Teaching gender and sex in contemporary america

Kristin Haltinner · Ryanne Pilgeram Editors Teaching Gender and Sex in Contemporary America Teaching Gender and Sex in Contemporary America Kristin Haltinner • Ryanne Pilgeram Editors Teaching Gender and Sex in Contemporary America Editors Kristin Haltinner Department of Sociology and Anthropology University of Idaho Moscow, Idaho, USA Ryanne Pilgeram Department of Sociology and Anthropology University of Idaho Moscow, Idaho, USA ISBN 978-3-319-30362-8 ISBN 978-3-319-30364-2 DOI 10.1007/978-3-319-30364-2 (eBook) Library of Congress Control Number: 2016937499 © Springer International Publishing Switzerland 2016 This work is subject to copyright All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed The use of general descriptive names, registered names, trademarks, service marks, etc in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG Switzerland Foreword I started teaching gender and sex under what are perhaps ideal conditions In 2006 as a graduate student, I took a Feminist Pedagogy course and led a small discussion group for a Women’s and Gender Studies 101 course: Women, Power and Difference I was then hired (as part of a four-person graduate student team) to teach the WGS 101 course and went on to it six times Our team was hired together and spent the first term each year as teaching assistants for a large course The faculty member who taught that class served as our mentor for the year As graduate assistants, we took turns developing and delivering a communal syllabus was well as material for the large class—all while running large discussion sections Part of our mentoring involved weekly meetings to discuss the material, pedagogical theory, as well as the practical challenges of teaching this topic Practically, it meant that I was teaching a topic that I felt passionate about while sharing an office with three other people who felt similarly and were teaching what I was teaching However, because we were an interdisciplinary team, we often approached the same topics from different angles If that wasn’t perfect enough, across the hall we had a seasoned instructor who served as our mentor to reach out to when we weren’t sure how to handle a topic I also became a mother during those years and got to be part of theory in action I was encouraged to bring my infant to meetings, and my faculty mentor brought in a swing for my son after I tried to “rock” him in an office chair When I began teaching at the University of Idaho in 2010, I found myself surrounded by colleagues who cared about teaching and who were eager to discuss the challenges and possibilities that teaching offers, but as the only person teaching the Sociology of Gender course, I found myself wishing I could discuss the issues that arose specifically around gender and sex For one thing, despite being a newly minted Ph.D in 2010, I realized how quickly the field had changed and worried that my course material was dated For example, does “Women’s Reproductive Justice” still belong in a class that presumes sex is a social construction? As I mulled—well actually agonized—over these questions my department grew Dr Kristin Haltinner joined the department in Fall 2013, and the classes that I had been entirely responsible for became a shared load Once again I found myself discussing the challenges and possibilities for teaching on sex and gender Furthermore, because our training v vi Foreword happened at different institutions—Dr Haltinner earned her Ph.D at the University of Minnesota, I at the University of Oregon—we often approached the same topic from different angles These discussions helped me reshape my syllabus, rethink some of my readings, and change my class for the better It also gave me space to talk through the issues I was having in class and become more confident in the decisions I made As we talked more about our teaching, we realized how important these kinds of discussions were both as teachers and researchers We decided if these discussions were important to us that they would likely benefit other instructors as well, and this anthology was born This volume is designed as both an in-depth resource for instructors developing a new course in sex and gender or as a quick reference for instructors looking to update a particular element of a course Specifically, this volume is divided into four sections: Part I: Reframing Gender; Part II: Intersecting with Systems of Power; Part III: Creating Intentional Classroom Dynamics; and Part IV: Teaching About Gender and Sex in Broader Contexts In Part I: Reframing Gender the authors provide a variety of strategies for deconstructing the powerful belief that gender, sex, and sexuality are dichotomous and inseparable categories This section provides direction on how to frame teaching about sex and gender in ways that support student learning These chapters range from the deeply theoretical—one offers suggestions about how post-structuralism can disrupt conventional thinking on gender—to practical examples to teach complexities, like the chapter that uses recent controversies in international athletics about the sex of athletes to underscore the complexities of sex and gender Part II: Intersecting with Systems of Power is organized around four themes: Reproductive Rights, Violence, Work, and Media In this section the authors offer new ways to incorporate these traditional elements of a sex and gender course The authors offer examples from their own courses while sharing some of the pitfalls and potential forms of resistance instructors might face The unique classroom dynamics involved in teaching sex and gender is picked up more fully in Part III: Creating Intentional Classroom Dynamics Teaching is always more than preparing a syllabus and picking readings, but this is particularly true when teaching about sex and gender This section is a useful reminder that the work of teaching involves emotional labor, and the authors share some of their struggles and triumphs in this work What happens in the classroom is part of the experience of the course, and in this section the authors offer candid and thoughtful examples about creating classrooms that are intentional: classrooms that can be both challenging and relaxed, and depressing and hopeful; classrooms that accept emotional labor as part of the work and see rage as productive In the final section of the book, Part IV: Teaching About Gender and Sex in Broader Contexts, the authors suggest how to take the lessons from sex and gender classrooms and apply them more broadly The first two chapters suggest practices to create classroom activities and dynamics that are inclusive of LGBTQ students in sex and gender classes and other classes The second half of this section includes examples for including gender in courses not explicitly about gender and sex to demonstrate the importance of these topics to students learning outside the rigid compartmentalization that sometimes happens in coursework Foreword vii Our goal is that this volume will assist you in your teaching whether you need support with teaching a particular topic or are looking to create (or overhaul) an entire course The authors in this volume provide examples from their own teaching, suggested readings, activities, and potential pitfalls As we’ve worked with the authors on their chapters, we have been simultaneously working on our syllabi We’ve been re-energized in our teaching as we’ve been reminded, once again, that even if they are not across the hall, we are surrounded scholars who can support us in our teaching Whether you are alone in the wilderness (or perhaps alone in the cornfields), or teaching about sex and gender, or teaching among a group of likeminded scholars, our hope is that this volume has the same affect on you For detailed information about each chapter, please see Alder and Adler’s thoughtful introduction University of Idaho Moscow, ID, USA rpilgeram@uidaho.edu Ryanne Pilgeram Contents Part I Reframing Gender Sex and Gender in International Sports: Athletes and the Social Construction of Sex Sumner McRae The Mis-education of Lady Gaga: Confronting Essentialist Claims in the Sex and Gender Classroom Andrea D Miller 15 Performances of Pronouns: Using Feminist Post-structuralism to Explore the Social Construction of Gender Alison Happel-Parkins 27 Undoing Gender: Making the Invisible Visible Lindsay Custer Gender Bending in the Classroom: Teaching Gender Inequity Without Reifying Gender Essentialism and Heteronormativity Kristin Haltinner 45 Make Us Whole!: Deconstructing Gender Narratives to Build Solidarity Annie D Jollymore 53 SGS: A Sensitizing Concept for Teaching Gender Diversity Linda J Henderson Part II 37 63 Intersecting with Systems of Power Choosing to Abort, Alter, Adopt, or Accept: Teaching About Abortion in the Undergraduate Classroom Elroi J Windsor 75 ix Appendix B: Examples of Syllabi 441 Required Text and Materials All reading assignments are due prior to the scheduled lecture topic The required text is: Baumeister & Bushman (2011) Social Psychology & Human Nature 2nd Edition Be sure the text you purchase has the modules in the back (ISBN 978-0-495-60133-3) You may want to purchase (or check out at the library) a copy of Deep Economy by Bill McKibben, The Short Bus: A Journey Beyond Normal by Jonathan Mooney, or The Immortal Life of Henrietta Lacks by Rebecca Skloot You will also need to obtain a “clicker” in order to participate in the course participation and quizzes Each student must have her or his own clicker (NO SHARING with others in the course) These are the Radio Frequency (RF) clickers (not infra‐ red/IR) You are responsible for bringing your clicker to class EVERY class period Failure to so will cost you the points allocated during that class period and these points may NOT be made up under any circumstances Class Discussion This is an important part of this course Always feel free to ask questions (even if it is to bring up a new topic, rather than to ask for clarification) I am much more concerned about you learning the material well than about covering large amounts of material Therefore, please feel free to express your opinions and discuss these topics openly (you will learn much more by speaking up than by sitting silently) In order to ensure that the environment remains open and friendly, I strongly encourage you to be polite to others and remember to respect everyone’s point of view You not have to agree with everyone (or anyone), but please be respectful of other’s opinions This class is not a political one and the material that we will cover will come from an empirical or scientific basis Please be enthusiastic, outgoing, and polite; other than that just relax and have a good time! Grading Your scores on four exams, one project assignments, one book project, and participation points will determine your grade Each exam is worth 15 % of your grade Exams will be multiple choice, short answer, and essay Project assignments will each be worth 15 % of your grade The remaining 10 % will be derived from class participation All grades are final days after the grades are posted on BBLearn, it is your responsibility to check and make sure your grades are properly recorded This includes participation points, so check those often! If you feel that the grade that you receive on an assignment or exam does not reflect the academic quality of the work you completed by the due date, you should submit to me a typewritten explanation including specifically how many points you feel you deserved You should also include justification for your request either from the text or lecture I will regrade the entire assignment and your grade could also be lowered as a result of the regrade request The request for regrade must be done within days of the date papers are graded on BBLearn I will use a straight grading scale in assigning final grades I DO NOT round grades up or down Late work will be accepted with my permission and at my discretion with a 10 % per day late penalty (weekends count as one weekday) Appendix B: Examples of Syllabi 442 Project (1 of 3) Book project and exam Participation points Exams (4) 45 points (15 %) 45 points (15 %) 30 points (10 %) 45 points ea (15 % ea.) 45 points 45 points 30 points 180 points 300 points 15 % 15 % 10 % 60 % 100 % 270 and up = A 240–269 = B 210–239 = C 180–209 = D Below 180 = F Participation Points During class each week you will be given a series of brief assignments, quizzes, polls, or other work using the required clickers In some cases these assignments will be written, usually requiring no more than one to two pages of typewritten reasonably margined work Some of these assignments are listed on BBLearn and involve using an ONLINE Experiment participation tool through the American Psychological Association lab (these are not the same as extra credit experiments!) Sometimes these assignments will be given and often due during class There are approximately 15 weeks of class meetings and on at least day each week I will give a series of participation assignments While some participation assignments are on the syllabus, others will be derived from our class discussions and will be assigned in class These may not be made up Projects There will be a choice of three project assignments during the semester Each of these projects requires some work outside of class You may choose to complete any one of the three projects You may only complete ONE project I not allow later projects to be completed to make-up for a poor first attempt Whichever project you choose will be worth 45 points each (15 % of your final grade) Keep in mind the first project is considerably simpler than the last two projects All coursework (i.e., projects, study guides, course discussion activities, and extra credit) will be assigned via BBLearn Assignments will not be distributed during class time Should you have questions about a project you should bring them to class and ask them before lecture or at the beginning of class when I ask if there are any questions ALMOST EVERYTHING YOU TURN IN WILL BE SUBMITTED VIA BBLEARN All work should be TYPED DOUBLESPACED IN CALIBRI (OR OTHER LEGIBLE) 10 POINT FONT (NOT HANDWRITTEN) Please use 1” margins Title pages and report covers are unnecessary, but proper APA citation is mandatory Note that the majority of work will be submitted via BBLearn, but some projects require you to turn in other items (e.g., consent forms) that may NOT be submitted electronically Book Project For the book project you will be reading one of three books: Deep Economy by Bill McKibben, The Short Bus by Jonathan Moody, or The Immortal Life of Henrietta Lacks by Rebecca Skloot You will take an exam (25 points) over the book you choose (in BBLearn) and also write a three to five page research proposal (20 points) to explore the ideas in the book and demonstrate your mastery of the course material and research methods in particular You may only book project Appendix B: Examples of Syllabi 443 Extra Credit Opportunities for Extra Credit are listed on BBLearn You may sign up to participate in a variety of Psychology Experiments online via Sona‐systems (experiments are held in a variety of places on campus) You will receive five extra credit points for every hour‐long experiment that you complete; you may this for up to 20 points (4 h of experiments) Extra Credit Experiments not have due dates, however, they must be completed by Friday of dead week In addition, you should click on the link in BBLearn to determine what the other extra credit assignments are There are three written paper options provided for individuals who not want to participate in experiments Paper assignments must be submitted via BBLearn before class commences on the due date Each written assignment will be worth points or about % of your final grade You may not under ANY circumstances makeup extra credit assignments Be sure that you follow instructions carefully In addition, you may only earn a TOTAL of 25 points of extra credit (almost % of your final grade) You may earn these points in any way you would like Please read BBLearn details carefully and ask any questions you might have about Extra Credit Policies For example, to earn 25 points a student may completed 2.5 h of experiments (any time before Friday of dead week), two personal reaction written assignments (one turned in on EC1 due date and one turned in on EC5 due date), and one book reflection assignment (turned in on the EC4 due date) Provided the written work received full points, this student would have 27.5 extra credit points out of a possible 25; only 25 of those points will be counted toward the final grade In order, to get the full credit the student could complete another experiment or if there is a due date left complete another written assignment (a personal reaction, book reflection, or hypothesis generation assignment) It would also be possible to earn 20 points of experiment‐based extra credit (4 h) and then complete written assignment Exams There will be four exams during the semester Exams will be multiple choice, short answer, and essay Each exam will be worth 45 points or 15 % of your final grade You must bring a PENCIL for scantron completion to EVERY exam Exams will be held at the beginning of the class period You will have the entire class period to complete the exam The final exam will be held finals week, but will not be cumulative In order to take Exams 2–4, you must have picked up your last graded exam from the TA Students who take an exam without first picking up their prior graded exam will not receive points on the current exam I provide two options for taking an exam This should allow those who feel they better at essay exams to play up those strengths and those who are more comfortable with a multiple choice format to rely on their strengths You must initial the option you choose at the top of the exam and be sure to let the TA know which option you chose Failure to initial or put your exam in the appropriate pile could negatively impact your grade 444 Appendix B: Examples of Syllabi Exam Option A: Answer all 40 multiple choice questions (10 per chapter) and one of the five essay questions Exam Option B: Answer five multiple choice questions from each of the four sections (five per chapter) and ALL five essay questions One half credit: If you are debating between two possible answers on a multiple choice question, you must select one answer on your scantron (selecting two guarantees you will miss the item) If you would like to challenge the question you may so by doing the following: Initial the item in the left hand margin Next to the question write out which item you chose and why you chose it over the other response You must provide reasoning for why both could be right, but one is more so When turning in your exam, the TAs will ask if you ‘argued’, you should say yes, so that your exam will go in the proper pile What happens then? I will look at any initialed items that you miss (if your exam is in the argue pile) and review your reasoning If I feel you are thinking along the right lines or make a reasonable course based argument that demonstrates complete knowledge of the material, you will receive 0.5 point for that item If I feel your reasoning is less than complete, you will simply miss the item What should go without saying, but needs to be said… Please turn off your cell phones before class begins I reserve the right to answer any ringing cell phone Texting during class will result in being asked to leave the class for that period IF this continues into another class period, you will be excluded from further participation in the course and most likely fail If you choose to use a laptop in class be sure you are using it to take notes If I peruse the classroom and find that you are using applications on Facebook, playing WoW, bidding on ebay, iming, blogging, tweeting, updating your status, or otherwise disengaging from class I will ask you once to please close your laptop or power down your device If you engage in this behavior again, I will ask you to leave the classroom If you are so disinterested in the course that you need additional cognitive stimulation, I might suggest that you choose a different course If I have to repeat this warning you will be excluded from further participation in the course and will most likely fail the course Any student who disrupts the flow of the course or the learning of others will be asked to leave the class After the second disruption in which you are asked to leave the class, I will report the matter to the Dean of Students and you will fail the course without debate Frequently Asked Questions Is the fourth exam cumulative? No Are any of the exams cumulative? No Appendix B: Examples of Syllabi 445 Why doesn’t the professor round final grades or curve? Because a traditional curve technically means that I must fail 10 % of the students in the course Further, a more “modern” curving procedure would only contribute to the problem of grade inflation, which essentially cheapens your degree However, I have provided a way for you to earn % of your grade via extra credit, so with some minimal effort students who fear they may be only a point or two away from the next letter grade can ensure they won’t find themselves on the border between two grades Where are the study guides? Worksheets? Project Information? Notes? On BBLearn Why does the professor provide us fill in the blanks on the notes instead of providing full notes online? First, in the past statistical analysis of provision of full notes has shown that students not retain what they not write down Secondly, students who not attend lecture tend to about a letter grade (on average) worse than students with good attendance; full notes tend to negatively impact attendance and thus student grades Third, I provide some outline of the notes (which will follow my slides pretty closely for the most part), which allows students to spend less time writing and free up some cognitive space for question formulation, discussion, and extra notes Students who only fill in the blanks will find they have not done a very good job of note taking when it is time to study for the exam I missed class (with an excused absence); may I have the notes? Yes, you may obtain the notes from a fellow student In the past, when I’ve provided notes to students they tend to miss more questions on exams than when they copy them from a friend Usually because the friend’s notes contain some extra information that my slides obviously not and it is these extras (not the outline) that help students on exams Why when we are put into groups does the professor have the males in the class all of the ‘secretarial’ work? Research has shown that females are typically nominated to the handwriting tasks in groups Therefore, in order to let men have some experience regarding what it feels like to be secretary and female students to understand what it feels like to not wield the group pen, the professor asks that each group have a male student any handwriting tasks Being able to adequately take dictation, sum and write coherently on behalf of a group is a workplace skill that employers report males lack upon entering the workforce and this could be in part due to lack of practice Requiring males to be group secretary tends to be very disturbing to some individuals and most groups find that it disrupts the group process, and this is precisely why it is a good experience I can’t make office hours, but would like to talk to the professor, what I do? Email the professor and make an appointment In the email suggest several times that you are available to meet and the professor will gladly set up an appointment with you Always be sure to indicate which course you are in when you write emails or ask questions about assignments If you ask about Project 2, it could be the second project in any of the four courses with which I have involvement 446 Appendix B: Examples of Syllabi Where is the final exam? All exams will be in the regular classroom, unless otherwise announced Be sure to bring a PENCIL for exams! Scantrons will be provided What is my group number? In order to pass back exams expediently we ask that you write your group number on all exams If you are not in class the day groups are assigned, please talk to a TA to find out what your group assignment is What is going on with the clickers? Here are some quotes from students regarding clicker usage in the past: “At first, I was unsure how they would work out, but it was great to be able to test my knowledge without having to raise my hand.” “They were great When Dr Craig asked if there were any questions, I usually didn’t have any Then she would give us a clicker slide and I would realize how much I didn’t understand They really helped; I wish all of my classes used them.” “Totally worth the price, my GPA truly benefited.” My clicker doesn’t seem to be working What I do? Step 1: Set the channel to 41 Keypad displays solid green for s when response is received as verification for a clear, visual confirmation that your response has been received and recorded The light will only turn green in the presence of a receiver Step 2: Make sure your batteries are working (the little lights should come on) No lights → New batteries! Step 3: Call the Turning Point Technical Support folks 866 746 3015 What if a clicker breaks? Turning Technologies’ clickers are one of the most durable keypads on the market However, clickers (“response cards”) are under warranty and can be exchanged at the university bookstore or through Turning Technologies technical support Keep in mind, if you switch clickers, you’ll need to login and register your new number in the clicker id registration tool I’m Pretty Sure My Clicker Is Working, But My Participation Points Aren’t Showing Up What’s Going On? There are a couple of possibilities, one you mistyped your clicker id on the clicker registration or two you registered your clicker late and the clicker list doesn’t include you Either way, come see me BEFORE class and we’ll a little test and see if your clicker is working If it appears to be working on that end, then talk to the TA about why the points aren’t making it into BBLearn 447 Appendix B: Examples of Syllabi Department of Psychology and Communication Studies Participant Pool As a student enrolled in this course you will be provided a login and password to Sona-systems (http://www.uidaho.sona-systems.com) Your login information will arrive by the tenth day of the term After the tenth day of the term you will be able to login and see a listing of experiments in which you may participate For any course offering extra credit or requiring experimental participation, you will also be provided with the opportunity to complete non-experiment participation based assignments If you would prefer not to participate in any experiments, you may request details about the alternative assignments from your professor/ instructor As a human participant in a study, you are protected by three universally accepted principles behind the conduct of such research These are respect for persons, beneficence, and justice Thus, you have various rights which include being informed about: • The nature of the study meaning the purpose, the methods, the data which will be collected, and the level of risk involved, • The time commitment and any compensation, • Your participation being voluntary, • What to should something occur unexpectedly (known as an adverse event), and • Who the investigators are and how to contact them All experiments/studies listed in sona-systems have been approved or certified as exempt by the University of Idaho Institutional Review Board If you have questions or concerns about any experiment you may ask the researcher, the faculty member listed as the principal investigator, your professor/instructor, or contact the IRB directly at irb@uidaho.edu Course Schedule Week Day/date Tuesday—Aug 21 Topic Introduction Thursday—Aug 23 Research methods Tuesday—Aug 28 Research methods Thursday—Aug 30 Self Assignments due dates Clicker registration due PHRP certificates due (PP) Text(s) reading Chapter (pp 1–11) and Chapter Chapter (pp 11–23) Chapters and (continued) 448 Appendix B: Examples of Syllabi Week Day/date Tuesday—Sep 4 Thursday—Sep Tuesday—Sep 11 Social cognition Social cognition Thursday—Sep 13 Tuesday— Sep 18 Thursday— Sep 20 Tuesday— Sep 25 EXAM Health psychology Attitudes Attitudes Thursday— Sep 27 Tuesday—Oct Thursday—Oct Tuesday—Oct Thursday—Oct 11 Tuesday—Oct 16 Thursday—Oct 18 10 Tuesday—Oct 23 Thursday—Oct 25 11 12 13 14 Topic Self Tuesday—Oct 30 Thursday—Nov Tuesday—Nov Thursday—Nov Tuesday—Nov 13 Thursday—Nov 15 Tuesday—Nov 27 Thursday—Nov 29 Assignments due dates Self reference exp due (PP) Text(s) reading Chapter First impression exp Due(PP) Project due Extra credit due Chapters 1–5 Module B Chapter Social balance exp due (PP) Social influence Extra credit due Chapter Persuasion Extra credit due No Class at pm Please attend: Gloria Steinem Keynote @ 7:30 pm Kibbie Dome for Extra Credit due Tuesday, October by pm Consumer behavior Project due Module A EXAM Ch and 8, modules A & B Emotion and affect Extra credit due Chapter Prejudice and intergroup Relationship Chapter 13 questions due (PP) Prejudice and intergroup IAT exercise due (PP) Groups Be a juror exp due Chapter 14 (PP) Psychology and law Book exam due Module D Prosocial Behavior Project due Chapter Prosocial Behavior Extra credit due EXAM Chapters 6, 9, 13, and 14, module D I/O psychology Extra credit due Module C Attraction Budgeting (PP) Chapter 11 Relationships Book project Chapter 12 paper due Relationships/aggression (continued) Appendix B: Examples of Syllabi Week Day/date 15 Tuesday—Dec 16 Thursday—Dec Topic Aggression Service learning: Joe Roberts ATVP Speaker Monday—Dec 10 EXAM 449 Assignments due dates Kitty Genovese Film Text(s) reading Chapter 10 Guest speaker: Bekah Miller-McPhee TLC 44: Chapters 12:30 pm–2:30 pm 10–12 and module C Index A Abortion activity, 76–77 cerebral palsy, 80 controversial issues, 76 Down syndrome, 79 gendered language, 80 limitation, 79 obesity, 80 opportunities, 78 pedagogical strategy, 81 pro-choice/pro-life, 80 reflections, 81, 82 sociocultural factors, 78 survey results, 78 Angry White Men, 55 Autoethnography classroom, 122–123 community connections, 124 The Crystals, 126 fandom, 125–126 gender fluidity/transgender pronouns, 126 mixed tapes, 125 Name That Tune, 126–127 The percept takes priority of the concept, 119–120 quality of writing and analysis, 120–122 research methods, 119 social identity, 118–119 video interpretation, 125 B Beliebers, 125 Beyond Same-Sex Marriage, 23 Blank contends, 20 “Born this way” trope, 15, 17–18 C Course design exceptions glass escalator effect, 275 sexual orientation, 274 social construction, 273 tokenizing manner, 274 trans*, 275 intersectionality contemporary society, 276 Feminist Approach, 276 gender disparities, 276 gender-segregated occupations, 278 heterosexual marriages, 277 National Public Radio, 277 stratification, 277 Court of Arbitration for Sport (CAS), Critical feminist pedagogy academic curriculum, 230 individual identity recognition, 232 North India autocratic monarchy, 260 Bifocal Scholarship level/ Compensatory Scholarship, 260 democratic processes, 261 doctorate program, 262 institutionalized women’s studies centers/programs, 260 multifocal phase, 262 public rapes, 263 rage images, 263 socio-economic-cultural realities, 262 © Springer International Publishing Switzerland 2016 K Haltinner, R Pilgeram (eds.), Teaching Gender and Sex in Contemporary America, DOI 10.1007/978-3-319-30364-2 451 452 Critical feminist pedagogy (cont.) official rosters, 233 pronouns, 234–235 public and private dimensions, 233 public communication, 232 reflexive educators, 231–232 social contexts, 232 Southwest Asia American academy, 257 feedback from students, 259 gender, 256, 257 homosexuality, 257 marital rape, 258 reductionism and positivism, 258 safe and unsafe borders, 258 Scattered Hegemonies, 256 socio-cultural-racial context, 257 Teaching to Transgress, 259 trans*, 230 D Disability studies (DS) class, stratification and power, 246 early development, 239, 240 embodiment, 240–241 Feminist Disability Studies, 240 graduate social theory, 245–246 identity, 241 integration, 242 reproductive justice anti-choice political framework, 251 eugenics, 250 limited access to services, 250 pro-choice movement, 250 reproductive tchnologies, 251 sexual violence, 250 SisterSong, 250 sociology “The Dilemma of Disabled Masculinity”, 245 “Dismembering the Lynch Mob”, 245 PWD, 245 race and masculinity, 245 teaching, 247 special education licensure program Claiming Disability, 248 consultation and collaboration, 249 definitions/characteristics, 247 pre/early-service teacher, 247 student disability, 249 UDL, 249 WEST, 242–244 Index Drawing Census data, 104 Drawing data and reports, 104 Drawing experiences, 104 Drawing knowledge acquisition, 104 Drawing microaggression, 105 E Elam, Paul, 53 Essentialism biological propositions, 17 gender inequality (see Gender inequality) les-bi-gay organizations, 22 poststructuralism, 33–35 social constructionism, 16 F Feminine gender roles, 41 Feminist post-structuralism complexity, 28 discourse, 28–30 gender imitation and performance, 32–33 higher education classroom, 31–32 language, 30–31 reconceptualizing agency, 33–35 resistance, 33–35 subjectivity, 30–31 Fiction, 131, 138 Fifty Shades of Grey, 134 The Girl with the Dragon Tattoo, 135 sociology class, 132 student response (see Student responses, Fiction) Twilight series, 133 Flattening of difference, 244 Foucault’s theory, 29 G Gaga feminism, 20 Gender inequality domestic violence, 47 goals, 45 hegemony, 49–50 heteronormativity, 47 instructors, 45, 46 language, constraints of, 48 male and female, 46, 47 Queer theory, 50 unhealthy/unwanted pregnancies, 46 453 Index Gender pay gap active learning techniques, 102 human capital, 103 inequality, 103 occupational segregation, 103 Pay Equity Day, 101 social justice, 105 sociological imagination, 102 sociology instructors, 101 Gender performance, 32–33 Gender violence CDC, 93 dominance functions, 94 knowledge production, 96, 97 offensive comments, 96 rape culture, 95, 97 safety, 95–97 sexual assault, 93 silence, 95, 97 victim blaming, 96 Glass escalator effect, 275 Goffman, Erving, 37 sex and gender, 150 surface learning, 151 visual juxtaposition, 148 white-supremacist capitalist patriarchy, 147 written assignments/classroom discussions, 152 K Knowledge acquisition, 104 L Liberal sexism See Ironic sexism Los factores humanos de la cubanidad, 243 H Hegemony, 49–50 Heteronormativity, 21, 46, 47 Heterosexual matrix, 18 Hipster sexism See Ironic sexism Human Rights Campaign (HRC), 22 M Masculinity crisis discourse, 157–158 “End of Men”, 155 first-wave feminism, 156 goals, 156 gym memberships, 156 Hannah Rosin’s announcement, 157 second-wave feminist movement, 156 uncertainty, 159–160 visual media coding, 158–159 The Myth of Male Power, 54 I Insane Clown Posse (ICP), 125 International Olympic Committee (IOC), 10 Intersectionality, 111 Ironic sexism Baby Got Back, 145–146 backlash signs, 147 challenges, 150 definition, 146 dialogic writing assignments, 151 femininity, 146 gender equality, 147 Horkheimer and Adorno’s theory, 152 hypermasculinity, 149 ideology, 148 laundry soap, selling, 149 media manifestations, 148 media messages, 151 media producers, 147 online videos, 151 print and television advertisements, 149 sense of humor, 148 P Paid labor, 110 Paranoia AMERICAblog, 22 “choice” language, 21 civil rights, 23 gaga feminism, 20 heteronormativity, 21 “heterosexual” and “homosexual” selves, 21 HRC, 22 LGBT, 21 sexual identity, 20 sexual outlaws, 23 Pedagogy of hope agency and activism, 212–213 educational mission, 207 emotions, 210–211 feminism, 211–212 gender- and sex-based inequities, 209–210 linear progress narrative, 208–209 454 People with disabilities (PWD), 245 Political sciences classroom experience, 271–272 definition, 265 educational mission, 270 feminist and gender theory, 270 intersectionality, 270 media imagery, 269 neutral presentation, 270 pedagogical reasons, 268–269 practical reasons, 266–267 theoretical reasons, 267–268 Poststructuralist pedagogy, 34 The Presentation of Self in Everyday Life, 37 Q Queer theory, 50 R Rage activism, 192–194 anger, 185 classroom discussion, 188, 189 consciousness around rage, 194 emotional labor, 187, 188, 191–192 Family Violence, 186–187 personal troubles and public issues, 185 philosophy and practice, 186 resistance, 190 Rochelle’s poem, 189–190 self-actualization, 189 self-imposed restraint, 188 self-reflexivity, 188 social conditions and structural inequalities, 186 Rape, Abuse and Incest National Network (RAINN), 85 Reproductive justice (RJ) anti-choice political framework, 251 eugenics, 250 limited access to services, 250 pro-choice movement, 250 reproductive tchnologies, 251 sexuality, 250 sexual violence, 250 SisterSong, 250 Resistance authoritarian approach, 181 biological determinism, 180 “Compulsory Heterosexuality and Lesbian Existence”, 179 Index Patti’s faculty perspective autoethnographic account, 178 description of beliefs, 177 inequalities, 176, 177 Teaching about Gender, 178 transmen/transwomen, 177 personal and academic experiences, 179–180 productive learning environment, 179 self-reflexivity, 179 sociological evidence and imagery, 181 undergraduate gender class, 180 Retro sexism See Ironic sexism S Science of Gaydar, 19 Scientific evidence, 20 Scientificness, 20 Sex, gender, sexuality (SGS) course content, 68–70 impact and implications, 70 sensitizing concept, 64–66 teaching technique colored paint chips, 66–67 SES, 67–68 Sexuality, 16 biological revivalism, 19 “Born this Way” anthem, 17–18 heterosexual matrix, 18 paranoia AMERICAblog, 22 “choice” language, 21 civil rights, 23 gaga feminism, 20 heteronormativity, 21 “heterosexual” and “homosexual” selves, 21 HRC, 22 LGBT, 21 sexual identity, 20 sexual outlaws, 23 Science of Gaydar, 19 scientific evidence, 20 social constructionism, 18 social impact, 15 “two-and-only-two” system, 18 Sexual outlaws, 23 Social identity framing domestic violence, 221 heterosexual coitus, 221 non-heterosexual individuals, 223–224 455 Index non-prejudiced response, 223 same-sex couples, 222–223 self-reflection, 222 stereotypic presumptions, 222 gaming cultural competence, 226 disabled intersexed person, 225 flip-the-script exercises, 226 physical engagement/imagination, 227 “Safe Space” trainings, 225 “Safe Zone” training, 225 warm-up exercises/participatory activities, 224 masculine identity, 218 naming, 220–221 Psychology of Women, 217 queer-identified individuals, 219 social construction and performance, 219 Socio-economic status (SES), 67–68 Solidarity engage male students, 56–57 narratives, 54–55 patriarchy activities, 59 advantages, 58 B-word, 57 disadvantages, 58 femininity and masculinity, 57 gender-disciplining slander, 58 male victimhood, 59 power vs relationality, 58 sexual assault, 59 Sports Chand, Dutee CAS, international pressure, medical tests, racial and colonial elements, testosterone levels, gender, 3–4 hyperandrogenism, 10–12 Phelps, Michael, Semenya, Caster Asian Junior Athletics Championships, Commonwealth Youth Games, drug tests, hormone therapy, 6–7 Hottentot Venus, racial and colonial elements, sex characteristics, testosterone levels, sex boundaries, 4–5 sex verification, 9–10 Student responses, Fiction Fifty Shades of Grey, 138–139 The Girl with the Dragon Tattoo, 139–140 Twilight, 138 T Teaching spaces of possibility challenging classroom, 197 Foucauldian questions, 198–200 media sources, 201–202 relaxed environment, 197 safe classroom, 196, 197 sensational mundane, 195, 200–201 sexuality/non-heterocentric perspectives, 196 trigger warnings and folks, 202–204 Teaching technique colored paint chips, 66–67 SES, 67–68 Teaching to transgress classroom learning, 166 Connell’s theory, 166–167 essentialism, 165 gender transgressions project, 169–171 praxis, 171–172 storytelling, 167–169 U Undoing gender challenges, 41–42 doing gender, 39 femininity, 40 in-class activity, 40 masculinity, 40, 41 non-conformity, 40 student feedback, 42–43 theoretical foundation, 37–38 Universal Design for Learning (UDL), 247 U.S Family and Medical Leave Act, 113 V Violence against women collective action, 90 definition, 86 feminist activists, 88 frequency and pervasiveness, 85 prevalence and consequences, 86 prevention and interruption, 89 rape and sexual harassment, 88 resistance, 86, 87 responsibility, 90 456 Violence against women (cont.) risky behaviors, 86 self-defense strategies, 89, 90 self-efficacy, 87 ‘snow-ball’ effect, 90 victimization, 88 W Women’s and Ethnic Studies Program (WEST), 242–244 Work anthropological research, 111 contemporary reality, 112 Index definitions, 110 family roles impact, 114 globalization, 114 identical labor, 114 inequality and discrimination, 111 intersectionality, 111 nurturing and caretaking responsibilities, 113 paid labor, 110 reflective activity, 113 revelation, 112 slavery and immigration, 112 social and political change, 109 social policy, 113 teaching, 115 .. .Teaching Gender and Sex in Contemporary America Kristin Haltinner • Ryanne Pilgeram Editors Teaching Gender and Sex in Contemporary America Editors Kristin Haltinner Department of Sociology and. .. others—matters when teaching both for students and for instructors By providing chapters in Teaching Sex and Gender in Contemporary America that speak to the tribulations and joys of sex and gender, Ryanne... analyses, and teaching exercises, is designed to assist instructors of sex and gender as you the work of teaching these as well as other issues Teaching about sex, sexuality, gender, and sexual