SOCIOLOGICAL ASPECTS OF HUMAN SEXUALITY – SCSS 150

FALL 2004 – BLACKBOARD ASSISTED

Professor: Rhonda Fisher PhD Class Meets: W 4-6:50

Office Phone: E-mail: rfisher@drake.edu

Office: Howard 135 Office Hours: MW 10-11; 12:30-2

COURSE GOALS

We tend to think of sexuality as a personal issue having more to do with biology and hormones than with society. Nonetheless, in this course we will examine sexuality through a sociological lens. That is, we will discuss how our society influences the development of our sexual script, how we are socialized to have certain values and attitudes toward sexuality, and to behave in certain accepted and expected ways. We will examine what is considered "normal" and "abnormal", "moral" and "immoral" in contemporary American society and how these beliefs influence societal responses to current social problems related to sexuality.

I have three major goals for this course and the goals are reflected in the readings and assignments contained on this syllabus. First, students should develop a sense of how we gain sexual knowledge and develop our sexual identities. During the first few weeks of the semester we will concentrate on how gender, ethnicity, religion, and race shape this process of sexual socialization. At the end of this first section you will write a self-history which will describe how you gained sexual knowledge and how your sexual script has been shaped by a number of social factors.

Second, students will be expected to gain an understanding of the variety of methodologies used to research sexuality. For example, we will compare the advantages and disadvantages of surveys with those of observation research. Part of the group project will involve developing a short questionnaire assessing the influence of the media upon images of sexuality. Throughout this section we will concentrate on how our society influences the kind of sexuality research performed by social scientists and the difficulties involved in research of this nature.

The third goal involves analysis of current media images surrounding sexuality in our society. Your group research project involves working with a small group to research a particular topic relevant to visual media. Your research should take place over the entire semester.

TEXTBOOKS

Heasley, Robert and Betsy Crane (eds.). 2003. Sexual Lives: A Reader on the Theories and Realities of Human Sexualities. ISBN: 007249364X

Roberts, Dorothy. 1997. Killing the Black Body: Race, Reproduction and the Meaning of Liberty. ISBN: 0679758690

Strong, Brian, Christine DeVault, Barbara W. Sayad, and William L. Yarber. 2005. Human Sexuality: Diversity in Contemporary America (5e). ISBN: 0767421701

TEACHING PHILOSOPHY

My role as a teacher is not to recite what you can easily read on your own. Rather, I see myself as one who provides structure and guidance for the materials we will be covering. Each student has the potential to teach and to enrich us, and so I will expect that each student will take on the responsibility not just to learn, but also to share with us their insights, questions and opinions. The integration of personal experiences with the literature will help us develop a fuller understanding of a topic area. The class should provide a friendly, safe environment in which all views can be expressed and heard. To ensure diversity of opinion and cordial debate, comments should be respectful and a supportive atmosphere be created. Such participation will make the class more enjoyable for all of us.

The course will be taught seminar style, with an emphasis on the free exchange of ideas and viewpoints. The format of this course necessitates that each student come prepared to discuss the readings for the day, so keeping up with reading assignments is absolutely essential. Lecture will also be incorporated to introduce concepts and provide background information that will facilitate discussion. We will also use films, television clips, and speakers to highlight the concepts creatively.

MODES OF LEARNING

Class meetings consist of lectures, group discussions, expert-for-a-day presentations, activities, visual aids, and videos.

COURSE REQUIREMENTS AND GRADING POLICIES

Attendance: Attendance in all lectures, discussions, presentations, videos, and guest presentations is mandatory. Students are also expected to be on time and be present for the entire duration of each class meeting. Arriving to class late or leaving early is disruptive and discourteous. Attendance will be taken randomly.

Preparation and Participation: Because the course will be taught seminar style, each student must come prepared to discuss the readings for the day. Keeping up with reading assignments is absolutely essential. Participation in class discussions is also vital to the quality of this course. Lack of preparedness is unacceptable and will result in poor performance in this course.

Classroom Rules: Students are expected to be attentive during class. In other words do not fall asleep, read or study outside material, converse or pass notes with classmates, and pack up notebooks and backpacks before class is dismissed. Be sure cell phones and pagers are turned off or on vibrate mode during class.

Examinations: Examinations consist of two in-class exams. No make-up exams, with the exception of documented extenuating circumstances (i.e. illness, family crisis). Examination format will be specified.

Homework Assignments: Students will conduct three homework assignments. Assignment 1 is an Expert-for-a-Day presentation; Assignment 2: Self History; Assignment 3: Group (or individual) Research Project. Details are forthcoming. In any event, late assignments will be penalized an entire grade for each business day after the due date. Regarding presentations, if you are absent on the day of your presentation, or are not prepared, points will be deducted.

In-Class Assignments: In addition, I will ask you to do numerous assignments to facilitate discussion and thinking about the day’s topic. Some of these exercises may be done in class, others may be assigned and due the next class period. The exercises may include but are not limited to: small group exercises; film analysis; a short TYPED 1-2 paragraph in preparation for the next class. Most WILL NOT be announced ahead of time, so your regular attendance is essential to doing well in this course. These assignments will be graded pass/no-pass. Unless there are EXTRAORDINARY circumstances, there are no make-ups!

No study guides. No extra credit. No audio recording of lectures and discussions.

APPROXIMATE GRADE DISTRIBUTION

Exam #1	20% (100 pts.)
Exam #2	20% (100 pts.)
Assignment #1 Expert for a Day	20% (100 pts.)
Assignment #2 Self History	10% (50 pts.)
Assignment #3 Group Research Project	20% (100 pts.)
Attendance/In-Class Assignments	10% (50 pts.)
	Total 500 pts

COMMUTING CONCERNS

I commute from Tama, Iowa and as you know the weather in Iowa is quite unpredictable. In the event of inclement weather, class will be cancelled if EITHER South Tama County Community School district or Des Moines Public School district is cancelled. In the event of a cancelled class, I will put a message in the Blackboard announcements by 10:00am.

TENTATIVE COURSE SCHEDULE – CHANGE IS INEVITABLE!

Week/Dates:

Topics:

Readings/Assignments:

1 (8/25)	Introduction to Course	Syllabus
2 (9/1)	Sexuality in Historical, Religious, and Cultural Perspective	Choice of reading for Expert for a Day is due; Choice of topic for Visual Media Analysis Project due; Chapter 1 in HS; Readings in SL: 1. Sexual Journeys; 2. The Social Constructionist’s “Essential” Guide to Sex
3 (9/8)	Continued…	Readings: 3. The Invention of Sexuality; 4. The Role of Religion in Our Lives; 5. Cultural and Historical Influences on Sexuality in Hispanic/Latin Women
4 (9/15)	Becoming Sexual	Readings: 7. The Kotex Diaries; 9. Want to Be Normal; 10. Where’d You Learn That?
5 (9/27)	Continued…	Chapters 3 and 4; Readings: 11. Blow Jobs and Other Boring Stuff; 17. Sexual Desire and Gender
6 (10/6)	Gendered Sexuality	Chapter 5; Readings 18. The Four Boxes of Gendered Sexuality; 19. Reconstructing Black Masculinity
7 (10/13)	Continued…	Readings: 22. Dismantling Gender Polarization and Compulsory Heterosexuality; 23. Same Closet, Different Door; 24. Transgender Warriors ******Self History Due******
8 (10/20)	Exam 1
9 (10/27)
10 (11/3)
11 (11/15)
12 (11/17)
(11/24-11/28)	THANKSGIVING RECESS
13 (12/1)
14 (12/8)	GROUP RESEARCH PROJECT (Paper and Presentation Due)
15	FINAL EXAMINATION WEEK, December 14-17, 2004

ASSIGNMENT ONE:

EXPERT FOR A DAY PRESENTATION – CHOOSE READING BY 9/1

Assignment 1 consists of a series of oral critiques based on one of the required readings (Adler and Adler) and personal observations. The purpose of this assignment is to: a) provide a framework for class discussion, b) spark analytical thinking among students, and c) detail and enhance major issues, themes, and/or topics from the readings.

As the expert discussant, you are required to:

• Commit to presenting 1-2 of the required readings (first come first served).
• Research your topic/theory by reading at least 5 additional sources.
• Outline three major themes from the reading.
• Engage in and describe a relevant "observation(s)" (i.e. personal experience, observation of media, actual unobtrusive observation, oral history, journal article, interview, etc.) relevant to the at least one of the themes. Your description should be articulated in narrative form.
• Derive an analytical/critical question. Your presentation should lead into the question.
• On the basis of the themes, observations and analytical question, spark a class discussion. Your goal is to engage your audience in a critical exploration of your reading.
• Turn in your presentation outline/narrative to me at the BEGINNING of the class in which you present.

Your presentation should be organized as follows (20-30 minutes total):

• Begin with an introduction focusing on the author(s) including, if possible, background information, other publications, and their theoretical paradigm.
• Follow with a summary of content including themes, observations, and analytical question.
• Conclude by synthesizing the discussion and reading. Address why this piece of scholarship important for an understanding of deviance.
• Be creative!!! You may use relevant pieces of poetry, music, powerpoint (check available technology in the classroom), or short film clips.

Your summary should be organized as follows (2 - 3 pages, typed, double-spaced):

• In bullet form, write three statements identifying three themes from the reading.
• Write a short descriptive narrative of an "observation(s)" by applying relevant concepts and themes from the reading.
• Write one analytical question relevant to the themes and observations.
• Include a reference page with at least 5 additional sources using the format of your discipline. Keep your format consistent.

Your grade for this assignment is based primarily on: the organization of your outline and presentation; your expanded knowledge of the topic/theory; clarity of articulation of your narrative; and understanding of the issues, concepts and themes. In other words, how well do you apply relevant concepts from the course and readings? Presentations should last no more than 30 minutes which includes time for class discussion.

ASSIGNMENT TWO: SELF HISTORY

Using the theories and personal stories as a backdrop and a model for writing your self history, write a 4-5 page narrative drawing from your own experience, and focusing on a particular area of interest. Your first two pages should provide a reflective analysis on a theme or issue covered by a reading or readings, e.g. childhood messages about sex, and/or gender roles.

Following this section, reflect on your own journey related to this theme, using course materials (text, readings, lecture, videos) to think critically about societal messages you experienced and effects on the formation of your own sexual awareness, including such topics as representation, voice, and relationship to self and other. Your might address how your gender, age, orientation, ethnicity, social class or some other characteristics, experience, or status, have influenced you. Or you may focus on ways in which social institutions such as family, education, religion, politics, have contributed to the story of your sexual self.

In summary, your paper should: provide a summary of the central points from a reading(s) related to your focus, describe your own experience and influences, and provide an analysis using other course readings. Your paper should make clear and concise reference to course readings, incorporating course theories, concepts and relevant terms applied to your experience. You do not have to include a reference page but please remember to give authors credit when due.

ASSIGNMENT THREE: GROUP/INDIVIDUAL RESEARCH PROJECT

VISUAL MEDIA ANALYSIS

The final paper and presentation is a group project that involves a content analysis of popular visual media (i.e. motion pictures, sitcoms, talk shows, music videos, news coverage, etc.). The purpose of the assignment is to critically analyze the role of media in constructing notions of sex and sexuality, by applying relevant concepts and theories from the course. Limit your analysis to a specific theme (i.e. images of women as sexual, prostitution, the elderly, portrayals of gays and/or lesbians, images of minority groups, etc.).

Specifically, you are required to:

• Form groups of 2-3 individuals or you may work alone. Once you commit to your group, you must turn in your final paper/presentation together. Choose a topic and decide if you prefer the group or individual option by September 1st.
• View, analyze, and take-notes on the portrayals of deviants and/or deviance by a form(s) of popular visual media.
• Collaborate and collectively write up a research paper of your analysis and findings that applies relevant concepts and theories from the course. (Approximately 5 - 7 typed double-spaced pages, 12-pt. font).
• Assign a confidential participation grade to your peers.

Your grade for the collaborative write up of the paper is based on the following criteria:

• Analysis - Understanding, application, and integration of relevant concepts and theories with respect to your media analysis. (Most important criteria).
• Organization and Flow - How well organized is your paper? Does your essay have a logical flow that transitions one part of the paper to the next? Are the parts of your paper complementary, or is it thematically fragmented?
• Delivery - Grammar, writing-style, clarity of articulation. If your paper is not written clearly, it is difficult to relay your understanding to the reader.

Your report should approximate the following organization:

• Introduction:
• What is the purpose and focus of your research?
• Why is it important?
• What will you do in this paper?
• How will your paper proceed (establish organization)? Thesis statement.

• Method:
• In a brief paragraph describe your research method (i.e. content analysis of media images).

• Results/Analysis:
• Report what you found.
• What did you find and why?
• Did you notice any patterns of images portrayed? If so, why were the images portrayed and constructed in that fashion? What political and economic interests seem to coincide with the images you observed?
• Be sure to apply relevant sociological concepts and theories.

• Conclusion:
• Provide a brief summary of findings, importance of study, and what you learned.  

BE ADVISED THAT GROUP ASSIGNMENTS REQUIRE COLLABORATIVE EFFORTS, INDIVIDUAL RESPONSIBILITY, CONTRIBUTION AND COMMITMENT. IF YOU CHOOSE NOT TO COOPERATE AND CONTRIBUTE, YOU MAY BE DROPPED FROM THE GROUP AND RECEIVE NO CREDIT FOR THE ASSIGNMENT.