Categories
Women and Gender Studies

The book is Ms. Digital Reader: Gender, Race & Class Read the introduction

The book is Ms. Digital Reader: Gender, Race & Class
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Read the introduction to Chapter #5: Media (p.22-23) and the following linked articles on pages 24-25: The Women Who Steal the Show, Seeing Myself in Fresh off the Boat and Angry or Complicated: Misrecognizing Black Women. Be prepared to discuss the articles during our class on 11/3.
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Written assignment: Select one of the discussion questions on the bottom of page 23 for Response #6

Categories
Women and Gender Studies

The book is Ms. Digital Reader: Gender, Race & Class Read the introduction

The book is Ms. Digital Reader: Gender, Race & Class
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Read the introduction to Chapter #5: Media (p.22-23) and the following linked articles on pages 24-25: The Women Who Steal the Show, Seeing Myself in Fresh off the Boat and Angry or Complicated: Misrecognizing Black Women. Be prepared to discuss the articles during our class on 11/3.
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Written assignment: Select one of the discussion questions on the bottom of page 23 for Response #6

Categories
Women and Gender Studies

Sex and gender have been theorized in a variety of ways. As we know, one way gen

Sex and gender have been theorized in a variety of ways. As we know, one way gender can be theorized is as a socially constructed set of rules and norms in society. Simone de Beauvoir’s infamous quote “one is not born, but becomes a woman” highlights this way of understanding gender (de Beauvoir 1952: 249). In this view, the process of gendering is a social process.
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The process of becoming a gendered person is also impacted by our experiences with other social forces, including race, class, sexuality, bodies, health, medicine, culture, religion, education, and family.
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In this assignment, you will closely examine your own life course at three points in time for meanings related to gender.
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Beginning by looking at de Beauvoir’s standpoint, you will explore ways that gender has operated over your life course and how it has been impacted by other social forces in shaping your past, present, and future life experiences.
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First, you will examine how the process of becoming gendered shaped your childhood. Give (at least) three examples and use course readings to help make sense of the ways gender manifested in your youth. Also, what other social forces intersected with gender to shape your childhood.
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Second, you will examine how the process of being gendered is shaping your life today. Give (at least) three examples and use course readings to help make sense of the ways gender manifests in your life today. Also, what other social forces are intersecting with gender to shape your experiences in the world.
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Third, you will envision how the process of being gendered will affect the lives of the (real or imagined) next generation of your family. Give (at least) three examples and use course readings to help make sense of the ways gender might shape life experience in the future. Also, what other social forces might intersect with gender to shape their experiences in the world.
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Last, through examining ways gender shapes your life course, think about ways you are impacted, both positively and negatively by the constructions of gender in your life. How would you change the way gender shapes our lives?
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What do you hope gender looks like in the future?
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To deeply analyze these questions you will apply (at least) six course readings we have discussed in class throughout your 6-8 page paper.
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The paper must have a title that reflects its contents and a works cited page. Quotes and paraphrased material must be cited (Author Year: Page #). All work submitted must be your own original ideas presented in your own words.

Categories
Women and Gender Studies

Sex and gender have been theorized in a variety of ways. As we know, one way gen

Sex and gender have been theorized in a variety of ways. As we know, one way gender can be theorized is as a socially constructed set of rules and norms in society. Simone de Beauvoir’s infamous quote “one is not born, but becomes a woman” highlights this way of understanding gender (de Beauvoir 1952: 249). In this view, the process of gendering is a social process.
<
The process of becoming a gendered person is also impacted by our experiences with other social forces, including race, class, sexuality, bodies, health, medicine, culture, religion, education, and family.
<
In this assignment, you will closely examine your own life course at three points in time for meanings related to gender.
<
Beginning by looking at de Beauvoir’s standpoint, you will explore ways that gender has operated over your life course and how it has been impacted by other social forces in shaping your past, present, and future life experiences.
<
First, you will examine how the process of becoming gendered shaped your childhood. Give (at least) three examples and use course readings to help make sense of the ways gender manifested in your youth. Also, what other social forces intersected with gender to shape your childhood.
<
Second, you will examine how the process of being gendered is shaping your life today. Give (at least) three examples and use course readings to help make sense of the ways gender manifests in your life today. Also, what other social forces are intersecting with gender to shape your experiences in the world.
<
Third, you will envision how the process of being gendered will affect the lives of the (real or imagined) next generation of your family. Give (at least) three examples and use course readings to help make sense of the ways gender might shape life experience in the future. Also, what other social forces might intersect with gender to shape their experiences in the world.
<
Last, through examining ways gender shapes your life course, think about ways you are impacted, both positively and negatively by the constructions of gender in your life. How would you change the way gender shapes our lives?
<
What do you hope gender looks like in the future?
<
To deeply analyze these questions you will apply (at least) six course readings we have discussed in class throughout your 6-8 page paper.
<
The paper must have a title that reflects its contents and a works cited page. Quotes and paraphrased material must be cited (Author Year: Page #). All work submitted must be your own original ideas presented in your own words.

Categories
Women and Gender Studies

The book is ms. digital reader: gender, race & class: read the introduction to chapter #5: media (p.22-23) and the following linked articles on pages 24-25: the women who steal the show, seeing myself in fresh off the boat and angry or complicated: misrecognizing black women written assignment: select one of the discussion questions on the bottom of page 23

the book is Ms. Digital Reader: Gender, Race & Class: Read the introduction to Chapter #5: Media (p.22-23) and the following linked articles on pages 24-25: The Women Who Steal the Show, Seeing Myself in Fresh off the Boat and Angry or Complicated: Misrecognizing Black Women Written assignment: Select one of the discussion questions on the bottom of page 23

Categories
Women and Gender Studies

Written assignment: select one of the discussion questions on the bottom of page 15 and answer.

In the book Ms. Digital Reader: Gender, Race & Class: Read the introduction to Chapter #3: Violence Against Women & Girls (p.14-15) and the following linked articles on pages 16-17: No Such Thing As a ‘Child Prostitute’, Won’t Back Down, Blowing the Whistle on Campus Rape and listen to Who Killed Breonna Taylor. Written assignment: Select one of the discussion questions on the bottom of page 15 and answer.

Categories
Women and Gender Studies

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PART 1:
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Respond to the following prompts in 300+ words (total), with reference to the Module 2 texts:
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Both “Ain’t I a Woman?” and “A Black Feminist Statement: The Combahee River Collective” make statements in response to exclusionary aspects of feminist activism in the 19th and 20th centuries respectively.
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1. What are the similarities between Truth’s and the Combahee Collective’s concerns?
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2. What are some of the differences?
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3. And, in what ways are their arguments still relevant today?
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LINKS TO RESOURCES:
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https://www.history.com/topics/womens-rights/seneca-falls-convention
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https://now.org/about/history/statement-of-purpose/
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http://www.tonahangen.com/wsc/hi215/wp-content/uploads/2014/02/RW3rdWave-2.pdf
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https://www.youtube.com/watch?v=Ry_i8w2rdQY
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https://www.pushkin.fm/podcasts/revisionist-history
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PART 2:
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Answer the following in your post: 
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* This module provides an overview of the women’s movements in the United States in the 19th and 20th centuries. Given that any social group is made up of a collection of individuals representing a spectrum of beliefs and experiences and that movements do not typically have clearly defined beginning and ending points, it is understood that speaking of the “waves” of feminism is a form of shorthand that is both useful and misleading.  
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* How do the “waves” of feminism reflect the sociopolitical contexts from which they emerged? For example, how does the early American assumption that citizens were white men perpetuate contemporary social inequalities and how have concerns about this assumption transformed the women’s movements over time?
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* Bring up at least one question for us to discussion in relation to this topic. 
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Thank you!!!!
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Categories
Women and Gender Studies

<2.

PART 1:
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Respond to the following prompts in 300+ words, with reference to the assigned Module 5 texts:
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Systems of inequality with regard to gender, race, class, ability, sexuality, and so on, are founded on rules, customs, behaviors, and rewards. It is tempting to say that the individual is where all systems of inequality converge (e.g. disabled, black, poor, straight) because the purpose is to create individuals who are available to a hierarchy. But while each system describes inequality and procedures for distributing resources, human beings have the ability to act differently than expected and to make choices. Thus, no system has complete control over your life.
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1. According to the authors of these readings, how should we talk about or address different oppressions?
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2. How would you describe your own relationship to at least one system of inequality described in this module? Do you feel that one particular system determines the quality of your daily life more than another? Explain and provide an example to support your discussion.
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LINKS TO RESOURCES:
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https://www.filosoficas.unam.mx/docs/327/files/Marilyn%20Frye,%20Oppression.pdf
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https://nationalseedproject.org
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http://www.oberlinlibstaff.com/acceleratedmotion/primary_sources/texts/bodiesandmachines/other_body.pdf
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https://moodle.fhs.cuni.cz/pluginfile.php/19118/mod_resource/content/0/Wendell_Social_construction.pdf
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https://www.youtube.com/watch?time_continue=1&v=J5_qjn-R5V4&feature=emb_logo
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https://www.youtube.com/watch?v=nU5MtVM_zFs
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PART 2:
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Answer the following in your post:
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* Is identify politics effective? Why or Why not?
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* Bring up at least one question for us to discuss in relation to this topic.
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Thank you!!

Categories
Women and Gender Studies

<* after you’ve watched the talk, write an essay in which you analyze and respond to adichie’s “danger of a single story” talk.

Respond to the Essay Prompt.
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* The essay should be 500+ words in length.
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* Provide in-text citations to course materials or other resources as needed. No Works Cited page is required for this exam.
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PROMPT:
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We started the semester watching Adichie’s “We Should All Be Feminists” talk. Let’s bookend the midterm by watching another Adichie talk: “Danger of a Single Story.”(https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story?language=en)You may review the transcript here. (https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story/transcript?language=en)
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* After you’ve watched the talk, write an essay in which you analyze and respond to Adichie’s “Danger of a Single Story” talk.
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* Incorporate at least three other sources drawn from our course materials so far (so, four, including the “Danger of a Single Story” talk).
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* Identify specific insights and discuss them in light of your own thoughts/experiences, as well as points drawn from other course materials so far.
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THANK YOU!
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Categories
Women and Gender Studies

Select one of the posted prompts or develop and respond to your own prompt.

Essays evaluate your engagement with the themes and texts of this course. Select ONE of the posted prompts OR develop and respond to your own prompt. If you choose to respond to your own prompt, you must include the prompt above your response. Your essay must be 1,000+ words. Your essay must offer and support an argument related to the prompt you select/develop. If you elect to generate your own prompt, your prompt must address Sassafrass, Cypress & Indigo.
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Regardless of what you choose to argue, your essay must remain focused on the work under study. Your essay must incorporate textual support from at least TWO sources (support from the primary text AND one scholarly source). While you are free to include additional sources, your essay should balance analysis and support.
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Your essay must present a compelling, coherent, and specific thesis that is consistently and thoroughly developed. I hope that you will see this as an opportunity to exhibit creativity and critical thinking. Your essay must support assertions with relevant examples from the texts. Summarizing the readings or relying on personal reaction will result in a lowered score or a grade of zero. Your essay should not offer plot summary but should instead present a debatable assertion that is situated in the introduction and supported throughout the essay. Failure to meet the minimum word count and/or incorporate the required number and type of sources will result in a significant grade reduction. Your work will be graded on the quality of your ideas as well as your writing. Criteria for grading include completeness, thoughtfulness, and development and support of a particular argument.
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Works Cited entries do not count towards the minimum word count. Per the plagiarism policy, you must cite ideas that are not your own. Your essay must include proper MLA in-text citations, proper formatting, and a Works Cited page. Your work must be submitted to the proper Assignment folder by the respective deadline. Work must be submitted in .doc, .docx, or PDF format. Work submitted in alternate formats will be considered late (and lose one letter grade per 24-hour period) until resubmitted in the proper format.
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The following deductions will apply to each essay:
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1) Submitted in alternate file format= late until resubmitted as a .doc, .docx, or PDF file
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2) Late= -10% of the grade PER DAY (24 hours)
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3) Missing Works Cited= -5% of the grade
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4) Missing textual support from the primary text= -15% of the grade
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5) Missing textual support from the required secondary source= -5% of the grade
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6) Short of the word requirement= loses points based on percentage short (ex: an essay of 500 words can receive up to 50% credit with 1,000 words required)
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Prompts:
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1) What does this text have to say about procreation, maternity, and/or motherhood? What role does motherhood, or lack thereof, play in this novel? What kind of a mother figure is Mama?
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2) Discuss how the god-like forces of gender and race function in Shange’s work. In what ways does this text reinforce gender roles? How, overall, does this novel depict race and race relations?
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3) What role does creative expression play in this novel? What specific benefits do music, dancing, and/or weaving provide? How, if at all, does creative expression afford healing?
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4) In what ways is Indigo in a position of exile? What kind of a childhood does she have? Who serves as an “othermother,” or supplementary maternal influence, for her and what do they teach her?
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5) What function do the recipes play in Shange’s text? How, textually, do they work? Why might Shange include them?
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