Gender & Education

This course examines the impact of gender, race, and class on the educational experiences of men and women in the United States. Drawing on history and literature, sociology/anthropology, philosophy, psychology, and public policy, it considers the ways educational institutions both empower individuals and reproduce social inequalities based on class, gender, and ethnicity. We examine Enlightenment discussions of gender and reason, women's contested entrance into and transformation of education in America, and public policy initiatives designed to make schools more equitable places for all students. We will ask how gender roles are learned and reinforced by the structure of primary and secondary schools, colleges and universities. We will examine debates surrounding co-ed vs. single sex education, consider curriculum transformation efforts to include the history and experiences of women and ethnic minorities, and discuss feminist and critical pedagogies. The course invites students to think critically about their own educational experiences and enables them to make more informed decisions about educational equity.

Texts:

David Tyack and Elisabeth Hansot, Learning Together:  a History of Co-Education in American Public Schools (1992) -- a history of elementary and secondary schooling in America through the lens of gender

Lorene Cary, Black Ice (1991) -- the autobiography of a working-class African-American woman who attended a formerly all-white, all-male, elite prep school on scholarship

Nancy Lopez, Hopeful Girls, Troubled boys:  Race & Gender Disparity in Urban Education (2003) -- ethnography of girls and boys from the Caribbean in New York public schools

Separated by Sex: A Critical Look at Single-Sex Education for Girls (1998) - an AAUW report on the results of a major study of single-sex vs. co-ed education

coursepack

All texts available at Off-Campus Books or the UTD bookstore
All readings also available on reserve at McDermott Library
Coursepack at Off-Campus Books

Method of Evaluation:

class participation
one presentation/leading of class discussion OR 5 1-page journals
midterm and final exams
two 5-page papers and summary of findings to class

Policy on Scholastic Dishonesty:  I have a zero tolerance policy on cheating and plagiarism.  Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. 

Course Schedule:

Course Requirements

Participation -- You are expected to come to class prepared for discussion. Your participation includes not only expressing your own ideas, but also the respect and seriousness with which you treat the ideas of your colleagues.

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Presentation -- You and a partner are responsible for getting discussion of the day's reading started once during the semester. You should meet in advance and plan the background, issues, passages to examine closely, and questions you want to bring to the class. Presentations will be the first 10 minutes of class, although discussion of questions may run much longer. You will distribute to everyone a hand-out with 3-5 questions for us to address at the start of class.

OR

Journals - Five times over the course of the semester, you will hand in a one-page (MAX) typed response to the reading that draws connections between it and other readings or discussion, links it to real-life experiences or current events, raises questions, etc. Goal is to (1) prove you've done the reading; and (2) show some thoughtful consideration of the issues or questions it raises. You should start by briefly stating the authors' main point/argument and then respond to it or raise questions. These are reaction papers vs. more formal writing. If you spend more than 20-30 minutes writing, you are working too hard. You must hand in two journals by 1 Mar. Journals are due on the day we discuss a reading. Faxed or e-mailed journals will not be accepted.  Late journals will not be accepted.  No one else may hand in journals for you.  I will not accept journals from students not attending class that evening.  You have many opportunities to turn in these reading journals; therefore, no exception s will be made for illness, family emergencies, traffic, etc.

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Midterm (Tues. 15 Feb.) and Final Exams (Tues. 26 Apr.) -- essay questions designed to test your mastery of course readings and class discussion, and your ability to synthesize the material and think critically about it. Midterm is in-class. Final Exam is take-home. I will hand out the questions in advance.

Textual Reading Paper (5 pages) -- an analysis of a book, magazine, or television show that targets children or teens for the messages it sends about gender, class, and race. Due Tues. 1 Mar. at the start of class.

Interview Paper (5 pages) - interview someone different from you about their educational experiences, interpreted in light of class readings and discussion. Due Tues. 5 Apr. at the start of class.

Grading Policy -- Your grade will be based on:

You must complete all course requirements in order to pass the class (e.g. if you do not hand in a paper, you will fail the class, even if the other grades average out to a passing grade). Attendance and participation will be reflected in your grade (i.e. it doesn't matter how well you do on the other things, if you regularly don't show for class or don't participate). If you miss more than 5 classes (for whatever reason), you will fail the course.  Habitual lateness, absences or failure to hand in a paper on time will be reflected in your grade. Please consult me in the event of illness, emergency, or other extenuating circumstances.

A NOTE ON CELL PHONES AND PAGERS - TURN THEM OFF!!! They are rude, disruptive, and show a lack of respect for me and for your classmates.