Robbins-syllabus fall 2018 1

WGST 50103 (three credits; cross-listed undergrad/grad)

Feminist Inquiry: Theory & Praxis—fall 2018; 6:00 p.m.-8:20 p.m.

Final Exam Session: Monday, December 10, 5:00 p.m. (required)

Instructor: Sarah R. Robbins; office: Reed 317E; email: s.robbins@tcu OR sarahrobbins@gmail.com

Twitter: @sarahrrobbins Website: https://sarahruffingrobbins.com/

Office hours: Wednesdays—11:00-12:00 and 4:00-5:00 in Reed; Tuesdays—3:00-5:00 via phone or ZOOM/Skype

if requested; online daily via email (Please allow 24 hours for response on weekends).

Catalog Course Description:

This interdisciplinary course considers key concepts in contemporary feminist theory as they are applied in praxis.

Drawing on readings from a range of feminist scholarly traditions, students carry out inquiry projects grounded in

key historical trends and social issues linked to the study of gender in varying cultural contexts. (Prerequisite for

undergraduates=WGST 20003; no prerequisite for graduate students)

Learning Outcomes:

Students will assess how feminist theories contribute to inquiry across a variety of disciplines and to

interdisciplinary knowledge production.

Students will examine how diverse feminist theoretical frameworks influence the

praxis of feminist organizations, groups, networks, and activist projects.

Students will employ feminist research methods from a variety of disciplines.

Students will consider the approaches to feminist praxis across diverse professional work environments

and fields

Course vision statement and teaching methods from Sarah Robbins, based on teaching philosophy:

Feminists have a long tradition of linking inquiry and activism, theory and practice. At the heart of this commitment

is a related belief in the power of voice, particularly as exercised through writing, and in the efficacy of community-

building networks. Thus, while our class will certainly embrace the reading of feminist scholarship and creative

texts, we will also cultivate our skills as writers and (in the words of African American teacher-scholar Carla

Peterson) do-ers. Further, we will look to blurring lines between “academic” and broader “public” sites of action.

TCU Mission Statement

To educate individuals to think and act as ethical leaders and responsible citizens in the global community.

Women and Gender Studies Mission Statement

TCU’s interdisciplinary Women and Gender Studies Program puts women, gender, and sexuality at the center of

academic investigation. The Program promotes inquiry into the intersections of gender with other identity

categories; the workings of power in society; and the means of advancing social justice and equality. Through

research, teaching and learning, and collaboration, the Program fosters feminist and interdisciplinary analysis across

social, historical, cultural, and global contexts, products, and practices.

Required texts to purchase for whole-class reading and discussion:

Moraga, Cherríe and Gloria Anzaldúa. The Bridge Called My Back: Writings by Radical Women of Color. Albany:

SUNY Press, 2015. https://www.amazon.com/This-Bridge-Called-Back-

Fourth/dp/1438454384/ref=sr_1_1?s=books&ie=UTF8&qid=1531430101&sr=1-1&keywords=this+bridge+called+my+back

Peters, Julie Anne. Luna. New York: Little Brown, 2004. https://www.amazon.com/Luna-Julie-Anne-

Peters/dp/0316011274/ref=sr_1_1?s=books&ie=UTF8&qid=1531429308&sr=1-1&keywords=Luna+J+Peters

Robbins-syllabus fall 2018 2

Pilcher, Jane and Imelda Whelehan, eds. Key Concepts in Gender Studies. 2nd

edition. Los Angeles: Sage, 2017. https://www.amazon.com/Key-Concepts-Gender-Studies-

SAGE/dp/1446260291/ref=sr_1_1?s=books&ie=UTF8&qid=1531429971&sr=1-1&keywords=key+concepts+in+gender+studies

See schedule for additional readings, many of which are academic journal articles available through

FrogScholar and/or in the course’s TCU online BOX. See bibliography, also, for optional resource readings.

Film performance texts to be viewed in class:

Guyland: Where Boys Become Men. Directed and written by Michael Kimmel; produced by Jeremy Earp, Sut Jhally

and Jason Young. (Film). Northampton, MA: Media Education Foundation, 2015. (Kanopy streaming

subscription held by TCU)

A Jury of Her Peers by Susan K. Glaspell: https://www.youtube.com/watch?v=zGJTHi0rliA

Performances you could consider for performance analysis project (or use approved alternate you suggest):

An Octaroon, at Fort Worth’s Stage West, based on Dion Boucicalut’s The Octaroon; Stage Kiss at Circle

Theatre; Nina Simone: Four Women at Jubilee Theatre; Bella Robinson’s presentation for the WGST

#MeTOO series (Sept 25); Crow musical artist Supaman at “Indigenous Day” Oct 1 at TCU (7:30 BLUU)

Projects for all students: (see schedule below and individual assignment sheets):

a) Report on your interview of/with a feminist, with your interpretive reflection (Sept 5)

b) Explication of a feminist performance text relevant to the your interests in feminist thought, gender as a

category of analysis, and/or social power relations (October 3)

c) Feminist recovery his/her/theirstory (doing a piece of feminist recovery research, most likely grounded

in the current project to recover TCU-based histories—due October 31)

d) Ethnographic report [description and cultural analysis based on at least two site visits] on a

site/organization/activity of feminist work connected to your long-term interests, with your analysis set in

the context of course readings and key concepts (Nov 14 prelim plan, Dec 10 final--Note: This project will

take the place of a final exam and will include both written and oral components, the oral to be presented

December 10.]

Undergraduates’ grades will be based on the above assignments and on ongoing participation, according to

the following breakdown:

Interview Assignment: 20% (due September 5)

Performance Assignment: 20% (due October 3)

Feminist Recovery Assignment: 20% (due October 31)

Ethnographic Assignment: 30% (proposal due November 14; final due December 10)

Participation 10%

Total: 100%

Participation grade: 16 meetings for the course—6 points for full attendance at each meeting = grade of 96

Note: You may earn 4 additional points for documented attendance at a campus or community event aligned with course

content. You may earn 6 additional points—thereby “making up” for a missed class meeting—by attending and providing

a written reflection on the event. Maximum grade for participation grade = 100%.

See additional notes on attendance in the policy section of this syllabus, near the end.

Final Numerical Grade Calculation:

Grade Score

A 94-100

A- 90-93

B+ 87-89

B 84-86

B- 80-83

C+ 77-79

C 74-76

C- 70-73

Robbins-syllabus fall 2018 3

Grade Score

D 60-69 [Note: A score below 60 would be an F grade.]

Graduate Students’ Additional Requirements

Just as for undergraduate colleagues, a basic requirement for the course is that you come to class not only

prepared for each day’s collaborative work but also prepared to play a leadership role in discussion and activities.

That entails as much listening as it does talking—a spirit of generosity and a recognition that one role of graduate

students is to support undergraduate learning.

The information below outlines the “extra” requirements and expectations for students receiving graduate

credit. You will complete the four major projects listed above. In addition, you will complete two additional

projects, with individualized elements for each. Further, whole-class projects may have additional criteria for

graduate students. (See rubrics/assignment sheets for each project.)

Additional Projects for Graduate Students:

I. Facilitation of discussion of two “key concepts” terms and follow-up brief reflection on

learning from that work (dates: various; students will sign up for one term/date)

AND

IIa. Annotated bibliography of 5 items, reflecting your independent exploration of topics related to your

own feminist research or praxis; planning list due by the first class period after fall break.

OR

IIb. Book Review of a book informed by scholarship but aimed at a broad readership, published within

the past 7 years and aligned with the foci explored in our course and/or your own research—choice due

by the first class period after fall break.

Examples: Roxane Gay, Not that Bad: Dispatches from Rape Culture (2018); Michelle Alexander, The

New Jim Crow: Mass Incarceration in the Age of Colorblindness (2012); Sara Ahmed, Living a Feminist

Life (2017); Michael Kimmel, Angry White Men: American Masculinity at the End of an Era (2013);

Peggy Orenstein, Don’t Call Me Princess: Essays on Girls, Women, Sex and Life (2018)

OR

IIc. Written plan for feminist activism project—a project proposal outlining plans for an activist

project growing out of your studies in the course (as seen in a brief bibliography) and aligned with your

own interdisciplinary skills and interests—topic/focus due first class after fall break

Examples: hosting a film series, coordinating a book club reading event, organizing a talk-back discussion

after a dramatic performance or reading, recruiting and hosting a speaker/roundtable of community

leaders, building a community coalition, creating an engaging website

Graduate Student Grade Breakdown:

Common assignments with undergraduates

Interview Assignment: 10% (due September 5)

Performance Assignment: 10% (due October 3)

Feminist Recovery Assignment: 20% (due October 31)

Ethnographic Assignment: 30% (proposal due November 14; final due December 10)

Participation 10%

Additional graduate-level assignments

Key Concepts Presentations: 10% (individually scheduled)

bibliography/book review/project plan 10% (November 28)

Total: 100%

Robbins-syllabus fall 2018 4

Tentative Course Calendar

Unit 1: Feminist Identities and Agency Project and product: interview planning; interview report with analysis Concepts Explored

Interview a TCU- or community-based (self-identifying) feminist

Write an interview report that blends presentation of edited Q and A with

discussion/analysis of the interviewee’s view of feminist work and his/her place

in the field

Write a reflection on your own take-aways from the interview, including

possibilities for future inquiry in the course and beyond

standpoint, intersectionality, agency, gender

versus sexual orientation, social construction of

gender, solidarity and difference, queer theory,

standpoint, feminist epistemologies and inquiry

methods

Date Topic Reading/Preparation to complete before class Additional In-Class Activities

Aug.

22

Listening

to Feminist

Voices

DeVault, Marjorie L. and Glenda Gross. “Feminist

Qualitative Interviewing: Experience, Talk, and

Knowledge.” Handbook of Feminist Research: Theory

and Praxis. 2nd

edition. Edited by Sharlene Nagy Hess-

Biber. Los Angeles: Sage 2012. 206-236.

“’The Man-Not.” Inside Higher Ed (September 7,

2017): https://www.insidehighered.com/news/2017/09/07/tommy-

curry-discusses-new-book-how-critical-theory-has-ignored-realities-

black

Marchese, David. “In Conversation: Chimamanda

Ngozi Adichie.” http://www.vulture.com/2018/07/chimamanda-

ngozi-adichie-in-conversation.html

“The Controversy over Chimamanda Ngozi Adichie

and Trans Women, Explained.” VOX (March 15,

2017):

https://www.vox.com/identities/2017/3/15/14910900/chimamanda-

ngozi-adichie-transgender-women-comments-apology

Moosa-Mitha, Mehmoona and Fariyal Ross-Sheriff.

“Portrait of a Pioneer: An Intellectual Biography of

Lena Dominelli.” Affilia: Journal of Women and Social

Work 23.3 (August 2008): 281-287.

Additional required reading for graduate students:

Boe, John, Ed Kahn and Deirdre McCloskey.

“Humanomics: An Interview with Deirdre

McCloskey.” Writing on the Edge 21.2 (Spring 2011):

84-100.

Optional background viewing:

Adichie, “We Should All Be Feminists.” TEDxEuston:

https://www.youtube.com/watch?v=hg3umXU_qWc

Discussion of texts/videos; overview of course

Introduction of Interview Project Expectations

(Separate assignment sheet to be provided in

class.)

*For graduate students: Expectations handout for

leading two future discussions on two key

concepts

Aug.

29

Initial

Discussion

of

From Key Concepts: “Class,” “Gender,” “Gendered,”

“Intersectionality,” “Queer Theory,” “Race/Ethnicity,”

“Sexuality,” “Standpoint”

Brainstorming and writing exercise:

a) You should have made an appointment for

your interview by now. We’ll discuss

Robbins-syllabus fall 2018 5

Concepts

and

Planning

First

Project

Keller, Jessalynn, Kaitlynn Mendes, and Jessica

Ringrose. “Speaking ‘unspeakable things’:

documenting digital feminist responses to rape

culture.” Journal of Gender Studies 27.1 (2018): 22-36.

Letherby, Gayle. “United We Stand? The Feminist

Reconstruction of Knowledge.” Feminist Research in

Theory and Practice. Buckingham, UK: Open

University Press, 2003. 41-60. [BOX & TCU digital

book subscription]

Letherby, Gayle. “Whose Life is it anyway? Issues of

Power, empowerment, ethics and responsibility.”

Feminist Research in Theory and Practice.

Buckingham, UK: Open University Press, 2003. 99-

121. [BOX & TCU book subscription]

Letherby, Gayle. Excerpts from “Texts of Many Lives”

chapter [“Speaking for ‘others,’” “Feminists and non-

feminists,” and “Men.”] Feminist Research in Theory

and Practice. Buckingham, UK: Open University

Press, 2003. 134-139. [BOX and TCU book

subscription]

Additional required reading for graduate students:

Porter, Elizabeth. “Gendered Narratives: Stories and

Silences in Transitional Justice.” Human Rights

Review. 17.1 (2016): 35-50.

how/why you chose your interviewee.

b) Bring draft questions to class for feedback

and potential collaborative.

Sept. 5 Telling

Gendered

Stories of

Feminist

Agency

View before class:

Katz, Jackson. “Tough Guise: Violence, Media, & the

Crisis in Masculinity.”

https://www.youtube.com/watch?v=3exzMPT4nGI

Giffords, Gabrielle. “Testimony at Senate Gun Control

Hearing: ‘You Must Act.’”

https://www.youtube.com/watch?v=lpXUTYVYk88

Note both Giffords’ speech and her husband’s role in

the hearing.

Writing Project due for all: Interview report with

personal reflection piece

Additional In-class viewing and discussion:

Nobel Laureate Wangari Maathai's hummingbird

fable: http://eloquentwoman.blogspot.com/2011/10/famous-

speech-friday-nobel-laureate.html

Mary Fisher’s “Whisper of Aids” speech to the

Republican Convention, 1992:

https://www.youtube.com/watch?v=W0qMBVoXlKU&t=32s

and http://eloquentwoman.blogspot.com/2012/08/famous-

speech-friday-elizabeth-glaser.html

In-class sharing of a key passage from your

report; sharing comments on strengths and

limitations of your work for this project

De-briefing: What have we learned about our

key concepts for this unit? What have we learned

about feminist inquiry and writing processes?

What questions do we carry forward?

Directions for Performance Analysis

Robbins-syllabus fall 2018 6

Unit 2: Gender Performances: Interacting with Power Structures Project and Product: Explicating feminist performance in action Concepts explored

Carry out an interpretive analysis of a feminist performance or presentation that is

guided by a commitment to resisting hegemonic (patriarchal?) power in some way

Examples of media: film, play/theatre, roundtable or formal talk on campus or in

the community, web-based presentation, twitter feed of a feminist communicator

gender and performance (studies), feminist

rhetoric and cultural rhetoric, rhetorical

listening and silence, representation,

transgender, violence and masculinity

Date Topic Reading/Preparation to complete before class Additional In-Class Activities

Sept.

12

Performing

Gendered

Identities

From Key Concepts: “Body,” “Patriarchy,” “Power,”

“Public/Private,” “Representation,” “Violence”

Edwidge Danticat reading Jamaica Kincaid’s “Girl”

http://www.newyorker.com/online/blogs/books/2013/03/fiction-

podcast-edwidge-danticat-reads-jamaica-kincaid.html

Lambiase, Jacqueline, Carolyn Bronstein, and Catherine

A. Coleman. “Women versus Brands: Sexist Advertising

and Gender Stereotypes Motivate Transgenerational

Feminist Critique.” Feminists, Feminism, and

Advertising: Some Restrictions Apply. Edited by Kim

Golombisky and Peggy J. Kreshel. Lanham: Lexington

Books, 2017. 29-99.

Choose one of these two:

Mitchell, Karen S. and Jennifer L. Freitag. “Forum

Theatre for Bystanders: A New Model for Gender

Violence Prevention.” Violence Against Women 17.8

(August 2011): 990-1013.

Purcell, John B. K., C. Rebecca Oldham, Dana A.

Weiser, and Elizabeth A. Sharp. “Lights, Camera,

Activism: Using a Film Series to Generate Feminist

Dialogue About Campus Sexual Violence.” Family

Relations: Interdisciplinary Journal of Applied Family

Studies 66.1 (February 2017): 139-153.

Additional required reading for graduate students:

Lloyd, Moya. “Performativity, Parody, Politics.” Theory,

Culture & Society 16, no. 2 (1999): 195-213. Note: Focus

on Moya’s overview of Butler’s Gender Trouble and

Bodies That Matter and implications of her work for

performing parody

View and discuss in class:

Dove beauty myth ad campaign:

“Evolution of a Model:

https://www.youtube.com/watch?v=s2gD80jv5ZQ

“Onslaught”:

https://www.youtube.com/watch?v=9zKfF40jeCA

Glaspell, Susan K. A Jury of Her Peers.

https://www.youtube.com/watch?v=zGJTHi0rliA

Sept.

19

Fluid Selves:

Writing,

Embodiment

and

Performance

From Key Concepts: “Masculinities,” “Transgender,”

“(The) Other,” “Pornography”

Paramo, Michael. “Hypermasculinity and LGBTQ+

Identity Erasure in Communities of Color.” TQ

(September 2016):

https://thequeerness.com/2016/09/19/hypermasculinity-and-

View and discuss in class:

Beyoncé, “Hold Up” from Lemonade:

https://www.youtube.com/watch?v=PeonBmeFR8o

Ed Sheeran and Beyoncé, “Perfect”:

https://www.youtube.com/watch?v=MmctHN8v6Gs

Robbins-syllabus fall 2018 7

lgbt-identity-erasure-in-communities-of-color/

Choose one of these six:

Christensen, M. Candace, Emmett Gill, and Alfred Pérez.

“The Ray Rice Domestic Violence Case: Constructing

Black Masculinity through Newspaper Reports.” Journal

of Sport and Social Issues 40.5 (2016): 363-386.

Pelzer, Danté L. “Creating a New Narrative: Reframing

Black Masculinity for College Men.” Journal of Negro

Education 85.1 (Winter 2016): 16-27.

Johnson, E. Patrick. “Introduction.” Sweet Tea: Black

Gay Men of the South. Chapel Hill: UNC Press, 2012. 1-

23. Note: focus on pp. 7-19 [BOX and TCU e-book]

Johnson, E. Patrick. “Put a Little Honey in My Sweet

Tea: Oral History as Quare Performance.” WSQ:

Women’s Studies Quarterly 44.3/4 (Fall/Winter 2016):

51-67.

Gupta, Charu. “Feminine, criminal or manly? Imaging

Dalit masculinities in colonial north India. The Indian

Economic and Social History Review 47.3 (2010): 309-

42.

O’Donoghue, Dónal. “’Speak and act in a manly

fashion’: the role of the body in the construction of men

and masculinity in primary teacher education in Ireland.”

Irish Journal of Sociology 14.2 (2005): 231-52.

Additional reading required for graduate students:

bell hooks, “Schooling Black Males.” We Real Cool:

Black Men and Masculinity. New York: Routledge, 2004.

32-43.

Sept.

26

Performing

Identity:

Seeing

through

Gendered

Lenses

Peters, Luna

Additional reading required for graduate students:

McCloskey, Deirdre. Crossing: A Memoir. Chicago:

University of Chicago Press, 1999. [Excerpts in BOX]

View and discuss in class:

Guyland: Where Boys Become Men

[film based on Michael Kimmel’s book of the

same name]

https://tcu.kanopy.com/video/guyland

In-class peer response workshop for

performance analysis drafts

Oct.

3

In-class

presentations

Mini-conference of student papers on performance

analysis: Submit the final written version of your essay

(revised and edited) digitally to the instructor no later

than today at noon, and prepare an oral conference-style

presentation for the class.

Presentations of Performance Analyses Papers

Introduction of Recovery Project Expectations

and Processes

Robbins-syllabus fall 2018 8

Unit 3: Historicizing Feminism and Creating Feminist Histories Project and Product: Telling a Feminist Recovery Story Concepts explored

Researching some aspect of TCU and/or community contributions by an individual whose

work helped shape the university as a potentially feminist space OR researching a particular

historical moment when a feminist issue surfaced at TCU OR researching a local community

member’s engagement with a gendered social issue OR researching a family-based history

with gendered features OR researching a gendered issue within a profession’s history

Creating a webpage or PowerPoint or other new media story-plus-analysis sharing the

content you find about your recovery subject, the process your used to do your research, and

what you learned about “doing” feminist recovery work

the importance of

gendered/gendering history, gender

as a useful category of historical

analysis, materialist feminism and

standpoint as they may impact

feminist history-writing, moving

marginalized stories to the center,

archives of gendered history, waves

Date Topic Reading/Preparation to complete before class Additional Activities in Class

Oct.

10

Historicizing

Feminist

Thought and

Action:

Recovering

Feminist

Stories

(Movement

Histories,

Personal

Herstories of

Engagement

with the

“Waves”)

Rampton, Martha. “Four Waves of Feminism.”

https://www.pacificu.edu/about/media/four-waves-feminism

Anthony, Susan B. “On Women’s Right to Vote: Speech after

Arrest for Illegal Voting.”

http://www.historyplace.com/speeches/anthony.htm

Betty Friedan, “The Problem That Has No Name.” The Feminine

Mystique [excerpt-link OR BOX copy]

https://www.cengage.com/custom/static_content/OLC/s76656_76218lf/friedan.pdf

Optional update on Friedan’s work/50th

anniversary:

http://www.brainpickings.org/index.php/2013/02/19/the-feminine-mystique/

Additional required readings from This Bridge:

Chrystos, “I Don’t Understand,” This Bridge, 65-67.

Yamada, Mitsuye, “Asian Pacific Women and Feminism,” This

Bridge, 68-72.

Moschkovich, Judit, “—But I Know You,” This Bridge, 73-77.

Morales, Rosario, “We’re All in,” This Bridge, 87-89.

Lorde, Audre. “Letter to Mary Daly.” This Bridge, 90-93.

Woo, “Letter to Ma,” This Bridge, 138-145.

Snyder-Hall, “Third-Wave Feminism and the Defense of

‘Choice.’” Perspectives on Politics 81. (March 2010): 255-261.

From Key Concepts: “Backlash,” “Citizenship,” “Feminisms,”

“Girlpower,” “Global Feminisms,” “Heterosexuality,”

“Ideology,” “Postfeminism,” “Waves of Feminism”

Additional required reading for graduate students:

Grewal, Inderpal. “Traveling Barbie: Indian Transnationalities

and the Global Consumer,” Transnational America: Feminisms,

Presentation by TCU library staff on

resources in the TCU Archives and

Historical Collection

https://library.tcu.edu/spcoll/tcu-archives-

and-history.asp

Robbins-syllabus fall 2018 9

Diasporas, Neoliberalisms. Durham: Duke University Press,

2005. 80-120. [BOX]

Date Topic Reading/Preparation to complete before class Additional In-class Activities

Oct.

17

The Practice

and Politics of

Feminist

Storytelling

From Key Concepts: “Domestic Division of Labor,”

“Essentialism,” “Family/Motherhood,” “Lesbian Continuum”

Sharer, Wendy B. “Traces of the Familiar: Family Archives as

Primary Source Material.” Beyond the Archives: Research as a

Lived Process. Edited by Gesa E. Kirsch and Liz Rohan.

Carbondale: Southern Illinois U Press, 2008. 47-55.

Ruiz, Jason and E. Patrick Johnson. “Pleasure and Pain in Black

Queer Oral History and Performance: E. Patrick Johnson and

Jason Ruiz in Conversation.” QED: A Journal in

GLBTWorldmaking 1.2 (Summer 2014): 160-180.

Thomas Chatterton Williams. “The #MeToo Stories We’re Not

Hearing.” The New York Times. Dec 7, 2017.

https://www.nytimes.com/2017/12/07/opinion/the-metoo-stories-were-

not-hearing.html

Read these three stories from The Feminist Wire with an eye

toward comparative analysis:

Harris, Duchess, PhD and JD. “Kathryn Stockett Is Not My Sister

and I Am Not Her Help.” The Feminist Wire. (August 12, 2011):

http://www.thefeministwire.com/2011/08/kathryn-stockett-is-not-my-

sister-and-i-am-not-her-help/

Hubbard, Isabel. “College Feminisms: Conversations with My

Abuelita.” The Feminist Wire (January 6, 2014):

http://www.thefeministwire.com/2014/01/conversations-with-my-

abuelita/

Santana, Dora. “A Black Trans Daughterhood of Story-Telling-

Literacy.” The Feminist Wire (November 21, 2017):

http://www.thefeministwire.com/2017/11/black-trans-daughterhood-

story-telling-literacy/

Roundtable of TCU WGST faculty

describing their various recovery

projects

Viewing and discussing example

pages from Patu/Antje Schrupp, A

Brief History of Feminism.

Translated by Sophie Lewis. MIT

Press, 2017. [88 pages, graphica—

excerpts shown and discussed in

class]

Progress report on your recovery

project: Share (orally) a brief

description of anticipated project

content

Oct.

24

Moraga, “La Güera,” This Bridge, 22-29.

Yamada, “Invisibility,” This Bridge, 30-35.

Cameron, “Gee, You Don’t Seem,” This Bridge, 41-47.

Quintanales, “I Paid,” This Bridge, 148-154.

Canaan, “Brownness,” This Bridge, 232-237.

Parker, “Revolution,” This Bridge, 238-241.

Vera-gay, F. “’Talk about a c**t with too much idle time’:

Second progress report on your

recovery project: Provide an oral

update about your approach to

doing your work in feminist

historical recovery, so far, and the

content that has emerged from your

inquiry.

Peer feedback workshop

Robbins-syllabus fall 2018 10

trolling feminist research.” Feminist Review 115 (2017): 61-78.

Ahmed, Sara. “Introduction.” Living a Feminist Life. Durham:

Duke U Press, 2017. 1-18. [BOX]

Additional required reading for graduate students:

Choose one of these and prepare an informal summary and

reflection on what the text contributes to our understanding of

feminist histories and the history of feminism: “Catching Fire:

Preface,” This Bridge, xv-xxvi; “Introduction, 1981,” This Bridge,

xliii-xlvii; “Afterword,” This Bridge, 249-252; Foreword, This

Bridge, 253-254; “Refugees,” This Bridge, 255-260; “Counsels,”

This Bridge, 261-266.

Oct.

31

Feminist

Historical

Recovery

Projects Due

Your new-media-based storytelling project, grounded in feminist

recovery as an approach to historical research, is due today. You

will participate in a sharing exercise showcasing your work.

Overview of communities and

networks project (See unit 4

description below and separate

instruction sheet for this project.)

Unit 4: Communities & Networks in Action: Ethnographic Inquiry Project and Product: Ethnographic-oriented Study of a Feminist Activism Site Concepts explored

Carry out ethnographic-oriented site visits to an organization, on- or off-campus, that

is engaged in feminist social action

Compose a description and analysis of the organization’s work as observed on the

occasions of your visits

Extend your analysis by explicating your personal take-aways for your own

engagement in a feminist-related social issue in the future

community, networks, LGBTQ and allies,

gendered citizens, cosmopolitanism and

global feminism, borderlands, feminism

and youth studies, gendered literacy

communities, political action, community

organizing; post-feminism, a feminist life,

“leaning in” (per Sheryl Sandberg?),

gendered labor of various kinds,

ethnographic versus feminist activist

research, collaborative knowledge-making

Date Topic Reading/Preparation to Complete before Class Additional In-class Activities

Nov. 7 Networks of

Solidarity and

Limits of

Sisterhood

Harper, Frances Ellen Watkins. "We Are All Bound Up

Together," in Proceedings of the Eleventh Women's

Rights Convention. New York: Robert J. Johnston,

1866. http://www.blackpast.org/1866-frances-ellen-watkins-

harper-we-are-all-bound-together-0

“A Black Feminist Statement: Combahee River

Collective,” This Bridge, 210-218.

Also available here:

http://circuitous.org/scraps/combahee.html

Berliner, David and Douglas J. Falen. “Introduction to

Special Section on Men Doing Anthropology of

Women.” Men and Masculinities 11.2 (December

2008): 135-144.

Roundtable on Feminist Leadership of

Social Activism: Members of the TCU

Community and Fort Worth Area leaders

of activist organizations and initiatives will

describe their work and their strategies for

coalition-building

Robbins-syllabus fall 2018 11

Schilt, Kristen and Christine L. Williams. “Access

Denied: Men Doing Anthropology of Women.” Men

and Masculinities 11.2 (December 2008): 219-226.

Wingfield, Adia Harvey. “Crossing the Color Line:

Black Professional Men’s Development of Interracial

Social Networks.” Societies 4.2 (2014): 240-255.

Liu, Laura Y. “Ain’t I a Worker?! Gendered Labor and

the Worker as a Political Subject in Workers’ Center

Organizing.” Women’s Studies Quarterly 45.3/4

(Fall/Winter 2017): 137-153.

From Key Concepts: “Consciousness Raising,”

“Cyberfeminism,” “Gender Segregation,” “Separatism”

Nov. 14 Ethnographic

Projects:

Examples

Choose Two of six:

Jacobs, Janet Liebman. “Women, Genocide, and

Memory: The Ethics of Feminist Ethnography in

Holocaust Research.” Gender & Society 18.2 (2004):

223-238.

Ghosh, Nandini. “Doing Feminist Ethnography:

Exploring the Lives of Disabled Women.” Indian

Anthropologist 42.1 (2012): 11-26.

Welsh, Megan, and Valli Rajah. “Rendering Invisible

Punishments Visible: Using Institutional Ethnography in

Feminist Criminology.” Feminist Criminology 9.4

(2014): 323-343.

Checker, Melissa, Dana-Ain Davis, and Mark Schuller.

“The Conflicts of Crisis: Critical Reflections on

Feminist Ethnography and Anthropological Activism.”

American Anthropologist 116.2 (2014): 408-420.

Bell, Shannon Elizabeth. “Bridging Activism and the

Academy: Exposing Environmental Injustices Through

the Feminist Ethnographic Method of Photovoice.”

Human Ecology Review 21.1 (2015): 27-58.

Underwood, Mair and Rebecca Olson. “Manly Tears

Exploded from My Eyes, Lets Feel Together Brahs’:

Emotion and Masculinity within an Online Body

Building Community.” Journal of Sociology (2018): 1-

18.

Jigsaw Discussion of Articles

Sharing Your Plans for Site Visits

Nov. 21: No class meeting—Thanksgiving Holiday

Robbins-syllabus fall 2018 12

Date Topic Reading/Preparation to Complete before Class Additional In-class Activities

Nov.

28

Issues and

Resources for

Feminist

Inquiry Today

Readings for Undergraduates—Choose 1 per cluster:

a) Cluster a: Activism and Men/Women

Wiley, Shaun, Ruhi Srinivasan, Elizabeth Finke, Joseph

Firnhaber, and Alyssa Shilinsky. “Positive Portrayals of

Feminist Men Increase Men’s Solidarity With Feminists

and Collective Action Intentions.” Psychology of

Women Quarterly 37.1 (2012): 61-71.

Gotell, Lise and Emily Dutton. “Sexual Violence in the

‘Manosphere.’: Antifeminist Men’s Rights Discourses

on Rape.” International Journal for Crime, Justice

and Social Democracy 5.2 (2016): 65‐80.

Turley, Emma and Jenny Fisher. “Tweeting back while

shouting back: Social media and feminist activism.”

Feminism and Psychology 28.1 (2018): 128-132.

b) Doing Feminist Work in the Academy

Eyal-Lubling, Roni and Michal Krumer-Nevo.

“Feminist Social Work: Practice and Theory of

Practice.” Social Work 61.3 (July 2016): 245-254.

Pétursdóttir, Gyða Margrét. “Fire-raising feminists:

Embodied experience and activism in academia.”

European Journal of Women’s Studies 24.1 (2017): 85-

99.

Ahmed, Sara. “Introduction.” On Being Included:

Racism and Diversity in Institutional Life. Durham:

Duke U Press, 2012. 1-17.

https://www.dukeupress.edu/Assets/PubMaterials/978-0-8223-5236-

5_601.pdf.

Graduate Students: Complete preparation of your

“choice” project

Graduate students’ special projects due

(annotated bibliography, proposal for an

activist project, or book review)

Dec. 5 Disciplining

Gender Studies

and Inter-

disciplinarity

Cho, Sumi, Kimberlé Williams Crenshaw, and Leslie

McCall. “Toward a Field of Intersectionality Studies:

Theory, Applications, and Praxis.” Signs 38. 4 (2013):

785-810.

Additional required readings for graduate students:

Thomas, Lynn M. “Historicising Agency.” Gender &

History 28.2 (August 2016): 324-339.

Jane, Emma A. “’Dude…stop the spread’: antagonism,

agonism, and #manspreading on social media.”

International Journal of Cultural Studies 20.5 (2017):

459-475.

Informal oral updates on your progress

writing your ethnographic report of a site

visit

In-class work on ethnographic project:

a) Discussion of site visits

b) Planning your analysis foci for

your written report

Robbins-syllabus fall 2018 13

Optional reading:

Robbins, Sarah Ruffing. “Gender and Transnational

American Studies.” Transnational American Studies.

Edited by Nina Y. Morgan. New York: Routledge.

Forthcoming, 2019. [BOX]

Dec. 10

5:00

EXAM

SESSION

(Monday!)

Presentation of ethnographic site visit projects

[Plan on a two-hour session.]

Provide an oral overview of your

ethnographic site visit project for the class;

turn in your project

Bibliography A note on format: We come to this course through a range of disciplinary, multi-disciplinary and interdisciplinary affiliations—

hence, using a variety of citational formats. Because some formats erase information that others require, below I have used a

hybrid format blending Chicago, MLA, APA, and other styles to provide all the data that would be needed for you to “translate”

entries into the format favored by a particular publication or field.

A note on sources: Some of the items listed are from the course readings and also appear—sometimes as excerpts—on the

schedule for the day when they are assigned readings. Other/additional texts were recommended by TCU faculty in WGST.

(Thanks to our generous colleagues!) Any of those listed that are not on the assigned reading list, or for which we are reading

only an excerpt, could serve as entries in the annotated bibliography that some graduate students may be choosing for one of their

“extra” projects. Also, keep in mind that bibliographies within the entries here can lead you to other worthwhile readings.

Adichie, Chimamanda Ngozi. We should all be feminists. TEDxEuston. 2014.

https://www.youtube.com/watch?v=hg3umXU_qWc

Ahmed, Sara. Living a Feminist Life. Durham: Duke U Press, 2017.

Ahmed, Sara. On Being Included: Racism and Diversity in Institutional Life. Durham: Duke University Press, 2012.

[Note: Introduction available here: https://www.dukeupress.edu/Assets/PubMaterials/978-0-8223-5236-5_601.pdf.]

Anthony, Susan B. “On Women’s Right to Vote.” http://www.historyplace.com/speeches/anthony.htm

Anzaldúa, Gloria E. and Analouise Keating, eds. This Bridge We Call Home: Radical Visions for Transformation.

New York: Routledge, 2002. [See especially Anzaldua, Gloria. “(Un)Natural Bridges, (Un)Safe Spaces.” 1-

5, and Sandoval, Chela. “Foreword: AfterBridge: Technologies of Crossing,” 21-26.

[Note: presented by editors and contributors as a “sister volume” to our course Bridge text]

Bell, Shannon Elizabeth. “Bridging Activism and the Academy: Exposing Environmental Injustices Through the

Feminist Ethnographic Method of Photovoice.” Human Ecology Review 21.1 (2015): 27-58.

Berliner, David and Douglas J. Falen. “Introduction to Special Section on Men Doing Anthropology of Women.”

Men and Masculinities 11.2 (December 2008): 135-144.

Boe, John, Ed Kahn and Deirdre McCloskey. “Humanomics: An Interview with Deirdre McCloskey.”

Writing on the Edge 21.2 (Spring 2011): 84-100.

Braude, Ann. “Women’s History Is American Religious History,” Retelling U.S. Religious History, edited by

Thomas A. Tweed. Berkeley: University of California Press, 1997. 87-107.

Robbins-syllabus fall 2018 14

Brekus, Catherine. The Religious History of American Women: Reimagining the Past. Chapel Hill: University of

North Carolina Press, 2007. [See, especially, the introduction.]

Castelli, Elizabeth A., Ed. Women, Gender, Religion: A Reader. New York: Palgrave, 2001.

Checker, Melissa, Dana-Ain Davis, and Mark Schuller. “The Conflicts of Crisis: Critical Reflections on Feminist

Ethnography and Anthropological Activism.” American Anthropologist 116.2 (2014): 408-420.

Cho, Sumi, Kimberlé Williams Crenshaw, and Leslie McCall. “Toward a Field of Intersectionality Studies: Theory,

Applications, and Praxis.” Signs 38. 4 (2013): 785-810.

Christensen, M. Candace, Emmett Gill, and Alfred Pérez. “The Ray Rice Domestic Violence Case: Constructing

Black Masculinity through Newspaper Reports.” Journal of Sport and Social Issues 40.5 (2016): 363-386.

Crenshaw, Kimberlé. “Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of

Color.” Stanford Law Review, 43.6 (1991): 1241-1299.

Curry, Tommy J. “This N***r’s Broken: Hyper-Masculinity, the Buck, and the Role of Physical

Disability in White Anxiety Toward the Black Male Body.” Journal of Social Philosophy. 48.3

(Fall 2017): 321-343.

Davis, Dána-Ain and Christa Craven. Feminist Ethnography: Thinking Through Methodologies,

Challenges, and Possibilities. Lanham, MD: Rowan & Littlefield, 2016.

De Bie, Maria and Rudi Roose. “Voluntarism and Citizenship: A Response to Lena Dominelli.”

Foundations of Science 21.2 (2016): 399-403.

DeVault, Marjorie L. and Glenda Gross. “Feminist Interviewing: Experience, Talk, Knowledge.”

Handbook of Feminist Research: Theory and Praxis. 2nd

edition. Edited by Sharlene Nagy Hess-

Biber. Los Angeles: Sage, 2012. 206-236.

Dolan, Julie, Melissa M. Deckman and Michele L. Swers. “Women in Social Movements and Interest Groups” from

Women and Politics: Paths to Power and Political Influence. Updated 3rd

Edition. Lanham, MD: Rowman

& Littlefield, 2018. 15-52. [See also the “Introduction and Theoretical Framework” chapter.]

Dominelli, Lena. Feminist Social Work Theory and Practice. Hampshire: Palgrave Macmillan, 2002.

Eyal-Lubling, Roni and Michal Krumer-Nevo. “Feminist Social Work: Practice and Theory of Practice.” Social

Work 61.3 (July 2016): 245-254.

Friedan, Betty. The Feminine Mystique. 50th

anniversary edition. New York: WW Norton, 2013.

Ghosh, Nandini. “Doing Feminist Ethnography: Exploring the Lives of Disabled Women.” Indian Anthropologist

42.1 (2012): 11-26.

Giffords, Gabrielle. “Testimony at Senate Gun Control Hearing: ‘You Must Act.’”

https://www.youtube.com/watch?v=lpXUTYVYk88

Giraldi, Ashley and Elizabeth Monk-Turner. “Perception of rape culture on a college campus: A look at social media

posts.” Women’s Studies International Forum 62 (2017): 116-124.

Glaspell, Susan K. A Jury of Her Peers. One-act play available here: https://www.youtube.com/watch?v=zGJTHi0rliA

Robbins-syllabus fall 2018 15

Gotell, Lise and Emily Dutton. “Sexual Violence in the ‘Manosphere’: Antifeminist Men’s Rights Discourses on

Rape. International Journal for Crime, Justice and Social Democracy. 5.2 (2016): 65-80.

Groeneveld, Elizabeth. “Review Essay: Engaging Feminist Histories.” Atlantis 36.2 (2014): 111-115.

Grewal, Inderpal. Transnational America: Feminisms, Diasporas, Neoliberalisms. Durham: Duke University Press,

2005.

Gupta, Charu. “Feminine, criminal or manly? Imaging Dalit masculinities in colonial north India. The Indian

Economic and Social History Review 47.3 (2010): 309-42.

Guyland: Where Boys Become Men. Directed and written by Michael Kimmel; produced by Jeremy Earp, Sut Jhally

and Jason Young. (Film). Northampton, MA: Media Education Foundation, 2015.

Harper, Frances Ellen Watkins. "We Are All Bound Up Together," in Proceedings of the Eleventh Women's Rights

Convention. New York: Robert J. Johnston, 1866. http://www.blackpast.org/1866-frances-ellen-watkins-harper-

we-are-all-bound-together-0

Harris, Duchess, PhD and JD. “Kathryn Stockett Is Not My Sister and I Am Not Her Help.” The Feminist Wire.

(August 12, 2011): http://www.thefeministwire.com/2011/08/kathryn-stockett-is-not-my-sister-and-i-am-not-her-help/

hooks, bell. Feminism is for Everybody: Passionate Politics. New York: Routledge, 2015; South End Press, 2000.

hooks, bell. We Real Cool: Black Men and Masculinity. New York: Routledge, 2003.

Hubbard, Isabel. “College Feminisms: Conversations with My Abuelita.” The Feminist Wire (January 6, 2014): http://www.thefeministwire.com/2014/01/conversations-with-my-abuelita/

Jacobs, Janet Liebman. “Women, Genocide, and Memory: The Ethics of Feminist Ethnography in Holocaust

Research.” Gender & Society 18.2 (2004): 223-238.

Jane, Emma A. “’Dude…stop the spread’: antagonism, agonism, and #manspreading on social media.” International

Journal of Cultural Studies 20.5 (2017): 459-475.

Janz, Oliver and Daniel Schönpflug, eds. Gender History in a Transnational Perspective: Networks, Biographies,

Gender Orders. New York: Berghahn Books, 2014.

Johnson, E. Patrick. “Put a Little Honey in My Sweet Tea: Oral History as Quare Performance.” WSQ: Women’s

Studies Quarterly 44.3/4 (Fall/Winter 2016): 51-67.

Johnson, E. Patrick. Sweet Tea: Black Gay Men of the South. Chapel Hill: UNC Press, 2012.

Jozkowski, Krsiten N. and Jacquelyn D. Wiersma-Mosley “The Greek system: How gender inequality and class

privilege perpetuate rape culture.” Family Relations, 66.1 (February 2017): 89-103.

Katz, Jackson. “Tough Guise: Violence, Media, & the Crisis in Masculinity.”

https://www.youtube.com/watch?v=3exzMPT4nGI

Keating, AnaLouise. Transformation now! Toward a post-oppositional politics of change. Urbana, IL: University of

Illinois Press, 2013.

Keller, Jessalynn, Kaitlynn Mendes, and Jessica Ringrose. “Speaking ‘unspeakable things’: documenting digital

feminist responses to rape culture.” Journal of Gender Studies 27.1 (2018): 22-36.

Kincaid, Jamaica. “Girl.” The New Yorker (June 26, 1978): https://www.newyorker.com/magazine/1978/06/26/girl

Robbins-syllabus fall 2018 16

Lambiase, Jacqueline, Carolyn Bronstein, and Catherine A. Coleman. “Women versus Brands: Sexist Advertising

and Gender Stereotypes Motivate Transgenerational Feminist Critique.” Feminists, Feminism, and

Advertising: Some Restrictions Apply. Edited by Kim Golombisky and Peggy J. Kreshel. Lanham:

Lexington Books, 2017. 29-99.

Letherby, Gayle. Feminist Research in Theory and Practice. Buckingham, UK: Open University Press, 2003.

Liu, Laura Y. “Ain’t I a Worker?! Gendered Labor and the Worker as a Political Subject in Workers’ Center

Organizing.” Women’s Studies Quarterly 45.3/4 (Fall/Winter 2017): 137-153.

Lloyd, Moya. “Performativity, Parody, Politics.” Theory, Culture & Society 16, no. 2 (1999): 195-213.

McCloskey, Deirdre. Crossing: A Memoir. Chicago: University of Chicago Press, 1999.

Marchese, David. “In Conversation: Chimamanda Ngozi Adichie: The novelist on being a ‘feminist icon,’ Philip

Roth’s humanist misogyny, and the sadness of Melania Trump.” Vulture July 9, 2018.

http://www.vulture.com/2018/07/chimamanda-ngozi-adichie-in-conversation.html

Mayock, Ellen C. and Domnica Radulescu. Feminist Activism in Academic: Essays on Personal, Political and

Professional Change. Jefferson, NC: McFarland, 2010.

Mitchell, Karen S. and Jennifer L. Freitag. “Forum Theatre for Bystanders: A New Model for Gender Violence

Prevention.” Violence Against Women 17.8 (August 2011): 990-1013.

Moosa-Mitha, Mehmoona and Fariyal Ross-Sheriff. “Portrait of a Pioneer: An Intellectual Biography of Lena

Dominelli.” Affilia: Journal of Women and Social Work 23.3 (August 2008): 281-287.

Moraga, Cherríe and Gloria Anzaldúa. The Bridge Called My Back: Writings by Radical Women of Color. Albany:

SUNY Press, 2015.

Moran, John. “’Queer Rednecks’: Padgett Powell’s Manly South.” Southern Cultures 11.3 (Fall 2016): 95-122.

Naples, Nancy A. and Karen Bojar, eds. Teaching Feminist Activism: Strategies from the Field. New York:

Routledge, 2002.

O’Donoghue, Dónal. “’Speak and act in a manly fashion’: the role of the body in the construction of men and

masculinity in primary teacher education in Ireland.” Irish Journal of Sociology 14.2 (2005): 231-52.

Paramo, Michael. “Hypermasculinity and LGBTQ+ Identity Erasure in Communities of Color.” TQ (September

2016): https://thequeerness.com/2016/09/19/hypermasculinity-and-lgbt-identity-erasure-in-communities-of-color/

Pelzer, Danté L. “Creating a New Narrative: Reframing Black Masculinity for College Men.” Journal of Negro

Education 85.1 (Winter 2016): 16-27.

Pessar, Patricia R. and Sarah J. Mahler. “Transnational Migration: Bringing Gender In.” The International

Migration Review. 37 (2003): 812-46.

Peters, Julie A. Luna. New York: Little Brown, 2004.

Pétursdóttir, Gðya Margrét. “Fire-raising feminists: Embodied experience and activism in academia.” European

Journal of Women’s Studies 24.1 (2017): 85-99.

Piatote, Beth H. Domestic Subjects: Gender, Citizenship, and Law in Native American Literature. New Haven: Yale

University Press, 2013.

Pilcher, Jane and Imelda Whelehan, eds. Key Concepts in Gender Studies. 2nd

edition. Los Angeles: Sage, 2017.

Robbins-syllabus fall 2018 17

Porter, Elisabeth. “Gendered Narratives: Stories and Silences in Transitional Justice.” Human Rights Review 17.1

(March 2016): 35-50.

Pullen, Christopher. “Introduction.” LGBT Transnational Identity and the Media. Ed. Christopher Pullen. New

York: Palgrave, 2012, 1-20.

Purcell, John B. K., C. Rebecca Oldham, Dana A. Weiser, and Elizabeth A. Sharp. “Lights, Camera, Activism:

Using a Film Series to Generate Feminist Dialogue About Campus Sexual Violence.” Family Relations:

Interdisciplinary Journal of Applied Family Studies 66.1 (February 2017): 139-153.

Radhakrishnan, Smitha. Appropriately Indian: Gender and Culture in a New Transnational Class. Durham: Duke

University Press, 2011.

Rampton, Martha. “Four Waves of Feminism.” https://www.pacificu.edu/about/media/four-waves-feminism

Ramsay, Nancy J. “Analyzing and Engaging Asymmetries of Power: Intersectionality as a Resource for Practices of

Care.” In Pastoral Theology and Care: Critical Trajectories in Theory and Practice. Edited by Nancy J.

Ramsay, pp. 149-174. Hoboken, NJ: John Wiley & Sons, 2018.

Robbins, Sarah Ruffing. “Gender and Transnational American Studies.” Transnational American Studies. Edited by

Nina Y. Morgan. New York: Routledge. Forthcoming, 2019.

Ruiz, Jason and E. Patrick Johnson. “Pleasure and Pain in Black Queer Oral History and Performance: E. Patrick

Johnson and Jason Ruiz in Conversation.” QED: A Journal in GLBTWorldmaking 1.2 (Summer 2014):

160-180.

Santana, Dora. “A Black Trans Daughterhood of Story-Telling-Literacy.” The Feminist Wire (November 21, 2017): http://www.thefeministwire.com/2017/11/black-trans-daughterhood-story-telling-literacy/

Shayne, Julie. Taking Risks: Feminist Activism and Research in the Americas. Albany: State University of New

York Press, 2014.

Schilt, Kristen and Christine L. Williams. “Access Denied: Men Doing Anthropology of Women.” Men and

Masculinities 11.2 (December 2008): 219-226.

Sharer, Wendy B. “Traces of the Familiar: Family Archives as Primary Source Material.” Beyond the Archives:

Research as a Lived Process. Edited by Gesa E. Kirsch and Liz Rohan. Carbondale: Southern Illinois

University Press, 2008. 47-55.

Snyder-Hall, “Third-Wave Feminism and the Defense of ‘Choice.’” Perspectives on Politics 81. (March 2010): 255-

261.

Thomas, Lynn M. “Historicising Agency.” Gender & History 28.2 (August 2016): 324-339.

Turley, Emma and Jenny Fisher. “Tweeting back while shouting back: Social media and feminist activism.”

Feminism and Psychology 28.1 (2018): 128-132.

Underwood, Mair and Rebecca Olson. “Manly Tears Exploded from My Eyes, Lets Feel Together Brahs’: Emotion

and Masculinity within an Online Body Building Community.” Journal of Sociology (2018): 1-18.

Vera-gay, F. “’Talk about a c**t with too much idle time’: trolling feminist research.” Feminist Review 115 (2017):

61-78.

Robbins-syllabus fall 2018 18

Wahab, Stephanie, Anderson-Nathe, Ben, and Christina Gringeri C., Eds. Feminisms in social work research:

Promise and possibilities for justice-based knowledge. New York: Routledge, 2015.

Welsh, Megan, and Valli Rajah. “Rendering Invisible Punishments Visible: Using Institutional Ethnography in

Feminist Criminology.” Feminist Criminology 9.4 (2014): 323-343.

Wiley, Shaun, Ruhi Srinivasan, Elizabeth Finke, Joseph Firnhaber, and Alyssa Shilinsky. “Positive Portrayals of

Feminist Men Increase Men’s Solidarity With Feminists and Collective Action Intentions.” Psychology of

Women Quarterly 37.1 (2012): 61-71.

Wingfield, Adia Harvey. “Crossing the Color Line: Black Professional Men’s Development of Interracial Social

Networks.” Societies 4.2 (2014): 240-255.