COMMUNICATION 624
GENDER AND COMMUNICATION
INSTRUCTOR: JIMMIE MANNING, PHD
NORTHERN KENTUCKY UNIVERSITY
Office: 386 Science & Technology
Phone: 572-1329 Mailbox: 134 Landrum
E-mail: manningj1@nku.edu (Please allow 48 hours for reply.)
Office Hours: M&Tu 9:00 to 10:00 p.m.; and by appointment.
Online Office Hours: Su 9:00 to 11:00 p.m. via Yahoo Messenger
Yahoo ID: jimmiemanning
Course Description
This seminar explores issues of sex, gender, and sexuality in communication. Development of understanding regarding gender in interpersonal, organizational, rhetorical, mediated, and globalized contexts is combined with the history of gender studies in communication to consider the current state of the field as well as practical implications for personal and professional situations. Additionally, in-class research projects contribute to communicative understandings of sex, gender, and sexuality and allow for personal development in conducting communication research regarding gender.
Texts
1. Dow, B. J., & Wood, J. T. (Eds.). (2006). The SAGE handbook of gender and
communication. Thousand Oaks, CA: Sage.
2. Various journal articles and book chapters (as listed in the syllabus or needed for projects).
Course Goals
Course Requirements and Policies
Attendance – I expect regular class attendance.
Academic Honesty – Please be familiar with policies involving academic dishonesty (cheating, plagiarizing, etc.). All cases of academic dishonesty will be reported to the Communication Graduate Program Director.
Assignment Due Dates – Because of the nature of this class, it is important you follow through on all assignments. Failure to do so not only affects you, but it also affects others in the class or the class structure itself.
Please note: Blackboard will serve as a website with valuable information regarding this course. Students are responsible for having a current e-mail address registered through the NKU system and checking Blackboard on a regular basis. It is the student’s personal responsibility to ensure he or she has access to Blackboard and is using a reliable e-mail account to receive information.
Grading - Final grades will be assessed from the 1,000 point total on the
following scale:
450+ A
400 or more B
350 or more C
Less than 350 points will result in a failing grade for the course. The
instructor does not adjust grades at the end of the semester (in other words,
points will not change for people who are one or more points away for a higher
grade). Semester grades are non-negotiable. If you have a question about how
an assignment is graded, the instructor will set up an appointment with you to
talk about the grading procedure. You must, however, do this soon after the
graded assignment is returned. Of course, since this is graduate school, it is
expected that all learning will be a collaborative process where you solicit
feedback on your assignments from classmates and the instructor in advance of
presentation or completion.
Individual assignment details are as follow:
PARTICIPATION (100 points, or 20%)
Since this class is conducted seminar style with students conducting readings (mostly from the course handbook), preparing assignments, and coming to class to share their insights, it is essential that everyone participates. Please make an impact on your personal progress by asking questions, debating class members, and clarifying your assumptions. It is not only unfair to yourself to hold back on your thoughts, but it is unfair to the others who also depend on you to help them challenge their pieties. Do not be surprised if you are quiet in class and then earn a 0 for not participating. Take this assignment seriously.
ARTICLE REPORT (100 points, or 20%)
While the handbook chapters offer state-of-the-art considerations of gender and communication, it is also important to consider other key pieces that opened or are attempting to open new pathways regarding understandings of sex, gender, and sexuality. It is for this reason each class member will read an article or book chapter helping to highlight where the field has been or where it may be headed in terms of gender issues. These readings include germinal pieces in the field of communication, important pieces from other disciplines, and recent pieces offering new insights. After reading the piece, you will prepare a handout covering key points in the article and deliver a brief talk to the class about the article. More details are available through the assignment sheet.
POSITION PAPERS (100 points, or 20%)
In order to practice articulating attitudes, values, and beliefs regarding gender and communication each student will write three position papers during the course. These papers will be presented in class. One of these papers will create an original argument advocating a viewpoint regarding gender and communication. Another paper will be a point-by-point response to another position paper advocating a different stance. Yet another paper will require each student to examine two different arguments regarding gender and communication and to create a response to those arguments. More details will be presented in class.
CLASS RESEARCH PROJECTS (200 points total, or 40%)
To fully immerse each student into communicative understandings of sex, gender, and sexuality, three research projects will be completed during the semester. These research projects will be completed in groups, and approximately half of each class period will be dedicated to completing these projects. The final product for each of the three research areas should be a complete manuscript ready for journal submission. These projects will be submitted both for publication and conference presentation, and you have the option of being listed as an author for each project to which you significantly contributed. In line with class themes, one project will examine sex roles; another gender construction; and the third will deal with sexuality. While the instructor will certainly guide and take part in the research process, much of this assignment deals with problem solving and depending upon each others’ skills. More details will be revealed during the first research meeting during the second half of the first class period.
Tentative Class Schedule
CLASS ONE: Introductions and Understandings (August 21)
What should I have read?
Please read the introduction to the Dow & Wood handbook (pp. ix-xxiv).
What assignments are due?
Please come to class ready to state your research interests (or why you are in graduate school), your particular interest in the class, and a little about your personal history.
What else are we going to do?
During this class period we will go over the syllabus, meet each other, discuss the assignments, and go through research project orientation. This should be exciting!
CLASS TWO: Interpersonal Communication, Performance, and Dating (August 28)
What should I have read?
Wood, J. T. (2006). Introduction: Gender and communication in interpersonal contexts. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 1-7). Thousand Oaks, CA: Sage.
Bell, E., & Blaeuer, D. (2006). Performing gender and interpersonal communication research. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 9-23). Thousand Oaks, CA: Sage.
Metts, S. (2006). Gendered communication in dating relationships. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 25-40). Thousand Oaks, CA: Sage.
What assignments are due?
No assignments are due tonight. (Responsibilities for the class research project should always be assumed for this part of the syllabus.)
What all are we going to do?
After discussing the course readings, we will discuss the position paper assignment. Then we will work on the class research projects.
CLASS THREE: Family and Friends (September 4)
What should I have read?
Galvin, K. M. (2006). Gender and family interaction: Dress rehearsal for an improvisation? In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 41-55). Thousand Oaks, CA: Sage.
Monsour, M. (2006). Communication and gender among adult friends. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 57-69). Thousand Oaks, CA: Sage.
What assignments are due?
Four students should have reports ready, one student for each of the following:
Griffin, E. (2006). Genderlect styles of Deborah Tannen. In A first look at communication theory (6th ed.). Boston: McGraw-Hill.
Kunkel, A. W., & Burleson, B. R. (1998). Social support and the emotional lives of men and women: An assessment of the different cultures perspective. In D. Canary, & K. Dindia (Eds.), Sex differences and similarities in communication (pp. ). Mahwah, NJ: Lawrence Erlbaum.
Istvan, J. (2000). Effects of sexual orientation on interpersonal judgment. In P.C. Rodriguez Rust (Ed.), Bisexuality in the United States (pp. 498-511). New York: Columbia University.
Elia, J. P. (2003). Queering relationships: toward a paradigmatic shift. In G. A. Yep, K. Lovaas, & J. P. Elia (Eds.), Queer theory and communication: From disciplining the queers to queering the discipline(s) (pp. 61-86). Binghampton, NY: Haworth.
What all are we going to do?
First we will discuss the readings, then we will hear three reports. The remainder of the class period will be spent working on the projects.
CLASS FOUR: Violence and Debate (September 11)
What should I have read?
Johnson, M. P. (2006). Gendered communication and intimate partner violence. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 71-87). Thousand Oaks, CA: Sage.
What assignments are due?
Approximately half of the class should have their position papers ready to present.
What all are we going to do?
We will discuss the reading, hear from the writers of position papers, and then work on the class research projects.
CLASS FIVE: Organizations, Work, and Rebuttal (September 18)
What should I have read?
Mumby, D. K. (2006). Introduction: Gender and communication in organizational contexts. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 89-95). Thousand Oaks, CA: Sage.
Ashcraft, K. L. (2006). Back to work: Sights/sites of difference in gender and organizational communication studies. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 97-122). Thousand Oaks, CA: Sage.
What assignments are due?
Approximately half of the class should have their position papers to present.
What all are we going to do?
First we will discuss the week’s readings. Then we will hear from the position paper writers. Finally, we will work on the class research projects.
CLASS SIX: Identities and Sex in the Workplace (September 25)
What should I have read?
Trethewey, A., Scott, C., & LeGreco, M. (2006). Constructing embodied organizational identities: Commodifying, securing, and servicing professional bodies. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 123-141). Thousand Oaks, CA: Sage.
Townsley, N. C. (2006). Love, sex, and tech in the global workplace. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 143-160). Thousand Oaks, CA: Sage.
What assignments are due?
Three students should have reports ready, one student for each of the following:
Keyton, J., & Rhodes, S. C. (1999). Organizational sexual harassment: Translating research into application. Journal of Applied Communication Research, 27(2), 158-173.
Haley, J. (2004.) Sexuality harassment. In C. A. MacKinnon, & R. B. Siegel (Eds.)Directions in sexual harassment law (pp. 182-200). New Haven, CT: Yale.
Mumby, D.K. (1998). Organizing men: Power, discourse, and the social construction of masculinity(s) in the workplace. Communication Theory, 8, 164-183.
What else are we going to do?
We will discuss the week’s readings, hear some reports, and then work on the class research projects.
CLASS SEVEN: Career and Conclusion (October 2)
What should I have read?
Buzzanell, P. M., & Lucas, K. (2006). Gendered stories of career: Unfolding discourses of time, space, and identity. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 161-178). Thousand Oaks, CA: Sage.
What assignments are due?
Approximately half of the class should have a position paper ready to present.
What all are we going to do?
After discussing the week’s reading we will hear position papers and then work on the class research projects.
CLASS EIGHT: Rhetoric and Public Address (October 16)
What should I have read?
Campbell, K. K. (2006). Introduction: Gender and communication in rhetorical contexts. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 179-184). Thousand Oaks, CA: Sage.
Campbell, K. K., & Keremidchieva, Z. (2006). Gender and public address. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 185-199). Thousand Oaks, CA: Sage.
What assignments are due?
A first draft of each research project should be ready to turn in at the end of the class period. Also, three students should have reports ready, one student for each of the following:
Campbell, K. K. (1973). The rhetoric of women’s liberation: an oxymoron. Quarterly Journal of Speech, 59, 74-86.
Foss, S. K., & Griffin, C. L. (1995). Beyond persuasion: A proposal for an invitational rhetoric. Communication Monographs, 62, 2-18.
Condit, C. (1992). Post Burke: Transcending the sub-stance of dramatism. Quarterly Journal of Speech, 78, 349-355.
What all are we going to do?
We will discuss the week’s readings, hear three reports, and then work on the class research projects. Finally, everyone will fill out a sheet detailing what she or he has contributed to the class research projects.
CLASS NINE: Political Communication and Body as Situation (October 23)
What should I have read?
Beasley, V. B. (2006). Gender in political communication research: The problem with having no name. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 201-214). Thousand Oaks, CA: Sage.
Stormer, N. (2006). A vexing relationship: Gender and contemporary rhetorical theory. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 247-262). Thousand Oaks, CA: Sage.
What assignments are due?
One student should have a report ready for the following:
Manning, J., & Short-Thompson, C. (In press.) The gendered political body: Considering the body as situation in political communication. In J. L. Edwards (Ed.), Gender and political communication: Rhetoric, representation, and display.
What all are we going to do?
We will discuss the readings, hear a report, and then I will give a response to the drafts of the projects. After the response, we will work on the projects until class time is over.
CLASS TEN: Expanding Views of Rhetoric (October 30)
What should I have read?
Bacon, J. (2006). The intersections of race and gender in rhetorical theory and praxis. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 215-230). Thousand Oaks, CA: Sage.
What assignments are due?
Three students should have reports ready, one student for each of the following:
Corey, F. C., & Nakayama, T. K. (1997). Sextext. Text and Performance Quarterly, 17, 58-68.
White, S. B. (2005). Releasing the pursuit of bouncin’ and behavin’ hair: Natural hair as an Afrocentric feminist aesthetic for beauty. International Journal of Media and Cultural Politics, 1(3), 295-308.
Meyer, M. D. E. (2007). Women speak(ing): Forty years of feminist contributions to rhetoric and an agenda for feminist rhetorical studies. Communication Quarterly, 55(1), 1-17.
What all are we going to do?
After discussing the reading we will hear three reports and then work on the class research projects.
CLASS ELEVEN: Mass Media, Feminism, and Debate (November 6)
What should I have read?
Dow, B. J. (2006). Introduction: Gender and com munication in mediated contexts. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 263-272). Thousand Oaks, CA: Sage.
Valdivia, A. N., & Projansky, S. (2006). Feminism and/in mass media. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 273-296). Thousand Oaks, CA: Sage.
What assignments are due?
Approximately half of the class will need to have a position paper ready.
What all are we going to do?
After discussing the readings we will hear position papers. The remainder of class will be spent working on the class research projects.
CLASS TWELVE: Race and Sexuality in Media plus Rebuttals (November 13)
What should I have read?
Brooks, D. E., & Hebert, L. P. (2006). Gender, race, and media representation. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 297-317). Thousand Oaks, CA: Sage.
Sloop, J. M. (2006). Critical studies in gender/sexuality and media. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 215-230). Thousand Oaks, CA: Sage.
What assignments are due?
Approximately half of the class will need to have response papers ready.
What all are we going to do?
After discussing the readings, we will hear from those writing response papers. After the break, we will work on the class research projects.
CLASS THIRTEEN: Media Violence, New Media (November 20)
What should I have read?
Cuklanz, L. M. (2006). Gendered violence and mass media representation. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 335-353). Thousand Oaks, CA: Sage.
Consalvo, M. (2006). Gender and new media. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 355-369). Thousand Oaks, CA: Sage.
What assignments are due?
Three students should have reports ready, one student for each of the following:
Johnson, A. (2007). The subtleties of blatant sexism. Communication and Critical/Cultural Studies, 4, 166-183.
hooks, b. (1996). Mock feminism. In G. Goshgarian (Ed.), The Contemporary Reader (pp. 255-63). New York: Longman.
Slagle, R. A. (2003). Queer criticism and sexual normativity. In G. A. Yep, K. E. Lovaas, & J. P. Elia (Eds.), Queer theory and communication: From disciplining queers to queering the discipline(s) (129-46). New York: Harrington Park.
What all are we going to do?
After discussing the two readings we will hear three reports and then work on the class research projects.
CLASS FOURTEEN: Intercultural and Global Considerations (November 27)
What should I have read?
Johnson, F. L. (2006). Introduction: Gender and communication in intercultural global contexts. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 371-377). Thousand Oaks, CA: Sage.
Flores, L. A. (2006). Gender with/out borders: Discursive dynamics of gender, race, and culture. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 379-396). Thousand Oaks, CA: Sage.
What assignments are due?
Approximately half the class should have their response papers ready.
What all are we going to do?
First we will discuss the readings, then we will hear responses to the position papers/rebuttals, and finally we will work on the class research projects.
CLASS FIFTEEN: Boundaries, Borders, and Discourses (December 4)
What should I have read?
Houston, M., & Scott, K. D. (2006). Negotiating boundaries, crossing borders: The language of black women’s intercultural encounters. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 397-414). Thousand Oaks, CA: Sage.
Johnson, F. L. (2006). Transgressing gender in discourses across cultures. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 415-431). Thousand Oaks, CA: Sage.
What assignments are due?
Other than readings, you only have to worry about your research project duties.
What all are we going to do?
We will discuss the readings and then go into the second to last class research project session – all research projects will be due at the end of the next class period.
CLASS SIXTEEN: Globalization (December 11)
What should I have read?
Hegde, R. S. (2006). Globalizing gender studies in communication. In B. J. Dow, & J. T. Wood (Eds.), The SAGE handbook of gender and communication (pp. 433-449). Thousand Oaks, CA: Sage.
What assignments are due?
Other than readings, you only have to worry about your research project duties.
What all are we going to do?
We will discuss the reading, complete course evaluations, complete the class projects, and everyone will fill out a sheet listing their total contributions to the project for the second half of the project grade.