Undergraduate Program

• Course Code: 01:988:290

This course introduces students to the study of sexuality from historical, cross-cultural, contemporary and global perspectives. We will look at the different meanings given to sexuality and the ways in which sexual practices are codified in diverse contexts so as to consider the roles of culture, economy, race and nation, social structure, policy, stigma etc. in shaping people=s understandings of their most intimate senses of themselves. We ask: what is defined as sex and what is prescribed and prohibited in diverse societies? What is considered normal and what perverse? How is sexuality related to gender, to homosexuality, to trans? What defines a sexual minority? We will look at questions of discrimination and activism, and at transnational flows and interactions between societies and peoples. We will also talk about issues in sexuality politics, such as questions of bias, media representations, sex work and trafficking, activism and HIV. Readings, films and guest lectures include historical, ethnographic, theoretical, sexological and creative approaches to both the U.S. and many other parts of the world, with some special emphasis on areas of the professor’s expertise such as: Asians, media and popular culture, race and minorities.

Course Objectives:

- to introduce students to sexuality studies across a variety of disciplines and to establish a baseline for future coursework in this area

- to give students an awareness of sexual cultures and diversity at US, international and global scales

- to understand and critique the formation of categories of sexuality and gender as they function in social, economic, cultural and/or political contexts and as they intersect with categories of difference such as race, class and ethnicity

- to recognize stereotypes and the naturalization of hierarchies of difference through analyzing power dynamics from the micro to the macro level

- to identify the politics of issue framing and knowledge production

- to encourage critical thinking on a range of dilemmas posed by the readings and films

- to develop students’ proficiency in speaking critically and clearly about sexuality issues

- to develop students’ ability to write cogently and to articulate arguments systematically

- to encourage students to integrate issues of sexuality into their thinking about their future lives and work, including considering many forms of action and intervention

Core Curriculum Goals

This course meets the Rutgers Core Learning Goal 21C: 21^st Century Challenges. Students will be able to “Analyze the degree to which forms of human difference shape a person’s experiences of and perspectives on the world” and “Analyze a contemporary global Issue from a multidisciplinary perspective.”

• Course Code: 01:988:285

COURSE DESCRIPTION

This course is an experiment. While it seeks to introduce students to the subjects and populations announced in its title, it moves through queer of color materials (primary, secondary, etc) to explore how these populations become intelligible to themselves and to others in the first place. What are sex, desire, belonging, and their relationship to identity forms will, of course, be central to our collective inquiry. But the procedures of this class will be constantly demanding that students consider the multiple modalities of production and materialities of queer work. Furthermore, our readings and discussions will insist on the relevance of queer of color critique, experience, and cultural production to all identity forms, regardless of their conformity or dissent to racial, class, gender, or sexual norms.

This is a demanding course, and the syllabus is designed to help all of us share in the charge of making this a transformative experience. Students should review carefully the reading schedule and ask questions about the assignments. If they are not willing to engage in the level of work required for this course, this may not be an appropriate course for them.

COURSE LEARNING GOALS

1. To connect everyday personal experiences of gender and sexual dissent to institutional forms of identity production
2. To appreciate the importance of historical memory and recovery in projects of queer identities and belonging
3. To engage primary and secondary materials in the production of a final research paper, group paper, or group archival exhibit and report.
4. To work with primary documents and develop research and archival skills

• Course Code: 01:988:280
• Semester(s) Offered: Summer
• Credits: 3

Course Description:

What does it mean to be a man? Is one born a man or does one become a man? Is it possible to have masculinity without men? Why say masculinities and not masculinity? This course will be an interdisciplinary introduction to the study of masculinities. The main objective will be to familiarize students with important issues, histories, and debates in this field. Key concerns include the extension of work in women’s and gender studies into the study of men and masculinities, the social construction of masculinity in the United States history, and intersectional analyses of masculinities in contemporary national and international context.

Although the United States will be a central focus of our explorations, examples from other countries/regions will be analyzed to gain a broad comparative perspective. Position papers, quizzes and classroom projects will encourage students to bring their own questions and perspectives to classroom conversations. Classroom work will be complemented by a film series, which students will be required to attend at either scheduled screenings or by visiting the Douglass Music Library in their own time.

• Course Code: 01:988:270
• Semester(s) Offered: Fall
• Credits: 3
• SAS Core Certified: CCO, SCL

• Course Code: 01:988:260
• Semester(s) Offered: Spring
• Credits: 3
• SAS Core Certified: HST

• Course Code: 01:988:259
• Semester(s) Offered: Fall, Spring, Summer
• Credits: 3

• Course Code: 01:988:258
• Semester(s) Offered: Fall, Spring
• Credits: 3

• Course Code: 01:988:257
• Semester(s) Offered: Fall, Spring, Summer
• Credits: 3

• Course Code: 01:988:255
• Semester(s) Offered: Fall, Spring, Summer
• Credits: 3

• Course Code: 01:988:252

This course examines the theory and practice of mentoring to consider what might constitute a feminist model of mentorship. The course utilizes an intersectional analysis to explore the ways that gender/race/class/age interact in mentoring relationships.   Beginning with a discussion of definitions and the history of mentoring, the course proceeds to consider personal narratives and mentoring practices, and the connection between mentoring and women’s leadership for social change.

In addition, the course will consider the micro challenges in building mentoring relationships, as well as gaining a macro lens on mentoring from an historical perspective, and the rise of structured mentoring as a form of engagement and social inclusion.   Key questions addressed include: What are the myths of mentoring? How is mentoring used as a tool for social change? What is the connection between mentoring, leadership, policy, and practice? Can mentoring cross gender/race/class/age?   How important is it to for mentors and mentees to share the same world view, standpoint, and culture? In examining case studies, personal narratives, prose, and memoir; what are lived experiences of young women and mentoring?

The class will feature several guest speakers to illustrate mentoring models. In addition, for an additional one CESEP credit, registration is linked with an applied experience in an existing Rutgers mentoring program which may include the Institute for Women’s Leadership’s WINGS and GROW programs; and/or other existing mentoring programs that take place over the course of the academic year.

The learning goals for the class include: (1) to gain an understanding of the definitions and history of mentoring using an interdisciplinary approach; (2) to gain an understanding of the ways that women in mentoring relations understand and narrate their experiences in the context of their life stories; (3) to gain an understanding of women’s leadership for social change and the importance of mentoring as a tool in transformative women’s leadership; (4) to advance critical reading skills; and (5) to utilize both primary and secondary sources in writing a research paper.