Results for FEMGEN

This class is an introduction to dance studies and the complex meanings bodily performances carry both onstage and off. Using critical frames drawn from dance criticism, history and ethnography and performance studies, and readings from cultural studies, dance, theater and critical theory, the class explores how performing bodies make meanings. We will read theoretical and historical texts and recorded dance as a means of developing tools for viewing and analyzing dance and understanding its place in larger social, cultural, and political structures. Special attention will be given to new turns in queer and feminist dance studies. This course blends theory and embodied practice. This means as we read, research, and analyze, we will also dance. Students enrolled should expect to move throughout the quarter and complete a two-part choreographic research project. TAPS 11 has been certified to fulfill the Writing in the Major (WIM) requirement.

What are the roles of sex, sexuality, intimacy, and relationships in my life? How do I tell a compelling story? In this class, you will learn about these topics from the inside out. We will explore various perspectives on sexuality, intimacy, and relationships and then dive into our own stories to discover the richness and vibrancy of our lived experience. Due to the personal nature of the topic, we will emphasize safety, trust, and confidentiality throughout. The class offers the structure and guidance to 1) mine your life for stories, 2) craft the structure and shape of your stories, and 3) perform with presence, authenticity, and connection. Students will be selected from this class to tell their stories in Beyond Sex Ed during NSO 2024. Please fill out this short application for enrollment: bit.ly/Spring2024StoryCraft.

This is a creative writing course for writers of all genders who are interested in thinking about patriarchy and how to resist it. Our course will aim to complicate the idea that men benefit from patriarchy and are its primary enforcers, while the rest of us are simply suffering under it. We'll ask ourselves how patriarchy is bad for ALL of us, and how ALL of us are implicated in its perpetuation. Do we ALL have the reasons and the resources to leave patriarchy--and can we start to leave it right now? We'll read works of scholarship and literature that investigate patriarchy as a human relational problem. We'll write fiction and nonfiction in which we explore the ways patriarchy has shaped us, challenge ourselves to resist its manifestations in our relationships, envision a future without patriarchy, and begin to live that future right now. Most crucially, we will practice creating a space in which all of us can speak without fear of judgment about our experiences of a fraught topic.

Gendered Innovations harness the creative power of sex, gender, and intersectional analysis for innovation and discovery. We focus on sex and gender, and consider factors intersecting with sex and gender, including age, race/ethnicity, socioeconomic status, educational background, disabilities, geographic location, etc. We start with the history of gender in science in the scientific revolution to understand how to transform research institutions so that women, men, and non-binary individuals can flourish. The majority of the course is devoted to considering gendered innovations in AI, social robotics, health & medicine, design of cars and cockpits, menstrual products, marine science, and more. This course will emphasize writing skills as well as oral and multimedia presentation; it fulfills the second level Writing and Rhetoric Requirement (WRITE 2), WAY-ED, and WAY-SI.

In this course, we will read a wide cross-section of British and American women writers who turned to fiction and poetry to examine, and to survive, their times: Virginia Woolf, Nella Larsen, Rebecca West, Zora Neale Hurston, Jean Rhys, Jessie Redmon Fauset, Katherine Mansfield, H.D., Marianne Moore, and Una Marson. You will learn how to pay close attention to the often radically new ways these writers bent language to their purposes to express complex emotions and vexed political realities; in your own essay writing, you will learn how to write clearly and persuasively about small units of text and to craft longer critical analyses attentive to language, history, and culture. Always, students will be encouraged to draw connections between then and now, to ponder what has changed, and what remains to be changed, in our own turbulent times.

This course is a required training for student leaders of the Seeds of Change initiative. This initiative takes an interdisciplinary approach to STEM education, infusing students' technical training with leadership training through a lens of gender inequality - bringing together key components of feminist pedagogy, service-learning, and experiential education to create a transformational learning experience. In this three-quarter course (Fall, Winter, Spring), student leaders will: learn the core content featured in the Seeds of Change curriculum, reflect on their experiences as both learners and teachers of this content, hone their own leadership and group facilitation skills, and engage as researchers in the initiative's evaluation efforts. NOTE: Instructor Consent Required. Please email kpedersen@stanford.edu *Cardinal Course certified by the Haas Center. See syllabus for adjusted course schedule and times.

Provides an overview of cinema from around the world since 1960, highlighting the cultural, political, and economic forces that have shaped various film movements over the last six decades. Specific topics may vary by term/year/instructor. This term's topic, Queer Cinemas around the World, engages with a range of queer cinematic forms and queer spectatorial practices in different parts of the world, as well as BIPOC media from North America. Through film and video from Kenya, Malaysia, India, The Dominican Republic, China, Brazil, Palestine, Japan, Morocco, the US etc., we will examine varied narratives about trans experience, same-sex desire, LGBTQI2S+ rights, censorship, precarity, and hopefulness. This course will attune us to regional cultural specificities in queer expression and representation, prompting us to move away from hegemonic and homogenizing understandings of queer life and media. Notes: Screenings will be held on Fridays at 1:30PM in Oshman Hall. Screening times will vary slightly from week to week.

Introduction to interdisciplinary approaches to gender, sexuality, queer, trans, and feminist studies. Topics include social justice and feminist organizing, art and activism, feminist histories, the emergence of gender and sexuality studies in the academy, intersectionality and interdependence, the embodiment and performance of difference, and relevant socio-economic and political formations such as work and the family. Students learn to think critically about race, gender, disability, and sexuality. Includes guest lectures from faculty across the university and weekly discussion sections.

Indigenous Feminism/s and Queer Indigenous Studies seek to alter major disciplinary questions in Women's, Gender, and Sexuality Studies (WGSS) in order to account for the significant lifeworlds and experiences of Native women and Two-Spirit/Indigiqueer individuals. This course explores how the subdisciplines confront WGSS with significant critiques of settler sexualities and white heteropatriarchy, emphasizing the literary and cultural production of Native women and 2SQ folk. Centered around readings, films, and student contributions, the course also seeks to trouble the colonized classroom by unseating settler authority in education. Students (re)imagine the possibilities of Indigenous liberation oriented toward non-heteropatriarchal ways of knowledge and being in the world.

For honors students who are doing independent work with faculty advisors.

Supervised field, community, or lab experience in law offices, medical research and labs, social service agencies, legislative and other public offices, or local and national organizations that address issues related to gender and/or sexuality. One unit represents approximately three hours work per week. Required paper. May be repeated for credit. Service Learning Course (certified by Haas Center). Feminist, Gender, and Sexuality Majors may not receive 108 credit for their required practicum, as they are to sign up for FEMGEN 104 A & B instead. Prerequisites: Course work in Feminist, Gender, and Sexuality Studies, written proposal and application form submitted for approval by program office, written consent of faculty sponsor. Course may be taken 3 times total, for a max of 15 units.

Campus internships are crucial forms of community-building that provide students hands-on experience with organizing, outreach, and community care. Moving from theory to praxis, the FGSS department in partnership with the Women's Community Center offers the ¿Enacting Community Liberation¿ internship.nnIn accordance with the mission of the WCC, this internship will focus on addressing issues of gender, identity, equity, and justice through a lens of intersectionality. The WCC strives to center the most marginalized, and create programming, projects, and services that serve said populations - understanding that when the needs of the most marginalized are met, everyone will be cared for.nnThis is a year-long internship, with the ability to receive one unit of course credit per quarter for up to 3 quarters of the academic year.

Characters who are Jewish, Black, Latinx, women, and LGBTQ often conceal their identities - or "pass" - in Hollywood film. Our course will trace how Hollywood has depicted"passing" from the early 20th century to the present. Just a few of our films will include Gentleman's Agreement (1947), Imitation of Life (1959), School Ties (1992), White Chicks (2004), and Blackkklansman (2018). Through these films, we will explore the overlaps and differences between antisemitism, racism, misogyny, and queerphobia, both onscreen and in real life. In turn, we will also study the ideological role of passing films: how they thrill audiences by challenging social boundaries and hierarchies, only to reestablish familiar boundaries by the end. With this contradiction, passing films often help audiences to feel enlightened without actually challenging the oppressive status quo. Thus, we will not treat films as accurate depictions of real-world passing, but rather as cultural tools that help audiences to manage ideological contradictions about race, gender, sexuality, and class. Students will finish the course by creating their own short films about passing.

The course will make connections across historical and everyday violence on Asian American women to think about why violence against Asian women in wartime is hypervisible, yet everyday sexual violence against Asian American women is invisible. Reading texts from Asian American studies and Black and women of color feminism, we will consider the socialization of sexual violence and rape culture historically and within the present. Enrollment is by instructor approval only. If interested in enrolling, please fill out this form: https://docs.google.com/forms/d/e/1FAIpQLSfIar8sr5llpQqqIwZYrFo5b5sVj29G42pwxpviKFKVBsRESA/viewform.

Through what artistic and aesthetic techniques can we most effectively harness the power of political storytelling? In this creative writing course, we?ll read narrative journalism, personal essays, and contemporary fiction that expand and complicate our understanding of what?s at stake in the fight for reproductive justice. We will hear firsthand from activists about the writers and thinkers that shaped their work, the relationship between reading and changemaking, and the importance of amplifying new, more expansive definitions of reproductive justice. We?ll consider how a craft-based approach allows us to avoid the didactic and lean into the complexity, nuance, and intimacy that the best political writing has to offer. Students will be supported in conceptualizing, executing, and revising an individual creative writing project - fiction, personal narrative, or hybrid form - that represents a thoughtful contribution to the question: What does reproductive justice mean to you? In the first half of the course, we?ll be engaged mostly with the stories of others - using the reproductive justice theoretical framework to contextualize fiction, memoir, and political narrative. During this time, students will begin formulating an idea for their final creative project, and the final four weeks of the class will focus on drafting and revision. Our inquiries will focus on questions of craft and the power of narrative technique to lead us to more complex, personal, and inclusive understandings of reproductive justice.

What can Queer Theory help us do and undo? Emerging at the intersections of feminist theory, queer activism, and critical race studies in the 1990's, Queer Theory has become a dynamic interdisciplinary field that informs a wide range of cultural and artistic practices. This course will introduce students to the development of queer theory as well as core concepts and controversies in the field. While considering theoretical frames for thinking gender, sexuality, and sex, we will explore the possibilities--and limitations--of queer theory with a focus on doing and undoing identity, knowledge, and power.

CW: SA/GBV: Access the Application Consent Form Here: https://bit.ly/One-in-Five-Application Over the past decade, the issue of campus sexual assault and harassment has exploded into the public discourse. Multiple studies have reinforced the finding that between 20-25% of college women (and a similar proportion of students identifying as transgender and gender-nonconforming, as well as approximately 10% of male students) experience sexual assault carried out through force or while the victim was incapacitated. This course delves into the complex issues of sexual assault and harassment on college campuses, examining legal, policy, and political dimensions. We explore the prevalence of these issues, the historical and social contexts, and relevant laws such as Title IX and the Clery Act. Through readings spanning social science, history, literature, law, health, and journalism, we analyze responses to campus violence, considering the intersectionality of race, class, gender, and other factors. Guest speakers, including experts and advocates, provide firsthand insights. Sensitive Material: The subject matter of this course is sensitive, and students are expected to treat the material with maturity. Much of the reading and subject matter may be upsetting and/or triggering for students who identify as survivors. This course has no therapeutic component, although supportive campus resources are available for those who need them. Elements used in grading: Grades will be based on class attendance, in-person class participation, and either several short reflection papers and a class presentation (Law section 01) or an independent research paper and class presentation, or a project and class presentation (undergraduates, graduates, and Law section 02). After the term begins, law students accepted into the course can transfer from section 01 into section 02, which meets the R requirement, with consent of the instructor. Enrollment: Requires INSTRUCTOR PERMISSION. Application consent forms are available (https://bit.ly/One-in-Five-Application) or you may contact Professor Burgart at aburgart@stanford.edu. Cross-listed with Feminist, Gender and Sexuality Studies ( FEMGEN 143) and Sociology ( SOC 188/288). Apply early as demand is high and enrollment is limited to 18 students. Applications will be reviewed on a rolling basis until the class is full.

Explores "Gendered Innovations" or how sex, gender, and intersectional analysis in research spark discovery and innovation. This course focuses on sex and gender, and considers factors intersecting with sex and gender, including age, race/ethnicity, socioeconomic status, educational background, disabilities, geographic location, etc., where relevant. Topics include historical background, basic concepts, social robots, sustainability, medicine & public health, femtech, facial recognition, inclusive crash test dummies, and more. Stanford University is engaged in a multi-year collaboration with the European Commission and the U.S. National Science Foundation project on Gendered Innovations in Science, Health & Medicine, Engineering, and Environment, and this class will contribute that project. The operative questions is: how can sex, gender, and intersectional analysis lead to discovery, enhance social justice, and environmental sustainability?

In the cultural imagination, technological innovation has often been associated with social progress. But the history of fascism reveals the multitude of ways that technologies have been harnessed by, and have themselves helped shape, reactionary movements and regimes. In this course, we will explore the multifaceted relationship between technology and fascism, with a particular focus on the role of gender and race. We will approach these topics from a range of angles, drawing from the fields of history, gender studies, science and technology studies, and media studies. We will also engage with a wide range of technologies, from radio to guns to the birth control pill; and with a broad range of "fascisms," from the 20th century regimes of Italy and Germany to the online Manosphere. Ultimately, we will illuminate and untangle the strategic and symbolic roles of technologies as they relate to reactionary politics.

This course explores and challenges the physiological basis for distinguishing human "males" and "females", expands the concepts of "intersex" beyond reproductive anatomy/physiology (i.e. beyond the genitalia), and discusses some known consequences of "gender biases" in medical diagnoses and treatments. The influence of gender (sociocultural) "norms", i.e. gendered behaviors and relations, on human biology is juxtaposed with the role of biological traits on the construction of gender identity, roles and relationships, thereby focusing on the interactions of sex and gender on health and medical outcomes. Problems that may arise by labeling conditions that vary in incidence, prevalence and/or severity across the "male-female" spectrum as "men's" or "women's" health issues will be discussed. In addition, the importance of recognizing the spectrum of sex and gender, as well as sexual orientation, in clinical practice from pediatric to geriatric populations, will be highlighted, with consideration of varying perspectives within different race/ethnic, religious, political, and other groups.

How do understandings of gender shape the meaning and organization of work around the world in the digital age? And how is our contemporary digital economy shaped by often intertwined ideas about gender, ethnicity, and race? Feminist scholars have long studied the gendered and racialized dynamics of work, such as the impact of migration flows on the global care industry and the feminization of housework and "service with a smile." Rapid technological change has created new forms of labor in the content moderation industry, the gig economy, transnational surrogacy, online sex work, and automation and AI?all sites where shifting notions of work and the worker challenge existing frameworks around immigration and legal status, national borders, and workers' rights. To investigate these changes, this course takes an interdisciplinary, intersectional, and transnational approach. We will examine key debates in scholarship on reproductive labor, domestic work, and sexuality and political economy to analyze workplaces, conditions, and policies in the Americas, Asia, Africa, and Europe.

Are there ways to listen? This new course approaches the question by exploring artist works that have challenged the norms of sonic experience. We will discover that in life, as in the arts, there are practices of listening. We will cover a range of texts on sound media, and we will experience a number of works that reinvent practices of listening. There will be particular attention to the work of feminist sound artists. In conversation with art and theory, we will develop wider awareness for the sounds of everyday life. This course meets once a week, and group listening of select works is part of the class.

In 2013, CaShawn Thompson devised a Twitter hashtag, #blackgirlmagic, to celebrate the beauty and intelligence of black women. Twitter users quickly adopted the slogan, using the hashtag to celebrate everyday moments of beauty, accomplishment, and magic. The slogan offered a contemporary iteration of an historical alignment: namely, the concept of "magic" with both Black people as well as "blackness." This course explores the legacy of Black magic--and black magic--through performance texts including plays, poetry, films, and novels. We will investigate the creation of magical worlds, the discursive alignment of magic with blackness, and the contemporary manifestation of a historical phenomenon. We will cover, through lecture and discussion, the history of black magic representation as well as the relationship between magic and religion. Our goal will be to understand the impact and history of discursive alignments: what relationship does "black magic" have to and for "black bodies"? How do we understand a history of performance practice as being caught up in complicated legacies of suspicion, celebration, self-definition? The course will give participants a grounding in black performance texts, plays, and theoretical writings. *This course will also satisfy the TAPS department WIM requirement.*

What are the historical trajectories and consequences of marriage, divorce, and premarital cohabitation? Where have gay rights come from and what is the future of gay rights in the US? What are the gender differences in marriage, family and housework? What does it mean for the personal to be political? What are the racial differences in family life and how have those differences been politicized? How did marriage equality go from being impossible to being the law of the US? We will study social change from the perspective of public opinion, legal changes, and family politics.

The role of language in the construction of gender, the maintenance of the gender order, and social change. Field projects explore hypotheses about the interaction of language and gender. No knowledge of linguistics required.

Black, gay and gifted, Baldwin was hailed as a "spokesman for the race", although he personally, and controversially, eschewed titles and classifications of all kinds. This course examines his classic novels and essays as well his exciting work across many lesser-examined domains - poetry, music, theatre, sermon, photo-text, children's literature, public media, comedy and artistic collaboration. Placing his work in context with other writers of the 20C (Faulkner, Wright, Morrison) and capitalizing on a resurgence of interest in the writer (NYC just dedicated a year of celebration of Baldwin and there are 2 new journals dedicated to study of Baldwin), the course seeks to capture the power and influence of Baldwin's work during the Civil Rights era as well as his relevance in the "post-race" transnational 21st century, when his prescient questioning of the boundaries of race, sex, love, leadership and country assume new urgency.

This course examines the ways in which higher education structures and policies interact with gender, gender identity, and other characteristics in the United States, around the world, and over time. Attention is paid to how changes in those structures and policies relate to access to, experiences in, and outcomes of higher education by gender. Students can expect to gain an understanding of theories and perspectives from the social sciences relevant to an understanding of the role of higher education in relation to structures of gender differentiation and hierarchy. Topics include undergraduate and graduate education; identity and sexuality; gender and science; gender and faculty; and feminist scholarship and pedagogy.

May be repeated for credit. (Staff)

Required of seniors in the Feminist, Gender, and Sexuality Studies honors program. Particippants share ongoing work on their honors theses. Prerequisite: consent of instructor.

This seminar will examine women and their gendered experience of activism, organizing, living, and leading in the Modern Civil Rights Movement. Undergraduates register for 200-level for 5 units. Graduate students register for 300-level for 3-5 units.

This course examines the history of gender and sexuality in twentieth and twenty-first century Africa. It explores how concepts, identities, and practices of gender and sexuality have changed in shifting social, cultural, political, and economic contexts across the continent and in connection with global currents. This historical journey encompasses European colonialism, independence, postcolonial nation-building, and current times. Course materials include African novels, films, material culture and multinational scholarly research and primary sources. We will also engage multidisciplinary perspectives, methodologies, and theories as tools for critical thinking, writing and varied modes of producing knowledge. Gender and sexuality(ies) as examined in this course act as gateways to explore transformations in : selfhood, peoplehood, and life stage; health, medicine, reproduction, and the body; law and criminality; marriage, kinship, family, and community; politics, power and protest; feminism(s); popular culture; religion and belief; LGBTQI+ themes; and the history of emotions, including love, joy, desire, pain, and trauma.

What are the historical trajectories and consequences of marriage, divorce, and premarital cohabitation? Where have gay rights come from and what is the future of gay rights in the US? What are the gender differences in marriage, family and housework? What does it mean for the personal to be political? What are the racial differences in family life and how have those differences been politicized? How did marriage equality go from being impossible to being the law of the US? We will study social change from the perspective of public opinion, legal changes, and family politics.

(HUMBIO students must enroll in HUMBIO 125 or FEMGEN 256. PhD minor in FGSS must enroll in FEMGEN 256. Med students must enroll in OBGYN 256.) Interdisciplinary. Focus is primarily on the U.S., with selected global women's health topics. Topics include: leading causes of morbidity and mortality across the life course; reproductive (e.g. gynecologic & obstetric) health issues; sexual function; importance of lifestyle (e.g. diet, exercise, weight control), including eating disorders; mental health; sexual and relationship abuse; issues for special populations. In-class Student Debates on key controversies in women's health. Guest lecturers. Undergraduates must enroll for 3 units. PhD minor in FGSS should enroll for 3 units. Med students can enroll for 2 - 3 units. To receive a letter grade in any listing, students must enroll for 3 units. This course must be taken for a letter grade and a minimum of 3 units to be eligible for Ways credit. Enrollment limited to students with sophomore academic standing or above. Undergraduate prerequisite: At least 2 of the Human Biology Core or Biology Foundations or equivalent or consent of instructor.

From the rave reviews garnered by Angelina Weld Grimke's lynching play, Rachel to recent work by Lynn Nottage on Rwanda, black women playwrights have addressed key issues in modern culture and politics. We will analyze and perform work written by black women in the U.S., Britain and the Caribbean in the 20th and 21st centuries. Topics include: sexuality, surrealism, colonialism, freedom, violence, colorism, love, history, community and more. Playwrights include: Angelina Grimke, Lorriane Hansberry, Winsome Pinnock, Adrienne Kennedy, Suzan- Lori Parks, Ntozake Shange, Pearl Cleage, Sarah Jones, Anna DeVeare Smith, Alice Childress, Lydia Diamond and Zora Neale Hurston.)

Required for PhD Minors in Feminist, Gender, and Sexuality Studies (FGSS). The Fall Phd Minor Workshop will explore theory and methods in anti-racist and feminist pedagogy through selected readings and discussion.

Provides an overview of cinema from around the world since 1960, highlighting the cultural, political, and economic forces that have shaped various film movements over the last six decades. Specific topics may vary by term/year/instructor. This term's topic, Queer Cinemas around the World, engages with a range of queer cinematic forms and queer spectatorial practices in different parts of the world, as well as BIPOC media from North America. Through film and video from Kenya, Malaysia, India, The Dominican Republic, China, Brazil, Palestine, Japan, Morocco, the US etc., we will examine varied narratives about trans experience, same-sex desire, LGBTQI2S+ rights, censorship, precarity, and hopefulness. This course will attune us to regional cultural specificities in queer expression and representation, prompting us to move away from hegemonic and homogenizing understandings of queer life and media. Notes: Screenings will be held on Fridays at 1:30PM in Oshman Hall. Screening times will vary slightly from week to week.

This seminar will examine women and their gendered experience of activism, organizing, living, and leading in the Modern Civil Rights Movement. Undergraduates register for 200-level for 5 units. Graduate students register for 300-level for 3-5 units.

This course examines claims and counter-claims of identity, a heated political and cultural concept over the past few decades. We will consider the ways in which theories of performance have offered generative discursive frameworks for the study of identities, variously shaped by vectors of race, gender, sexuality, religion, class, nation, ethnicity, among others. How is identity as a social category different from identity as a unique and personal attribute of selfhood? Throughout the course we will focus on the inter-locking ways in which certain dimensions of identity become salient at particular historical conjunctures. In addition, we will consider the complex discourses of identity within transnational and historical frameworks. Readings include Robin Bernstein, Ann Pellegrini, Tavia Nyong'o, Jose Munoz, Michael Taussig, Wendy Brown, Talal Asad, Jasbir Puar, among others.

This course examines the history of gender and sexuality in twentieth and twenty-first century Africa. It explores how concepts, identities, and practices of gender and sexuality have changed in shifting social, cultural, political, and economic contexts across the continent and in connection with global currents. This historical journey encompasses European colonialism, independence, postcolonial nation-building, and current times. Course materials include African novels, films, material culture and multinational scholarly research and primary sources. We will also engage multidisciplinary perspectives, methodologies, and theories as tools for critical thinking, writing and varied modes of producing knowledge. Gender and sexuality(ies) as examined in this course act as gateways to explore transformations in : selfhood, peoplehood, and life stage; health, medicine, reproduction, and the body; law and criminality; marriage, kinship, family, and community; politics, power and protest; feminism(s); popular culture; religion and belief; LGBTQI+ themes; and the history of emotions, including love, joy, desire, pain, and trauma.

Students pursue a special subject of investigation under supervision of an affiliated faculty member. May be repeated for credit.

Graduate colloquium on gender and sexuality in Chinese history.

In this course, we will read a diversity of classic and contemporary ethnographies in order to evaluate the relationship between ethnographic methods, data analysis, and theory building. The first part of the course theorizes the method itself, analyzing the history or "genealogy" of ethnographic methods. The rest of the course examines several classic educational ethnographies that directly shaped the field as well as contemporary ethnographies engaging in critical debates about pertinent social, cultural, and political theories.