THE POLITICS OF FEMINISM
POL 215
Spring 1997

Dr. Susan Roberts

"The battle to define feminism in the 1990s revolves around familiar conflicts. Are women variable individuals, who may differ as much from each other in temperament, intelligence, ability and ideology as they differ from men? Or are women members of a female collectivity, who share natural sexual vulnerabilities, a primary role in child rearing, relational skills, and particular moral sensibilities (that translate into political preferences)? There are liberal and conservative versions of both views."

-Wendy Kaminer, The American Prospect, 1996

"The achievements of Alice Paul, Susan B. Anthony,Elizabeth Cady Stanton, and their sixties successors, Betty Friedan and Gloria Steinem, is an old story to some in the nineties -- interesting in the telling but irrelevant to our daily lives. The women's rights struggle becomes an important part of history, not a present reality."

-Mary Frances Berry, The Politics of Parenthood, 1993

"That feminism has the power to expand women's aspirations and improve their lives without enlisting them as card-carrying feminists is a tribute to its strength as a social movement. Feminism is not dependent on ideological purity (indeed, it has always been a mixture of conflicting ideologies) or any formal organizational structure."

-Wendy Kaminer, "Feminism's Identity Crisis," The Atlantic Monthly, 1993

The quotations above suggest in part the diversity of opinions on teaching the politics of feminism and gender issues. By its very nature, this course will be controversial. Our goal is to explore the politics of gender roles and political demands concerning women and issues identified with women. We will keep as a central focus the development of numerous theories concerning feminism and the women's movement.

While this course is not meant to serve as an overview to women's studies, it will incorporate elements of disciplines other than those strictly defined as political science. We will examine the historic context of women's political activism and the processes by which civil rights have been acquired. An important focus of this course will be the evolution of feminism from a loose collection of philosophies into a variety of political movements and interest groups.

In perhaps the most distinctive elements of the presidential election of 1996, women voters continued to exhibit a "gender gap" as the purported "soccer moms" voted for Democrats and in particular, Bill Clinton. How do we understand women as participants and nonparticipants in politics, and how do we dissect these soccer moms as well as 1992 as the "Year of the Woman"? Although the issues of rights have, by many accounts, been eclipsed in the contemporary women's movement, we will examine the subtle erosion of confidence in the movement, the "backlash."

Along with the politics of women and women's issues, we will examine the growing number of policies which relate to gender concerns, investigating their genesis, their struggle for adoption, and (if adopted) their implementation. These include marriage, divorce, employment, education, child care, and abortion, among others.

The issue of "family values" was prominent in both the 1992 and 1996 elections. What are the implications for women and for feminism of such an emphasis? We will spend time exploring what Susan Moller Okin terms the "hidden gender-structured family." In this examination, we return sometimes full circle to the debates from the early feminists.

One theme we will investigate extensively is that of pornography. This is an easy that divides feminists as well as the general citizenry. Is censorship called for? Does one person's erotic literature equate with another person's oppression? It is an easy that calls into play many of our basic assumptions on sex and gender.

COURSE REQUIREMENTS

Testing:

All examinations ("reviews"in Davidson speak) are essay in format. Normally, I will distribute a study sheet prior to the scheduled examination. I encourage students to work in groups in preparation for the examinations. Such collaborative learning is in no way a violation of the Honor Code. In the case study sections of the course, students will be expected and sometimes assigned to work in groups. Work with case studies requires the students to assume full responsibility for the case and its analysis.

Students are responsible for purchasing 2-3 blue books for each review and examination.

To the extent possible, this course will be conducted in seminar fashion. Every student is expected to have read the appropriate assignment for each class and will be expected to contribute to class discussion. It is not sufficient to come to class with having read the material; students should bring questions and comments to such reading. Such discussion is reflected in the grading for the class. If necessary, periodic quizzes will be given to prompt class preparation.

Midterm Review 20%

Discussion/Quizzes/Tasks 10%

Papers (2 @20%) 40%

Final Examination (cumulative) 30%

Honor Code:

All work in this course is covered by the Honor Code. While it may serve as a reminder to the student, you are not required to write "pledged" on your work; it is understood that as Davidson students you will adhere to the Honor Code.

Attendance:

Regular attendance is expected, and attendance will be monitored. Students are bound by the regulations in The Red Book for attendance.

Grading:

I usually require at least one week to return a graded assignment. Given the size of the class, I ask your patience in assessing your work. It is a responsibility I take very seriously and I do not like to hurry the process. My normal grading scale equates the following numerical grades with the equivalent letter grade: 95 = A, 92 = A-, 88 = B+, 85 = B, 82 = B-, 78 = C+, 75 = C, 72 = C-, 68 = D+, 65 = D, below 62 = F.

OFFICE HOURS AND CONSULTATIONS

Office: 329 C Chambers
Office Hours: 9:30-10:20 MWF
Office Phone: 2458
Home Phone: 892-9874

I am often in my office, especially on MWF, so please feel free to stop by. I will also reserve Mondays from noon until 1:30 for lunch with students (with plans made in advance). Call me at home, but please do not call after 9:30 in the evening.

TEXTBOOKS

M. Schneir Feminism:The Essential Historical Writings

M. Schneir Feminism In Our Time

Whelehan Modern Feminist Thought: From The Second Wave to 'Post-Feminism'

McGlen & O'Connor Women, Politics, and American Society

Itzin Pornography: Women, Violence And Civil Liberties

Strossen Defending Pornography

Newman & Seltzer Sex As A Political Variable: Women As CandidatesAnd Voters in U.S. Elections (pub. mid March 1997)

Jensen Finding A New Feminism

TOPICS & READINGS

Students are responsible for keeping track of the assignments

Dates for completing the reading assignments will be given every week. In lieu of specific details, students will be expected to follow the syllabus, reading topics and assignments in order within or before the time frame listed.

I. CONCEPTUAL INTRODUCTION

"There is clearly a major `justice crisis' in contemporary society arising from issues of gender."

- Susan Moller Okin, 1989

Jan. 13 Adrienne Rich "From An Old House in America"

Jan. 15 Paradigms and Pedestals: Lecture/Discussion

II. HISTORICAL CONTEXTS

"All causes, social and natural, combine to make it unlikely that women should be collectively rebellious to the power of men. They are so far in a position different from all other subject classes, that their masters require something more from them than actual service. Men do not want solely the obedience of women, they want their sentiments."

- John Stuart Mill, 1869

Jan. 17 Awakenings

Jan. 20 Feminism: The Essential Historical Writings

Jan. 22 Feminism: The Essential Historical Writings

Jan. 24 Feminism: The Essential Historical Writings

III. CONTEMPORARY VOICES

"If I am right, the problem that has no name stirring in the minds of so many American women today is not a matter of loss of femininity, or too much education or the demands of domesticity. It is far more important than anyone recognizes. . . We can no longer ignore that voice within women that says: 'I want something more than my husband and my children and my home.'"

-Betty Friedan, The Feminine Mystique, 1963

Jan. 27 The Second Sex and Early Sixties

Jan. 29 Movements & Organization

Jan. 31 Millet

Feb. 3 Feminism In Our Time

Feb. 5 Current Controversies

IV. PHILOSOPHIES OF FEMINISM

"All causes, social and natural, combine to make it unlikely that women should be collectively rebellious to the power of men. They are so far in a position different from all other subject classes, that their masters require something more from them than actual service. Men do not want solely the obedience of women, they want their sentiments."

- John Stuart Mill, 1869

Feb. 7 Whelehan Modern Feminist Thought

Feb. 10 Chapter 2: Marxist/Socialist Feminism

Feb. 12 Chapter 4: Lesbian Feminism

Feb. 14 Chapter 6: Crisis in Feminism

Feb. 17 Chapter 8: Men In Feminism

Feb. 19 Catch-up/Review materials

FIRST EXAMINATION = FRIDAY, FEB. 21

V. WOMEN AND THE LAW

"The paramount destiny and mission of woman are to fulfill the noble and benign offices of wife and mother. This is the law of the Creator. And the rules of the civil society must be adapted to the general constitution of things and cannot be based upon exceptional cases."

- Bradwell v. Illinois, 1873

Feb. 24 Ancient History: Early Interpretations of Due Process and Equal Protection

Feb. 26, 28 Sex Discrimination

March10 Women & the Family

VI. WOMEN AND THE POLICY PROCESS

"People have tirelessly sought to prove that woman is superior, inferior, and equal to man. . . If we are to gain understanding, we must get out of these ruts; we must discard vague notions of superiority, inferiority, equality which have hitherto corrupted every discussion on the subject and start afresh."

-Simone de Beauvoir, The Second Sex, 1952

March 14 Education & BFOQs

March 17 Women & the Economy

VII. WOMEN AND ELECTORAL POLITICS

"During Ann Richards's first year as the governor of Texas, one of her male constituents expressed disappointment in her administration, wondering aloud whether she was just `Bubba in drag.' He didn't question her capacity to govern, or her toughness, just whether she was any different from the men who had been governors." - Linda Witt, Karen M. Paget & Glenna Matthews,

Running As A Woman, 1994

March 19- March 28 McGlen & O'Connor Chapter 2

Newman & Selzer Sex As A Political Variable (entire book)

SECOND EXAMINATION = WEDNESDAY, APRIL 2 (day after Easter Break)

VIII. WOMEN AND PORNOGRAPHY

"Pornography is the theory, rape is the practice."

-Robin Morgan, 1977

April 4 - 16

IX. EPILOGUE: FUTURE OF FEMINISM

"Allowing individuals to choose, giving them the unobtrusive support and information they need to make choices, and tolerating the results of those choices are the essential elements of the equal liberty principle -- the essential elements of gender justice"

-David Kirp, Mark Yudof & Marlene Franks, 1986

April 18 - 29 Towards A Third Wave?