WOMEN_ST 300: Intersections of Race, Class, Gender, and

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CES/SOC/WOMEN_ST 300: Intersections of Race, Class, Gender, and Sexuality Spring 2017, Tu/Th, CUE 114, 9:10-10:25, 3 Credits Instructor – Bruce Lee Hazelwood, Wilson-Short 122 Email: [email protected] (preferred and quickest method of contact) Office hours – Tu/Th 8:15-8:45, 12:00-1:00, and by appointment As members of a subordinate group, Black women cannot afford to be fools of any type, for our objectification as the Other denies us the protections that White skin, maleness, and wealth confer. This distinction between knowledge and wisdom, and the use of experience as the cutting edge dividing them, has been key to Black women’s survival. In the context of intersecting oppressions, the distinction is essential. Knowledge without wisdom is adequate for the powerful, but wisdom is essential to the survival of the subordinate. Patricia Hill Collins, Black Feminist Thought Regardless of whether I, as an individual man, rape anyone, I am connected to the pattern of control and violence through which other men do. I am connected if only because I participate in a society that encourages the sexual domination, objectification, and exploitation of women, all of which normalize and support sexual violence as a pattern of behavior. Allan G. Johnson, The Gender Knot A close analysis of the way boys at River High invoke the faggot as a disciplinary mechanism makes clear that something more than simple homophobia is at play in adolescent masculinity. The use of the word fag by boys at River High points to the limits of an argument that focuses centrally on homophobia. Fag is not only an identity linked to homosexual boys but an identity that can temporarily adhere to heterosexual boys as well. The fag trope is also a racialized disciplinary mechanism. C.J. Pascoe, Dude You’re a Fag Course Description – This course is designed to explore the complex interconnections between race, social class, gender, and sexuality. The course will also provide an understanding of the ways in which these identities/locations/markers are constructed and positioned within the social structure of the United States, and how they are key to the understanding of social, political, and economic inequality. The course will investigate how the different systems of inequality interact with each other. Additionally, the course will employ and examine different methodologies and theoretical frameworks from a couple disciplines to better understand these intersections. This course will specifically work at the intersections of race, class, gender, and sexuality (among others); the systems of racism and patriarchy; and masculinity. The authors read in the course may provide some avenues of solutions or change. Learning Outcomes – 1) Understand the concept of intersectionality 2) Understand the theoretical concepts of race, class, gender, and sexuality 3) Understand the concepts of racism, racialization, sexism, classism, patriarchy, and homophobia in relation to politico-economic structures, social institutions, and everyday life

4) Explore different worldviews through readings, videos, and course discussions as they relate to the intersections of race, class, gender, and sexuality (among others) 5) Explore and understand how various oppressed, underrepresented, and exploited groups resist and struggle to recreate their own intersectional identities in relation to each other and dominant groups, leading to both conflict and community empowerment 6) Understand the ways in which race, class, gender, and sexual identities are constructed and reconstructed by both individuals and groups throughout time and context 7) Develop, practice, and/or further develop the ability of students to critically read, write, think, speak, and consume through course readings, videos, discussions, and assignments TAKE NOTE – Despite the size of the class, I encourage active participation. As such, this is a discussion-based class. With this in mind, it is important that everyone enter class with an open mind. We will meaningfully engage in intellectual conversations, and because everyone has a different background, it is crucial we respect and listen to each other. You have every right to agree or disagree with anything that is read or spoken in class, but you do not have a right to be disrespectful. This means no racist, homophobic, sexist, or other derogatory language in class or within any written assignments offered within the course. This also means students MUST come to class prepared. As a writing in the major course, there is an ample amount of reading AND writing. Being prepared means having done the assigned readings, take notes/questions, completing the assignments, and being open to others’ viewpoints. Being prepared for class means more than just being in class; it means doing what is asked of you as a student, and coming to class with a willingness to engage and learn. TAKE NOTE #2 – In both your written work and verbal engagement in the class, AVOID using these inappropriate terms:  

Colored people/person – People are OF color, but items are colored. Alternatively, using African-American/Black, Latino (not Hispanic), Asian/Asian-American, Native American, and ethnic origin are appropriate as well. Use people-first language. The/A White man – There is not ONE or A singular White man who we can place blame on for racism and/or patriarchy. This is not critical thinking. Oppression is systemic, meaning a single person cannot be responsible. Use terms like White supremacy, colonization, White privilege, male privilege, etc. when referring to this topic.

Using any of these terms will result in a deduction of points in the written assignment it occurs, or participation points if expressed verbally. The ONLY exception is if you are directly quoting from an author/article/reading, and this should be properly cited. TAKE NOTE #3 – Your grade is NOT necessarily an indication of your knowledge, your engagement with the course and class materials, or my thoughts about you. Much of your grade has to do with coming to class, doing the assigned readings and assignments on time, seeking assistance if/when needed, being open to other viewpoints and experiences both in reading and in class discussions/videos, etc. Some refer to this as “doing school” and unfortunately, it is part of the educational process.

If there are any situations or circumstances preventing students from attending class, turning in and/or struggling to complete assignments/readings, or anything else, let me know as soon as you possibly can so I can work to accommodate you. The longer you wait, the less I can do, if anything. Required Texts –  Collins, Patricia Hill. Black Feminist Thought (below as BFT). Uploaded to Blackboard  Ferguson, Susan J. Race, Gender, Sexuality, & Social Class: Dimensions of Inequality and Identity, Second Edition (below as RGSSC). Only physical copy available  Johnson, Allan G. The Gender Knot: Unraveling Our Patriarchal Legacy, Third Edition (below as GK). Uploaded to Blackboard  Pascoe, C.J. Dude, You’re a Fag: Masculinity and Sexuality in High School, Second Edition (below as DYAF). Uploaded to Blackboard Additionally, throughout the semester there will be supplemental readings and resources available for students via Blackboard. These are not required readings, but highly recommended readings. Course Requirements/Assignments – *Note: There is a terms lecture to help guide students through the semester (posted to Blackboard), and it is imperative to incorporate these terms into class discussions, as well as the assignments below 

Attendance/Participation (50 points) Attendance is taken periodically throughout the semester. While there is no set limit on number of absences, remember, you earn the grade you receive. Students will receive participation points completing in-class assignments, asking thoughtful questions in class, emailing questions/comments, meeting with the instructor individually to discuss readings, or giving a note at the beginning of the class with questions/comments. Those who are uncomfortable speaking in larger classes should take advantage of the latter three options. Attendance is required for in-class assignments, which cannot be made up if absent. In-class assignments can range from video participation sheets, small group discussions, or writing.



Video Participation Sheets (20 points each, 280 points) Throughout the semester, videos will be shown to augment readings and class discussions. These videos will include documentaries and various television shows. Students will take notes throughout these videos, and the instructor will provide a few questions after viewing. Small and large group discussions will follow, allowing students the opportunity to add/subtract from the notes. The quality, more than the quantity, of your participation sheets, as well as drawing from course readings and discussions, determine grading. This means students need to practice being critical thinkers, writers, and speakers! Participation sheets will also serve as attendance for the day. As these will be shown in class, they cannot be made up if absent.

*Note #2: There are more than 14 video days scheduled throughout the semester, and more may be added depending on current events or class discussions. This provides the opportunity for extra credit, or to make up missing points for whatever reason. 

Reading Summaries (20 points each, 80 points total) Throughout the semester, students will provide reading summaries and analyses. There are multiple purposes for this: one, to help students engage with the course materials; two, to further develop the critical reading and writing skills of students; three, to have students use this as a space for self-reflection; and four, to hold students accountable for the readings. For each summary, students must write at least two (2) paragraphs of summary and two (2) paragraphs of analysis/reflection. Each assignment will also consist of writing summaries/analyses for two chosen chapters. One chapter summary/analysis MUST be from Ferguson (RGSSC), and one chapter summary/analysis MUST be from whatever text is being read alongside Ferguson within the due date. This means if we are reading Ferguson and Pascoe within the timeframe of a reading summary being due, then the other reading summary must be from Pascoe. A works cited/bibliography is required. Further instructions, including a grading breakdown and unavailable chapters, to come.



Student/Researcher Location – Positionality Statement (50 points) As growing researchers, students will write a two to three (2-3) page positionality statement. A positionality statement is where researchers identify who they are, what drives them, and why. For instance, a typical positionality statement includes an individual’s racial, gendered, sexed, classed, and other identities. It also includes interests, both academic and non-academic, as a way to “position” the researcher, providing background for the reader on the researcher. This is basically an opportunity for the reader to better understand the researcher as a person. A works cited/bibliography is required, but is not part of the page count. Further instructions, including a grading breakdown, to come.



Poem/Rap (50 points) For this assignment, students will flex their creative and verbal muscles by creating a 32 bar (or line) poem/rap. The content will focus on students’ individual lives and the intersections of race, class, gender, and/or sexuality; or of current intersectional social justice issues (within last two years). A write-up, with connections to course material, is required. A works cited/bibliography is required, but is not part of the page count. Further instructions will be provided early in semester, including a grading breakdown.



Artistic Mural (50 points) For this assignment, students will channel their inner Bob Ross or Picasso and create an artistic work expressing something to do with intersectional social justice issues. The color medium can be paint (spray, acrylic, water), crayons, colored pencils, markers – it has to be creatively expressed through traditional art (sorry, expressive dancers!). This means no scrapbooking, no dioramas, no photography, etc.; it MUST be hand drawn/colored. The type of canvas used is also variable, but must be something other than a regular 8x11 piece of paper. A write-up, with connections to course material, is required. A works cited/bibliography page is required, but is not part of the page count. Further instructions to come, including a grading breakdown.



Letter Writing Campaign (50 points) To help put some of the course material into action, students will write at least two (2) pages to/for one of the following: an elected official, a corporation/business, an op-ed for a news publication, or a petition (university, local, regional, etc.). This letter will consist of the name/title of the above; the chosen issue; identifying the problems; what students would like to see happen in regards to the issue (being as tangible as possible); and how they can contact the student for further discussion. Students should probably choose an official/corporation that has something to do with the issue(s). Regardless of political position or ideology, grading is based solely on adhering to the above requirements. Further instructions, including a detailed grading breakdown, to come.



Final Project – Intersectional Research Paper (190 points total) For the final, students will write a 10-12 page research paper (not including cover page and notes/references) focusing on intersectionality and social issues. These issues must touch on at least two (2) intersections. Students MUST use at least one (1) academic text from outside the class; and at least one (1) related film/documentary from outside the class, in addition to course readings and videos. There are four (4) components to the final, each due throughout different times in the semester, and a works cited/bibliography is required for all components, and is not part of the word/page count. o A 500-1000 word abstract, touching the chosen issue of research; the intersections; the outside text and film; and the research question driving the research (15 points, due 1/26) o A three to four (3-4) page proposal, detailing the specifics of the chosen issue and its intersections; the theory and literature employed; and how the chosen outside text and film connect to the issue (25 points, due 2/16) o A three to four (3-4) page literature review and theoretical framework, detailing a review of the common literature on the chosen topic (note: not a review of a student’s chosen literature); a discussion of the literature employed (including film); what theory drives the research (Critical Race Theory, etc.) and the text to support the theory (50 points, due 3/9) o A 10-12 page final research paper, tying everything together in a critical and thoughtful manner. The lit review/TF should give students three to four pages, pending edits. Students will also locate themselves as researchers through a detailed positionality statement. Students will critically and thoroughly write on the issue, explicitly tying the research question to the topic, intersectionality, text, and theory. (100 points, due 5/4 by 5:00 pm) Further instructions to come, including a detailed grading rubric.

*Note #3: As a writing in the major course, students are able to revise and resubmit up to two (2) written assignments, excluding video sheets, the last Reading Summaries, and the Final. After I score and return your assignments (generally by the next class period), you have one week from that date to resubmit your assignment. For example, if I return assignments on a Tuesday, students have until the next Tuesday to resubmit the assignment. Take into account the comments left on the assignment, as well as any course discussion that could add to the assignment.

*Note #4: All class documents (syllabus, assignment instructions, etc.) can be found on Blackboard Course Policies – 

Course Syllabus Policy - The instructor(s) of each course shall make available to enrolled students a course syllabus which should (a) be presented during the first week of class, (b) contain expected student learning outcomes, and (c) include information about the method(s) to be used for evaluation of student progress and determination of grades. The University, College or Academic Unit may, in published policies, specify additional information to be included in course syllabi. Educational Policies and Procedures Manual, approved by Faculty Senate 2/14/131.



Academic Integrity Policy – In all instances, you must do your own work. Otherwise, you are being dishonest. There is no excuse for plagiarism, for submitting another person's work, ideas, or wording as your own, or for not doing your own work. In simple terms, plagiarism is the act of using another person's words or work without giving them credit for it. Relatedly, academic dishonesty involves not doing the work you are supposed to do on your own and claim you did. If you do not understand the seriousness of plagiarism and/or academic dishonesty, and the importance of avoiding those behaviors, I would recommend that you please see the Standards for Student Conduct WAC 504-26-010 (3). Plagiarism and academic dishonesty, whether intentional or unintentional, may result in a grade of "F" for the assignment in question, or a grade of "F" for the entire course, at my discretion. The Office of the Dean of Students will then be notified. Bottom line: do not cheat. For those unfamiliar with the policy or what constitutes cheating/plagiarism, also visit the Office of Student Standards & Accountability website at http://standards.wsu.edu/.



Printing - Students are allocated $7.50 each semester to use for printing. Students can print at any of the Coug Prints locations, for example the libraries or the residence halls. There is an extensive list of the locations at http://cougprints.wsu.edu/printing/locations. If the student does not spend the balance during the semester it will continue to roll over until their final semester.



Students with Disabilities - Students with Disabilities: Reasonable accommodations are available for students with a documented disability. If you have a disability and need accommodations to fully participate in this class, please either visit or call the Access Center (Washington Building 21 7; 509-335-3417) to schedule an appointment with an Access Advisor. All accommodations MUST be approved through the Access Center.



Campus/Classroom Safety – In the interest of campus safety and emergency procedures, please become familiar with the information available on the WSU-provided websites. http://safetyplan.wsu.edu Campus Safety Plan http://oem.wsu.edu/ Emergency Management Website http://alert.wsu.edu WSU alert site Classroom and campus safety are of paramount importance at Washington State University, and are the shared responsibility of the entire campus population. WSU urges students to

follow the “Alert, Assess, Act” protocol for all types of emergencies and the “Run, Hide, Fight” response for an active shooter incident. Remain ALERT (through direct observation or emergency notification), ASSESS your specific situation, and ACT in the most appropriate way to assure your own safety (and the safety of others if you are able). 

Late Work Policy – Late work is not accepted in this class (except in uncontrollable circumstances). Most assignments will be in class and therefore cannot be made up. Any late assignments or finals will receive a 0. Be in class, pay attention to due dates, and try your best not to procrastinate.



Cell Phones and other Electronic Devices – eReaders (iPad, Kindle, Nook, etc.), tablets, and laptops are allowed specifically for the purposes of reading material posted to Blackboard as pdf files or article links. If a student is found utilizing any electronic device in class for non-class purposes, I will ask you to shut it down and take away points. It is not only disrespectful to me, but to fellow classmates as well. If a student refuses or persists in non-class use of technology, they will be asked to leave the class, and subsequently lose all points for the day. Once a student runs out of participation points due to violating this policy, a deduction of points on video participation sheets will follow. If a student somehow runs out of video participation sheet points, then a deduction of points on other assignments will follow.



Earning Your Grade – The only way to earn a high grade in this class is to do the assigned readings, come to class, ask questions when needed, and demonstrate your understanding of social justice issues and course discussions in your assignments. That being said, you yourself are the determining factor between an “A” or a “C.” If you have questions, clarifications, or confusions, ask in class or come to the assigned office hours. Email is also effective. If you have problems, let me know. If you come to me at the end of the semester with reasons why your grade is low, my response will be, “I’m sorry, but I can’t change your grade.” Let me know if there are exigent circumstances WHEN THEY HAPPEN, not at the end of the semester to save your grade. See NOTE #3 under Learning Outcomes for further info.



Written Assignments Guidelines/Grading – For all written assignments during the semester (including group write-ups), please follow these guidelines: o o o o o o o o o o o

12-point font (Times New Roman or Garamond), one inch margins, APA style Cover page, with header (example posted on Blackboard) Double-spaced, with NO EXTRA SPACE between paragraphs Printed DOUBLE-SIDED (deduction of HALF the written points for single) Spell/grammar checked, citations, proofread (where most students lose points) No contractions (don’t, can’t, you’re, they’re, etc.) Works cited/bibliography/references page Paper must be stapled (or lose points) A physical copy of written assignments is required (NO emailed assignments) Do NOT slide papers underneath any doors (results in a 0) If you are going to miss class, turn in assignments to my box in Wilson-Short 111, or to me during my office hours BEFORE class on the due date

Failure to adhere to any of these guidelines (and any presented in assignment instructions) will result in a deduction of points for each infraction. Grade Breakdown – 94-100 = A 90-93 = A87-89 = B+ 83-86 = B 80-82 = B77-79 = C+ 73-76 = C 70-72 = C67-69 = D+ 63-66 = D 60-62 = D0-59 = F 

Final Note: We all have busy lives outside of academia. However, it is your duty as a student to keep up with the readings, assignments, and be in class. Remember, in-class assignments cannot be made up, and late work receives a 0.



Classroom Conduct/Expectations – o It is imperative for students to come to class prepared, meaning having critically read the material for the day’s class, and bringing assignments to class that are due. The discussions will revolve around many of the topics in class, oftentimes intersecting, but learning is not just a top-down process. I may be the instructor, but I also learn from students and the comments, questions, and worldviews brought to class. o Respect - please refrain from talking or interrupting when I or another student is talking, or when viewing a video. This also means insensitive language will not be tolerated. o Listen, listen some more, and listen even more. Listening to other thoughts and viewpoints should help you better understand the course material. o We will go forward in this course with the acknowledgement that racism, sexism, classism, heterosexism, and other institutionalized forms of oppression exist, i.e. we do not live in a post-racial world. o ALWAYS bring your book/articles to class and engage the readings. o Everyone in this class has their own unique experiences and worldviews. Please recognize your own status, ideologies, privileges, prejudices, and position. o Reflect on these issues outside of the classroom in what you see, do, and hear.

o DO NOT work on other assignments, read the newspaper, sleep, etc in class. I will take points. o Class begins at 9:10 and ends at 10:25. This means find a seat and be ready for class before 9:10, and no packing up or leaving until 10:25, unless I say otherwise. If you have to arrive late, leave early, or miss class entirely, let me know at least one day before class, not the day of class. o If you choose to eat and/or drink, please remember we are not the only ones using this room and to clean up after yourselves. o If you have complaints about the class, work/reading load, your grade, etc. the classroom is not the space for that, including assignments. You should email me to set up a private meeting to discuss your concerns. o If you fail to adhere to any of the rules of the class, you will be asked to leave the class and lose points for each occurrence. Email Guidelines – When sending an email to me, please adhere to these tips as you would with work/professional colleagues: o Always have a distinct subject, such as “Question on Chapter 1” or “Meeting appointment?” Please do not leave it blank or leave a vague subject. o I do not care if it just says Bruce, but please do not just start your email right away, or start with something like “Hey.” Always start emails with who you are addressing your email! o NEVER leave an email blank. ALWAYS provide a message (“I have attached…” “I was hoping to meet…” “I do not understand this part…”) o University policy dictates all email communication between instructors and students must occur through WSU email. I will use the email listed in myWSU. o Always provide a proper closing such as “Sincerely,” “Thank you,” etc. followed by your name o DO NOT email me for info that is readily available to you, such as anything listed on the syllabus of assignment sheets o I should respond within 48 hours. If you email me just before the weekend or during the weekend, I may take a bit longer to respond. If I have not responded to you after these times, please let me know.

Class Schedule

Note: Schedule is tentative and subject to change

1/10: Class introduction, syllabus overview, begin Terms Lecture Hand out Abstract & Reading Summaries assignment instructions 1/12: Finish Terms Lecture Readings: Johnson Ch. 2-3 (posted to Blackboard) In-class video: Church and State (practice; NOT for video participation) 1/17: Readings: RGSSC Ch. 1-4 In-class video: LGBTIQ+ in Brasil Hand out Poem/Rap & Positionality Statement assignment instructions 1/19: Readings: RGSSC Ch. 5-8 In-class video: LGBTIQ+ in France 1/24: Readings: RGSSC Ch. 9-11; GK Ch. 1-2 1/26: Readings: RGSSC Ch. 12-14; GK Ch. 3-5 In-class video: Ability and sexuality Hand out Proposal assignment instructions DUE: Abstract assignment at the beginning of class 1/31: Readings: RGSSC Ch. 15, 16, 19, 49 In-class video: Women behind bars 2/2: Readings: GK Part II In-class video: Women of F.A.R.C. DUE: Reading Summaries #1 at the beginning of class 2/7: Readings: RGSSC Ch. 44, 50, 55 In-class video: Tough Guise I 2/9: Readings: GK Part III In-class video: finish video from 2/7 DUE: Poem/Rap assignment at the beginning of class 2/14: Readings: RGSSC Ch. 15, 18, 21, 24, 25, 27 In-class video: First Nations women 2/16: Readings: BFT Part I Hand out Literature Review assignment instructions DUE: Positionality Statement at the beginning of class 2/21: Readings: RGSSC Ch. 28, 30, 36-38 In-class video: Tough Guise II

2/23: Readings: BFT Ch. 3-5 In-class video: finish video from 2/21 Hand out Artistic Mural assignment instructions DUE: Proposal assignment at the beginning of class 2/28: Readings: RGSSC Ch. 20, 31, 33-34 3/2: Readings: BFT Ch. 6-7 In-class video: Women in Democratic Republic of Congo DUE: Reading Summaries #2 at the beginning of class 3/7: Readings: RGSSC Ch. 23, 26, 35, 48 In-class video: Class Divide 3/9: In-class video: finish from 3/7 Readings: BFT Ch. 8-9 Hand out Letter Writing Campaign & Final Research Paper assignment instructions DUE: Literature Review assignment at the beginning of class 3/13-3/17: SPRING VACATION – NO CLASS 3/21: Readings: RGSSC Ch. 45-47 In-class video: Policing the Police 3/23: Readings: BFT Part III In-class video: Prayer for Uganda DUE: Artistic Mural 3/28: Readings: RGSSC Ch. 39-41, 42-43 3/30: Readings: DYAF Preface, Ch. 1-2 In-class video: Jamaica 4/4: Readings: RGSSC Ch. 51-54 4/6: Readings: DYAF Ch. 3 In-class video: LGBTIQ+ in India DUE: Letter Writing Campaign assignment at the beginning of class 4/11: Readings: RGSSC Ch. 56-60 In-class video: Growing Up Trans 4/13: Readings: DYAF Ch. 4 In-class video: finish from 4/11 DUE: Reading Summaries #3 at the beginning of class 4/18: Readings: RGSSC Ch. 17, 22, 29, 32

4/20: Readings: DYAF Ch. 5-6 In-class video: Women in El Salvador 4/25: Dead Week In-class video: LGBTIQ+ in U.S.A. 4/27: Semester wrap-up, evals DUE: Reading Summaries #4 at the beginning of class 5/1-5/5: Finals Week DUE: Final Research Paper, including all previous components, by 5 pm on 5/4

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WOMEN_ST 300: Intersections of Race, Class, Gender, and

CES/SOC/WOMEN_ST 300: Intersections of Race, Class, Gender, and Sexuality Spring 2017, Tu/Th, CUE 114, 9:10-10:25, 3 Credits Instructor – Bruce Lee Ha...

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