2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
Browse
by subject...
    Schedule
view...
 
  COVID-19 Scheduling Updates!
See Stanford's HealthAlerts website for latest updates concerning COVID-19 and academic policies.

401 - 410 of 841 results for: all courses

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

Male, female, woman, man, feminine, masculine. We all know what gender is, right? In this course, we will critically examine the idea of gender from a sociological perspective. For the first few weeks, we will tackle the big question 'What is gender?' To do this, we will begin by interrogating taken-for-granted ideas about the biological underpinnings of gender. We then dive into sociological conceptions of gender. In the latter portion of the course we will examine the ways gender operates and produces inequality within a variety of societal institutions, including the media, the family, the workplace, and the legal system. This class will expose you to some of the methods social scientists use to study gender and help you think critically about common sense understandings of gender through a look at both popular journalism and rigorous academic research. The emphasis of this class is to leave you with a long-lasting understanding of why the study of social problems, and especially those related to gender, matter.
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 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 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 s more »
TRIGGER WARNING: Over the past several years 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 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. It is unclear whether or to what extent the incoming Biden Administration will move to withdraw or amend the DeVos regulations. Meanwhile in schools have moved toward adopting an uneven patchwork of policies in which some schools cover conduct (for example, off campus conduct) that DeVos excluded from the purview of Title IX under the ambit of "supplemental" conduct policies and procedures setting up policy confusion and inequalities for students of different schools.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.Elements used in grading: Grades will be based on class attendance, class participation, and a research paper or project and class presentation Enrollment is by INSTRUCTOR PERMISSION. Access the consent form here https://law.stanford.edu/wp-content/uploads/2021/03/20-21-Spr-One-in-Five-The-Law-Politics-and-Policy-of-Campus-Sexual-Assault-LAW-7065-FEMGEN-143-SOC-188-Michele-Landis-Dauber-Emma-Tsurkov-Consent-Form-1.docx 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 quickly, 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: Sex, Gender, and Intersectional Analysis in Science, Medicine, Engineering, and Environment (HISTORY 144)

( HISTORY 44 is offered for 3 units; HISTORY 144 is offered for 5 units.) Explores "Gendered Innovations" or how sex, gender, and intersectional analysis in research sparks discovery and innovation. Section 1 focuses on the history of women in science. Section 2 looks at transforming research institutions. Section 3 explores Gendered Innovations. Topics include historical background, basic concepts, social robots, sustainability, medicine & public health, 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 and enhance social equalities?
Terms: Aut | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-ED, WAY-SI

FEMGEN 144X: Transforming Self and Systems: Crossing Borders of Race, Nation, Gender, Sexuality, and Class (ASNAMST 144, CSRE 144, LIFE 144)

Exploration of crossing borders within ourselves, and between us and them, based on a belief that understanding the self leads to understanding others. How personal identity struggles have meaning beyond the individual, how self healing can lead to community healing, how the personal is political, and how artistic self expression based in self understanding can address social issues. The tensions of victimization and agency, contemplation and action, humanities and science, embracing knowledge that comes from the heart as well as the mind. Studies are founded in synergistic consciousness as movement toward meaning, balance, connectedness, and wholeness. Engaging these questions through group process, journaling, reading, drama, creative writing, and storytelling. Study is academic and self-reflective, with an emphasis on developing and presenting creative works in various media that express identity development across borders.
Last offered: Winter 2020 | UG Reqs: WAY-CE, WAY-ED

FEMGEN 145: Culture Wars: Art and Social Conflict in the USA, 1890-1950 (AMSTUD 145M, ARTHIST 145, ARTHIST 345)

This course examines social conflicts and political controversies in American culture through the lens of visual art and photography. We consider how visual images both reflect and participate in the social and political life of the nation and how the terms of citizenship have been represented¿and, at times, contested¿by artists throughout the first half of the 20th century. The class explores the relation between American art and the body politic by focusing on issues of poverty, war, censorship, consumerism, class identity, and racial division.
Last offered: Spring 2014 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED

FEMGEN 150: Sex, Gender, and Power in Modern China (CHINA 115, CHINA 215, FEMGEN 250)

Investigates how sex, gender, and power are entwined in the Chinese experience of modernity. Topics include anti-footbinding campaigns, free love/free sex, women's mobilization in revolution and war, the new Marriage Law of 1950, Mao's iron girls, postsocialist celebrations of sensuality, and emergent queer politics. Readings range from feminist theory to China-focused historiography, ethnography, memoir, biography, fiction, essay, and film. All course materials are in English.
Terms: Sum | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED

FEMGEN 150G: Performing Race, Gender, and Sexuality (ARTSINST 150G, CSRE 150G, CSRE 350G, LIFE 150G, TAPS 150G)

In this theory and practice-based course, students will examine performances by and scholarly texts about artists who critically and mindfully engage race, gender, and sexuality. Students will cultivate their skills as artist-scholars through written assignments and the creation of performances in response to the assigned material. Attendance and written reflection about a live performance event on campus are required. Students will also learn various meditation practices as tools for making and critiquing performance, in both our seminar discussions and performance workshops. We will approach mindfulness as method and theory in our own practice, as well as in relation to the works studied. We will also consider the ethics and current debates concerning the mindfulness industry. Examples of artists studied include James Luna, Nao Bustamante, Renee Cox, William Pope.L, Cassils, boychild, Curious, Adrian Piper, Xandra Ibarra, Valérie Reding, Guillermo Gomez-Peña, and Ana Mendieta.
Terms: Win | Units: 4 | UG Reqs: WAY-CE, WAY-ED
Instructors: Otalvaro, G. (PI)

FEMGEN 151: Feminist Life-Writing (LIFE 151)

This course explores life-writing as a form of feminist praxis. Feminist life-writing is an art form grounded in truth-telling, activism, and self-making that emerges from the long tradition of women writing private lives. Beginning with the politicized practices of second wave feminists up through contemporary trends in memoir and autofiction, we will confront an array of intersectional autobiographies that connect personal experience to broader movements, power structures, and oppressions. How has life-writing contributed to the articulation of feminist consciousness? How has feminism impacted the methods marginalized authors use to create forms for belonging and self-determination? As we think about the politics of life-writing, we will also consider feminist rhetorical and aesthetic strategies for confronting issues like trauma, disability, incarceration, motherhood, and friendship. Each student will conduct a large-scale research project focused on an author, genre, or theme of their choice. As we research the critical historical contexts for feminist memoir, we will simultaneously conduct our own creative experiments in life-writing.
Terms: Spr | Units: 4-5 | UG Reqs: WAY-A-II, WAY-ED

FEMGEN 153Q: Reading and Writing the Gendered Story (CSRE 153Q)

Exploration of novels, stories, memoirs and micro-narratives in which gender plays a major role. The texts are by writers of varied genders and sexual orientations as well as varied class, racial and national backgrounds. Written assignments present a mixture of academic and creative options.
Terms: Win | Units: 4-5 | UG Reqs: WAY-A-II, WAY-ED, Writing 2
Instructors: Miner, V. (PI)

FEMGEN 154G: Black Magic: Ethnicity, Race, and Identity in Performance Cultures (AFRICAAM 154G, CSRE 154D, TAPS 154G)

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"? H more »
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.*
Last offered: Autumn 2019 | UG Reqs: WAY-A-II, WAY-ED
Filter Results:
term offered
updating results...
teaching presence
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