2015-2016 2016-2017 2017-2018 2018-2019 2019-2020
Browse
by subject...
    Schedule
view...
 
  Are you a Computer Science Student? Want to make Stanford's systems even better?
Do you want to help improve the Stanford systems that you and your friends use all the time? We are looking for students interested in hacking on ExploreCourses and other upcoming university systems. Click here to learn more!

391 - 400 of 1016 results for: all courses

FEMGEN 142: Sociology of Gender (FEMGEN 242, SOC 142, SOC 242)

The aim of this course is to provide students with an understanding of the sociological conceptualization of gender. Through the sociological lens, gender is not an individual attribute or a role, but rather a system of social practices that constructs two different categories of people men and women and organizes social interaction and inequality around this difference. First we will explore what ¿gender¿ is according to sociologists and the current state of gender inequality in the labor market, at home, and at school. We will then investigate how gender structures our everyday lives through the individual, interactional, and institutional levels. Finally, we will discuss avenues for reducing gender inequality. Throughout the course, we will prioritize reading, evaluating, and questioning sociological theory and research on gender."
Last offered: Spring 2018 | UG Reqs: GER:EC-Gender, WAY-ED, WAY-SI

FEMGEN 143: One in Five: The Law, Politics, and Policy of Campus Sexual Assault (SOC 188)

TRIGGER WARNING: Over the past several years 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 during their time in college. Fraternities have been found to be associated with an increased risk of female sexual assault on campus. Vulnerable students and those from marginalized groups are often found to be at increased risk. This is also a significant problem in k12 education. Sexual harassment rates are even higher. Survivors have come forward across the country with harrowing stories of assault followed by what they describe as an insensitive or indifferent response from college administrators. These survivors have launched one of the most succe more »
TRIGGER WARNING: Over the past several years 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 during their time in college. Fraternities have been found to be associated with an increased risk of female sexual assault on campus. Vulnerable students and those from marginalized groups are often found to be at increased risk. This is also a significant problem in k12 education. Sexual harassment rates are even higher. Survivors have come forward across the country with harrowing stories of assault followed by what they describe as an insensitive or indifferent response from college administrators. These survivors have launched one of the most successful, and surprising, social movements in recent memory. As a result, the federal government under President Obama stepped up its civil rights enforcement in this area, with over 300 colleges and universities under investigation for allegedly mishandling student sexual assault complaints as of the end of that administration. At the same time, the Obama administration¿s heightened response led to a series of high-profile lawsuits by accused students who assert that they were falsely accused or subjected to mishandled investigations that lacked sufficient due process protections. The one thing that survivors and accused students appear to agree on is that colleges are not handling these matters appropriately and appeared to be more concerned with protection the institutional brand than with stopping rape or protecting student rights. Colleges have meanwhile complained of being whipsawed between survivors, accused students, interest groups, and enforcement authorities. In an about-face that many found shocking, the Trump Administration rescinded all of the Obama-era guidance on the subject of sexual harassment and has promulgated new proposed regulations that would offer significantly greater protection to accused students and to institutions and commensurately less protection to survivors. An increasingly partisan Congress has been unable to pass legislation addressing the issue.This course focuses on the legal, policy, and political issues surrounding sexual assault and harassment on college campuses. Each week we will read, dissect, compare and critique a set of readings that include social science, history, literature, legal, policy, journalism, and narrative explorations of the topic of campus sexual assault. We will explore the history of gender-based violence and the efforts to implement legal protections for survivors in the educational context. We will also study the basic legal frameworks governing campus assault, focusing on the relevant federal laws such as Title IX and the Clery Act. We will critically explore the ways that responses to this violence have varied by the race, class, gender identity, sexual orientation, and other characteristics of parties and institutions. We will hear from guest speakers who are actively involved in shaping policy and advocating in this area, including lawyers, activists, journalists, and policymakers. This year we will also host special guest speaker Chanel Miller, author of the bestselling memoir Know My Name. 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. There is no therapeutic component for this course, although supportive campus resources and Title IX staff are available for those who need them.nnElements used in grading: Grades will be based on class attendance, class participation, and an independent research paper, which meets the R requirement. Enrollment is by INSTRUCTOR PERMISSION. Access the consent form here feminist.stanford.edu/academics/undergraduate-program/forms or email etsurkov@stanford.edu to request a form via email. Applications will be reviewed on a rolling basis until the class is full. Demand for the class is high and participation is capped at 18. The class usually fills by February 9th, so make sure to apply early. Cross-listed with the Law School ( LAW 7065 and with sociology ( SOC 188).
Terms: Spr | Units: 3-5 | UG Reqs: WAY-ED, WAY-SI
Instructors: Dauber, M. (PI)

FEMGEN 144: Women and Gender in Science, Medicine and Engineering (HISTORY 144)

(Same as HISTORY 44. Majors and others taking 5 units, enroll in HISTORY 144.) Men's and women's roles in science, medicine, and engineering over the past 200 years with a focus on the present. What efforts are underway globally to transform research institutions so that both men's and women's careers can flourish? How have science and medicine studied and defined males and females? How can we harness the creative power of gender analysis to enhance knowledge and spark innovation?
Terms: Win | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-ED, WAY-SI

FEMGEN 146: The Politics of Epidemics (PUBLPOL 166)

When it comes to healthcare, whose bodies matter, who deserves care? How do scholars, activists, and patients confront and combat widespread healthcare disparities? This course explores prevailing epidemics of our moment (including HIV/AIDS, breast cancer, opioid addiction, and Lyme disease) in order to consider how infectious disease, moral panic, and national identity interplay across public health platforms, scientific research, and popular rhetoric. We will utilize intersectional frameworks to consider the histories, politics, and broader context of current epidemiological data and larger questions about doctor bias, the gender gap in pain, and cultural fears related to illness and the body. How do treatment, media coverage, policy, and access to care change according to population, location, and technology?
Terms: Win | Units: 4-5 | UG Reqs: WAY-ER, WAY-SI

FEMGEN 155: The Changing American Family (FEMGEN 255, SOC 155, SOC 255)

Family change from historical, social, demographic, and legal perspectives. Extramarital cohabitation, divorce, later marriage, interracial marriage, and same-sex cohabitation. The emergence of same-sex marriage as a political issue. Are recent changes in the American family really as dramatic as they seem? Theories about what causes family systems to change.
Last offered: Spring 2018 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-ED, WAY-SI

FEMGEN 156H: Women and Medicine in US History: Women as Patients, Healers and Doctors (AMSTUD 156H)

This course explores ideas about women's bodies in sickness and health, as well as women's encounters with lay and professional healers in the United States from the eighteenth century to the present. We begin with healthy women and explore ideas about women's life cycle in the past, including women's sexuality, the history of birth control, abortion, childbirth, and aging. We then turn to the history of women healers including midwives, lay physicians, professional physicians and nurses. Finally, we examine women's illnesses and their treatment as well as the lives of women with disabilities in the past. We will examine differences in women's experience with medicine on the basis of race, ethnicity, sexuality and class. We will relate this history to issues in contemporary medicine, and consider the efforts of women to gain control of their bodies and health care throughout US history.
Terms: Win | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-ED, WAY-SI
Instructors: Horn, M. (PI)

FEMGEN 156X: Language and Gender (LINGUIST 156)

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.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-ED, WAY-SI

FEMGEN 157: Language as Political Tool: Feminist and LGBTQ Movements and Impacts (AMSTUD 157X, FEMGEN 257)

How does a social or political movement gain traction? For example, how did 20th-century movements of the disenfranchised, such as the Civil Rights movement, LGBTQ movements, or feminist movements, gain a voice and eventually enact change? In the mediascape of today, where everyone with access to a computer could have a voice, how does a movement change the national conversation? How do written and verbal choices of the movements impact their success and outreach to supporters? In this course, students will write and revise their own arguments in order to best understand the rhetorical potential in these movements¿ choices and to consider how those rhetorical moves are incorporated into political discourse. We'll examine the role of rhetoric, the use of argument to persuade, in social movements working toward social justice, party platforms, and public policy.
Last offered: Autumn 2018 | UG Reqs: WAY-ED, WAY-SI

FEMGEN 161: The Politics of Sex: Work, Family, and Citizenship in Modern American Women's History (AMSTUD 161, CSRE 162, HISTORY 61, HISTORY 161)

This course explores the transition from Victorian to modern American womanhood by asking how Native, European, African, Mexican, and Asian American women navigated the changing sexual, economic, and political landscapes of the twentieth century. Through secondary readings, primary sources, films, music, and literature we explore the opportunities and boundaries on groups of women in the context of historical events that included immigration, urbanization, wartime, depression, the Cold War, as well as recurrent feminist and conservative political movements.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-ED, WAY-SI
Instructors: Freedman, E. (PI)

FEMGEN 169: Introduction to Intersectionality (AFRICAAM 169B, SOC 169)

"Intersectionality" is so popular, it's almost impossible to avoid: it was added to the Merriam-Webster dictionary in 2017, it was painted on signs at the Women's Marches, and it guides modern day social movement organizers. But what does intersectionality mean? What can intersectionality offer And what does it mean for research and social movements to be truly intersectional? The aim of this course is to provide students with an understanding of the concept of intersectionality. First, we will delve into the works (chiefly from Black feminist scholars) that provide the foundation for today's concept of intersectionality. We will then explore, compare, and critique sociological research that applies (or fails to apply) an intersectional lens to its objects of study. Finally, we will investigate the use of intersectionality in social movements and outside academia. Throughout the course, we will prioritize reading, evaluating, and questioning sociological theory and research.
Last offered: Winter 2019 | UG Reqs: WAY-ED, WAY-SI
Filter Results:
term offered
updating results...
number of units
updating results...
time offered
updating results...
days
updating results...
UG Requirements (GERs)
updating results...
component
updating results...
career
updating results...
© Stanford University | Terms of Use | Copyright Complaints