Human Development and Women\u2019s Studies 453\/HDEV 453 <\/p>\n
Sexual Orientations in Human Development<\/p>\n
Cal State University East Bay<\/p>\n
Fall 2022<\/p>\n
4 Units <\/p>\n
Professor Malia Lee Womack, PhD<\/p>\n
malia.womack@csueastbay.edu<\/p>\n
Office Hours and Location: by appointment <\/p>\n
COURSE DESCRIPTION<\/p>\n
This course explores theory and research related to sexuality, sexual orientation, sexual identity development, sexuality stereotypes and myths, gender identity, and love relationships. The course also investigates the relationships between sexual orientations and friendship networks, families, and community relations. Likewise, the class examines how gender is socially constructed and also applies an intersectional approach to document how sexuality or gender are identity traits that are experienced simultaneously with other privileged and\/or subjugated identity traits. For example, a person may not experience one form of discrimination at a time (such as in relation to their gender) rather they may experience multiple forms of discrimination simultaneously (such as in relation to their gender, sex, race, sexuality, ethnicity, class, skin color, family design, trauma history, dis\/abilities, age, geographic location, and other defining traits). Moreover, someone can experience discrimination and privilege simultaneously as well as multiple forms of privilege simultaneously. In this class students will also examine concepts such as heteronormativity, homonormativity, the family as a socio-political institution, sexuality and youth, social interpretations of the human body, government regulation of women\u2019s bodies, and disability and motherhood. Finally, students will reflect on their own intersectional experiences with gender and sexuality and their own positionality in systems of oppression and privilege.<\/p>\n
REQUIRED TEXT <\/p>\n
There is no required textbook. In response to the financial stress students endure, this course will provide students diverse journal articles and other class materials at no cost. All readings will be provided to students through Canvas.<\/p>\n
COURSE REQUIREMENTS AND GRADING<\/p>\n
Weekly discussion posts \u2013 15% <\/p>\n
Feminist Topic Proposal \u2013 15%<\/p>\n
Feminist Topic Research Paper \u2013 35% <\/p>\n
Final Exam \u2013 35%<\/p>\n
100-93% = A83-80% = B-69-67% = D+<\/p>\n
92-90% = A-79-77% = C+66-60% = D<\/p>\n
89-87% = B+76-73% = C59 and below = F <\/p>\n
86-84% = B72-70% = C-<\/p>\n
WEEKLY DISCUSSION POSTS<\/p>\n
This course does not require synchronous sessions. However, if a situation will cause a student to miss an assignment they must discuss it with their instructor immediately. Each student is required to do all of the required readings and contribute in a thoughtful and informed manner to class discussions\/writing assignments. Since this is a distance-learning course, students\u2019 attendance is based on their online activity and participation. Each week students will be directed to complete short writing assignments that summarize and analyze the main points of the assigned readings. Students are expected to submit their summary and analysis by Wednesdays and respond to a classmate\u2019s post by Sundays. Students who fail to post within the required time will lose participation credit for that day. All postings are expected to demonstrate thoughtful engagement with course readings and materials. <\/p>\n
The instructor will also post weekly videos in Canvas to guide students through the course and highlight important concepts, key terms, and strategies for reaching the course\u2019s learning outcomes. Students must carefully watch the weekly videos and take notes to be successful in the course; students who do not follow these instructions will not be successful. Students will be asked to construct three bullet points per week about that week\u2019s video and to post the bullet points by Wednesdays; the bullet points should focus on items such as reading summaries and analysis, key terms, and class concepts. In other words, the bullet points should only focus on items that will be useful for preparation for an exam, major assignments, and understanding class topics. The videos will support students to engage with course materials in depth, will provide clarity, and will provide guidance about major course assignments and goals. If any of the video topics are unclear to a student they should schedule a meeting with their instructor immediately who will offer personalized insight for their questions. <\/p>\n
PAPER FORMATTING<\/p>\n
Any major writing assignments in this class must be in MLA format which is summarized here: https:\/\/owl.purdue.edu\/owl\/research_and_citation\/mla_style\/mla_style_introduction.html<\/p>\n
FEMINIST TOPIC PROPOSAL <\/p>\n
This assignment is designed to prepare students for the Feminist Topic Research Paper which is due later in the semester. Be sure to carefully model your proposal similar to the Feminist Topic Sample Proposal that will be provided by your instructor. In this Topic Proposal students should reflect on our weekly topics covered in the course (see the bolded titles for each week at the bottom of this syllabus) and construct a 1-2 page MLA formatted proposal that argues for an original\/not yet included topic to be included in our syllabus (for example \u201cFeminist Pornography\u201d). The student should locate and include one popular source and two scholarly sources that would be assigned during the week their topic would be taught and explain why these materials are useful. The proposal should be organized around a thesis sentence and should cite at least three course readings in addition to the three outside sources the student locates. Do not assume your reader is familiar with any of your sources; students should describe each source to their reader. The proposal must explain why the topic should be included in the syllabus as well as how it relates to some of our course materials. Be sure to state your topic succinctly,\u00a0introduce key terms and content covered in our course thus far, and explain how your proposed topic relates to these course resources. <\/p>\n
FEMINIST TOPIC RESEARCH PAPER<\/p>\n
This paper must be 6-7 pages and should build on your Feminist Topic Proposal. Students must engage with one popular source and two secondary sources they independently locate and analyze in depth four or more of our course readings. The most successful papers will engage in depth with our course readings throughout the entire paper. The paper must be modeled around a thesis sentence that is introduced in the first few sentences of the paper. Every sentence in the paper should build on that thesis statement, be specific\/not vague, and should not be repetitive or tangential. An example thesis sentence can be found in the Feminist Topic Sample Proposal provided by your instructor in Canvas. Next, similar to your proposal do not assume your reader is familiar with any of your sources; students should describe each source to their reader. Students should carefully consider and implement the detailed comments provided by your instructor for your Feminist Topic Proposal when developing this paper. Taking into consideration the comments is highly important to be successful on this assignment. <\/p>\n
GRADING RUBRIC<\/p>\n
Excellent Good Poor YOUR PERFORMANCE<\/p>\n
Topic\u2019s relation to the overall course content The topic to be added to the syllabus relates very well to our class and will enrich it tremendously<\/p>\n
The topic to be added to the syllabus relates somewhat to our class The topic does not relate well to the class <\/p>\n
Student\u2019s description of the topic<\/p>\n
The student describes the topic in great depth and offers unique and highly persuasive points about the importance of the topic The student describes the topic well, but could also expand upon the topic to include more in depth analysis of it The student does not describe the topic in depth and\/or does not use the full required length of the paper to describe the topic<\/p>\n
Evidence provided from readings<\/p>\n
The student supports their argument with in depth engagement with a variety of readings<\/p>\n
The student partially supports their argument with evidence from readings The student does not use sufficient evidence from readings to support their argument<\/p>\n
Knowledge of course content<\/p>\n
The student shows exceptional and highly advanced knowledge of class materials, key class terms, and key class concepts<\/p>\n
The student shows good knowledge of class materials, key class terms, and key class concepts The student shows marginal knowledge of class materials, key class terms, and key class concepts Writing style The student has eloquently formed sentences, strategic word choice, and grammatical excellence<\/p>\n
The student demonstrates good writing approaches with room for improvement The student\u2019s writing style lacks effective use of language and grammar and needs significant improvement FINAL EXAM<\/p>\n
This is a cumulative open book open note writing assignment. The final exam contains a series of essay questions based on key terms and key concepts covered in the course. It is highly important that students carefully read all class readings throughout the semester as well as take notes on all of the instructor discussions to help prepare for the exam. The instructor will highlight key terms and key class concepts throughout the semester that may appear on the exam. In addition to insight offered by the instructor, students should use critical thinking while learning about the terms and concepts. It is highly suggested that prior to taking the test students create a word document that contains a list, summary, and analysis of theories, key concepts, and key terms covered in the course. The document should also contain a compiled list of compelling main points from readings with appropriate page numbers and author name\/s for citation purposes. Since this is an open book and open note online exam students should perform exceptionally on the test and their answers should reflect that they have prepared considerably for the exam. The most successful exams will summarize diverse class readings\u2019 main points, summarize key class concepts and key class terms, and offer your own original analysis about the readings, class concepts, and key terms. <\/p>\n
STUDENT LEARNING OUTCOMES<\/p>\n
Students who complete the course will be trained to and should be able to upon completion of the course:<\/p>\n
Learn about multiple academic theories of sexual orientations<\/p>\n
Understand the relationship between sexual orientation and identity<\/p>\n
Understand the relationship between sexual orientation and individuals\u2019 social ties<\/p>\n
Learn about the effects of culture, time, and place on sexual orientation comprehensions and experiences<\/p>\n
PROGRAM LEARNING OUTCOMES<\/p>\n
HDEV 453 helps students develop skills in the following Human Development Program Learning Outcomes (PLOs):<\/p>\n
Demonstrate core knowledge in biological, psychological, and socio-cultural aspects of human development<\/p>\n
Demonstrate critical thinking ability by summarizing, comparing, synthesizing, and critiquing interdisciplinary human development perspectives<\/p>\n
Demonstrate the ability to access information, design, and conduct individual and\/or group research projects, and present them clearly, logically, and persuasively<\/p>\n
Demonstrate the ability to identify and address problems by applying human development knowledge in diverse contexts.\u00a0<\/p>\n
Additional Helpful Information<\/p>\n
Student Center for Academic Achievement<\/p>\n
I am available to assist you with assignments and to help you improve your writing. Cal State East Bay also provides dynamic writing resources in the college\u2019s student center where you can access assistance from trained writing tutors and counselors. Writing is a significant part of this course and the student center is a valuable resource to assist students. You can learn more about the center here:<\/p>\n
https:\/\/www.csueastbay.edu\/scaa\/Plagiarism and Academic Dishonesty <\/p>\n
Plagiarism is the unauthorized use of an author\u2019s words or ideas. Students who paraphrase another person\u2019s work or who directly quote an author must cite their source. Academic dishonesty includes plagiarism, falsification\/fabrication, and\/or cheating. You can learn more about these individual forms of academic misconduct below. Students are responsible for upholding the integrity of the instruction and the educational process. Students who commit academic dishonesty will receive a failing grade for that assignment.<\/p>\n
https:\/\/www.csueastbay.edu\/aps\/academic-policies\/academic-dishonesty.htmlEmail Responses<\/p>\n
Your instructor usually will respond to emails within 48 hours Monday through Friday. <\/p>\n
Late Assignment Policy<\/p>\n
Makeup assignments are rarely approved. Late assignments will only be considered if discussed in advance with the instructor or in cases of emergency. Written proof will be required for medical emergencies. <\/p>\n
Course Technology<\/p>\n
If students have technical questions (for example how to log into Canvas, submit assignments, etc.) they should contact Student Support and Services. Here is Student Support and Services contact information and website with helpful content:<\/p>\n
510-885-4152\u00a0<\/p>\n
stsc@csueastbay.eduhttps:\/\/www.csueastbay.edu\/online\/classes-and-academic-support\/index.htmlAccessibility Services <\/p>\n
Cal State East Bay strives to make all learning experiences as accessible as possible. If you anticipate or experience academic barriers based on having a disability please contact your instructor immediately. You can also register with the Accessibility Services to establish accommodations. After registering make arrangements with your instructor to discuss your accommodations in order to implement the accommodations in a timely fashion. You can find more information about Accessibility Services below:<\/p>\n
https:\/\/www.csueastbay.edu\/accessibility\/ <\/p>\n
510-885-3868<\/p>\n
as@csueastbay.edu<\/p>\n
Gender-Based Violence Resources<\/p>\n
This course acknowledges that gender based violence is a serious issue which colleges should address and prevent. If you or someone you know is or has been a victim of gender based violence you can find extensive resources below:<\/p>\n
https:\/\/www.csueastbay.edu\/advocacy-services\/confidential-campus-advocate\/resources.htmlhttps:\/\/www.csueastbay.edu\/hr\/title-ix\/what-you-can-do.htmlhttps:\/\/www.csueastbay.edu\/hr\/title-ix\/https:\/\/www.csueastbay.edu\/advocacy-services\/confidential-campus-advocate\/LGBTQ+ Resources<\/p>\n
A goal of this course is to produce a welcoming environment for people of all genders, sexes, sexualities, and identities. Your instructor will respect your request to address your preferred name and gender pronouns. \u00a0Students in the class should likewise respect each other\u2019s preferred pronouns and names. Beyond this course, you can also find LGBTQ+ resources below: <\/p>\n
https:\/\/www.csueastbay.edu\/diversity-inclusion\/https:\/\/www.csueastbay.edu\/diversity\/affinity-groups\/lgbtq+\/pride-list.htmlhttps:\/\/eastbaypride.com\/youth-2.htmlMental and Physical Wellbeing<\/p>\n
If you experience physical illness or mental health challenges (for example, anxiety, depression, stressful life events, sleep deprivation, and\/or loneliness\/homesickness) you can contact Student Health and Counseling Services:<\/p>\n
510-885-3735<\/p>\n
https:\/\/www.csueastbay.edu\/shcs\/index.htmlIf you are experiencing immediate crisis you can text \u201cCourage\u201d to \u201c741741.\u201d Also, here is the number to the National Suicide Prevention Lifeline: 1-800-273-8255<\/p>\n
Drug and Alcohol Prevention and Intervention <\/p>\n
If you or someone you know is experiencing hardship related to drugs and\/or alcohol you can find support below:<\/p>\n
https:\/\/www.csueastbay.edu\/atod\/community-resources\/alameda-county.htmlStudent Food\/Temporary Housing Assistance<\/p>\n
Any student who has difficulty affording groceries or accessing sufficient food to eat or who lacks a safe and stable place to live can find support here: <\/p>\n
https:\/\/www.csueastbay.edu\/calfresh\/index.htmlCourse Content and Safe Space <\/p>\n
Most of the content that we will discuss in this class is politically charged and may impact us individually in personal and unexpected ways. While these conversations may be uncomfortable or challenging at times, students are expected to remain respectful of others and use discussions as a learning tool. Our class is designed to be an encouraging, respectful, and welcoming environment for all students in order to facilitate collective and productive learning. I welcome feedback and encourage students to speak with me privately about course materials or discussions that do not facilitate the environment I describe. We will strive collectively to create a safe space for intellectual dialogue while recognizing that we can never guarantee such a space. Participation in this course requires a mutual commitment to respect on the part of the instructor and students.<\/p>\n
Overall, this course aims to create a healthy and insightful space where students can learn, grow, and individually and collectively progress.<\/p>\n
WEEKLY SCHEDULE<\/p>\n
Week 1: August 17-21Introduction to the Course<\/p>\n
Enter our online course, familiarize yourself with its content, and watch the welcome\/introduction video<\/p>\n
Review the syllabus and make note note of important dates<\/p>\n
Week 2: August 22-28Gender\u2014A Social Construction <\/p>\n
\u201cNight to his Day:\u201d The Social Construction of Gender, Judith Lorber <\/p>\n
Sociology of Gender, Zuleyka Zevallos <\/p>\n
Week 3: August 29-September 4Intersectionality and Identity <\/p>\n
Intersectionality, Vivian May <\/p>\n
Intersectionality, APA Style <\/p>\n
Intersectionality Image 1<\/p>\n
Intersectionality Image 2<\/p>\n
Week 4: September 6-11 Family\u2014A Socio-Political Institution<\/p>\n
Satz, Debra. (2013). Feminist Perspectives on Reproduction and the Family. Stanford Encyclopedia of Philosophy. <\/p>\n
Week 5: September 12-18 Heteronormativity and Homonormativity <\/p>\n
MasterClass Staff. (2020) Understanding Heteronormativity with 6 Examples. MasterClass.<\/p>\n
Kacere, Laura. (2015, Jan 24). Homonormativity 101: What it is and How It\u2019s Hurting Our Movement. Everyday Feminism.Schilt, Kristen, and Westbrook, Laural. (2009). Doing Gender, Doing Heteronormativity: \u201cGender Normals,\u201d Transgender People, and the Social Maintenance of Heterosexuality. Gender and Society, 23(4), 440-464. <\/p>\n
Week 6: September 19-25Youth Socialization <\/p>\n
Hetero-Romantic Love and Heterosexiness in Children\u2019s G-Rated Films, Karin A. Martin and Emily Kazyak <\/p>\n
The Doll TestThe Doll Test 2Week 7: September 26-October 2LGBTQ Youth<\/p>\n
Human Rights Campaign Foundation. (2018). LGBTQ Youth Report. Human Rights Campaign Foundation. <\/p>\n
Rupp, Leila, and Taylor, Verta. (2010). Straight Girls Kissing. Contexts, 9(3), 28-32. <\/p>\n
Week 8: October 3-9Intersex and Constructing the Human Body <\/p>\n
Cooky, Cheryl, and Dworkin, Shari. (2013). Policing the Boundaries of Sex: A Critical Examination of Gender Verification and the Caster Semenya Controversy. The Journal of Sex Research, 50(2), 103-111.<\/p>\n
Vox. (2019). The Problem with Sex Testing in Sports. Vox.<\/p>\n
Valentine, David, and Wilchins, Riki Anne. (1997). One Percent on the Burn Chart: Gender, Genitals, and Hermaphrodites with Attitude. Social Text, 52-53. 215-222.<\/p>\n
Week 9: October 10-16Research Proposal Due<\/p>\n
Review the Feminist Topic Proposal module in Canvas<\/p>\n
FEMINIST TOPIC PROPOSAL <\/p>\n
DUE OCTOBER 16<\/p>\n
Week 10: October 17-23Reproductive Choice and Restrictions <\/p>\n
Miller, Korin. (2022). What Does Overturning Roe v. Wade Mean? Everything To Know So Far About the Court’s Decision And Its Impact. Women\u2019s Health.<\/p>\n
Statement from the College of Charleston\u2019s Women\u2019s and Gender Studies Program Faculty Executive Committee and the Women\u2019s Health Research Team on the June 24, 2022 SCOTUS Decision, Women\u2019s and Gender Studies Program Faculty Executive Committee and the Women\u2019s Health Research Team.<\/p>\n
Smith, Andrea. (2005). Beyond Pro-Choice Versus Pro-Life: Women of Color and Reproductive Justice. NWSA Journal, 17(1), 119-140.<\/p>\n
Week 11: October 24-30Violence Against Women <\/p>\n
Statistics, NCADV<\/p>\n
Victims of Sexual Violence: Statistics, RAINN<\/p>\n
Facts and Figures: Ending Violence Against Women, UN Women<\/p>\n
Do Universities Re-Victimize Survivors?, TEDx<\/p>\n
CNN news videoFraternities and Rape on Campus, Patricia Yancey Martin and Robert Hummer<\/p>\n
Week 12: October 31-November 6Beauty and Body Shaming <\/p>\n
Lane Bryant commercialFeminist Consumerism and Fat Activists: A Comparative Study of Grassroots Activism and the Dove Real Beauty Campaign, Jos\u00e9e Johnston and Judith Taylor<\/p>\n
\u2018A Way Outa No Way:\u2019 Eating Problems Among African-American, Latina, and White Women, Becky Wangsgaard Thompson <\/p>\n
Week 13: November 7-13Research Paper Due<\/p>\n
Prepare your Feminist Topic Research Paper<\/p>\n
FEMINIST TOPIC RESEARCH PAPER<\/p>\n
DUE NOVEMBER 13<\/p>\n
Week 14: November 14-20Disability and Motherhood <\/p>\n
Brunet, Sam. (2020). Disability and Desirability Politics of Motherhood. An Undergraduate Journal of Disability Studies, 5(1), 25-35.<\/p>\n
Week 15: November 21-27Fall Recess<\/p>\n
No Assignments or readings due\u2014enjoy your well-earned break<\/p>\n
Week 16: November 28-December 4Final Exam Review<\/p>\n
Review the Final Exam preparation module in Canvas<\/p>\n
FINAL EXAMS DUE <\/p>\n
DECEMBER 5<\/p>\n","protected":false},"excerpt":{"rendered":"
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