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FEMGEN 134: The Marriage Plot (ENGLISH 134)

The centrality of the marriage plot in the development of the British novel beginning in the 18th century with Samuel Richardson's Pamela and ending with Woolf's modernist novel Mrs. Dalloway. The relationship between novelistic plotting and the development of female characters into marriageable women. What is the relationship between the novel and feminine subjectivity? What aspects of marriage make it work as a plotting device? What kinds of marriages do marriage plots allow? Is the development of women's political agency related to their prominence in the novel form?
Last offered: Spring 2018 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-SI

FEMGEN 134D: Sex, Courtship, and Marriage in America (SOC 134D)

How people meet, who they date, and when they settle down have all changed dramatically in recent decades. This course will provide students with a thorough overview of demographic, sociological, and historical perspectives on sex, relationships, and family in the United States. Students will become familiar with the empirical patterns and trends, political and cultural debates, and policy issues concerning historical and modern romantic and sexual relationships, as well as the major theories and research methods used in the sociological study of relationships. Throughout the course, we will explore how changes in modern relationships may affect broader patterns of social inequality and family structure. Additionally, we will examine how the mate selection process intersects with various aspects of gender, sexuality, class, race, and technology.
Last offered: Spring 2019 | UG Reqs: WAY-SI

FEMGEN 136: Transnational Sexualities

This course considers the impact of globalization on sexual identities and cultures from a transnational perspective. We will consider how shifting geographical discourses and practices have redefined gender and sexuality across cultures, across borders. With a dual goal of destabilizing the assumptions in liberal human rights agendas and the heterosexual/homosexual binary, we will examine the politics of migration and diaspora; queer nationalisms and homonationalisms; queer transnational labor flows; urban-rural divides and difference; neoliberalism and queer gentrification, among other current debates across postcolonial, feminist, queer, legal, and transnational sexuality studies.
Last offered: Autumn 2018 | UG Reqs: WAY-ED, WAY-SI

FEMGEN 138: Men's Violence Against Women in Literature: A Critical and Social Analysis (FEMGEN 238)

Literature, as a social and cultural product of its time, can inform and deepen our understanding of oppression. Using literature as a vehicle, this course will explore the impact of and responses to men's violence against women. Students will critically assess how the author has portrayed the topic of sexual assault and relationship abuse, how the characters and/or author exhibits victim blaming, and, if the characters were living today, would current policies adequately hold the perpetrator responsible, provide safety and justice for the survivor, and challenge rape culture. In dialogue with theoretical texts, we will analyze the literary representations of patriarchy that inform societal acceptance of gender-based violence, identify the historical prevalence of victim blaming and impunity in these works, and assess the implications on policy making at the individual, community and political level. Students will critically examine literature including Shakespeare's Taming of the Shrew, Thomas Hardy's Tess of the D'Ubervilles, Zora Neale Hurston's Their Eyes Were Watching God, Louise Erdrich's The Round House and Joyce Carol Oates' We Were the Mulvaneys. There is an optional service-learning component.
Last offered: Autumn 2018 | UG Reqs: GER:EC-Gender, WAY-ED, WAY-SI

FEMGEN 140D: LGBTQ History of the United States (FEMGEN 240D, HISTORY 257C)

An introductory course that explores LGBT/Queer social, cultural, and political history in the United States. By analyzing primary documents that range from personal accounts (private letters, autobiography, early LGBT magazines, and oral history interviews) to popular culture (postcards, art, political posters, lesbian pulp fiction, and film) to medical, military, and legal papers, students will understand how the categories of gender and sexuality have changed over the past 150 years. This class investigates the relationship among queer, straight and transgender identities. Seminar discussions will question how the intersections of race, class, gender, and sexuality influenced the construction of these categories.
Terms: Spr | Units: 4-5 | UG Reqs: GER:EC-Gender, WAY-ED, WAY-SI
Instructors: Davies, A. (PI)

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
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