WGSS 280 Global Women Credits 3 “If you have come to help me, you are wasting your time. But if you have come because your liberation is bound up with mine, then let us work together.” - Anonymous peasant woman, in the conflict zone of southern Chiapas, Mexico Course Description Focuses on women's experiences throughout the world and examines women's issues and status cross-culturally. (Bacc Core Course) Women’s Issues in Global Perspective In this course we will work together to employ a nuanced analysis that situates women's lives within a contemporary context of globalization, where the local and the global are integrally linked. Beginning from the local, we will think about the ways in which our own perspectives are informed by ideologies of gender, race, class, sexuality and nationality and how in turn, we view the world. We will examine how gender is shaped by, and in turn shapes the political, economic and social structures in which we live. We will ask how do constructions of gender interact with constructions of racial, ethnic, cultural, geographical and national borders? Our efforts will be to avoid simplistic analyses that understand women’s lives through “us” vs. “them” frameworks that flatten out the diverse experiences and perspectives of women in global perspective. As such, the goal of this course will be to understand the frameworks that shape our own perspectives just as much as it is to understand the workings of gender globally. Course Objectives As a result of having taken and participated actively in this course, students will be able to: · Comprehend the category “global woman” as a complex and dissonant category of analysis. · Discuss general concepts and themes in women studies, particularly in terms of women's issues in global perspective including the U.S. · Analyze the intersections of gender, race, class, nationality, and sexual identity in the lived experiences of women throughout the world and understand the ways in which these socially constructed categories intersect in the representations, lives, and experiences of women. · Understand how these intersections are related to patterns of privilege and discrimination in your own life. · Explain general concepts of transnational and global feminisms, and feminist organizing throughout the world. · Think critically and more deeply about American exceptionalism, Orientalism, and the Western gaze. · Develop a theoretical framework for critical analysis of the multiple forms of oppression against women worldwide, as well as ways to counter injustice. · Improve critical analysis, writing, and presentation skills Course Readings · Lee, J & Shaw, S. (2010). Women Worldwide: Transnational Feminist Perspectives on Women. New York: McGraw-Hill. Required. Available in OSU bookstore. · There may also be an occasional reading posted in Canvas and/or a reading online to which a link will be provided. Textbook Information: NOTE: For textbook accuracy, please alw.

1. WGSS 280 Global Women
Credits 3
“If you have come to help me, you are wasting your time. But
if you have come because your liberation is bound up with
mine, then let us work together.”
- Anonymous peasant woman, in the conflict zone of southern
Chiapas, Mexico
Course Description
Focuses on women's experiences throughout the world and
examines women's issues and status cross-culturally. (Bacc
Core Course)
Women’s Issues in Global Perspective
In this course we will work together to employ a nuanced
analysis that situates women's lives within a contemporary
context of globalization, where the local and the global are
integrally linked. Beginning from the local, we will think about
the ways in which our own perspectives are informed by
ideologies of gender, race, class, sexuality and nationality and
how in turn, we view the world. We will examine how gender is
shaped by, and in turn shapes the political, economic and social
structures in which we live. We will ask how do constructions
of gender interact with constructions of racial, ethnic, cultural,
geographical and national borders? Our efforts will be to avoid
simplistic analyses that understand women’s lives through “us”
vs. “them” frameworks that flatten out the diverse experiences
and perspectives of women in global perspective. As such, the
goal of this course will be to understand the frameworks that
shape our own perspectives just as much as it is to understand
the workings of gender globally.

2. Course Objectives
As a result of having taken and participated actively in this
course, students will be able to:
· Comprehend the category “global woman” as a complex and
dissonant category of analysis.
· Discuss general concepts and themes in women studies,
particularly in terms of women's issues in global perspective
including the U.S.
· Analyze the intersections of gender, race, class, nationality,
and sexual identity in the lived experiences of women
throughout the world and understand the ways in which these
socially constructed categories intersect in the representations,
lives, and experiences of women.
· Understand how these intersections are related to patterns of
privilege and discrimination in your own life.
· Explain general concepts of transnational and global
feminisms, and feminist organizing throughout the world.
· Think critically and more deeply about American
exceptionalism, Orientalism, and the Western gaze.
· Develop a theoretical framework for critical analysis of the
multiple forms of oppression against women worldwide, as well
as ways to counter injustice.
· Improve critical analysis, writing, and presentation skills
Course Readings
· Lee, J & Shaw, S. (2010). Women Worldwide: Transnational
Feminist Perspectives on Women. New York: McGraw-Hill.
Required. Available in OSU bookstore.
· There may also be an occasional reading posted in Canvas
and/or a reading online to which a link will be provided.
Textbook Information: NOTE: For textbook accuracy, please
always check the textbook list at the OSU Bookstore website
(http://osubeaverstore.com/). Sample syllabi may not
have the most up to date textbook information!
Communicating with me:

3. If you have any questions about the syllabus or other aspects of
the course, please ask. You can contact me via email through
the Canvas email option. I strive to respond to emails within 48
hours. The subject line of your email must include our course
number and your name. All emails must begin with a greeting
that includes my name; mention what course you are enrolled
in; and end with a sign-off that includes your name. For
instance: “Hi Sanju, I am enrolled in your online 280 class. Can
you please tell me if we need a Works Cited page on the
Feminist Interview paper? Thanks, Student X.” One-line emails
without greeting and sign-off will not receive a reply from me,
because professional communication is vital to a civil and
productive online classroom (in other words…I’ll have no idea
who you are or what you want).
Statement Regarding Students with Disabilities:
Accommodations for students with disabilities are determined
and approved by Disability Access Services (DAS). If you, as a
student, believe you are eligible for accommodations but have
not obtained approval please contact DAS immediately at 541-
737-4098 or at http://ds.oregonstate.edu. DAS notifies students
and faculty members of approved academic accommodations
and coordinates implementation of those accommodations.
While not required, students and faculty members are
encouraged to discuss details of the implementation of
individual accommodations.
OSU diversity/discrimination statement: OSU is dedicated to
establishing a learning environment that promotes diversity of
the students’ race, culture, gender, sexual orientation, and
physical disability. Anyone noticing discriminatory behavior in
this class, or if you feel discriminated against, please bring it to
the instructor’s attention.
Resources for Students:
Survivor Advocacy Resource Center

4. (SARC):http://studenthealth.oregonstate.edu/survivor-advocacy-
and-resource-center, 311 Plageman Building, Student Health
Services. 541-737-2030. “We offer free and confidential
services for all OSU students, faculty and staff affected by
different forms of sexual harassment, including sexual assault,
unwanted sexual experiences, domestic violence, dating
violence and stalking.” Confidential.
Center Against Rape and Domestic Violence (CARDV):
http://cardv.org.541-754-0110 or 800-927-0197. They provide a
24-hour hotline service (and more) for the Corvallis area but
can also assist others in finding resources in your area.
Confidential.
Classroom Behavior: OSU has community rules and
expectations that are formulated to guarantee each student’s
freedom to learn and to protect the fundamental rights of
others. We must treat each other with dignity and respect in
order for teaching, learning, and scholarship to thrive.
Behaviors that create a hostile, offensive, or intimidating
environment based upon gender, race, ethnicity, color, religion,
age, disability, socio-economic status, marital status, or sexual
orientation will be referred to the Office of Equal Opportunity
and Access. See the last page of the syllabus for our Guidelines
for Safe Space in the WGSS Classroom.
If you have a concern about student or faculty conduct
anywhere on campus, you can contact the Office of Equal
Opportunity and Access (OEOA). http://eoa.oregonstate.edu.
541-737-3556. and/or any of the above resources.
If you have a concern about this class, you can visit me during
office hours or make an appointment to talk with me; I am glad
to hear from students and look forward to collaborating with
you in helping make our classroom a space for rigorous
intellectual and academic learning while also being mindful of

5. the very real personal histories and experiences of all of our
students. I can also help you connect with other resources on
campus. If you would like to talk with my supervisor, the
Director of WGSS is Dr. Patti Duncan, [email protected]. The
advisor and coordinator of the WGSS online major is Kryn
Freehling-Burton, [email protected].
Note about Instructors’ Reporting Responsibilities:
In WGSS classes, many students feel comfortable and safe
sharing their experiences about a wide range of life
experiences. In this class, we do ask that students reflect
thoughtfully about privilege and power in their own lives,
through the context of the academic literature of the discipline,
but students always retain the right to share only what she, he,
or they feel comfortable sharing, whether in written work, in
class discussions, or on projects.
However,please note: Faculty members and graduate instructors
are not confidential resources; we are required by Title IX and
other federal regulations to report instances that we see or hear
about regarding abuse, assault, discrimination, and/or
harassment. We report to our supervisors and the Office of
Equal Opportunity and Access. And as mandatory reporters, we
must report any abuse of a minor directly to the police/child
welfare. It is up to the student who has experienced abuse,
assault, discrimination, or harassment to decide if and how they
might choose to respond to a campus administrator’s request for
more information, or if and how they might choose to report
their experiences directly. In other words, faculty must report,
but students do not have to. In WGSS, we believe that
survivors should have the right to decide if, when, and how they
want to proceed with reporting or filing charges. The reporting
regulations for faculty and other campus employees, including
graduate instructors, exist to protect people, especially minors,
from institutional silence that leads to complicity about abuse.
This notice is so that you may make the best-informed decision

6. about if, when, and how you choose to talk or write about your
own experiences in this class or with the instructor or GTA. If
you have questions about this, you can always ask for more
information from me or OEOA (asking in hypotheticals can be
helpful when you aren’t sure if you are ready to disclose to
someone who is required to report).
The confidential resources (SARC and CARDV) listed above
can meet with you anytime without the mandate to report
(unless you or someone else is in immediate danger).
Statement on Academic and Scholarly Dishonesty
*It is expected that all the work turned in for evaluation be your
individual work unless you are given instructions for joint
projects, and that you understand how to cite and reference
others’ work (from journals, books, and web sites) in order to
avoid plagiarism. Anyone who cheats on exams or assignments
will be immediately referred to the OSU Student Conduct
Program for disciplinary action and will receive an automatic F
for the class. We regularly check online sources and know what
papers are available on the web. Do NOT copy or purchase
papers.
*At Oregon State University academic dishonesty is defined by
the Oregon Administrative Rules OAR 576-015-0020 (2)
Academic or Scholarly Dishonesty:
a) Academic or Scholarly Dishonesty is defined as an act of
deception in which a Student seeks to claim credit for the work
or effort of another person, or uses unauthorized materials or
fabricated information in any academic work or research, either
through the Student's own efforts or the efforts of another.
b) It includes:
(i) CHEATING - use or attempted use of unauthorized
materials, information or study aids, or an act of deceit by
which a Student attempts to misrepresent mastery of academic
effort or information. This includes but is not limited to
unauthorized copying or collaboration on a test or assignment,

7. using prohibited materials and texts, any misuse of an electronic
device, or using any deceptive means to gain academic credit.
(ii) FABRICATION - falsification or invention of any
information including but not limited to falsifying research,
inventing or exaggerating data, or listing incorrect or fictitious
references.
(iii) ASSISTING - helping another commit an act of academic
dishonesty. This includes but is not limited to paying or bribing
someone to acquire a test or assignment, changing someone's
grades or academic records, taking a test/doing an assignment
for someone else by any means, including misuse of an
electronic device. It is a violation of Oregon state law to create
and offer to sell part or all of an educational assignment to
another person (ORS 165.114).
(iv) TAMPERING - altering or interfering with evaluation
instruments or documents.
(v) PLAGIARISM - representing the words or ideas of another
person or presenting someone else's words, ideas, artistry or
data as one's own, or using one's own previously submitted
work. Plagiarism includes but is not limited to copying another
person's work (including unpublished material) without
appropriate referencing, presenting someone else's opinions and
theories as one's own, or working jointly on a project and then
submitting it as one's own.
c) Academic Dishonesty cases are handled initially by the
academic units, following the process outlined in the
University's Academic Dishonesty Report Form, and will also
be referred to SCCS for action under these rules.
Classroom Philosophy: The classroom is a place of
collaborative learning. Students are expected to carefully and
critically read the assigned articles. Please remember that you
are under no obligation to agree with the authors of the readings
or with us as your instructors. Your obligation is to engage with
the material of the course critically and with university level
analysis be able to demonstrate your understanding of these
concepts verbally and in writing.

8. We encourage all students to be in conversation with us early in
the term about any special issues!
It is understood that participation in class is conducted under
the guidelines in this syllabus and the Guidelines for Creating a
Safe Space in the Classroom found on the last page of the
syllabus.
For assistance with writing, OSU’s Online Writing Lab can give
you feedback on your rough drafts. Follow this link for the
directions:http://cwl.oregonstate.edu/owl.php
You can also visit the Writing Center on Waldo’s first floor:
http://writingcenter.oregonstate.edu/making-appointment
You also have access to tutoring services through NetTutor.
You can find a link in Canvas to this resource.
ASSIGNMENTS, PAPERS, AND EXAMS
Use APA Style Guidelines.
http://owl.english.purdue.edu/owl/resource/560/01/.
Only in-class writings can be hand-written. For all formal
assignments, follow the formatting as described and APA
guidelines.
Your writing assignments will be submitted to the Canvas-
Turnitin plagiarism prevention service. Your assignment will be
checked for potential plagiarism against Internet sources,
academic journal articles and the papers of other students.
Turnitin generates a report that highlights any potentially
unoriginal text in your paper. Papers that you submit through
Turnitin for this class or any class will be added to the OSU
Turnitin database and may be checked against other OSU paper
submissions. You will retain all rights to your written work.
Late Work Policy: I will accept late work up to one week after
the due date. Late work grades will reflect a 10% reduction in
score, be graded after all current assignment grading is

9. completed, and receive no comments (in other words, you may
not see a grade until the end of the term). Except under
extenuating circumstances that have been formally approved by
the instructor, no late work is accepted more than one week
after the due date. In the case of a Discussion Board
assignment, NO late Discussion Board posts will be graded
since this is your participation portion of your grade; it relies
on the conversation you have with your classmates and the
instructor.
1. Weekly Discussion Board 10 points each (30% of
final grade)
In the feminist classroom, we understand knowledge as a
product constructed by the knowers. This means your
participation and input into our collective knowledge-making is
valuable. As a student in a feminist class, you are responsible to
your classmates as well as to yourself for the success of our
joint teaching and learning. Therefore your active participation
is required. You demonstrate your commitment to the class by
contributing respectfully to discussions, and engaging
enthusiastically in learning activities. All students are expected
to post on our Canvas discussion site at least FOUR times each
week between Monday and Sunday of that school week. You
are expected to post a reply for each thread/question by the
instructor by Friday at 11:59 pm PST. You will then need to
reply and comment on three of your classmates posts before
Sunday at 11:59 pm PST.
Each week you will have a set of assigned readings and these
will form the basis of your discussion postings. Many weeks, we
will send you to online content (websites, blogs, news articles,
short youtube videos) that will enhance your engagement with
the readings and the assigned Disney film. Each week’s
discussion board content is worth 10 points. Partial credit is
given according to quality of post, length and amount of
posting. Remember, four posts a week minimum. You must
have seen the films and done the readings to post. In Week 1 we

10. will be introducing ourselves on the discussion board as well.
How the Discussion Board Will Be Graded is below. All points
from discussions will count toward a total of 30% of your final
grade.
You will be graded on a scale of 0-10, and the points will be
divided as follows:
STEP 1. Your initial post is worth 5 points and graded for
quality and meeting the requirements (Your response to each of
the prompts should be a good size paragraph in length). Start a
new thread in this Discussion Forum. The 5 points will be
earned as follows:
5 pts: Responses to the question prompts. Clear writing and
examples. A clear quote/reference to at least 1 assigned reading
for the week with proper in-text citation using APA.
Points will be deducted if the initial post is not on the
DB by the deadline.
STEPS 2 and 3. Each of the replies is worth 2 points (4 pts
total). Read through your classmates' posts and choose 2 to
respond to. Each reply will be scored as follows:
1 pt: for replying to a classmates' discussion prompt in a
substantive way. (in other words: "Yes" or "I agree" is
insufficient. Keep going! Why do you agree? What can you
add?) This should take at least 3-4 full sentences and at least
one of your responses to classmates should include a clear
quote/reference to at least 1 assigned reading for the week with
proper in-text citation using APA.
1 pt: Your response should enhance your classmates' analysis of
the definitions and examples. Go further; address another
aspect. If your reply is the first reply, ask another question. If
its the second reply, respond to the original posting as well as
the first reply.
Points will be deducted if the replies are not on the DB
by the deadline.
STEP 4. Your final response should be a conclusion for the
week and is worth 1 point. You can reflect on what you learned
through the discussion and draw some conclusions about the

11. theme of the week. This can be brief and succinct (2 sentences)
but clear and specific also.
Points will be deducted if the Final post is not on the
DB by the deadline.
NOTE: If you don’t post anything at all or post after the final
deadline, you earn no points.
Be respectful and remember to follow the Netiquette and
guidelines for discussions.
2. Critical News Response Essays 25 points each (10% each)
For each of the 2 critical news responses, students will find a
news report that relates to the topics discussed and write a
critical essay analyzing the content through the lens of course
concepts and readings.
You need to be appropriately citing the textbook readings at
least twice. Each presentation should contain an introduction,
a clear, specific thesis statement, a body (an argument which
supports the thesis statement using the citations from the news
item and from the readings), and a succinct conclusion.
You can find a description and examples of Thesis Statements at
this link: http://owl.english.purdue.edu/owl/resource/545/1/.
For this assignment, you should follow the directions to the
Analytical and/or Argumentative papers as one or both may be
appropriate.
Critical News Response Essays are due in the end of Week 3
and Week 6.
Rubric for Critical News Response Essays
Unacceptable

12. Acceptable
Outstanding
Source use and documentation
Source are academic and minimum number met. All referenced
at least once in paper and all sources referenced in paper are in
Works Cited .
Minimum source requirements are not met. Documentation is
incomplete or in incorrect form.
Missing source documentation. Missing or incorrectly
formatted Works Cited.
Minimum source requirements are met. Documentation is
complete and in correct form in text and in Works Cited. All
sources used are present. References discussed fully in your
analysis, not merely dropped into the essay.
Number of sources exceeds minimum. And/or Sources are used
expertly to support arguments.
Style
Page minimum met. Formatting and directions followed.
(points will be deducted for every half page below full pages
and any formatting errors)
Text is unwieldy or imprecise or difficult to understand.
Unclear attribution of scholars’ ideas and images.
Text is clearly articulated. Sentences flow smoothly and are
varied in length and structure. Words used effectively;
sentences varied for effective understanding.
Text demonstrates a writing style that is clearly the student’s
own. Sentences varied for maximum effectiveness for
illuminating the concepts.
Grammar & Mechanics
(Points will be deducted if there are grammatical errors.)
Grammatical mistakes and spelling errors present
Good sentence structure and few grammatical errors
No grammatical or spelling errors
Analysis of the Issue/topic : each of these should be clearly
addressed in the paper
-clear context for the issue

13. - intersectionality
- systems and institutions
-connects to a course objective
-analysis not merely describing
Context is not clearly defined. Lack of focus.
Evaluation is minimal or more descriptive than analytical.
Context is clearly and concisely stated. Demonstrates grasp of
material and context of the issue.
Evaluation goes beyond biography or listing of
information/data. Addresses at least one intersection of
categories. Analysis connects to at least one course objective.
Provides a complex, feminist analysis in the field and
recognizes intersectionality of multiple categories in the field.
Analysis connects to multiple course objectives. Offers multiple
perspectives.
Introduction
Clear Thesis Statement
Conclusion
Lack of thesis for the paper. Thesis too general and/or does
indicate the specifics addressed in poster. Does not include an
argument or stance on the issue/topic. No introduction or
conclusion.
Thesis adequately describes the purpose of the poster that
includes the main points the poster addresses and a clear
argument or stance on the topic. Incomplete Introduction or
conclusion paragraphs.
Thesis provides complex context for the paper that will allow
for analysis of how multiple intersections of identity impact the
topic for women. Introduction is clever and captures the
reader’s attention and clearly sets up the thesis. Conclusion
wraps up the paper succinctly and clearly.
3. Annotated Bibliography 35 points (10%)
Each student will conduct individual research on the topic of
their choice in preparation for a final group presentation. The
Annotated Bibliography should contain 4 entries, 2 different

14. readings (by different authors) from the textbook and 2 from
academic, peer-reviewed journal articles published within the
last 10 years about the topic. The annotation will be a full
paragraph following the guidelines found at the following link
and specifically stating how this article will enhance the final
presentation.
http://www.library.cornell.edu/olinuris/ref/research/skill28.htm
Annotated bibliography is due in the end of Week 6.
Rubric for Annotated Bibliography
Unacceptable
0-6.9
Acceptable
7.0-8.9
Outstanding
9.0-10
Sources (4 points)
4 sources (2 different class readings, 2 academic journal
articles). You may use any reading from the textbooks even if it
wasn’t assigned.
Minimum number of sources not met. Documentation is
incomplete or in incorrect form.
Sources too old.
Sources from non-academic magazines or websites. Sources
from books
Minimum source requirements are met. Documentation is, for
the most part, complete and in correct form.
The academic journal article sources are from peer reviewed
academic journals published within 10 years.
Number of sources exceeds minimum. And/or sources
complement each other exceptionally well.
Annotations (5 points)
(Merely copying the published abstract for any article will
result in an automatic F for this assignment.)

15. Missing or incomplete. Text is unwieldy or imprecise, vague,
or difficult to understand. Unclear attribution of scholars’ ideas
and images.
Annotation for each source is a complete, full paragraph.
Summarizes the central theme and scope of the article including
an evaluation of the authority or background of the author, a
comment on the intended audience.
All of the requirements in “Acceptable” as well as the
following: a) comparison or contrast of this work with others
you have cited, b) explanation of how this work illuminates
your poster presentation topic and thesis, and c) how this source
does or does not recognize gender, race, class, sexual identity,
age, nation, size, immigrant status and their intersections.
Grammar & Mechanics
(Points will be deducted if format is incorrect or if the writing
shows evidence of no revision.)
No revision or rewriting apparent. Confusing sentences.
Disorganized structure.
Well-structured thinking in organization of ideas. Evidence of
revision to reduce spelling and composition errors.
All of the previous and Annotations show complex analysis of
the source.
Clear Thesis Statement
(1 points)
(A working thesis statement. It is understood that your thesis
will evolve as you work on the paper but it should still be
specific even at this point.)
Lack of thesis for the paper. Thesis too general and/or does
indicate the specifics to be addressed in poster. Does not
include an argument or stance on the issue/topic.
Thesis adequately describes the purpose of the paper that
includes the main points the paper will address and a clear
argument or stance on the topic.
Thesis provides complex context for the paper that will allow
for analysis of how multiple intersections of identity impact the

16. topic for women.
4. Group Presentation (20%) 100 points (60 points your
individual grade, 40 points group grade)
Each students will work in a small group to create a multimedia
presentation with notes and/or voice narration plus
supplementary documents (including but not limited to
annotated bibliographies). Your small group will consist of
minimum three and maximum 6 people. I will divide you into
groups based on your interests, which you will tell me at
midterm. You will communicate to me your top three choices
for a topic of interest and I will group you with people with
similar interests. This project will be graded using the Course
Objectives at the top of the syllabus. Each student and group
should demonstrate a thorough understanding of the course
objectives as applied to the topic they are assigned.
The group project will be completed in the following phases:
Phase I – Weeks 1-2 – identifying strengths, group roles
(individual assignment; must complete or will lose points on
final project grade)
Phase II – Weeks 3-4 – formulating a topic for a group project
(individual assignment; must complete or will lose points on
final project grade)
By end of week 5, groups will be announced.
Phase III – Week 5-8 – creating a first draft (outline; group
submission)
Phase IV – Weeks 9-Finals Week – creating and submitting a
final project (final project due on discussion board)
During Finals Week, the projects will be available for viewing
and discussion of all students in class. The discussion counts
toward the student’s individual portion of the grade.
All members of the group will know their group grade, but only
you will know your individual grade.

17. Group Presentation 40
Individual Content/slides 40 (10 for the Phase III outline/draft
and 30 for the final project representation of this content/slides)
Peer Evaluation 20 (each student will complete the
peer evaluation sheet that includes a self-evaluation and
upload it. The scores from your group members will be
averaged and count toward this part of the final project grade.)
Total 100
5. Midterm and Final 10% each
NOT PROCTORED
The Midterm covers all material from the Introduction through
Chapter 6. The Final covers all material from Chapters 7
through the Conclusion chapter.
Questions will be drawn from the chapters themselves and any
presentations that the instructor makes through power points,
lecture notes, and/or clarifying remarks in the discussion board
or announcement emails. The essay/article readings may be
used to support a student’s main points in response to an essay
question but no objective (M/C, T/F, or Matching) questions
will be taken out of these readings.
Participation/Discussion Boards 30%
Critical News 20%
Annotated Bibliography 10%
Group Presentation 20%
Exams 20%
Grades will be issued as follows:
A = 93%+; A- = 90-92; B+ = 87-89%; B = 83-86%; B- = 80-
82%; C+ = 77-79%; C = 73-76%; C- = 70-72%; D+ = 67-69%;
D = 63-66%; D- = 60-62%; Below 60% = F. OSU does not
offer the A+ grade.
Course Schedule:

18. For each chapter listed, students should read the introductory
section at the beginning. This is usually about 20 pages. These
chapters will provide students with vocabulary, concepts and
context for the course and may be used as sources for the
critical essays and the annotated bibliography. The midterm
and final exam will draw primarily from these chapters. Pay
special attention to the Learning Activities; each week, students
will complete one of these activities for a discussion board
prompt.
In addition to this part of the chapter, students will read several
of the readings in the week’s chapter/s (essays and articles by
scholars in the field) as assigned below. You are encouraged to
read the poems and explore other readings as well. The
readings that are not assigned may be helpful to consult for the
papers you will write, but are not required reading.
This course schedule lists the readings for each week and the
assignments due. There is also a discussion board requirement
each week.
Week 1 Transnational Feminisms
Introduction (p 1-14) and Chapter 1 (p 15-46)
Reading 3: The Messy Relationship Between Feminisms and
Globalizations (p 50-53)
Reading 4: Under Western Eyes (p 53-57)
Week 2 World Media
Chapter 2 (p 62-84)
Reading 8: Women Enter the World of Media (p 94-96)
Reading 10: Mirror, Mirror on the Wall (p 98-100)
Reading 12: “Telling Our Own Stories”: African Women
Blogging for Social Change (p 102-108)
Phase I due

19. Week 3 Body Politics
Chapter 3 (p 109-130)
Reading 14: Premenstrual Syndrome as Scientific and Cultural
Artifact (p 132-141)
Reading 16: Spain Bans Skinny Mannequins (p 148-149)
Reading 19: Unveiled Sentiments: Gendered Islamophobia and
Experiences of Veiling Among Muslim Girls in a Canadian
Islamic School (p 155-167)
Critical News Response Essay 1 due
Week 4 Sexualities
Chapter 4 (p 168-194)
Reading 20: Toward a Vision of Sexual and Economic Justice (p
195-197)
Reading 23: Sex Tourism Booming (p 200-201)
Reading 24: Lesbian, Gay, Bisexual, and Transgender Rights
and the Religious Relativism of Human Rights (p 202-205)
Phase II Due
Week 5 Women’s Health and Reproductive Freedoms
Chapter 5 (p 206-227) and Chapter 6 (p 253-276)
Reading 25: Aging in a Man’s World (p 228-235)
Reading 30: Investing in Reproductive Health and Rights (p
277-278)
Optional reading: Conclusion
Midterm Exam available Mon, week 5 through Sun, week 6.
Due, Sun, week 6. May be taken anytime but once open,
student must complete the exam.
Week 6 Families
Chapter 7 (p 301-323)
Reading 37: Mothers, Fathers, or Parents: Same-Gendered
Families in South Africa (p 326-333)

20. Reading 38: Female Headship and the “Feminization of
Poverty” (p 334-336)
Reading 40: Indonesian Feminists Confront Polygyny (p 337-
338)
Critical News Response Essay 2 due
Week 7 Violence Against Women
Chapter 8 (p 349-377)
Reading 45: Killed in the Name of Honor (p 385-387)
Reading 47: War Against Women: Congo and Kosovo (p 389-
394)
Annotated Bibliography due
Week 8 Women and Work
Chapter 9 (p 399-422)
Reading 53: Oil, Islam, and Women (p 428-437)
Reading 55: Banking on Women (p 438-443)
Reading 56: The 40-Percent Rule (p 443-444)
Phase III Due
Week 9 Environmental Politics
Chapter 10 (p 445-473)
Reading 57: Temperatures Rising: Four Essays on a Theme:
Women and Climate Change (p 474-487)
Reading 60: An Ugly Picture for Flower Workers and Their
Children (p 493-494)
Reading 61: Poverty, Pests, and Pesticides (p 494-498)
Week 10 Political Systems and War/Peace
Chapter 11 (p 502-527) and Chapter 12 (p 553-578)
Reading 67: Dal Dy Sir/Stand Your Ground: International
Lessons on Women’s Equality from a Small Nation (p 532-539)

21. Reading 74: Building Cultures of Peace: Four Cornerstones (p
591-596)
Reading 76: Do Muslim Women Really Need Saving? (p 597-
606)
Finals Week
Final Exam
Phase IV Due
Final Discussion Due
STUDENT EVALUATION OF TEACHING
We encourage you to engage in the course evaluation process
each term – online, of course. The evaluation form will be
available toward the end of each term, and you will be sent
instructions through ONID. You will login to “Student Online
Services” to respond to the online questionnaire. The results on
the form are anonymous and are not tabulated until after grades
are posted.
GUIDELINES FOR CREATING A SAFE SPACE IN THE
WOMEN, GENDER, AND SEXUALITY STUDIES
CLASSROOM
1. Make a personal commitment to learning about,
understanding, and supporting women and other traditionally
marginalized people.
2. Assume the best of others in the class and expect the best
from them. Give people the benefit of the doubt.
3. Acknowledge the impact of sexism, racism, ethnocentrism,
classism, heterosexism, ageism, antisemitism, ableism, and
other systems of oppression on the lives of class members. Do
not make purposefully biased, hurtful, or victim-blaming
comments.

22. 4. Recognize and value the experiences, abilities, and
knowledge each person brings to class. Value the diversity of
the class.
5. Come to online class prepared, having completed the readings
and thought about the issues.
6. Disagree with ideas, but do not make personal attacks.
7. If you tend to be quiet or not post very much, challenge
yourself to see the online discussions as a chance to practice
being assertive, particularly if you were raised as a girl.
8. If you tend to share a lot and/or often, challenge yourself to
remain quieter to make space for other voices. This can mean
waiting until others have posted in to the discussion before
posting responses to the instructor’s prompt or to classmates’
responses. Encourage others to share their ideas.
9. Be open to be challenged or confronted on your ideas or
prejudices.
10. Be especially encouraging of people who are working
through their prejudices and attempting to grow as feminists.
We call this “kind mistakes”— in a WGSS and DPD class, we
are meant to learn and grow as we learn more about
marginalized people. As we discover the history behind words,
phrases, concepts, we have the chance to stop using hurtful
words or ideas.
11. Be willing to change.
Susan M. Shaw
Oregon State University

23. Adapted from: Annie Popkin, WS 514 Systems of Oppression,
Fall 1993, and Lynn Weber Canon, “Fostering Positive Race,
Class, & Gender Dynamics in the Classroom,” Women’s Studies
Quarterly 18 (Spring/Summer 1990): 126-134.