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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.
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