Updated  1/18/06

Office Hours

Books (first 4 ordered through the GW Bookstore)

• The World Split Open by Ruth Rosen (Viking, 2000).
• Living for the Revolution: Black Feminists Organizations 1968-1980 by Kimberly Springer
• Feminist Organizations: Harvest of the New Women's Movement, ed. by Myra Marx Ferree and Patricia Yancey Martin (Temple University Press, 1995).
• Bridging the Class Divide and Other Lessons for Grassroots Organizing by Linda Stout (Beacon Press, 1996).
• Grassroots: A Field Guide for Feminist Activism. by Jennifer Baumgardner & Amy Richards (available cheap from Amazon)

• Articles on electronic reserve through Blackboard
• Papers in The Urban Institute center on nonprofits and philanthropy http://www.urban.org/content/PolicyCenters/NonprofitsandPhilanthropy/Publications/Pubs.htm#Advocacy
• Readings on the case study as a research method on reserve in Gelman Library (REQUIRED for the 6-credit course)
• Reinharz, Shulamit, "Feminist Case Studies," Ch. 9 of Feminist Methods in Social Research.
• Yin, Robert K. Case Study Research: Design and Methods (3rd edition, 2003).
• Feagin, Joe, Anthony Orum and Gideon Sjoberg The Case for the Case Study, especially (but not limited to) chapter on feminist methodology by Christine Williams.

Objectives of the Course

• Who are the players in the policy (or advocacy or social change) process? What are the activities of specific organizations and people? How do they decide on issues, set policy agendas, adopt, implement and evaluate policy through activities such as developing and enacting legislation, networks, coalitions, lobbying, lawsuits, mass demonstrations, etc.?
• How do organizations build coalitions across race, class and gender lines? How are issues of race, class, lesbianism, disability, and age explicitly incorporated into issues and activities (or not)? What actions, emotions and structural conditions aid or hinder the building of such coalitions?
• What kinds of styles, structures, activities, strategies and resources are used by specific organizations and the leaders in these organizations?
• What are the strategies and activities that organizations use to gain power and to mobilize and empower constituencies? How are different groups of women empowered to define, develop, implement and evaluate policies?
• What kind of skills and supports are necessary to participate in this process and to remain a feminist? Is this how you want to spend the rest of your life?

COURSE REQUIREMENTS

Written Work
All work must be typed, double-spaced, well-written, proof-read, with sources fully cited
WSTU 183 or 283 for 3 credits:, a total of approximately 25-30 pages for seminar assignments.
WSTU 283 for 6 credits: 25-30 pages for the seminar work, plus about 25-30 pages for the case study.

Class Sessions: Class sessions usually will be divided into two parts: (1) Discussion of what is going on with you and your placement and what you have learned about the players, the policy making process, your organization, and yourself. (2) Discussion of readings, assignments, and any outside guest speakers.

Field notes:  Keep field notes or a journal recording your observations  and information you gather  on your organization. This is especially important for anyone doing the case study, but will also help with weekly updates and topical papers. Use the Worksheet to guide your observations and notes.

• My expectation is that every week you: attend class, are prepared to give a brief report on your internship including presentation of material of interest to the class whenever possible, and you are prepared to participate in discussion of assigned readings.
• Every other week (once every 2 weeks), prior to class, email a brief update on what is happening at your placement, highlighting any problems you want to discuss and/or things of interest to the class. A total of at least 6 updates from each person.  Please send them by 8pm the day before class at the very latest.
• At least once during the semester, each student will be responsible for preparing discussion questions and leading discussion of readings or giving briefing on a policy issue on which you are working at your internship.

B.  Very short assignments (graded pass/fail):
a. Statement of personal goals for the internship. Length 1 p. or less. Due 1/18
b. Midcourse evaluation of your placement. 1 p. or less. Due  3/1
c. Written final evaluation: Due April 26.  (i-ii below refer to the written final evaluation)

(i) Describe what you have learned and accomplished in a form that you might use on a resume emphasizing specific skills and accomplishments. (Suggested length: 25 words)

(ii) Summarize the strengths and weaknesses of your field placement experience as it relates to your personal and political interests, graduate program and career goals, and course material in a form that might be useful for students doing the practicum next year. Review the goals you listed at the beginning of the semester and evaluate how well they were met and why. Submit 2 copies (if you want one returned), a copy will be kept on file for other students to read. (Suggested length, 1-2 pages)
 

C.  TOPICAL PAPERS

Topical Paper Topics

1.  Due Feb. 15.   Placing your organization on the map.   Use readings for Jan. 25 - Feb. 15

Suggested approaches: Use the readings to analyze your organization including information on its history, goals, changes over time, relation to the feminist movement and the policy process.   You may choose other questions or themes as long as you relate what your are learning about your organization to the readings. If none of the readings  about feminist organizations fits your placement, you might use Andrews & Edwards as your focal point.
 

2. Due Mar. 22. Diversity and difference.  Use readings for 2/22-3/22.

Discuss how your organization responds (or attempts to respond, or fails to respond) to issues of diversity. difference, and (if relevant) identity politics, both publicly and privately. Think about diversity as covering race, ethnicity, sexual orientation, class, age, disability, and, if applicable, cross-cultural or global issues, issues of women in non-western society, etc.    If you did not discuss the Springer book in Paper #1, you may include it here.
 

3. Due April 19. Leadership, organizational structure, and younger "waves"..    Use readings for 3/29-4/19

Critically analyze what you observe as strengths and weaknesses of the leadership styles and organizational structure in your organization. Include issue of hierarchical versus non-hierarchical processes and structures and questions of how tensions and conflicts are "managed."  Alternatively (or additionally), discuss how the critique of Second Wave feminist organizations and politics by third wave feminist applies or doesn't apply to your organization.  In what ways and how well does your organization reach younger women?  How would you suggest changing that?

E. Interview  Each student will conduct at least one in-depth, face-to-face interview with a feminist policy activist at your organization (or in your organization's network).   Use material from the interview, where appropriate, in any or all of the topical papers, the case study, and the worksheet.  A short written summary will be required of about 5 pages UNLESS you discuss, quote, and draw upon the interview in detail in one or more of your topical papers and/or the case study.  You are strongly encouraged to use the interview in other papers where relevant and appropriate.
 

Due dates, revisions, late written work, etc.: If all 3 topical papers are handed in on time (where on time includes within a 24-hour grace period), then you have an option of revising any of the papers to resubmit at the end of the semester (last class). There is no grade penalty for late topical papers as long as they are received by the last class date. After that, an A may become an A-, etc. You may arrange for an IPG (in progress grade) with no grade penalty to revise and complete the case study IF all other written work is completed by the last class, and IF you have completed an acceptable first draft of the case study.
 

E.  THE CASE STUDY (6 credits only)

• If students are interested, there will be a special meeting (during or after class) to discuss the case study.
• Everyone doing a case study is expected to meet individually to discuss it with me during the semester.
• Examples of case studies from previous years will be available in my office or possibly on Blackboard..
• Additional required readings on the case study method (listed earlier) are required and should be discussed in the methods section of the paper..
• In order to receive a grade for the 6-credit course, you must hand in the case study with comments from your placement supervisor (or other appropriate person from the organization). Depending on the comments, you may wish/need to revise the paper.
• The expectations for the case study are similar to those of the independent research option -- that the paper should represent original research and should be of high quality, professional, publishable (or close to publishable) quality and style. It should be about 25-30 typed pages.
• In order to receive a grade for WSTU 283/6 credits, the case study must be judged acceptable by the Practicum Professor and the case study must receive a grade of at least a B. Expect to go through one or more rounds of required revisions before the paper is accepted.
• The latest that the very final revisions of the case study may be turned in for a grade this semester is May 19.  A polished and complete first draft is due April 19 for those who expect to receive a grade in time for graduation.
• Late case studies will receive an "in progress" (IPG) grade with no penalty, providing the topical papers and short assignments were all turned in on time, and an acceptable draft of the case study is submitted before by May 19.

*= key reading for class discussion
FO = in the Feminist Organizations book

Jan 18  ~  Introductions
Introductions to each other, your field placement interview and selection experiences, and overview of practicum activities and assignments; getting oriented to your multiple roles in the field placement/practicum experience; defining your goals.

• Due 1/18: Statement of your personal goals for your internship.
• All Field Placement Contracts should be signed and approved by 1/17.

Jan 25 & Feb 1   Mapping the Development of Feminist Movement since the 1960s

• For Jan. 25, read The World Split Open by Ruth Rosen   (Ch. 3, 4, 8, 9, epilogue are probably most relevant)
• For Feb. 1, read Living for the Revolution: Black Feminists Organizations 1968-1980 by Kimberly Springer

Feb 8  ~  Mapping, continued
Organizational Learning from Second Wave Radical and Socialist Feminists

• Ferree and Martin (FO ch. 1), "Doing the Work of the Movement: Feminist Organizations"
• Mansbridge (FO ch. 2), "What is the Feminist Movement?"
• *Strobel (FO ch. 10), "Organizational Learning in the Chicago Women's Liberation Union"
• *Whittier (FO ch. 12), "Turning it Over: Personal Change in the Columbus Ohio Women's Movement, 1969-1984"
•  Barnett (FO ch. 13), "Black Women's Collectivist Movement Organizations: Their Struggles during the 'Doldrums.'
• Katzenstein (FO ch. 3), "Discursive Politics and Feminist Activism in the Catholic Church"
• recommended (online link): Chicago Women's Liberation Union statement (early 1970's) from the Duke Women's Liberation archive
• recommended (online link): Jo Freeman (Joreen) "The Tyranny of Structuralessness"

Feb 15 ~ Feminist Organizations and Other Non-profit Advocacy Organizations

• *Martin "Rethinking Feminist Organizations," Gender & Society vol. 4 (2), June 1990  pp. 182-206. (Blackboard)
• *Disney and Gelb, "Feminist organizational 'Success': The State of U.S. Women's Movement Organizations in the 1990's," Women & Politics vol 21 (4) 2000  pp. 39-76.  (Blackboard)
• *Spalter-Roth and Schreiber (FO ch. 7), "Outsider Issues and Insider Tactics: Strategic Tensions in the Women's Policy Network during the 1980's"
• Andrews and Edwards, "Advocacy Organizations in the US Political Process" (Blackboard)
• Add: Suzanne Staggenborg and Verta Taylor, "Whatever Happened to the Women's Movement" (Blackboard)

Feb 22  ~ Coalition and Conflict among Allied Organizations

• Bunch, Charlotte, (Blackboard) "Making Common Cause: Diversity and Coalitions," in Bridges of Power (Albrecht and Brewer, eds.)
•  Arnold (FO ch. 18), "Dilemmas of Feminist Coalitions: Collective Identity and Strategic Effectiveness in the Battered Women's Movement"
• Mueller (FO ch. 17) The Organizational Basis of Conflict in Contemporary Feminism"
• Staggenborg, "Coalition Work in the Pro-choice Movement"   posted on Blackboard
• Optional:  Ackelsberg, Martha, "Identity Politics, Political Identities: Thoughts toward a multicultural politics," Frontiers, 1996 (Blackboard)

Due 3/1: Mid-course corrections: Evaluation of your internship thus far. Rewrite your contract and/or job description based on what you now know (suggested length: 1/2 to 1 page).

Mar 1  ~ Organizational Responses to Issues of Diversity and Difference

• Read:  Bridging the Class Divide  by Linda Stout  (discussion leaders: Taylor & Allison)

Mar 8  ~  Grass-roots Organizations; Working with Low Income Groups

• Scott, Ellen K.  2005. “Beyond Tokenism: The Making of Racially Diverse Feminist Organizations.”  Social Problems vol. 52, no. 2: 232-254.(Blackboard)
• Ostrander, Susan, "Gender and race in a pro-feminist, progressive, mixed-gender, mixed-race organization," Gender & Society, oct. 1999, Vol. 13, Issue. 5, pp. 628-643 (Blackboard)
• "Casa de Esperanza" by Jodi Sandfort (all 3 parts).  Available on U. of Minnesota, Center on Women and Public Policy website http://www.hhh.umn.edu/centers/wpp/case_studies.htm
• For discussion: How do we build a multicultural women's movement, make policy more responsive to diverse groups of women, deal with difference and diversity within our organizations, and build coalitions and alliances across lines of race, ethnicity, class, age, sexual orientation, and other differences? What can we learn from past mistakes?

Mar 22 ~ Feminists Working in Transnational and International Contexts

• Constructing Global Feminism: Transnational Advocacy Networks and Russian Women's Activism. By: Sperling, Valerie; Ferree, Myra Marx; Risman, Barbara. Signs: Journal of Women in Culture & Society, Summer 2001 (Blackboard)
• "Sculpting the Rock of Women's Rights: The Role of Women's Organizations In Promoting the National Plan of Action to Integrate Women in Development in Morocco," Iman Ghazalla.  Available on U. of Minnesota, Center on Women and Public Policy website http://www.hhh.umn.edu/centers/wpp/case_studies.htm

• *Eisenstein (FO ch 5), "The Australian Femocrat Experiment: A Feminist Case for Bureaucracy"
•  *Reinelt (FO ch. 6), "Moving onto the Terrain of the State: The Battered Women's Movement and the Politics of Engagement"
• "The Power to Choose" Sara M. Evans (about EMILY'S LIST) on U. of Minnesota, Center on Women and Public Policy website http://www.hhh.umn.edu/centers/wpp/case_studies.htm

Optional: Gelb (FO ch. 8), "Feminist Organization Success and the Politics of Engagement"

• Farrell (FO ch. 4) "'Like a Tarantula on a Banana Boat': Ms. Magazine, 1972-1989"
• Matthews (FO ch. 19), "Feminist Clashes with the State: Tactical Choices by State-Funded Rape Crisis Centers"
• O'Neill (Blackboard), "The Paradox of Women and Power in the Nonprofit Sector," in Women and Power in the Nonprofit Sector, Teresa Odendahl and Michael O'Neill Eds. 1994.
• *Urban Institute papers on non-profit advocacy groups and public policy(specific papers to be selected) http://www.urban.org/pdfs/org_advocacy.pdf

Apr 12~ Internal Dynamics within Organizations:  Leadership and other Issues

• Helgesen, Sally,  "Reconciling the Humane and the Efficient" and "The End of the Warrior Age," chapters from The Female Advantage: Women's Ways of Leadership, Doubleday, New York, 1990 (Blackboard)
• Green, Rayna,  "American Indian Women: Diverse Leadership for Social Change," in Bridges of Power (Blackboard)
• Taylor (FO ch. 14), "Watching for Vibes:  Bringing Emotions into the Study of Feminist Organizations"
• Morgen (FO ch. 15), "'It Was the Best of Times, It Was the Worst of Times': Emotional Discourse in the Work Cultures of feminist Health Clinics"
• Simonds (FO ch. 16) "Feminism on the Job: Confronting Opposition in Abortion Work"
• Ospina, Sonia, and Ellen Schall, "Perspectives on Leadership: Our Approach to Research and Documentation for the Leadership for a Changing World Program" (To be posted on Blackboard)

Apr 19 ~ Third Wave Feminism -- new directions?

• Read:  Grassroots by Jennifer Baumgardner and Amy Richards  (discussion leader may suggest chapters to emphasize)
• article by Susanne Beechey (will be posted on Blackboard)
• I hope to add on Blackboard a case study of the Young Women's Task Force by Taylor Hatcher, Allison Mitchell, and Erin Courier

Summing up what you have learned about your organizations, the policy process, empowering women, making coalitions, and about your selves. Final evaluation of the multiple experiences of the practicum/internship. Due

Apr 26 ~ Summing Up: How to Measure Success and Effectiveness; Re-evaluating Concepts, Criteria and Goals

• *Staggenborg (ch. 22), "Can Feminist Organizations be Effective?
• Acker (FO ch. 9), "Feminist Goals and Organizing Processes"

Freeman (FO ch. 25) "From Seed to harvest: Transformation of Feminist Organizations and Scholarship"