From Eve to Mary and from Lady Philosophy to Chaucer’s Wife of Bath, medieval women are associated with knowing, good and bad, philosophical and experiential. We seek our own knowledge of them through allegories and visions, autobiographies and visions, philosophical studies and gynecological treatises. Works by Robert Grosseteste, Catherine of Siena, Christine de Pizan, Julian of Norwich and Margery Kempe.
Why are women well represented in some fields of scientific study but not others? Do gender beliefs influence the content of scientific knowledge? How is gender encoded in the practices and norms of science? This course explores the intersection of gender and science from Bacon's seventeenth century call to raise a "masculine" science to the present. Topics include: girls, boys, and science education; gender and technology; women in the science professions; bias and objectivity in science; and gender and science in literature, film, and popular culture.
This course will explore ancient Greek ideologies of gender difference and sexuality, including the mythical "origins" of gender, legal definitions of marriage and adultery, the gendering of space, the portrayal of women on the tragic stage, gender-bending and cross-dressing in comedy, medical models of sex and childbirth, and the links between pederasty and pedagogy. With the help of some important modern discussions about the construction of gender, sexuality, and identity, we will try to assess the ways in which sexual practices and male and female identities were imagined, formed, reinforced, and institutionalized during the archaic and classical periods (roughly 800-300 BCE).
This course explores both the role of gender and sexuality in shaping young peoples' schooling experiences, opportunities, and outcomes, and the role of schooling experiences in shaping young people's notions of gender and sexuality. In many ways, the course is about the "hidden curriculum" of heteronormativity, or the subtle practices in schools that privilege heterosexual, gendered identities and ways of being. As such, students in the course will apply the concept of the hidden curriculum to the study of gender and schooling in order to understand why and how children and youth with different gender identities experience schooling differently and why and how heteronormative schooling detrimentally impacts all students. By the end of the module, students should be able to: (1) identify specific strategies that educators at various levels might use to support students in negotiating gender and sexuality norms; (2) identify tools that schools can use to build positive, nurturing environments, which open up possibilities for complex gender and sexual identity development; and (3) analyze and evaluate a variety of school practices, curricula, policies, and programs that seek to support healthy gender and sexual identity development for U.S. children and adolescents. The course will provide opportunities to consider the ways in which other elements of identity (e.g.,race, culture, socio-economic status, age, geography, etc.) intersect with gender and sexuality in the process of identity development. Although schools will be the central setting examined, course materials are also applicable to community-based settings.
American institutions of higher education continue to face challenges promoting broad access and equity for a diverse array of students, faculty, and staff. The United States is among the most diverse nations in the world. As such, our institutions of higher education will continue to be challenged to reflect our broadening national diversity. Meeting this challenge requires an appreciation of higher education's history relative to diversity and equity, exploring and understanding the issues that lie ahead, and learning from the promising efforts and practices that have been developed at a variety of institutions to advance diversity and equity. Race and ethnicity, social class, and gender will serve as initial topics for the course. Students will learn how higher education has struggled (and succeeded) in advancing equity and inclusion within each topic, and will then consider the ways in which these topics interact. Students also will be given an opportunity to explore other dimensions of diversity. Class discussions will be framed by theoretical literature from a variety of fields, along with a focused examination of practical efforts aimed at improving equity across the landscape of American higher education.
Please join us to learn about the Women and Public Policy Program and our work of creating and sharing knowledge that helps close gender gaps in economic opportunity, political participation, health, and education. We will discuss our initiatives, fellowship stipends, and other student opportunities.