire semester. During this time we will give you an overview of the course and syllabus and solve any course related issues you may have. Course packets will be handed out to those present.

Those who cannot attend, please make sure that the current address that you have provided the school is correct. You will receive the course packet via post by the second week of school.

 

Live Chat or Virtual Office: Starting with Tuesday September 6th we will meet every Tuesday and Thursday from 9-10pm (CST) on “Live Chat.” We can use this time as Q&A sessions and for continuing “Discussion Board” debates/dialogues/ and interactions. Each of you will sign on for either Tuesday or Thursday night chat sessions for the entire semester. There will be a cap of 15 students to a chat session. “Live Chat” will not be graded but attendance will be taken. Anyone missing 4 weeks will receive a grade no higher than a B for the class. Subsequent absences will lower your final grade by one letter grade. For e.g. if you miss 5 chat sessions, you will receive no grade higher than a C; if you miss 6, you will receive no grade higher than a D, and if you miss 7, you should withdraw from the course.

 During “Live Chat” be respectful of other’s viewpoints. It is not necessary that you make yourself heard each time. Remember that class participation involves both discussion and listening.  Make sure to follow the guidelines provided here: https://www.twu.edu/dl/orientation/interactionchat.htm

 

Discussion Board (130 possible points):

We will pose questions/ make comments/ suggest web sites related to the readings for each week on Discussion board.

Each week, starting with Week 2, you will have to post a comment/question (100 words or more) on Discussion Board based on the readings for the week. Each student must: 1) Start a new thread with a comment/question and 2) Respond to at least one other classmate’s comment/question.

Before you start a new thread read what others have written. If what you have to say is similar to what has already been said acknowledge this in your thread. Your posting is worth 5 points and interacting with/ adding on to others’ threads is worth another 5. Each week you can earn up to10 points for participating on Discussion Board. Failure to appear on Discussion Board for 3 weeks or more will result in failing the class.

Discussion Board postings/threads must be submitted no later than Monday 9 pm (CST) each week. You must respond to at least one classmate’s posting no later than Tuesday 9 pm (CST) each week.

During the weekly interaction on Discussion Board you may also suggest web sources connected to the readings that might be of interest to the rest of the class.

 

Weekly Journal (100 points)

You are required to turn in a Journal entry via the “Digital Drop Box” by 9 pm (CST) on the following dates (Wednesdays): 09/07, 09/14, 09/21, 09/28, 10/05, 10/12, 10/26, 11/02, 11/16, & 11/23. There will be 10 entries in all. Each Journal entry is worth 10 points. Extra points can be earned for exceptional work.

Each journal entry must be 300-500 words (double-spaced, 12-point font). Make sure to proof-read them before you turn them in. In each entry you will be expected to interact with no less that two articles, which are part of your required reading for the week. Do not summarize the articles in your own words. Pick arguments that challenge you the most. Interact with new ideas that you believe the articles are raising. Self-reflection is a key component here. Each entry must have a title and date. Save all your journal entries, as they will be useful while writing your Final Essay.

We will grade your Journal entries and return them to you by Sunday mid-night each week. 

For Week 12 (11/16) your journal entry with be a film review. More details on this assignment will be provided a month in advance.

 

Midterm (60 points): (Chapter 1-5)

This will be an open book test consisting of 10 short answer questions and one essay question. The questions will be provided a week in advance. Your answers need to be posted via the “Digital Drop box” by 9pm on October 20, 2005 (Thursday). There will be no “Live Chat” or Journal entry or Discussion board thread required during the week of the mid-term (Week 8).  Late papers will be marked down by 10 points per day.

 

Group Power Point Presentation (50 points)

The class will be divided into 7 groups of 4 to 5 people in each. Each group will work together on a power-point presentation on a topic related to a particular chapter that is assigned for a specific week. Power points must be posted on Discussion Board no later than 9 pm  (CST) on the Monday of the week it is due.

For example: Group 1 will be expected to post its Power point on Discussion Board by Monday 10/10 (9 pm, Week 7). Their topic will be related to the chapter for the week, which is Chapter 5: Inscribing Gender on the Body.

For a clearer picture on the week assigned to each group, check the schedule of topics. 

You can choose the group you want to work with by choosing the topic that interests you the most. Sign up as quickly as possible. A sign-up sheet with a list of topics will be posted on-line by 09/01.

A Power point presentation must consist of 10-12 slides that are self-explanatory. The concluding slide must be a Bibliography consisting of both works consulted and works cited. The topic must be explored in-depth. You must do extensive reading/research and consult a minimum of 5 articles and 3 web sites. Pictures/ images are optional. 

We will be happy to assist you with sources.

Groups will be expected to participate in “Live chat” interactions during the week of their Power point presentation. 

Group work without any face-to-face meetings can be challenging and therefore it is important that group members make time to chat each week. Exchange e-mail addresses and phone numbers at the start of the semester. If a particular member is lacking in initiative/disinterested please do not wait until the last minute to inform us. We hope that you will be greatly enriched through these small group interactions.

 

Zenzele Essay (60 points)

You will be required to finish reading the book, Zenzele: A letter for my daughter, early in the semester. Then you will proceed to write a 600-800 word essay on some of the topics/themes of the book that stand out to you. The essay must be submitted by 9 pm on Wednesday 11/09 via “Digital Drop box.” Specific guidelines for this writing component will be posted on-line, a month before the assignment is due. The core of this paper will be about situating yourself globally and recognizing the role culture plays in your life. Once again, extra points can be earned for producing exceptional work.

 

Final: Self-Evaluative Essay (100 points)

This 800-1000 word essay will be the culmination of all your journal entries and reading for the course. The essay must address the following questions: a) Evaluate your understanding of women’s studies/feminism prior to taking this class b) What has changed and/or remained the same? c) What values, perspectives, and issues will you take from this class? d) How will you apply the knowledge that you have gained through this course to your home discipline/chosen field of study? e) What are your ideas for activism? List and explain them. What kind of personal/social change would you like to work toward? However small or insignificant you may think your ideas for social change are, remember that they all add up! 

Support your views by citing at least five of the readings that influenced/impacted/changed your thinking this semester. You must have a Bibliography that consists of a “Works Cited” and a “Works Consulted” list. Points will be deducted for not meeting the word requirement or for not addressing any of the above stated components. Your essay will be graded for content and form. Make sure to follow the “Guidelines for Written Work,” posted in “Course Documents.”

Post your essay via “Digital drop box” by 9 pm on Monday 12/12.

 

 

SUMMARY OF COURSE REQUIREMENTS:

 

IMPORTANT DAYS, TIMES, AND DATES TO REMEMBER

 

Every Week, starting with Week 2 (Make a note of the weeks when Journals, Discussion board threads, and Live chat are not required):

Monday by 9 pm: Start a thread on Discussion Board

Tuesday by 9 pm: Respond to classmates’ threads on Discussion Board

Tuesday 9-10 pm: Live Chat (For those who have signed up for Tuesday only)

Wednesday by 9 pm: Post Weekly Journal in Digital Drop Box

Thursday 9-10 pm: Live Chat (For those who have signed up for Thursday only)

 

Dates:

October 20, Thursday, by 9 pm: Post Midterm in Digital Drop Box

November 9, Wednesday, by 9 pm: Post Zenzele Essay in Digital Drop Box

December 12, Monday, by 9 pm: Post Final Self-Evaluative Essay in Digital Drop Box

 

Additional Dates:

Mondays, Week 7, 9, 10, 12, 13, 14, and 15 by 9 pm: The group assigned to a particular week must post its Power Point presentation on Discussion Board 

 

 

Schedule of Course Topics and Reading

All readings must be completed by the week  listed in the syllabus

(WV)*: Women’s Voices, Feminist Visions

(CP)*: Course Packet

All Power point Lectures will be posted in “Course Documents” on Blackboard

one week in advance

 

Week 1: Introduction to Women’s Studies (28th August- 3rd September)

08/31     Face-to face meeting (optional): 1pm to 2:20pm at ASB 104 (Denton) 

              Overview of course and syllabus

Reading:

·        Introduction to Chapter 1, Page 1-16 (WV)

·        Reading 1: Adrienne Rich, “Claiming an Education” (WV)

·        Reading 2: Jennifer Baumgardner and Amy Richards, “A Day without Feminism” (WV)

·        Reading 92: Lisa Maria Hogeland, “Fear of Feminism” (WV)

·        Power point Lecture: Introduction

 

Complete the TWU Distance Learner orientation: http://www.twu.edu/dl/Current_Students/current_students.htm

And the Blackboard orientation: http://www.twu.edu/dl/orientation/blackboard.htm

 

Week 2: Locating Ourselves, Taking Responsibility (4th-10th September)

Reading:

·        Reading 5: Jee Yeun Lee, “Beyond Bean Counting” (WV)

·        Reading 6: Allan G. Johnson, “Shame, Guilt, and Responsibility” (WV)

·        Reading 7: Deborah L. Rhode, “Denials of Inequality” (WV)

 

Week 3: Systems of Privilege and Inequality (11th-17th September)

Reading:

·        Reading 8: Patricia Hill Collins, “Toward a New Vision” (WV)

·        Reading 11: Suzanne Pharr, “Homophobia: A Weapon of Sexism” (WV)

·        Reading 12: Peggy McIntosh, “White Privilege and Male Privilege” (WV)

·        Reading 16: Susan Wendell, “The Social Construction of Disability” (WV)

·        Power-point Lecture: Key Concepts

 

Week 4: Learning Gender in a Diverse Society (18th-24th September)

 

Reading:

·        Reading 17: Lois Gould, “X: A Fabulous Child’s Story” (WV)

·        Reading 18: Judith Lorber, “The Social Construction of Gender” (WV)

·        Letty Cottin Pogrebin, “The Secret Fear that Keeps us from Raising Free Children” (CP)

 

Week 5: Learning Gender in a Diverse Society (Continued) (25th September-1st October)

Reading:

·        Reading 20: Nellie Wong, “When I was Growing Up” (WV)

·        Reading 23: Leslie Feinberg, “To Be or Not to Be” (WV)

·        Anne Fausto-Sterling, “The Five Sexes: Why Male and Female are not Enough” (CP)

·        GLSEN, “One Umbrella, Many People” (CP)

 

Week 6: Sex, Power, and Intimacy (2nd- 8th October)

Reading:

·        Reading 24: Pepper Schwartz and Virginia Rutter, “Sexual Desire and Gender” (WV)

·        Reading 28: Cherrie Moraga, “La Güera” (WV)

·        Michael Flood, “Engaging Men” (CP)

·        Peter Murphy, “Insidious Humor and the Construction of Masculinity” (CP)

 

 

 

 

 

 

Week 7: Inscribing Gender on the Body (9th-15th October)

Group 1: Power-point Presentation

Reading:

·        Reading 33: Gloria Steinem, “If Men Could Menstruate” (WV)

·        Reading 39: Maya Angelou, “Phenomenal Woman” (WV)

·        Naomi Wolf, “The Beauty Myth” (CP)

·        Margo Maine, Excerpts from Body Wars, “Fashion: Real Women have Bellies” (CP)

·        Maggi G. Saucier, “Midlife and Beyond: Issues for Aging Women” (CP)

 

Week 8: Midterm (16th -22nd October)

Due: October 20th Thursday, 9 pm

 

Week 9: Women and Health (23rd -29th October)

Group 2: Power-point Presentation

Reading:

·        Introduction to Chapter 6, Page 239-259 (WV)

·        Reading 41: Patti Lou Watkins and Diane Whaley, “Gender Role Stressors and Women’s Health” (WV)

·        Reading 42: Lisa Collier Cool, “Forgotten Women: How Minorities are Underserved by Our Health Care System” (WV)

 

Week 10: Family Systems (30th October - 5th November)

Group 3: Power-point Presentation

Reading:

·        Finish reading the novel Zenzele

·        Introduction to Chapter 7, Page 287-300 (WV)

·        Reading 48: Michael Kimmel, “The ‘Constructed Problems’ of Contemporary Family Life” (WV)

 

Week 11: Thinking Globally (6th - 12th November)

Due: Zenzele Essay, November 9th Wednesday, 9 pm

Reading:

·        Reading 60: Cynthia Enloe, “The Globetrotting Sneaker” (WV)

 

Week 12: Women Creating Culture (13th - 19th November)

Group 4: Power-point Presentation

Reading:

·        Reading 63: Gloria Anzaldúa, “The Path of the Red and Black Ink” (WV)

·        Reading 64: Jill Birnie Henke, Diane Zimmerman Umble, and Nancy J. Smith, “Construction of the Female Self: Feminist Readings of the Disney Heroine” (WV)

·        Reading 65: Joan Morgan, “From Fly-Girls to Bitches and Hos” (WV)

·        Reading 67: Jane M. Shattuc, “The Oprahification of America: Talk Shows and the Public Sphere” (WV)

 

 

Week 13: Resisting Violence (20th - 26th November)

Group 5: Power-point Presentation

Reading:

·        Reading 72: Del Martin, “A Letter from a Battered Wife” (WV)

·        Reading 74: John Stoltenberg, “Pornography and Freedom” (WV)

·        Angela Davis, “Rape, Racism, and the Myth of the Black Rapist” (CP)

·         “Power and Control Wheel” and “Equality Wheel” (CP)

 

Week 14: State, Law, and Public Policy (27th November- 3rd December)

Group 6: Power-point Presentation

Reading:

·        Introduction to Chapter 11, Page 463-478 (WV)

·        Reading 80: Heidi Hartmann and Hsiao-Ye Yi, with Megan Debell and Jacqueline Chu, “The Rhetoric and Reality of Welfare Reform” (WV)

·        Reading 81: Helen Zia, “Where Race and Gender Meet: Racism, Hate Crimes, and Pornography” (WV)

 

Week 15: Women and Religion (4th- 10th December)

                 Activism and Change

Group 7: Power-point Presentation

Reading:

·        Introduction to Chapter 12, Page 516-528 (WV)

·        Reading 86: Paula Gunn Allen, “Grandmother of the Sun: The Power of Woman in Native America” (WV)

·        Reading 94: Marj Schneider, “From Personal Tragedy to Group Consciousness: The Movement for Disability Rights” (WV)

·        Youth for Environmental Sanity, “Building Bridges--The Hard Way” (CP)

 

Week 16: Finals Week (11th-16th December)

Final Self-Evaluative Essay

Due by December 12th Monday, 9 pm

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Some Study Suggestions

These suggestions might enable an atmosphere of engaged learning throughout this semester and help guide future learning.

 

1.      Openness: This is a core value of meaningful learning where one is open to learn new things, be challenged by them, and try to understand another’s experience or point of view however removed or different it may seem from one’s own. This value also amounts to being open enough to change and grow.

2.      Deep listening (from Dr. AnaLouise Keating, 2005): A willingness to listen comes with the spirit of openness. When we listen respectfully we can respond thoughtfully, challenging the ideas not the speaker. Sometimes it is important to just listen and make oneself vulnerable enough to be changed by another’s ideas.

3.      Critical thinking: This has to do with cultivating within oneself the ability to critically analyze the reading material, and be able to contextualize and evaluate it through multiple lenses. Hence the value of “close reading” (Jane Gallop). While you read, underline passages in the text that you believe convey the author’s main point. Take down notes that might come in handy during class discussions and/or while drafting your written work. 

4.      Tackling stereotypes: As we read and learn it is important to address the deeply ingrained preconceived notions and biases that allow us to distance ourselves from those we perceive as “other.” Acknowledging that we have been socialized to be suspicious and fearful of difference this class can be a place to start dispelling the myths, misinterpretations, and misunderstandings that so often can cloud our thinking or lead to hasty judgements.

 

Our Presuppositions (Adopted from Dr. AnaLouise Keating, 2003)

 

1.      We live in a world where inequality is a reality of our lives. Even if one claims not to have experienced discrimination it is true that some social groups have been systematically oppressed for many generations. Therefore we cannot ignore the “isms” of domination, some of which are: racism, classism, sexism, ableism, and heterosexism.

2.      We live in an interdependent world and it is therefore inevitable that our lives are interconnected. It is impossible to isolate ourselves from others no matter how hard we try. With interconnectedness comes responsibility and accountability for one’s actions.

3.      It is not useful to blame others for our misfortunes. Instead we need to identify our own privileges and oppressions and recognize how we both benefit from and are disadvantaged by them in a world where injustice is rampant.  

 

 

 

 

 

 

 

 

 

 

 

Core Curriculum Objectives: University Statement

MULTICULTURAL STUDIES:

The objective of courses in a multicultural studies component of a core curriculum is to introduce students to areas of study which enlarge their knowledge and appreciation of the multicultural and multiracial world in which they live. The term "multicultural" as it refers to the core curriculum may be interpreted as applying to any course which is designed to acquaint students with at least one culture other than the dominant one represented in a pluralistic society. However, the faculty is encouraged to develop courses that compare two or more cultures. Exemplary Educational Objectives Through courses within a multicultural studies component of a core curriculum, the student will be able to:

1.      Demonstrate knowledge of those elements and processes that create and define culture.

2.      Understand the bases of values, beliefs, and practices found in human societies.

3.      Develop basic multicultural understanding, empathy, and communication.

4.      Understand the responsibilities of living in a multicultural world.

5.      Demonstrate knowledge of the development of languages and their influence on multicultural interactions.

6.      Understand the underlying unity of diverse cultural expressions.

 

WOMEN'S STUDIES:

Learning outcomes for core courses in women's studies should include enabling students to:

1.      Develop some understanding of feminist theory and of the nature of feminist methodology.

2.      Understand the interdisciplinary nature of women's studies and be able to explain the contributions of various disciplines to women's studies.

3.      Understand gender in relation to the larger world through examination of the similarities and diversities of women historically and multiculturally.

4.      Understand and be able to identify some of the dynamics of gender, race, ethnicity, social class, sexual orientation, and age.

 

Criteria for Courses in Women’s Studies should include:

1.      Feminist perspective which reflects women's experiences, ideas, and needs are valid in their own right.

2.      Explanation of the status of women in society, the origin and persistence of that status, and the means for effecting change.

3.      Information from a variety of methodological sources including qualitative and quantitative knowledge sources.

4.      Women-centered paradigms and feminist theoretical perspectives as analytical tools. 

5.      Examinations of social institutions, norms, and practices for their impact on the status and roles of women.

6.      Promotion of understanding of women across time and cultures.

7.      Promotion of understanding of the dynamics of race, ethnicity, social class, sexual orientation, age, and disability.

8.      Teaching strategies as elaborated in the Women's Studies program document including collaborative and interactive approaches and integration of subjective experience.

9.      Core competencies -- reading, speaking, writing, listening, and critical thinking.