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Gender, Race and Class

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COURSE DESCRIPTION

 Gender, Race and Class in the United States uses a multi-disciplinary approach to explore issues concerning  gender, race and class intersect with, and manifest  in, society, law, religion, arts, social science, media, and others.

For Week 1:

Download the Course Syllabus below:

ISsyllabusperacullo2017

Read the following  featured articles in The new York Times in succession:

  1. Logan Casey, Atlanta, on “Hillary Clinton’s Candidacy Reveals Generational Schism Among Women” (2016)

Sheryl Gay Stolberg examines the fact that younger women are far more likely to vote for Bernie Sanders than for Hillary Clinton. She proposes that older women are more likely to like Mrs. Clinton because she would be the first female president. The article also addresses the fact that younger women are more likely to support more liberal candidates regardless of the candidate’s gender than are older women or men. But what would happen if Hillary were male and Bernie were female?

2. Dania Gasimmalla, Cheshire, England, on “Can Islamism and Feminism Mix?” (2011) Islam and feminism aren’t two words you often hear used harmoniously side by side.

This article opens up a topic not often seen in mass media coverage of Islam — Muslim women’s fight for equality and for Islamist feminism against all odds in Tunisia.

Nowhere in Islam does it say that women should not be educated and should not have the ability to work. As an Arab, a Muslim and a female, it is almost unthinkable for me that women in Saudi Arabia are still, in the 21st century, not allowed to drive. I applaud these women for standing up, against all odds, for their rights as women and trying to break the stereotype that Islam can’t live in peace with progressive feminism.

3. Aleena Ismail, Chicago, on “When Women Fire Back, Are They ‘Ferocious’? When Is a Critic a Scold?” (2016)

Boys are called “leaders,” while girls are thought of as “bossy” or “aggressive.” This piece by the Times’s public editor highlights the stark contrasts in language used to characterize women versus those used to characterize men. Changing the words we use to describe a woman who is a strong leader is absolutely critical to breaking the confines of traditional gender roles and encouraging women to lead.

Instruction:

  1. Write down your personal reflections ( 2-3 pages, double-spaced and printed on scratch paper)  using the following guide questions:
    • What do these pieces have in common? What patterns do you notice?
    • What do they say about the lives and roles of women and girls? About men and boys?
    • How are ideas about gender changing? What do you think about those changes?
    • What connections  can you make to one or more of the articles you chose and your own life?
    • Why does any of this matter?

    2. Draw a matrix of important words that you were able to draw from the 3 short articles.  Use colored pens and a separate sheet for this activity.

    Deadline of submission is May 25, 2017.

Reading 1:

Reading 1: Introduction 1

Resisting Reality: Social Construction and Social Critique by Sally Haslanger (2012)

Introduction

Reading 2: Oppression

“Oppression”  by Marilyn Frye

Marilyn Frye, Oppression

MIDTERM Exam Guide Questions

MIDTERM EXAM GUIDE

Final Grades for Posting AY 2016-17 3rd Term

USAGNDR A51 Final Grade for Posting 3rd Term AY 2016-17

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