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Sexuality and Gender

WMS 212-001 (#62395)
Summer Session II 2012
Leutze 136
Monday-Thursday 10:15 AM-12:20 PM
Instructor: Dr. Chadwick Roberts Email: robertscl@uncw.edu Subject line: WMS 212
Office Hours: 9-10 AM Monday-Thursday

Office Location: Leutze 228

Required Text:
Ferber, Abby L. and Kimberly Holcomb and Tre Wentling (Editors) Sex, Gender, and Sexuality:
The New Basics. (2009) Oxford University Press. ISBN # 978-0195332896
(Additional handouts and required readings on Blackboard):
Including selections from:
Rosen, Ruth. The World Split Open. (2000)
Butler, Judith. Undoing Gender. (2004)
Course Description: This course is designed to ground students in the foundational basics of
gender and sexuality studies while introducing new research that shape the ways in which we
understand sex, gender, and sexuality and the dynamic relationship among these categories. We
will examine how institutions such as medicine and the law as well as popular culture have
shaped our experience and understanding of sex and gender. Special emphasis is given to
intersections of age, race, class, ethnicity and region.
Student Learning Outcomes:
1. Students will demonstrate awareness of how our understanding of the relationship
between sex, gender, and sexuality vary across time and cultures.
2. Students will be able to compare and contrast essentialist and constructivist conceptions
of gender.
3. Students will be able to articulate how class and race shape the experiences and
expressions of gender and sexuality.
4. Students will demonstrate understanding of intersex, transgender, and queer identities.
5. Students will critically examine relationships between gender, sexuality, and reproductive
choices.
6. Students will think critically about the regulation of gender and sexuality within various
institutions.
7. Students will think critically about issues of gender, sexuality, and justice.
8. Students will examine the influence of scientific and religious discourses in our popular
conceptions of gender, sexuality, and race.

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Assessment

Participation (in-class and online)

-Attending class regularly and arriving on time
-Completing in-class written reflections
-Active participation in online and in-class discussions

10%

Reading Responses (4 over the semester, 25 points each)

Film Responses (2 over the semester, 50 points each)
Mid-Term Exam
Final Exam
Quizzes
Applied Learning Reflection

20%
10%
20%
20%
10%
10%

A
100-93

AB+
B
BC+
C
CD+
D
92-90 89-87 86-83 82-80 79-77 76-73 72-70 69-67 66-63

D62-60

Writing Assignment Descriptions:

Reading Responses:
Over the course of the semester each student will submit a written response to 4 of the reading
assignments. This typed response must be between 1-2 pages.
The response should (1) summarize the reading in your own words, (2) answer at least one or
more of the discussion questions posed at the beginning of the reading assignment, (3) offer a
personal response to the reading connecting it to other course material and the course as a
whole.
Each response is worth 25 points. In order to receive all 25 points your response must adhere to
the criteria above. Responses are due the day we discuss the reading in class and will not be
accepted after we have discussed the reading in class. The last day to turn in a reading
response is Thursday, July 26.
Applied Learning Reflection:
Following our Applied Learning Day at the Coastal Horizons Center (Wednesday, July 25) you
will compose a 2-page typed reflection that connects your experience with appropriate course
material and the course as a whole. You will submit your response on Thursday, July 26th.

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Film Responses:
You will choose (2) of the following films on reserve in the library for film responses:
* indicates films that are only available streaming from Netflix
*The Adonis Factor:
If the body beautiful takes pride of place in gay culture, Christopher Hines' searching documentary
reveals that while the pursuit is pervasive, notions of pure perfection run the gamut of human desire.
Surveying both the cultural big picture and local scenes across California and Georgia, Hines encounters
bears and twinks, muscle boys and average Joes, and his subjects speak openly about their embrace -- or
rejection -- of the flawless physique.

*After Stonewall (Netflix):

This documentary that explores the progress and challenges of the post-Stonewall lesbian/gay rights
movement through archival footage and interviews with leaders. The film chronicles key events from 1970
to the end of the 20th century, including sexual liberation, conflicts with the feminist movement, AIDS and
political organization.

Almost Myself: Reflections on Mending and Transcending Gender:

After finding a most unusual web site that was seeking funds to help reverse a sex change, award-winning
filmmaker Tom Murray set out on a fascinating cross country journey to explore just a small part of the
vastly diverse transgender community. The filmmaker, in trying to define the film and what he learned in
making it, said that it could be described as "Transgender 101 by and for a non-transgender person.

*Before Stonewall: The Making of a Gay and Lesbian Community (On library reserve and on
Netflix):
Traces the social, political and cultural history of homosexuality in America from the
1920s to 1969; the beginning of the Gay Liberation Movement after a police raid on
the Stonewall Inn, a gay bar in New York City; and the three-day riot that followed.

*Live Nude Girls Unite! (Netflix):

This critically acclaimed documentary follows a group of San Francisco exotic dancers who decide to
unionize to gain better wages and sick pay and to protect themselves against secret customer videotapes.
Julia Query, a dancer at the Lusty Lounge, leads the unionization effort as the workers sort out their
demands and go through the difficulties of bargaining with the union-busting law firm their managers
hire.
*Orgasm Inc. (Netflix):
With humor and a wealth of research, director Liz Canner's provocative documentary examines how drug
companies promote and profit from the myth of female sexual dysfunction as they compete to produce the
first FDA-approved "cure" for this condition.

*The Price of Pleasure (Netflix):

Interviewing scholars, industry insiders and consumers, this probing documentary delves into the effects
of pornography on one's sexual identity and relationships, as well as its influence on business and
American popular culture overall.

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*Prodigal Sons (Netflix):
In high school, Kimberly Reed was male, a straight-A student and captain of the football team. But since
leaving his rural Montana hometown, he's become a woman -- and a filmmaker whose documentary
could not be any more personal. Half the story involves her attending her high school reunion as a
transgendered female; the other half involves reuniting with her siblings, including her estranged
adopted brother.

Southern Comfort:
Robert Eads is a 52-year-old wise-cracking cowboy who was born female and transitioned into living as
a man after bearing two sons. Fifteen years later, he has fallen in love with Lola Cola, a vivacious and
magnetic woman who was born male.

Still Doing It: The Intimate Lives of Women Over 65:

Explores the lives of nine women aged 67-87 and their feelings about sex and love in later life and the
realities of aging.

* This is What Love in Action Looks Like (Netflix):

In the summer of 2005 a 16-year-old Memphis, TN wrote on his MySpace blog about his parents sending
him to a "Fundamentalist Christian" program that strives to turn gay teens straight. This documentary
follows the inspirational story of this teens local community standing up for their friend with daily
protests at the facility in what would become an international news story.

*Training Rules (Netflix):

This documentary explores the case of Jen Harris, a gifted college basketball player who was drummed
out of Penn State's basketball program by Coach Rene Portland for her perceived sexual orientation.

Your typed response must be between 1-2 pages.

Your response should (1) summarize the content of the film in your own words (2) offer a
personal response to the film that connects it other course material and the course as a whole.
Each response is worth 50 points. You will submit no more than 1 response per week. The
last day to turn in a film response is Monday, July 23.

Attendance: As this is a Summer course, I will allow two (2) personal days during the semester. After
each subsequent absence your final average will be lowered by 5 points. If you come into class and the
class has started, you are late/tardy. Two (2) tardies equals one absence. I define started as if you come
in and I have the lecture going and the PowerPoint cranking, youre late.
There is no such thing as an excused absence. The 2 days are for you to conduct personal business
or to save for illness. DO NOT bring me any doctors notes or other forms. The only exception is if
you are gone for university business, and then you must provide the necessary documentation.
Professor Responsibilities: To assure that students have the greatest possibility to succeed, I will
endeavor to provide students with: 1) clear, organized lectures and presentation materials, 2) the
opportunity to ask questions and seek clarification, 3) clear, unambiguous instructions and evaluation
criteria, 4) a reasonable amount of time to complete and/or prepare for evaluation elements (pop quizzes
excepted), 5) preparative materials when appropriate (e.g., test review and detailed assignment
documents), 6) detailed and constructive feedback toward the goal of improving future efforts, and 7)
advice and guidance during the preparation of long-term projects. If, at any time during the semester, you
have any questions about the course or your performance in it, you are encouraged to contact me outside
of class.
Student Responsibilities: Students are expected to: 1) attend all class meetings, 2) be prepared to
contribute by having read the assigned text prior to the corresponding class period, 3) actively participate
in class discussions and offer constructive criticism of and comment on peer work, when appropriate, 4)
respect fellow class members at all times, 5) be assertive and empowered in their learning experience
(e.g., ask questions, seek clarification, identify unique learning opportunities), 6) submit assignments on
time, 7) follow assignment directions, and 8) give your best effort on each assignment.
Academic Integrity: All members of UNCWs community are expected to follow the academic Honor
Code. Please read the UNCW Honor Code carefully (as covered in the UNCW Student Handbook).
Academic dishonesty in any form will not be tolerated in this class.
Plagiarism: Please be especially familiar with UNC-Ws position on plagiarism as outlined on in the
UNCW Student Handbook. Plagiarism is a form of academic dishonesty in which you take someone
elses ideas and represent them as your own. Here are some examples of plagiarism:
a. You write about someone elses work in your paper and do not give them credit for it by
referencing them.
b. You give a presentation and use someone elses ideas and do not state that the ideas are the
other persons.
c. You get facts from your textbook or some other reference material
and do not reference that material.
Learning environment: This course focuses on aspects of personal identity, sexuality, gender and the
body. Topics will be discussed that may be controversial or offensive to some students. You always
retain the right to respectfully disagree. No student is required to relate personal information of any kind
in coursework or group discussions; however, everyone is expected to keep strictly confidential any
information garnered from those who do.

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Campus Respect Compact: UNCW has recently instituted a Respect Compact to affirm our
commitment to a civil community characterized by mutual respect. That Compact will soon be affixed to
the wall of each classroom and can be accessed at:
http://www.uncw.edu/stuaff/pdc/documents/SeahawkRespectCompact.pdf
Individuals wanting more information about the respect Compact can contact the Office of Institutional
Diversity and Inclusion.
Violence and harassment: UNCW practices a zero tolerance policy for violence and harassment. If you
are experiencing an emergency of this type contact the police at 911 or UNCW CARE at 962-2273.
Resources for individuals concerned with a violent or harassing situation can be located at
http://www.uncw.edu/wsrc/crisis.html.
Students with disabilities: Students with diagnosed disabilities should contact the Office of Disability
Services (962-7555). Please give me a copy of the letter you receive from Office of Disability Services
detailing class accommodations you may need. If you require accommodation for test-taking please make
sure I have the referral letter no less than three days before the test.
Religious Observance: North Carolina General Statute 116-11(3a) and the UNCW policy authorizes a
minimum of two excused absences each academic year for religious observances required by the faith of
a student. Please provide written notice of the request for an excused absence within the first two weeks
of class. You will be given the opportunity to make up any tests or other work missed due to an excused
absence for religious observance if you follow these guidelines. Students must register this absence with
the Registrar through Seanet.
The UNCW Statement on Diversity in the University Community: As an institution of higher
learning, the University of North Carolina Wilmington represents a rich diversity of human beings among
its faculty, staff, and students and is committed to maintaining a campus environment that values that
diversity. Accordingly, the university supports policies, curricula, and co-curricular activities that
encourage understanding of and appreciation for all members of its community and will not tolerate any
harassment or disrespect for persons because of race, gender, age, color, national origin, ethnicity, creed,
religion, disability, sexual orientation, political affiliation, marital status, or relationship to other
university constituents. Students with Disabilities information and resources available at
http://www.uncw.edu/stuaff/disability/
THE UNIVERSITY LEARNING CENTER
Westside Hall, first floor
910.962.7857
www.uncw.ulc
The University Learning Centers (ULC) mission is to help students become successful, independent
learners. Tutoring at the ULC is NOT remediation: the ULC offers a different type of learning
opportunity for those students who want to increase the quality of their education. ULC services are free
to all UNCW students and include the following:
--Learning Services (Basic Studies) http://www.uncw.edu/stuaff/uls/tutoring.htm
--Study Skills http://www.uncw.edu/stuaff/uls/study.htm
--Supplemental Instruction http://www.uncw.edu/stuaff/uls/si.htm
--Writing Services http://www.uncw.edu/stuaff/uls/writing.htm
ULC operating hours: http://www.uncw.edu/stuaff/uls/hours.htm
ULC Identity Statement and Vision: http://www.uncw.edu/stuaff/uls/ULS-About.htm

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Course Schedule (Tentative)
Week One: Defining Sex, Gender and Sexuality
Wednesday, June 27: Course Introduction
Screen: The Codes of Gender: Performance and Identity in Popular
Culture
Homework: Read:

Sex, Gender, and Sexuality Introduction p. xi-xv and p. 1-5

Sex, Gender, and Sexuality Dualing Dualisms by Anne Fausto-Sterling
p. 6-21

Thursday, June 28:

Rethinking Foundations: Theorizing Sex, Gender and Sexuality

Screen: Middle Sexes: Redefining He and She (HBO)

Homework: Read:

(Blackboard) Doing Justice to Someone: Sex Reassignment and

Allegories of Transsexuality by Judith Butler
Sex, Gender, and Sexuality Intersex Narratives: Gender, Medicine, and
Identity p. 32-43

______________________________________________________________________________

Week Two: Doing Gender

Monday, July 2:

Intersexed Bodies and the Meaning of Gender

Screen: Two Spirits

Homework: Read:

Sex, Gender, and Sexuality Masculinity as Homophobia: Fear, Shame,

and Silence in the Construction of Gender Identity by Michael Kimmel p.
58-70
Sex, Gender, and Sexuality Goodbye to the Sex-Gender Distinction, Hello
to Embodied Gender: On Masculinities, Bodies and Violence by James
W. Messerschmidt p. 71-88

Tuesday, July 3

Masculinity, Homophobia, and Violence

Screen: The Bro Code

Homework: Read:

Sex, Gender, and Sexuality The Ambiguity of Sex and Virginity Loss:
Insights from Feminist Research Methods by Laura M. Carpenter p. 8998
Sex, Gender, and Sexuality Moving Toward Agency: Gender and the
Learning Curve of Sexual Encounters by Heather Powers Albanesi p. 99114

Wednesday, July 4: Independence Day: No Class!

Thursday, July 5:

Gender, Virginity and Sexual Agency

Screen: Lets Talk About Sex

Homework: Read: (Blackboard) The Hidden Injuries of Sex by Ruth Rosen p. 143-195
Screen: (Blackboard) Sex: The Revolution (Part Two): The Big Bang
______________________________________________________________________________
Week Three: Sexuality, Race and Religion
Monday, July 9:

How We Got Here: Looking and Gender and Sexuality Historically

Screen: Girls Episode 1.2: Vagina Panic (HBO)

Homework: Read:

Sex, Gender, and Sexuality Prisons for Our Bodies, Closets for Our
Minds: Racism, Heterosexism, and Black Sexuality by Patricia Hill
Collins p. 115-136
Sex, Gender, and Sexuality Keeping Sex in Bounds: Sexuality and the
(De) Construction of Race and Gender by Abby L. Ferber p. 136-142

Tuesday, July 10

Racism, Heterosexism, and Black Sexuality

Screen: Paris is Burning

Homework: Read:

Sex, Gender, and Sexuality Holding My Breath Underwater by Michael

Hernandez p. 182-185
Sex, Gender and Sexuality Arab American Femininities: Beyond Arab
Virgin/American(ized) Whore by Nadine Naber p. 186-192
Sex, Gender and Sexuality Becoming La Mujer by Marissa Navarro p.
209-212

Wednesday, July 11 Race, Sexuality and Religion

Screen: The Purity Myth
Homework: Read:

Sex, Gender, and Sexuality The Egg and the Sperm: How Science Has
Constructed a Romance Based on Stereotypical Male-Female Roles by
Emily Martin p. 248-254
Sex, Gender, and Sexuality Gender Shock: Exploding the Myths of Male
and Female by Phyllis Burke p. 255-263
Sex, Gender, and Sexuality Am I Obsessed? Gender Identity Disorders,
Stress, and Obsession by Tre Wentling p. 263-272

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Thursday, July 12: Context Matters: Power, Knowledge, and Institutions
Screen: Kinsey (PBS: American Experience)
Homework:

Review for Mid-Term Exam!

______________________________________________________________________________
Week Four: Sexuality, Science, and the Body
Monday, July 16:

Mid-Term Exam

Homework: Read:

Sex, Gender, and Sexuality The Function of the Orgasm by Catherine

Blackledge p. 272-284
Sex, Gender, and Sexuality Scientific Racism and the Invention of the
Homosexual Body by Siobhan Somerville p. 284-294

Tuesday, July 17:

Sexuality, Science and the Body I

Screen: Passion and Power: The Technology of Orgasm

Homework: Read:

Sex, Gender, and Sexuality Loose Lips Sink Ships by Simone Weil
Davis p. 301-315

Wednesday, July 18: Sexuality, Science and the Body II

Screen: TBA
Homework: Read: Sex, Gender, and Sexuality African American Women and Abortion by
Loretta J. Ross p. 469-492
Sex, Gender, and Sexuality The Quiverfull Conviction: Christian
Mothers Breed Arrows for the War by Kathryn Joyce p. 505-511
Thursday, July 19: Race, Religion, and Reproductive Choices
Screen: Silent Choices
Homework: Read: Sex, Gender, and Sexuality Contested Membership: Black Gay Identities
and the Politics of AIDS by Cathy J. Cohen p. 511-527
Screen: Stonewall Uprising (streaming on Blackboard) and fill out the worksheet
______________________________________________________________________________

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Week Five: Gender, Sexuality, and Justice
Film Screening: Hysteria, July 23-25
Thalian Hall, 310 Chestnut Street (right off Third Street in Downtown Wilmington)
Hysteria is a romantic comedy, starring Maggie Gyllenhaal and Rupert Everett, that tells an untold tale of
discovery - the surprising story of the birth of the electro-mechanical vibrator at the very peak of
Victorian prudishness.
Tickets are $8.
http://www.thalianhall.com/index.php?flag=cinematique_schedule#hysteria

Monday, July 23:

Race, Class, Community, and the AIDS Crisis

Screen: We Where Here
Last day to turn in a film response!

Homework: Read: (Blackboard) A Feminist Redefinition of Rape and Sexual Assault:

Historical Foundations and Change by Patricia Donat and John DEmilio
(Blackboard) The Militarys Secret Shame by Jesse Ellison
Tuesday, July 24:

Sexuality, Rape, and Sexual Assault

Screen: The Invisible War

Read:

Sex, Gender, and Sexuality A World Without Gender: Making the

Revolution by Judith Lorber p. 537-544
Sex, Gender, and Sexuality We Are All Works in Progress by Leslie
Feinberg p. 548-552

Wednesday, July 25: Applied Learning Day: Coastal Horizons Center

Coastal Horizons Center, Inc. is located in the Willie Stargell Office Park
at 615 Shipyard Boulevard, Wilmington, NC 28412.
http://www.coastalhorizons.org/index.php
Homework:

Prepare a written response to turn in tomorrow!

Thursday, July 26: A World Without Gender?

Last day to turn in a reading response!
Final Exam Period: Friday, July 27th: 11 AM-2 PM