ttachSociology A of Human Sexuality: SYP 4060 Sect.2746 University of Florida, Spring 2010 Photo Here
Instructor: Katie Schubert, MA Class Meeting Time: MWF 8:30-9:20am Class Location: TUR 2334 Office: 3111 Turlington Hall Office Hours: Before class and by appointment (email me). I will also hold routine AIM and elearning office hours throughout the semester (times will be announced) Email: [e-mail] AIM: katie91
Course Overview
The purpose of this class is to give you a broader view of what gender and sexuality are and what these concepts mean to our society. We will analyze perceptions related to gender, sex, and sexuality through a sociological lens. We will look at how our society defines sex and gender, including what it means to be transgendered or intersexed and forms of discrimination associated with sexual orientation. Next, we will delve into topics of sexual deviance. This section will include many topics, but will highlight prostitution and pornography. The following week will cover issues related to female circumcision- a traditional practice which is still occurring. We will learn about theories of love, lust, and attraction as well as gendered communication. Lastly, we will examine the debates surrounding assisted reproductive technologies. The class will incorporate many movies and clips into the lectures. *****PLEASE NOTE: This course involves material of a sensitive and controversial nature. You will be required to sign a release waiver regarding your awareness of the presentation of such materials. *****
Texts and Materials
1. Course Reader (OBT Textbooks) 2. Stombler, M., Baunach, D., Burgess, E., Donnelly, D., and Simonds, W. (2007). Sex Matters: The Sexuality and Society Reader. 2nd Edition. Pearson: Boston. 3. Renaud, M.L. (2004).. Routledge: London. Women at the Crossroads: A Prostitute Communitys Response to AIDS in Urban Senegal 4. Recommended reading: Dirie, W. (1992). Desert Flower. Perennial. (Extra credit will be offered upon reading of this fantastic book) 1. 1.5, 1.7: Defining gender a. Article (Course Reader): Fausto-Sterling, A. How to build a man. In The Gender and Sexuality Reader, Eds. Lancaster, R. and Leonardo, M. Routledge: New York. b. Article (Course Reader): Sperling, S. Baboons with briefcases vs. Langurs with lipstick. In The Gender and Sexuality Reader, Eds. Lancaster, R. and Leonardo, M. Routledge: New York. c. Article (Course Reader): Ortner, S. (1996). Is female to male as nature is to culture? From The Politics and Erotics of Culture. Boston: Beacon Press. d. Optional Article (Course Reader): Laqueur, T. Orgasm, generation, and the politics of reproductive biology. In The Gender and Sexuality Reader, Eds. Lancaster, R. and Leonardo, M. Routledge: New York. e. DRAWING QUIZ! (5 points) f. MOVIE: Logos Gender Rebel
2. 1.10, 1.12, 1.14: Defining sexuality a. Article from Sex Matters: Bullough, V. Alfred Kinsey and The Kinsey Report b. Online Kinsey Report: http://www.kinseyinstitute.org/research/ak-data.html c. Article from Sex Matters: Donnelly, D., Burgess, E., and Simonds, W). Sexuality and social theorizing. d. Article from Sex Matters: Dahir, M. Why are we gay? e. In-class activity: Sexual Orientation Exercise (10 points) f. Thought Piece #1: Gender Roles Scavenger Hunt (50 points) g. Guest Speakers: LGBT Panel 3. 1.17 (NO CLASS), 1.19, 1.21, 1.24: Transgendered/intersexed a. Article from Sex Matters: Haas, K. Who will make room for the intersexed? b. Article from Sex Matters: Green, J. Sex and the trans man. c. Article (Course Reader): Fausto-Sterling, A. (1993). The five sexes. The Sciences, March/ April, 19-25. d. Article (Course Reader): Matta, C. (2005). Ambiguous bodies and deviant sexualities: hermaphrodites, homosexuality, and surgery in the United States, 1850-1904. Perspectives in Biology and Medicine, 48(1), 74-84. e. MOVIE: Transgender Revolution f. 1.24: Student Presentations 4. 1.26 (TEST ONE), 1.28, 1.31, 2.2: Inequality/Discrimination a. Article (Course Reader): Time, Inc. (2008). A brief history of gay marriage. Time, 171(22), 16. b. Defense of Marriage Act (1996): http://www.domawatch.org/index.php c. Article from Sex Matters (by Stacey, J. and Biblarz, T.) (How) Does the sexual orientation of parents matter? d. Article: Kreisher, K. (2002). Childrens Voice Article: Gay Adoption On CWLA website: http://www.cwla.org/articles/cv0201gayadopt.htm e. MOVIE: Hulu, 30 Days episode reaction paper (20 points) f. 2.2: Student Presentations 5. 2.4, 2.7, 2.9, 2.11: Representing Sexuality and the Media a. Excerpts from book: Bordo, S. (1995). Unbearable Weight. University of California Press: Berkeley. b. National Institute on Media and the Family. Fact Sheet: Medias Effect on Girls: Body Image and Gender Identity. Online: http://www.mediafamily.org/facts/facts_mediaeffect.shtml c. Article (Course Reader): Avila-Saavedra, G. (2009). Nothing queer about queer television: televised construction of gay masculinities. Media, Culture & Society, 31(1), 5-21. d. Article from Sex Matters: Sternheimer, K. Fear of sex: do the media make them do it? e. Thought Piece #2: Class Project w/magazines (50 points) f. MOVIE: Jean Kilbournes Killing Us Softly g. 2.11: Student Presentations 6. 2.14, 2.16, 2.18: Sexual deviance a. Article (Course Reader): Barton, B. (2007). Managing the toll of stripping: Boundary settings among exotic dancers. Journal of Contemporary Ethnography, 36(5), 571-596. b. Article (Course Reader): Humphreys, L. (1975). Tearoom Trade. In Pontell, H. (2002). Social Deviance. Prentice Hall: New Jersey. c. Article from Sex Matters. Escoffier, J. (2003). Gay-for-pay: Straight men and the making of gay pornography. Qualitative Sociology, 26, 531-555. d. Article from Sex Matters: Perdue, L. (2002). How the Internet is shaping sex. e. Article (Course Reader): Kibby, M. and Costello, B. (2001). Between the image and the act: Interactive sex entertainment on the Internet. Sexualities, 4(3), 353-369. f. MOVIE: Live Girls Unite!
g. 2.18: Student Presentations 7. 2.21 (Test TWO), 2.23, 2.25, 2.28: Morality and moral judgments about sex: pornography and/versus art a. Article in Sex Matters: Rich, F. Naked Capitalists. b. Article (Course Reader): Vance, C. Negotiating sex and gender in the attorney generals commission on pornography. In The Gender and Sexuality Reader, Eds. Lancaster, R. and Leonardo, M. Routledge: New York. c. Article (Course Reader): Kuhn, A. Lawless seeing. In Gender, Race, and Class in Media Reader, EDs. Dines, G. and Humez, J. d. Robert Mapplethorpe: http://www.mapplethorpe.org/selectedworks.html e. Article (Course Reader): Myers, K. Towards a feminist erotica. In Gender, Race, and Class in Media Reader, EDs. Dines, G. and Humez, J. f. Thought Piece #3: Sexuality Interviews (50 points) g. 2.28: Student Presentations h. MOVIE: Naked States 8. 3.2, 3.4 (No Class), 3.14, 3.16: Prostitution a. Book (ethnography): Renaud, M.L. (1997). Women and the Crossroads: A Prostitute Communitys Response to AIDS in Urban Senegal. London: Routledge. b. Article (Course Reader): Jolin, A. (1994). On the backs of working prostitutes: Feminist theory and prostitution policy. Crime and Delinquency, 40(2), 69-83. c. Article (Course Reader): Lucas, A. (2005). The work of sex work: Elite prostitutes vocational orientations and experiences. Deviant Behavior, 26(6), 513-546. d. Take Home Assignment: Penn and Teller, Prostitution e. MOVIE: History of Prostitution: Sex in the City f. 3.16: Student Presentations 9. 3.18, 3.21: Female circumcision a. Excerpts from book: Gruenbaum, E. (2001). The Female Circumcision Controversy: An Anthropological Perspective. University of Pennsylvania Press: Philadelphia b. Article (Course Reader): Boddy, J. (1997). Womb as oasis: The symbolic context of Pharonic Circumcision in rural Northern Sudan. In The Gender and Sexuality Reader, Eds. Lancaster, R. and Leonardo, M. Routledge: New York. c. Article (Course Reader): Sheehan, E. (1997). Victorian clitoridectomy: Isaac Baker Brown and his harmless operative procedure. In The Gender and Sexuality Reader, Eds. Lancaster, R. and Leonardo, M. Routledge: New York. d. Suggested Article in Sex Matters: Darby, R. The Sorcerers apprentice: Why cant we stop circumcising boys? e. Suggested Book: Dirie, W. (1992). Desert Flower. Perennial. (Extra Credit) 10. 3.25, 3.28, 3.30: Sexual Disease a. Article from Sex Matters: CDC. Tracking the hidden epidemic. b. Article from Sex Matters: Fee, E. Venereal Disease: Sin versus Science. c. Article from Sex Matters: Nack, A. Damaged goods: Women managing the stigma of STDs. d. Article from Sex Matters: Parker, R. The global HIV/AIDS pandemic, structural inequalities, and the politics of international health. e. MOVIE: Sex in the 20th Century f. 3.30: Student Presentations 11. 4.1 (Test THREE), 4.4, 4.6: Assisted reproductive technologies a. Article (Course Reader): Hertz, R. (2002). The father as an idea: A challenge to kinship boundaries by single mothers. Symbolic Interaction, 25(1), 1-31. b. Article (Course Reader): Ragone, H. (1996). Chasing the blood tie: Surrogate mothers, adoptive mothers and fathers. American Ethnologist, 23(2), 352-365.
c. Article (Course Reader): Dickens, B. (2008). Legal developments in assisted reproduction. International Journal of Gynecology and Obstetrics, 101, 211-215. d. Kuczynski, A. (2008). Her body, my baby. New York Times online: http://www.nytimes.com/2008/11/30/magazine/30Surrogate-t.html?pagewanted=all e. Article from Sex Matters: Luce, J. Imaging bodies, imagining relations: Narratives of queer women and assisted conception. f. MOVIE: PBS, Wombs for Rent 12. 4.8, 4.11: Love and evolution a. Article: Young, L. (2009). Love: Neuroscience reveals all. Nature, 457, 148. Online: http:// www.nature.com/nature/journal/v457/n7226/full/457148a.html b. Article: Tierney, J. (2009). Anti-love drug may be ticket to bliss. New York Times online: http://www.nytimes.com/2009/01/13/science/13tier.html?_r=1 c. Article (Course Reader): Fisher, H. (1994). The nature of romantic love. The Journal of NIH Research, 4, 59-64. d. Article (Course Reader): Fisher, H. The drive to love: The neutral mechanism for mate selection. e. CLIP: Helen Fisher f. MOVIE: The Science of Sex Appeal 13. 4.13, 4.15, 4.18: Paraphilias or- Sex and Technology a. I will make readings available on e-learning 14. 4.20 (Test FOUR) I reserve the right to change the syllabus at any point during the semester. Course Requirements and Evaluation Procedures: There will be four tests (non-cumulative) worth 50 points each (for a total of 200 points). The tests will consist of 2-4 short answer questions. Questions from the test may be drawn from your textbook, lectures, videos, classroom discussion, and/or presentations. Students are expected to take all exams on the scheduled date. Make-up exams are to be taken during office hours by appointment only before finals week. Make up exams may be different than exams taken on the scheduled exam date. I will only allow make-up exams if I have proof of legitimate circumstances of your absence. I may have AIM office hours the night before each test. The time of these office hours will be announced in class. There will be one project. The project will be worth 100 points (50 points for your individual paper and 50 points for your group presentation). You must work with a group of 5-6. You will select a topic pertaining to gender and sexuality (One thats covered; you will choose your group and topic the first week of class). YOU MAY NOT REPREAT MATERIAL COVERED BY THE INSTRUCTOR. Your presentation (and paper) should answer the following questions (make sure to address each one of these points in your paper and label each part of your paper): o o o o o What is the background of this topic? What is the current status of this topic? Why is this topic important? What are the differing perspectives this on topic? What is your opinion about this topic?
You will need to reference FOUR separate sources (scholarly articles/books) in APA style. Your paper should be three to four pages (double-spaced, 1 inch margins, 12 point Times New
Roman Font Please follow these specifications). You will have 15-20 minutes to present your topic. The presentations must be creative. You will be graded on the level of creativity. You will be required to turn your paper into turnitin.com (via e-learning). Throughout the course, there will be thought piece papers that should analyze and reflect on the class readings or lecture material, equaling a total of 150 points for the semester. These in-class assignments will be done independently.
Point breakdown/ Due dates:
Weekly Questions (5 points each): = 70 POINTS TOTAL Questions Week 1 (Defining Gender): 1.7 Questions Week 2 (Defining Sexuality): 1.14 Questions Week 3 (Transgendered): 1.21 Questions Week 4 (Inequality): 2.2 Questions Week 5 (Sexuality and Media): 2.11 Questions Week 6 (Sexual Deviance): 2.16 Questions Week 7 (Pornography): 2.28 Questions Week 8 (On Book): 3.16 Questions Week 8 (On Articles): 3.16 Questions Week 10 (Female Circumcision): 3.21 Questions Week 11 (Sexual Disease): 3.28 Questions Week 12 (ART): 4.6 Questions Week 13 (Love and Evolution): 4.11 Questions Week 14 (TBA): 4.18 Thought Pieces (50 points each) = 150 POINTS TOTAL Thought Piece 1 (Scavenger Hunt): 1.24 (50 points) Thought Piece 2 (Magazines): 2.14 (50 points, 25 points for in class, 25 points for paper) Thought Piece 3 (Interviews): 3.16 (50 points) Other: = 70 POINTS TOTAL Drawing Quiz: 1.7 (5 points) Sexual Orientation Exercise: 1.10 (20 points) Information card: 1.14 (10 points) Waiver: 1.14 (10 points) Robert Mapplethorpe Reaction paper: 2.28 (10 points) Penn and Teller Prostitution: 3.16 (10 points) ONE reaction paper TBA: (5 points) *Extra Credit on Desert Flower: 3.21 (up to 10 points) FOUR TESTS = 200 POINTS TOTAL GROUP PRESENTATION = 50 POINTS INDIVIDUAL PAPER ON PRESENTATION MATERIAL = 50 POINTS Total Points Possible on which your grade is based = 590 points
Grading Scale: A AB+ B BC+ C = = = = = = = 95-100% 90-94% 87-89% 84-86% 80-83% 77-79% 74-76% CD+ D DE = = = = = 70-73% 67-69% 64-66% 60-63% 0-59%
Grades and grading Policies: http://www.registrar.ufl.edu/catalog/policies/regulationgrades.html Class Attendance/make-ups: To give credit for attendance, students will be asked to complete thought piece papers. Students must be present the entire class session if they wish to receive credit for that session. There will be NO LATE WORK ACCEPTED unless written verification of you absence can be provided. If you miss a day of class, and cannot provide documentation, please do not email me as ask me what you missed. Accommodations for Students with Disabilities: Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodation. The student should bring the paperwork to the instructor during regularly scheduled office hours so that the accommodations may be discussed.
Below, I want you to collect contact information for 3 class members. This way, if you must miss a day or need help outside of class, you will have additional sources to utilize. My Classmates: Name: 1. 2. 3. ************************************************************************************************** Phone #: Email address:
Sociology of Human Sexuality Waiver Form Date __________ Section Number __________________ I ______________________________________________________ (Print first and last name) have read the course syllabus and the course schedule and understand the contents of these materials and my responsibilities as a student. I do fully understand and acknowledge the following: A. I am at least 18 years old and thereby an adult in the State of Florida B. I am choosing to take this course voluntarily C. This class deals with sexual material of an explicit nature, including films, slides, text, pictures, lectures, guest speakers, reading, and classroom activities. E. I agree to respect the dignity of all people in relation to this course, whether or not I personally agree with their opinions or behavior. _____________________________________ Signature THIS FORM MUST BE SIGNED AND RETURNED TO KATIE SCHUBERT TO INSURE YOUR ENROLLMENT IN THIS COURSE
PersonalInformationCard:
Name:_________________________________________________ CollegiateStatus:______________________________________ Howdoyoulearnbest?________________________________ Yourcareergoal:_______________________________________ ________________________________________________________ ________________________________________________________ Tellmeoneinterestingfactaboutyou! ______________________________________________________________________________________ ______________________________________________________________________________________ Describewhatpromptedyourinterestinthiscourse: ______________________________________________________________________________________ Tellmeonethingyouarehopingtolearninthiscourse: _____________________________________________________________________________________ Tellmeonthingyoudliketocoverintheclassthatsnotinthesyllabus(thelastweekssubjectwillbedeterminedbyyour answers!!)Canbemorethanonething. ______________________________________________________________________________________ Namethemostimportantqualityyoulookforinagreatprofessor/instructor: ______________________________________________________________________________________
Assignments: 1. Gender Roles Scavenger Hunt (Whalen & Maurer-Starks, 2008) a. Objectives: i. You should be able to identify three ways in which society, media (i.e., printed material, music, television, and movies), culture, religion, and athletics/sports assist in shaping gender roles. ii. Reect and discuss the relationship between your item and gender role stereotypes; iii. Discuss the cumulative effect of all scavenger hunt items on their individual attitudes of masculinity and femininity; and iv. Identify both positive and negative effects of the gender role stereotypes illustrated by the scavenger hunt items. b. Directions: i. Each student will be assigned a specic item to locate, analyze, and discuss. These assignments will be handed out in class. ii. Students should type a two to three paragraph analysis and discussion of their item using the questions below. 1. What is your item? Were you surprised about what you had to look for and your results? 2. How does your item contribute to attitudes about masculinity and femininity in this country? 3. Do you think this item affects the attitudes or behaviors of young girls and boys in this country? Any thoughts from students who may be foreign born? 4. In addition, answer any other questions asked about your specic item on the assignment slip of paper handed out in class. iii. Students should feel free to use information from the text, from web sites, or any other sources to help them to elaborate on their discussion. YOU MUST CITE AT LEAST 3 ACADEMIC SOURCES!! iv. Wherever possible, students should bring evidence of their item. This may include an actual item, a photocopy, or a printout from the Internet. Tape or staple items to the back of the analysis and discussion or a separate piece of paper. c. GRADING: 10 points each for answering Bii 1-4 (40 points), 10 points for citing 3 academic sources = 50 points total. 2. Sexual Orientation Exercise (Madson, 2001) (20 points) a. You will be given a short description of 10 fictional individuals and will be asked to indicate whether they are heterosexual, bisexual, lesbian, or gay based on your understanding of these terms. b. You will complete this assignment in class. You will first work individually and then you will discuss your categorizations in groups of 3-4. c. You will complete this exercise in the beginning of week 2 and will be asked to re-evaluate your responses at the end of week 3 in a short paper. If you agree with your initial responses, that is okayjust make sure to explain your thought process.
3. Sexuality Interviews (Stinson, 1987) a. Objectives: i. To facilitate exploration of your sexual values and the family context within which they were developed ii. To encourage you to apply social and psychological research to personal experience iii. To provide you with experience using one of the more popular methods of social science research (the questionnaire). b. Directions: i. You will predict the attitudes of family and friends and then conduct interviews to ascertain their actual opinions. ii. You will analyze the results while considering issues relating to socialization, sex education, generational difference, and value transmission in the family. iii. You will be provided with a questionnaire of 15 attitude statements. In addition to these 15 questions, you will be responsible for writing five additional questions on topics of your choice which somehow relate to human sexuality. iv. You must administer the interview to a minimum of three family members and two friends. Also, make sure to record your own opinion on each of the 20 questions. v. When administering the questionnaire: 1. Interview all people separately 2. Ask the questions in any order you feel comfortable 3. Allow respondents to elaborate if they wish c. Paper Guidelines: i. Summary description of WHO was interviewed and what their ATTITUDES are. ii. ANALYSIS of the attitudes, drawing on class discussions and readings (for example, sexual ideologies and patterns in the attitudes, gender socialization, sexual learning). iii. Discussion of reasons for the SIMILARITIES AND DIFFERENCES identified (Are there differences relating to generation? sex? social class? religion? Are there similarities due to value transmission within your family?). iv. A reflection upon the ways in which sexual attitudes and values DEVELOPED. (What role did family and friends play in this process?) v. A reflection upon the EXPERIENCES of doing the interviews (Was it comfortable talking to family and friends about sexual attitudes? What was surprising? What was learned from the experience? In what way were the predictions similar to and different from the actual attitudes of the respondents?). d. GRADING: 10 points each for answering C i-v (50 points) 4. Magazine Class/Home Activity a. Looking for advertisements: i. Split up into groups of 2-3 ii. Each group will get TWO magazines iii. Go through the magazines and pick out advertisements that make reference to gender or sexuality (making sure to keep separate the ads found in different magazines) iv. You can tear out the magazine ads b. Analyzing advertisements: i. With your group, look at the advertisements found in the magazines. What kind of advertisements did you find? ii. Who is the population of readers for the specific magazine in which you found the advertisements? You may use the Internet for this. iii. Are these advertisements aimed to the population of readers of your magazine? 1. Why or why not? 2. If so, how?
iv. Were there any differences in the types of advertisements you found in the different magazines? If so, what kinds of differences? If not, why may this be the case? c. At home write-up: i. Write up your results. ii. Were you surprised by the results? Why or why not? iii. What does (or doesnt) this say about gender and/or sexuality in the media? iv. Personal feelings or opinions about this topic in general or your results? v. Cite at least 3 academic sources (you can include the readings if youd like). d. GRADING: 10 points each for answering C i-iv, 10 points for citing at least 3 academic sources = 50 points total.