REQUIREMENTS
REQUIRED READINGS
- Fenstermaker, Sarah, & Candace West, eds. (2002). Doing Gender, Doing Difference: Inequality, Power and Institutional Change. New York: Routledge. (F&W on the syllabus)
- A set of course readings available online at ERes (Electronic Reserve)
Readings are password-protected; see the hard copy of the syllabus or contact an instructor for the password.
WEEKLY READING RESPONSES
Each week, students will submit two copies of a typewritten response to the required readings (and optionally to the recommended readings). The response should include two observations and one question about any or all of the readings. The first reading response is due the first day of class.
TERM PROJECT
The term project is a highly individualized research project focusing on the analysis of interactional data in light of some issue raised in the course readings and discussions. Students will have the option of using data they collect themselves or of using previously collected data supplied by the instructors. Students taking the course for one quarter will complete a small-scale research project of approximately 10-15 pages during the quarter. Students taking the course for two quarters will write a roughly 10- to 15-page research proposal involving preliminary analysis in the first quarter and will develop the proposal into a paper of approximately 30 pages during the second quarter. Additional details about the project will be distributed separately.
Project deadlines:
- Friday, January 28: You must have your data set in hand by this date. If you're unable to locate data by this time, a data set will be provided by the instructors.
- Friday, February 18: Submit two copies of a preliminary analysis of up to 5 pages. This ungraded assignment will allow you to get feedback on your developing project.
- Wednesday, March 16: Submit two copies of your final project.
PRESENTATION OF PROJECT
All students will present their projects in class either during the last meeting of the quarter or during the final exam slot for the course (Wednesday, March 16, 9-12). Details about the presentations will be distributed separately.
A NOTE OF WARNING
Given the subject matter of this course, it is inevitable that some of the data examined both in course readings and in data sessions will contain terms and concepts that many people will find offensive. Students should never feel compelled to discuss aspects of the data that make them uncomfortable. Our own feeling, however, is that such data are important sources of information about how processes like racism, sexism, and homophobia come into being through interaction, and thus should be seriously engaged by analysts. Students are encouraged to speak to the instructors if they feel that their learning experience is harmed when the class discusses these materials.