COMM 280: Communication, Culture, and Gender                                

 

Dr. Kathleen L. Ward                                                                                          MFB 206

Fall 2003                                                                                                          wardk@byuh.edu

 

 

Course Description

 

In this course we will look closely at the ways gender is communicated within various cultural and institutional settings (how we come to know what it is to be a woman or a man), the multiple ways humans communicate within and across gender lines (how we express ourselves as gendered individuals and why we do it many different ways), and the relationships of the two.

 

Objectives/ambitions for the course: 

 

 Develop ability to recognize and critique processes of gender construction within various cultures and institutions  

 

 Explore ways that gender shapes communication

 

 Enhance interpersonal communications skills

 

 Strengthen speaking and writing abilities

 

Requirements

 

 Attendance and punctuality (I notice. We all do.)

 Preparation and participation (I pay close attention.)

 Facilitation of class discussion, as requested. (A student favorite in the past.)

            (the above three requirements are collectively valued at:                                        100 pts.           

 Group projects                                                                                                  150 pts.

 Essays/Reading Responses                                                                                          100 pts.

 Miscellaneous activities/assignments                                                                             100 pts.

 Final Paper                                                                                                                   100 pts.

 Final Exam                                                                                                                   150 pts.

 

 

Text:  Ivy, Diana K., and Phil Backlund.  Exploring GenderSpeak: Personal Effectiveness in Gender                   Communication.  2nd ed. New York: McGraw-Hill, 2000.

 

         Selected readings

 

To access COMM 280 online:

 

From BYUH home page, type http://courses.byu.edu

Click on “I am not a BYU Provo student.”

Log in with Username (your BYUH I.D. number) and Password (your four digit pin number—usually the last four digits of your social security number or the month and day of your birth).

Look under “My Courses.”

 

Aug.

27

Course Introduction: Why study gender?

 

Sept.

1

Labor Day

 

 

3

Study syllabus.  Come with questions.

Read text Epilogue, 477-500.  Isolate points of interest for class discussion.

Read “X: A Fabulous Child’s Story,” online.  What is Gould’s point?  What are some of the gender markers that she is critiquing?  What do you think?

 

Narrative Essay, due class time:

 

Write about growing up female or male in your family (nuclear and extended).  How was gender identity communicated to you and your siblings?  Do you plan to repeat similar gender patterns in the family you raise?  Why or why not?  (2-3 well-edited pages)

 

 

8

Quiz, Theories of Gender Identity Development

Read 52-60

Read 77-89

 

What is theory?

 

Consider: How do the theories/theorists address and reflect your own gender identity development, particularly as described in your narrative essay?

 

Looking ahead: Small Group Project on Culture and Gender Ideology (50 points)

 

Select a culture on our campus (preferably other than your own) and discover all you can about what it means to be a man and a woman in that culture.  Look for the many ways gender identity is communicated within the culture.  Present your findings to the class in a meaningful 20 minute presentation (September 17 and 22).

 

A bibliography (MLA style) is due the class period following your group’s presentation (one bibliography per group).  It should include personal interviews, scholarly texts, and other useful sources such as media, artistic expression, and folklore (3-4 sources in addition to your interviews). 

 

Meet at least once (preferably twice) as a group prior to next Monday’s class.  

 

 

10

Read Chapter 5, “Choosing and Using Gendered Language,” 169-94.

Review discussion questions, 1, 4, and 5, pp. 208-09.

Make written notes on one of the reviewed discussion questions (above) that particularly interests you. Come prepared to facilitate class discussion.

 

In-class: Review criteria for project evaluation

 

 

15

Independent group work on Cultural Project 

        

 

17

Cultural Project Presentations, Groups 1, 2, 3

Discussion and Analysis

 

(Groups 4, 5, 6: Read “A Cultural Approach to Male-Female Communication,” Maltz and Borker, online)

 

 

22

Cultural Projects, Groups 4, 5, 6

Discussion and Analysis

 

(Groups 1, 2, 3: Read “A Cultural Approach to Male-Female Communication,” Maltz and Borker, online)

 

 

24

In-class writing (30 minutes)

Read “No-name Woman” from Woman Warrior, Maxine Hong Kingston; “Superfly” from Makes Me Wanna Holler, Nathan McCall, online

Discussion: The language of literature. What do the assigned stories reflect about gender identity and about issues surrounding gender within the featured cultures?  Consider, also, the role of literature (and more broadly speaking, of art) in the construction of gender.  For instance, consider the reading you do in your spare (what?!) time. Consider, too, what you read as a child. How influential has literature been in shaping your perceptions of gender?

 

 

 

 

 

29

Media and the Construction of Gender

Read Chapter 4, 107-142

Pay close attention to the media consumption theories briefly mentioned, 109-10          Do either discussion question #4 or #5, p. 160.  Make careful notes that will enable you to succinctly share your findings.

 

In-class: Organize for Media and Gender Construction Project

 

Projects will be assessed on the following:

 Stated purpose or thesis statement, adhered to and developed throughout the presentation.

 Well-selected examples of mediated depictions of men, and/or women, and/or women and men interacting

 Strong Cultural Component  

 Analysis of the selected examples. How do they perpetuate and/or challenge contemporary gender perceptions and to what effect?  What role do the positive and/or negative cultural indicators play and to what effect?

 Theoretical connections 

 Use of time. (30 minutes)

 Level of preparation, collaboration, and class engagement.

 

(While I am not requiring you to submit a bibliography, make certain you keep a record of all used sources so you can draw on them if you choose in the final paper.)

 

Oct.

1

 Do this version of discussion question #2, Chapt.4:

 

Look through several magazines aimed at different audiences and collect 10-12 advertisements that feature women, men, and women and men (the Media Center is a good place to find magazines). Select 3 of the ads that you find especially reliant on gender images (at least 1 should feature both genders). Critique the ads, asking questions such as those posed by Ivy and Backlund: What is being sold? Who is the advertisement targeting? What makes the ad appealing to that group? Does the ad promote diverse gender roles and realities or does it rely on and perpetuate sexist images? What details cause you to reach your conclusion? For the ad featuring both sexes, assess the images and words for presence or absence of a social/power hierarchy. Bring all ads and written notes to class.

 

(Looking ahead: During the next two weeks continue to collect and critique magazine advertisements that reflect stereotyped representations of women and men or that pointedly challenge stereotypes, both in image and text.  Write the source and date on each.  Draw from a variety of widely circulated publications aimed at varied audiences. Pay particular attention to the presence and/or absence of cultural variety.  Later in the month I will ask you to select a single ad and write an analysis (you will want to review the lists provided in your text, pp. 111-14). I will also ask you to submit the collection you have gathered. You should have 12 well-selected ads.)

 

 

6 & 8

 

 

This week will be devoted entirely to your media projects.  You should meet as individual groups during class time both Monday and Wednesday.  Out-of-class time should be focused on research and further collaboration.  As a group, prepare a written progress report from which to give a brief oral report to the class on the 15th.  

 

 

15

Media Project written and oral report, class time

In-class: “Killing Us Softly 3” (take notes) VTV 5977

 

For next time, write an essay in which you:

 Provide a brief description of video’s content.

 Discuss 3 points made by Kilbourne that you find especially compelling and relevant to your culture.

 Consider the following from the video jacket: “[Kilbourne] invites viewers to look at familiar images in a new way, . . .” then ask how successful she has been with you.  Has she caused you to think differently about media advertising? If so, discuss.  If not, discuss.  (2 pages, approx. 500 words. 20 pts.)

 

 

17

Essay/Critique, “Killing Us Softly 3, ” due class time

Come prepared to facilitate class discussion

   

 

22

Read Chapter 4, 143-59 (pornography/music industry)

Bring notes on discussion question #6, p. 160.  Consider also: How prevalent is pornography in your culture?  In your opinion, is it possible to be unaffected by pornography?

    

 

24

Lecture based on Jackson Katz’s “Tough Guise”  (VTV 5978)

Discussion/analysis

 

Ad Analysis (25 points)

Select one of your collected ads (see Oct. 7), take it to the Testing Center any time on Wednesday or Thursday, and write a computer-generated critique following the instructions you will find there under Comm. 280 (the instructions for critiquing are based on the lists found on pages 111-14 of your text). You will have two hours to write and edit. (If you prefer to handwrite, bring several pages of blank paper.  Please double space and use a black or blue pen. You need not recopy the critique. Just make certain your revisions are clear, inserts are marked with directing arrows, cross-outs are bold, etc.)

 

A packet of your remaining 11 ads is due by the end of the day, Friday, October 26. Please label each ad with source, date, and intended audience, and include a 3-4 sentence comment about the embedded gender message(s). I will evaluate the packet separately from the critique and will be looking for: 1) variety of magazine sources; 2) effectiveness of ad as a gendered message; 3) astuteness of your written comments, 4) appeal of packet organization. (25 points)

 

 

29

Loose Ends

Discuss Media Presentations and evaluations

 

While Media Projects are going on:

Read Chapter 11, Gender Communication in Educational Settings, 435-49. Read through all the discussion questions, pp. 470-71, especially #2.  Be prepared to share your views on #2 in class, Nov. 10.

 

 Textbook Analysis: This activity can be done collaboratively or individually.  Spend at least one hour in the Education Curriculum Library examining textbooks for their reflections of gender and culture. Consider language, visual depictions, content, and content organization. This will be most productive if you select one or two subjects/disciplines and look at texts from all levels of that area.  Try, too, to look at recent and older publications.  What conclusions can you draw?  Write up your findings (individually or together, you choose) in essay or list form.  Include examples of language and of pictures (copies or descriptions) that you consider sexist or successfully gender neutral.  Include a “conclusions” paragraph.  Due class time, Nov.10. (20 points).

 

Review the “Gender Communication and the College Classroom” section of the education chapter, pp. 450-70. Become a gender observer in three of your classes (at least two non-ICS).  Take notes on the communication that takes place. Keep track of variables such as type of class, class size, female and male ratio, cultural mix, gender of professor. Most of all pay attention to who talks, styles of talking, interruptions, and teacher response and involvement.  Come prepared (organized and typed notes of observations and conclusions) to discuss on November 17.  (20 points)

 

 

29

Media Project, Groups 1 and 2

Discussion/analysis

 

Nov.

3

Media Project, Groups 3 and 4

Discussion/analysis

 

 

5

Media Project, Groups 5 and 6

Discussion/analysis

 

 

10

Discussion, Chapter 11, Gender Communication in Educational Settings

Emphasis on discussion question #2

Write-up due: Textbook Analysis (see Oct. 29) 

 

 

12

Children’s literature

Critique a children’s picture book, organizing your observations into a carefully developed grid/template which includes 1) gender roles and relationships (when are representations stereotypical and when positive role models?); 2) other value messages, such as culture/community/family structures/friendship/natural world; 3) aesthetics (art work, text, book binding).  What do you think?  Write a concluding paragraph that includes your personal view of the book.  Bring critique and book to class.  (20 points)

 

 

17

Children’s literature, continued.

Classroom gender observations, bring typed notes to turn in (see Oct. 29)

 

Optional Reading, “The War Against Boys” and Shrinking Boys.” (online)

Do you find the ideas in these writings persuasive? How do they fit with previous discussions and conclusions you have reached?  How do they align with your personal experience and observations?

  .

Looking ahead: Final Writing Assignment:

Write a thesis-based paper of approximately 1000 words (4-5 pages) based on either your gender ideology or media project (or on an approved gender topic of your choice). Expand your research, integrating  8-10 varied and credible sources into your discussion.  You may develop a traditional academic paper with some presence of your personal voice, or you may take a creative approach in which your paper unfolds

 

as a narrative, shaped and supported by your thesis and sources.  Follow MLA format. Edit and proofread prodigiously!  Due December 4.  (100 points)

 

 

19

Read Chapter 7: “Gender Communication ‘Just among Friends,’” pp. 259-78

Make written notes on Discussion questions #1 and #2

Come prepared to facilitate discussion.

 

 

24

Read Chapter 7, pp. 279-89

Make notes on Discussion questions #6 and #7

Come prepared to facilitate discussion.

Bring written questions for cross and same-sex survey: What do you want to know?

 

26

Work on survey

Work on final paper

 

Dec.

1

Draft of Final Paper, due class time

(Final Paper Due Thursday, Dec. 4 by 5:00)

Review for Final Exam

 

 

3

Write up: Survey Results

Course Evaluation: So how did we do?

 

 

Final Exam: Monday, December 8, 3:00-6:00  

 

No early exams.  (Please review the university final exam policy below.)

 

 

 

 

Special Needs

Brigham Young University-Hawai'i is committed to providing a working and learning atmosphere, which reasonably accommodates qualified persons with disabilities.  If you have any disability that may impair your ability to complete this course successfully, please contact the students with Special Need Coordinator, Leilani A'una at 293-3518. Reasonable academic accommodatio ns are reviewed for all students who have qualified documented disabilities.  If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures.  You should contact the Human Resource Services at 780-8875.

 

Preventing Sexual Harassment

Title IX of the education amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds, including Federal loans and grants.  Title IX also covers student-to-student sexual harassment.  If you encounter unlawful sexual harassment or gender-based discrimination, please contact the Human Resource Services at 780-8875 (24 hours).

 

Final ExaminationAll students should be aware of the BYUH policy that there are no early final exams.  An exception to this policy is the case of a school sponsored activity which takes an individual or a team away from the University at the time an examination is scheduled to take place.  Faculty and Administration who are responsible for scheduling official University activities attempt in every way to avoid scheduling activities in conflict with the scheduled examinations.  Students must plan travel, family visits, etc., in a way that will not interfere with their final exams.  Emergency situations should be presented in writing as soon as possible to the Dean of the college or school of the student’s major. 

Less expensive fares, more convenient travel arrangements, and any other non-emergency reasons are not considered justification for early or late final exams.  Students are responsible for making sure that family or friends who may supply tickets or make travel arrangements for a student are aware of the student’s need to complete courses by taking the final examinations as scheduled.