Course Syllabus for Fall, 1994 The Pennsylvania State University HDFS 297A: SPECIAL TOPICS INTRODUCTION TO LESBIAN, GAY, BISEXUAL AND TRANSGENDER ISSUES INSTRUCTOR: JACQUELINE WEINSTOCK, Ph.D. Office: S-255 Henderson Phone: 865-3253 E_mail: JSW4@PSUVM.PSU.EDU INSTRUCTOR'S OFFICE HOURS: Wednesdays, 4-5:30 p.m., on those weeks where class meets that day at 6:30; or by appointment CLASS MEETING TIME: 6:30-8:25 WEDNESDAYS CLASS MEETING PLACE: 319 HEALTH AND HUMAN DEVELOPMENT EAST SCHEDULE NUMBER: 296688 (SECTION 001) I. COURSE INFORMATION COURSE OVERVIEW This one-credit course will introduce students to current issues facing the lesbian, gay, bisexual and transgender communities, including the intersections between socio-cultural, political and developmental issues. Particular attention will be directed towards exploring current areas of consensus as well as discord among members within, across and outside these communities. Class size is limited to 20 students (no prerequisites) so that discussions can occur. Readings and brief thought papers will be used as opportunities to introduce the weekly topics and prepare for productive class discussions. COURSE GOALS -- to learn about and further develop our understandings of LGBTs' lived experiences -- to explore LGBT lives, families and communities -- to examine LGBT personal and political perspectives -- to examine individual and historical developments and changes in LGBT experiences, perspectives, communities and politics -- to explore the larger socio-cultural contexts in which LGBT lives are embedded and constructed -- to examine similarities and differences among LGBTs as well as between LGBTs and heterosexuals/heterosexual cultures/heterosexual privileges -- to connect course content with students' lives/examine course content in relation to students' lives (this applies to all students, whether LGB and/or T, or non-T heterosexual, or other, unknown, unlabeled, multiple labels, etc.) -- to attend particularly to events, attitudes and experiences on the Penn State Campus relevant to LGBT issues INSTRUCTORS' GOALS (in addition to the above) -- to provide a safe space for exploring LGBT issues; this includes creating an environment where students and instructor interact respectfully and thoughtfully, and respond with care and forethought to others' comments, particularly when dealing with differences of opinions, perspectives and/or experiences. -- to encourage thoughtful discussions and self-reflections through readings and class interactions -- to increase our appreciation for the power, strength, diversity and possibilities for LGBTs -- to increase and support our motivation to work towards better possibilities and realities for LGBTs and the rest of society -- to learn more about students' perspectives and experiences at Penn State -- to work with students to address issues/concerns relevant to LGBTs on the Penn State campus -- to further my experience with and abilities in facilitating a discussion course on this topic -- to work with students to help them meet their own goals for this course -- to facilitate this class as a collaboration among students and between students and instructor; this includes students taking responsibility for their own and each other's education; it also includes students pairing up so that they can turn to each other on anything they may have missed or misunderstood. STUDENTS' GOALS THESE WILL BE DISCUSSED IN THE FIRST CLASS SESSIONS, AND STUDENTS WILL WRITE UP THEIR OWN GOALS AS THE FIRST ASSIGNMENT IN CLASS COURSE REQUIREMENTS 1. Attendance at all class meetings. 2. Readings--Students are expected to do the required readings in preparation for class discussions. There are two required texts for this course: a. Betty Berzon (Ed.), Positively Gay. Berkeley, CA: Celestial Arts. ($11.95) b. Bennett L. Singer (Ed.), Growing up Gay/Growing up Lesbian: A Literary Anthology. New York: New Press. ($9.95) There will also be additional assigned readings, both required and recommended. Logistics for students to gain access to these readings will be discussed in class. 3. Class participation--There are a variety of forms for class participation that are required as part of this class. a. Participation in discussions and other activities in class. b. Developing a 1-page description of your goals and objectives for this class. c. Participation in class evaluations and discussions of class process. d. Sharing of portions of the final paper (see #5 below) in the final class meetings. 4. Weekly thought papers--These 1-2 page, double-spaced, typed thought papers (2 PAGES MAXIMUM) should address issues raised in the readings for the week. Students may also discuss issues brought up in class the prior week, but only as part of the paper; there must always be some attention to the upcoming class and the readings due for that class. A total of 10 such papers are required. These are due at the beginning of the class period for which they were written. No paper is required for the last class nor for the two alternative class meeting times. STUDENTS MAY CHOOSE NOT TO WRITE PAPERS FOR THREE OF THE REMAINING CLASS SESSIONS AS LONG AS THEY HAND IN A NOTE TO THAT EFFECT ON THAT DAY OF CLASS. 5. Final Paper--Each student will write a two-part final paper, each part approximately 3-4 pages, typed, double-spaced (5 PAGES MAXIMUM FOR EACH PART) for this course, due the last day of class. The overall purpose of this paper is to provide students with the opportunity to share with the instructor what they have gained and learned during this semester, and to reflect upon the issues addressed in this course. Part 1: In the first part of the paper, students should examine their experience in the course in relation to their own goals and objectives. For example, students may consider how their thinking has been affected over the course of the semester and/or some of the implications for their own lives that they have drawn from the course. Part 2: In Part 2, students should focus on some aspect of the content of the course itself, including the readings and discussions, and describe both what they have learned and their reflections upon this. For example, students may consider some of the personal, developmental, social, political, economic and/or cultural implications for growing up/being lesbian, gay, bisexual and/or transgendered in the current context--beyond those explored during the semester. They may focus on their immediate contexts (e.g., campus groups, the college campus as a whole, families, dormitories) or on broader socio-political contexts. EXTRA CREDIT OPTIONS: Extra credit is available to students who attend and participate in lectures, organizations or meetings that involve the exploration and/or addressing of issues relevant to this course. For example, attending Woods' lecture (which is part of the Lesbian and Gay Lecture Series) would count towards extra credit. (Please note that attendance at the other two lectures for the fall are included as part of this class). Other examples include attending and participating in the smaller meetings in the evenings with the Scholars from the Lecture Series; attending LGBSA meetings, the Bisexuality Group, or other politically related groups in the area. Specifics: Each activity/event gives students 1-credit; for every 5 credits, the final grade increases by 1 step (e.g., from a B- to a B is one-step; thus 20 credits increases a full grade). NOTE: Extra credit is only available to students who complete all class requirements. (See below for availability of make-up credits.) Extra credit is also available to students who choose to write thought papers for all 13 weeks. Each extra thought paper beyond the required 10 earns the student 1, 2 or 3 credits, depending on the grade it receives. (Grades are addressed shortly.) It is also possible to participate in LGBT related events to make up for missed class work. Specifically, students may make up a maximum of 2 missed papers, with 2 credits=1 missed paper. Make-ups for missed class attendance (MAXIMUM OF 2) are also possible, with 4 credits=1 missed class. Alternatives to class participation may also be possible (I am aware that some students are less comfortable than others talking in class), although such make-up or alternative credits will have to be negotiated with the instructor. To summarize: MAKEUP: 4 credits = a missed class 2 credits = a missed thought paper EXTRA CREDIT: 5 credits = 1 step increase in grade, provided all other class requirements are met. NOTE: Credits can only be used once! NOTE: Only one event that is predominantly social in nature may count as credit, unless you can make a case for why an additional social event should be counted. GRADES 1. Class attendance and participation: 25% This portion of the grade will be based on physical presence/attendance as well as the quality of participation in class, both in terms of students' contributions to the content and the process of class. 2. Thought papers: 50% A check system will be used, with check - roughly equivalent to a C; a check alone = B; and a check + = A. Papers that do not meet minimum standards of evidence of having read the assignments and reflected upon the issues raised therein will not receive any credit. 3. Final Paper: 25% These papers will receive a letter grade, which will be based on the quality of thought and of expression of one's ideas, along with evidence of having read and reflected upon the assigned readings, and applied them in some way to one's own personal objectives and to contexts in which LGBT issues are relevant. II. CLASS SCHEDULE: Dates, Topics and Assignments (1) 8/24/94 Introduction; Definitions Begin Student Objectives and Goals for the Semester| (2) 8/31/94 Intro. to Lesbian/Gay/Bisexual Self-Identification & Coming Out Issues Thought Paper Due; Hand in student objectives| (3) 9/7 Bisexual Identification & Coming Out Issues, cont'd; Introduction to Transgender Issues Thought Paper Due| (4) 9/14 NO CLASS MEETING--attend Ochs lecture 10/10 (5) 9/21 Family Issues--Growing Up in Heterosexual Families Thought Paper Due| (6) 9/28 Relationship Issues -- Sex, Intimacy, Partnerships Thought Paper Due| (7) 10/5 Creating Families; Friends as Family Thought Paper Due| 10/10, 4 p.m|LG Scholars Series: Robyn Ochs (Bisexuality) Attend Scholars Lecture No Thought Paper Due| (8) 10/12 Political Climate-- Discrimination, Oppression Thought Paper Due| (9) 10/19 AIDS--Safer Sex; AIDS and Politics Provide Mid-semester feedback; Thought Paper Due| (10) 10/26 LGBT Political Movements and Political Demands Thought Paper Due| (11) 11/2: Differences among LGBTs: Multiple Identities--Racial, Ethnic, Class, Physical Abilities, Age, Gender, Feminism Thought Paper Due| (12) 11/9: Multiple Identities, cont'd; Differences in Identification/Labels Thought paper due| 11/14| Pattatuci lecture: Is there a Gay Gene? Attend Scholars Lecture; No paper due| (13) 11/16: Orientation/Preference Debate (Essentialism-Constructivism) and Implications for LGBTs Thought Paper Due| (14) 11/23 NO CLASS--Attend Pattatuci lecture (15) 11/30: LGBT Lives and Cultures--Celebration and Review Thought Paper Due; Begin Student Presentations| (16) 12/7: LGBT Lives and Cultures cont'd. Course and Self Evaluations; Student Papers Due; Student Presentations ((5-10 minutes each)| III. READING LIST Required Books Betty Berzon (Ed.), Positively Gay: New Approaches to Gay and Lesbian Life. Berkeley, CA: Celestial Arts. Bennett L. Singer (Ed.), Growing up Gay/Growing up Lesbian: A Literary Anthology. New York: New Press. Required Reading Assignments and Recommended Readings For 8/31: Berzon: pp. 3-20 Singer: pp. 2-17; 36-43 Weinberg, M. S., Williams, C. J., & Pryor, D. W. (1994). Dual Attraction: Understanding Bisexuality (pp. 26-38). New York: Oxford University Press. Recommended: Weise, Elizabeth Reba (1992). Introduction. In E. R. Weise (Ed.), Closer to home: Bisexuality and feminism (pp. ix-xv). Seattle, WA: The Seal Press. Recommended: Jennings, Kevin (1994). Understanding heterosexism and homophobia. In K. Jennings (Ed.), Becoming visible: A reader in gay and lesbian history for high school and college students (pp. 24-38). Boston: Alyson Publications. Recommended for 9/5 (Woods lecture)--Extra Credit Singer, B. L., & Deschamps, D. (1994). Gay and lesbian stats: A pocket guide of facts and figures (pp. 72-75). New York: The New Press. For 9/7: Singer: pp. 54-59 Matteson, Dave (1992). Bisexual feminist man. In L. Hutchins & L. Kaahumanu (Eds.), Bi any other name: Bisexual people speak out (pp. 43-50). Boston: Alyson Publications. Rivera, Rey "Sylvia Lee" (1992). The drag queen. In E. Marcus (Ed.), Making history: The struggle for gay and lesbian equal rights, 1945-1990 (pp. 187-196). New York: Harper Collins. Bornstein, K. (1994). Gender Outlaw: On men, women and the rest of us (pp. 21-52). New York: Routledge. Recommended: Feinberg, Leslie (1993). Stone Butch Blues (pp. 5-26). Ithaca, NY: Firebrand Books. For 9/21 Berzon: pp. 67-78 Singer: pp. 118-149; 208-216 For 9/28 Berzon: pp. 41-63 Relationship Handouts (3 short, 1 page articles) Silver, N. (1992). Coming out as a heterosexual. In E. R. Weise (Ed.), Closer to home: Bisexuality and feminism (pp. 35-46). Seattle, WA: The Seal Press. Recommended: Marcus, E. (1988). Two couples. In E. Marcus, The male couple's guide to living together: What gay men should know about living with each other and coping in a straight world (pp. 257-275). New York: Harper & Row. For 10/5 Berzon: pp. 93-107 Singer: pp. 80-84 Moms/Dad Handout (1 page) Nardi, Peter M. (1992). That's what friends are for: Friends as family in the gay and lesbian community. In K. Plummer (Ed.), Modern homosexualities: Fragments of lesbian and gay experience (pp. 110-120). New York: Routledge. For 10/10 (Robyn Ochs' lecture) This is required.| Ochs, R. (1992). Bisexuality, feminism, men and me. In E. R. Weise (Ed.), Closer to home: Bisexuality and feminism (pp. 127-132). Seattle, WA: The Seal Press. For 10/12 Singer: pp. 244-248 Pharr, Suzanne (1988). Homophobia: A weapon of sexism (pp. 1-26; 53-64). Little Rock, AR: Chardon Press. Signorile, M. (1993). Introduction: The closets of power. In M. Signorile, Queer in America: Sex, the media, and the closets of power (pp. xv-xxi). New York: Anchor Books. Southern Poverty Law Center (1994, March). A deadly year: Hate crimes in 1993 amongst the most brutal on record. In Intelligence Report: A Publication of the Southern Poverty Law Center (pp. 4-5). Montgomery, AL: Southern Poverty Law Center. Recommended: Schulman, S. (1994). "Excerpts from The Lesbian Avenger Handbook." In S. Schulman, My American history: Lesbian and gay life during the Reagan/Bush years (pp. 279-287; 313-319). New York: Routledge. For 10/19 Berzon: pp. 215-231 Marcus, E. (1988). Two couples. In E. Marcus, The male couple's guide to living together: What gay men should know about living with each other and coping in a straight world (pp. 134-159). New York: Harper & Row. Wright, B., & Yates, R. B. (1989). AIDS and Homophobia: A perspective for AIDS educators. Feminist Teacher, 4(2/3), 10-12. DeAngelis, T. (1990, March). Minorities with AIDS carry special burdens. APA Monitor, pp. 22-23. Solomon, N. (1992). Risky business: Should lesbians practice safer sex? OUT/LOOK, 16, pp. 46-52. (Note: p. 46 intentionally omitted.) Newsweek (1993, January 11). The young and the reckless: Safe-sex campaigns are running into a generation gap in the gay community. Newsweek, pp. 60-61. Recommended: Kinsella, J. (1989). Covering the plague: AIDS and the American media (pp. 242-253). New Brunswick, NJ: Rutgers University Press. Recommended: MacKinnon, K. (1992). The politics of popular representation: Reagan, Thatcher, AIDS, and the Movies (pp. 149-167). Teaneck, NJ: Fairleigh Dickinson University Press. For 10/26 March on Washington for Lesbian, Gay, and Bi Equal Rights and Liberation (1993, April). Issues for the 103rd Congress. Washington, D.C.: Committee for the March on Washington. Jennings, K. (Ed.) (1994). Changing times, changing demands: A collection of manifestoes and platforms, 1865-1993. In K. Jennings (Ed.), Becoming visible: A reader in gay and lesbian history for high school and college students (pp. 219-226). Boston: Alyson Publications. Required: 2 of the following 3 articles (the 3rd is of course recommended) Whisman, V. (1993). Identity crises: Who is a lesbian anyway? In A. Stein (Ed.), Sisters, sexperts, queers: Beyond the lesbian nation (pp. 47-60). New York: Penguin Books. Levine, Richard M. (1994). Crossing the line: Are transsexuals at the forefront of a revolution--or just reinforcing old stereotypes about men and women? Unpublished paper. Berlant, L., & Freeman, E. (1993). Queer nationality. In M. Warner (Ed.), Fear of a queer planet: Queer politics and social theory (pp. 193-229). Minneapolis: University of Minnesota Press. For 11/2 Allison, D. (1993). A question of class. In A. Stein (Ed.), Sisters, sexperts, queers: Beyond the lesbian nation (pp. 133-155). New York: Penguin Books. Franchild, E. (1990). 'You do so well.' A blind lesbian responds to her sighted sisters. In J. Allen (Ed.), Lesbian philosophies and cultures (pp. 181-191). Albany, NY: State University of New York Press. Copper, B. (1990). The view from over the hill. In J. Allen (Ed.), Lesbian philosophies and cultures (pp. 219-239). Albany, NY: State University of New York Press. Recommended: Singer: pp. 235-260 For 11/9 Berzon: pp. 121-129 Blasingame, B. M. (1993). The roots of biphobia: Racism and internalized heterosexism. In E. R. Weise (Ed.), Closer to home: Bisexuality and feminism (pp. 47-53). Seattle, WA: The Seal Press. Required: 1 of the following 2 articles (the other is recommended) Maggenti, M. (1993). Wandering through Herland. In A. Stein (Ed.), Sisters, sexperts, queers: Beyond the lesbian nation (pp. 245-255). New York: Penguin Books. Schwartz, R. L. (1993). New alliances, strange bedfellows: Lesbians, gay men, and AIDS. In A. Stein (Ed.), Sisters, sexperts, queers: Beyond the lesbian nation (pp. 230-244). New York: Penguin Books. For 11/16 Bornstein, K. (1994). Gender Outlaw: On men, women and the rest of us (pp. 101-128). New York: Routledge. Required: Weinrich article OR both Weinberg and Fuss articles Weinrich, J. (1990). Reality or social construction? In E. Stein (Ed.), Forms of desire: Sexual orientation and the social construction controversy (pp. 175-208). New York: Routledge. Weinberg, M. S., Williams, C. J., & Pryor, D. W. (1994). Dual Attraction: Understanding Bisexuality (pp. 285-299). New York: Oxford University Press. Fuss, D. (1989). Lesbian and gay theory: The question of identity politics. In D. Fuss, Essentially speaking: Feminism, nature & difference (pp. 97-112). New York: Routledge. For 11/30 Berzon: pp. 275-287 Singer: pp. 235-239 Signorile, M. (1993). A queer manifesto. In M. Signorile, Queer in America: Sex, the media, and the closets of power (pp. 363-368). New York: Anchor Books. Monette, P. (1993, March 7). The politics of silence. New York Times, OP-ED p. 1. Blumenfeld, W. J. (1994). "Gay/Straight" Alliances: Transforming Pain to Pride. The High School Journal, 77, 113-121. Bornstein, K. (1994). Gender Outlaw: On men, women and the rest of us (pp. 225-238). New York: Routledge. Schulman, S. (1994). "Excerpts from The Lesbian Avenger Handbook." In S. Schulman, My American history: Lesbian and gay life during the Reagan/Bush years (pp. 289-296). New York: Routledge. Recommended: D'Emilio, J. (1992). Making trouble: Essays on gay history, politics and the university (pp. 234-274). New York: Routledge. For 12/7 Jennings, K. (Ed.) (1994). "Gays around the globe": Portraits of lesbian and gay life in other nations. In K. Jennings (Ed.), Becoming visible: A reader in gay and lesbian history for high school and college students (pp. 240-261). Boston: Alyson Publications.