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Prerequisite: HISTORY6W ( FEMGEN 6W). Continuation of HISTORY 6W ( FEMGEN 6W). Students will continue working on their projects with their community partners. Several class meetings and small group consultations throughout the quarter; weekly participation in discussion forum. (Cardinal Course certified by the Haas Center)

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. IMPORTANT: We can only accept students who can commit to being available for NSO Sept 14-18, 2025. As such, priority will be given to underclassmen and students returning to campus in the fall. Please fill out this short application for enrollment: bit.ly/Spring2025StoryCraft.

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.

This course encourages students to think critically about historical sources and to use creative and rigorous historical methods to recover African American women's experiences, which often have been placed on the periphery of American history and American life.

This course examines the culture and creation of independent video games as a space of feminist expression and pedagogy. Drawing on theories from game studies, feminist science and technology studies (STS), and feminist and queer theory we will "close play" video games in order to develop an intersectional analysis of various games, gaming culture, and game design. Each week students will play and design games of their own using a variety of accessible game engines like Bitsy, Flick, Tiny Choice, and Twine. This hybrid studio-seminar combines demos and tutorials with reading and discussion, providing students with both analytical frameworks and technical skills.

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.

This course engages in close analysis of different cinematic themes, genres, and artists. Specific topics may vary by term/year/instructor. This term's topic: John Wayne. John Wayne's imposing corporeality and easy comportment combined to create an enduring, complex, icon of masculinity, of the American West, and of America itself. This seminar will concentrate on the films that contributed most strongly to the establishment of, maturation of, and even deconstruction of, the iconography and mythology of the "John Wayne" character. This concentration will also bring into view the western and war film as genres; the crisis of (and performance of) masculinity in postwar culture; gender and sexuality in American national identity; the relation between individualism, community, and the state; the Western and national memory; and patriotism and the Vietnam War. Most courses on film are built around directors, genres, nations, or periods. A course on the films of John Wayne proposes that the body of films in which Wayne starred over 35 years demonstrate not only a coherence and consistency, but also a variety, that merits closer examination. Stars frequently exerted control over their materials (especially when they went on, as Wayne did, to head their own production companies), but this an aspect of filmmaking that has received little attention in the classroom. Wayne's work in this period occurs primarily in two genres: the western and the war film (with the cavalry films neatly straddling both of these). Many of his best films were directed by two of the foremost directors in the American pantheon - John Ford and Howard Hawks: the chance to review their work with Wayne also serves as an occasion to explore the ways in which each differs from (and even comments upon) the other. Perhaps the most common criticism leveled against John Wayne as an actor was (and continues to be) that he was simply "being John Wayne." This course proposes that first, this is no small thing, and second, it is also not really true.

(Formerly FEMGEN 200X) FEMGEN 104X facilitates the creation and completion of either a Senior Capstone project or an Honors Thesis. Students will design and complete a research project devised from in-depth study within the chosen subplan. Required for FGSS Majors in their junior year, including those who opt to write honors theses in other programs and departments.

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