The George Washington University Women's Studies Program Spring 2002
WSTU 240:
WOMEN & PUBLIC POLICY

  
Weekly reading & topic Links
Assignments Presentations
See new readings on welfare for 3/26

Professor Cynthia Deitch
Office: 837 22nd St. NW, Room 204
Phone: 202-994-7438 
email: deitch@gwu.edu
Office hours: Tu. & Wed. 3:30-5:30
    and by arrangement

  
Course Description & Objectives:
  • Ideas about gender, implicitly or explicitly, influence policy makers in many areas of American life. Moreover, policy decisions frequently affect women differently from men because of the continuing distinction in the social roles men and women customarily assume. 
  • This course will examine several areas of policy, some expressly related to women and others that have significant impact on women though policy-makers may not present the issue in that way. The goal of the course is to examine a variety of such policy issues and to achieve a deeper understanding of the way in which "gender" functions in the policy arena.
  • Although gender will be the primary category of analysis, discussion should incorporate awareness that gender is not a unitary category, that many factors influence the ways in which individuals view policy issues, that policy choices affect individuals differently depending on their specific characteristics, and that men and women share affiliations with other women and men based on class, race, religion, ethnicity, geography, age, political outlook, and sexual orientation as well as other identities. Throughout the course, particular attention will be paid to the intersection of race and gender in shaping social policy in the United States.

 
 
Required Books & Reading(image from 9to5)

(All books were ordered through the GW bookstore, but some are substantially cheaper online).

  • Maneuvers: The International Politics of Militarizing Women's Lives by Cynthia Enloe, University of California Press, 2001.
  • Beggars and Choosers: How the Politics of Choice Shapes Adoption, Abortion, and Welfare in the United States by Rickie Solinger, Hill & Wang, 2001.
  • Killing the Black Body: Race, Reproduction, and the Meaning of Libertyby Dorothy Roberts, Vintage Books, 1999.
  • This is What Lesbian Looks Like, ed. by Kris Kleindienst, Firebrand Books, 1999.
  • The Invisible Heart: Economics and Family Values by Nancy Folbre, New Press, 2001.
  • Squaring Up: Strategies to Raise Women's Income in the United States, ed. by Mary C. King, University of Michigan Press, 2001.
  • Disposable Domestics: Immigrant Women Workers in the Global Economy by Grace Chang, South End Press, 2000.
  • Additional articles and book chapters available through Prometheus

 
 
 
Overview of Requirements

1. Class Participation, weekly -- 15 %
2. Provide critical overview & lead discussion on readings once -- 10 %
3. Policy overview and update (3-4 pages) and short presentation -- 15%
4. Position paper/testimony (6-7 pages) and presentation -- 25%
5. Final paper (15 pages) - 35%

For # 3 & 4, there is an option to develop a web site instead of a written paper.

 
 
Weekly Schedule of Topics and Readings

(subject to minor additions and schedule changes during the semester)

Jan. 15  Introduction 

Part I Women's Bodies and Public Policy

Jan. 22  Feminist Perspectives on Military and Foreign Policy

  • Maneuvers: The International Politics of Militarizing Women's Lives by Cynthia Enloe


Jan. 29  Title IX, Education and Athletics

  • Women and Public Policies by Joyce Gelb and Marian Palley,, ch. 1, 5 (Prometheus)
  • http://chronicle.com/colloquy/2001/title9/title9.htm   Nov 30 2001 Chronicle of Higher Education launched a discussion about whether Title IX has benefitted white women athletes as the expense of racial minority women. Read "Left Behind," examine the charts and statistics, read some of the responses.
Feb. 5  Abortion Politics
  • Beggars and Choosers by Rickie Solinger


Feb. 12  Other Reproductive Rights Policies

  • Killing the Black Body by Dorothy Roberts

Feb. 19  Lesbian and Gay Rights, Sexual Identity and Public Policy

  • This is What Lesbian Looks Like, ed. by Kris Kleindienst  (Student discussion leader will select chapters to emphasize.)


Feb. 26  Violence Against Women

  • Battered Women and Feminist Lawmaking, by Elizabeth Schneider ch. 3 & 10 (Prometheus)
  • Kimberlé Crenshaw, "Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color" In: Martha Albertson Fineman, Rixanne Mykitiuk, Eds. The Public Nature of Private Violence. (New York: Routledge, 1994), p. 93-118. Online at: http://www.hsph.harvard.edu/Organizations/healthnet/WoC/feminisms/crenshaw.html
  • Lynn Chancer, "Playing Gender Against Race Through High-profile Crime Cases" in Violence Against Women, Feb. 1998. (Prometheus)

 

  Part II. Gender, Work and Family

Mar. 5  Policy approaches to the competing demands of work and family

  • The Invisible Heart by Nancy Folbre
  • Barbara Bergmann, "What Would We Gain by Subsidizing Child Care" ch. 3 of Squaring Up.


Mar. 12  Employment Policies and Economic Inequality

  • Squaring Up: Strategies to Raise Women's Income in the United States, ed. by Mary C. King, chapters 6-12.
  • Kim Blackenship, "Bringing Gender and Race In: U.S. Employment Discrimination Policy, Gender & Society, 1993, v. 7 (4) 204-226 (Prometheus).


Mar. 19  Spring Break, no class
 

Mar. 26  Gender and Social Welfare Policies  [* = required.  If the links don't work, go to prometheus instead ]


Apr. 2  Low-wage workers, Immigration, Globalization

  • Grace Change, Disposable Domestics: Immigrant Women Workers in the Global Economy 
April 5 (Friday): due date for posting testimony, position papers or webpage. Students who gave presentations on 4/2 may have an extension.

Apr. 9  Student Presentations on Currently Debated Legislation

"Unborn Victims of Violence,"  Violence Against Women, Sex Trafficking, and Sexual Harassment Policies
  • Read the testimony or position papers posted by Mali, Nicole, Heather, and Tacoma.
Apr. 16  Student Presentations on Currently Debated Legislation
Women's Wages, Work and Family, and Welfare Policies
 
  • Read the testimony or position papers posted by Johnette, Desiree, Krista, Raedell, and Jennifer


    • Apr. 23  Student Presentations on Currently Debated Legislation

    Transgender discrimination, women on death row, sex education
    • Read the testimony or position papers posted by Abby, Alyson, and Dana


    May 2 (Thur.): Final paper due by 5pm in my mailbox.
     

    Course Requirements and Assignments


    1. Participate in class discussion each week [15%]

    Expectations are that students will attend every class and come prepared to discuss the assigned readings. Class time will be devoted principally to discussion of the readings. All students are expected to read thoughtfully and to share their insights and observations with the class. We will spend 5-10 minutes at the beginning of most sessions discussing events in the new related to women and public policy. Students are expected to keep up with relevant current events and come to class with information and analyses to share. All viewpoints, courteously expressed, are welcome. Robust discussion, including disagreement, makes for an interesting class and pushes everyone's thinking. 

     
     

    2. Lead a discussion of an assigned book or readings [10%] (image from 9to5)
    Each student will be responsible for leading discussion of the assigned book or other major reading for one session. Leading discussion involves: (a) presenting briefly (5-10 minutes - absolutely no more than 10!) your assessment of the book; (b) preparing questions for discussion; and (c) conducting discussion. Although nothing written is required, handouts are useful and welcome.

    Leading the discussion should consist of making some opening remarks or observations, identifying the main thesis and perhaps some key insights of the author, and some major strengths and weaknesses of the book, and then posing questions based on the reading for the class to discuss. Discussion leaders should assume that everyone has already read the book. Do not recap the contents of the book in your introduction. Discussion leaders are responsible for keeping discussion moving and facilitating participation of all students.

     
     
    3. Brief the class on one area of public policy [15%] (image from 9to5)

    Due date assigned based on when the topic is covered on the syllabus.

    For this assignment, imagine that you are asked to brief a newly elected or appointed policy maker or senior staff, or perhaps the staff or membership of a women's organization on the basic policy background and current situation in one area of gender policy. You are told that you should speak for 5-10 minutes (no more than 10) not counting questions and answers, and that you should prepare a written document of not more than 3 pages given the short attention span and busy agenda of your boss or audience. Your job is to present factual background, largely without analysis or recommendations at this point. Your paper should highlight or outline (a) a chronology of major national legislation and Supreme Court decisions, (plus, perhaps, Executive Orders if applicable), and (b) give an overview and assessment of the current policy situation (pending legislation, current discussion or debate, major protagonists, etc.). Assume that your audience has done the reading assigned to the class.  A major focus of your presentation is to fill in background and update developments not covered (or not clearly explained) in the reading. You may give out additional handouts, such as newsclippings or printout of webpages, if you choose. (See additional guidelines.)

     

    Alternative Option: Develop a website instead of writing papers for # 3 & 4. See the instructor to discuss details.

     
     
    4. Write a brief policy position paper or testimony for a Congressional hearing[25%]

    In most cases, you will use the same policy as in the previous assignment. This time, imagine that you were asked to give testimony before a Congressional hearing on an issue or a specific piece of proposed legislation. You may speak as a scholar, or as a representative of a real or imagined organization. Or, you may imagine that you were appointed to a task force to draft a brief policy position paper for a coalition of women's and other organizations working on your issue. Your written testimony or position paper should be about 6-7 pages (typed, double spaced). 

    You will post your testimony or position paper on Prometheus so that everyone can read it before class. You will have at least 20 minutes (maybe longer) to give a presentation related to your testimony or position paper and discuss it with the class. One student will be assigned to oppose your position, taking an opposing political stance (others may take any stance they wish).

    The paper or testimony should briefly introduce why you or your organization are concerned with this issue. Typically, it should discuss why new policy is needed, provide a critique of existing policy and proposed alternatives that you do not support, make an argument for the policy you propose and/or the action you want your audience to take. See the National Women's Law Center website for examples of testimony. Other examples will be suggested. Due by posting on Prometheus for the entire class to read by Friday, April 5.

     
     
     
    5. Write a final academic paper on your policy topic [35%]

    Imagine that you have been asked to submit a paper for an academic research conference on feminist approaches to the study of public policy. This is to be a formal written paper of approximately 15 pages (typed, double spaced). The paper should have a clear theoretical or conceptual framework. For this paper, you must use some appropriate primary sources as well as scholarly journal articles and books as secondary sources. You may use other sources as additions to, but not instead of, the required use of primary sources (such as the actual legislation and supreme court decisions, among others) and academic journal articles. Additional guidelines were distributed in class.. Due May 2 (Thur.).

    If you would like advance feedback on a draft of the paper, the draft should be submitted by April 16.

     
     
    Cautionary Notes (for all written work):
    • The University code of academic integrity will be strictly enforced. Consult the "policies" section of the GW student handbook.
    • No papers will be accepted via email or fax. 
    • Grammar, spelling, appropriate citation of sources, and organization count in all written work.

    Schedule  of Presentations
    Date A. Lead discussiom on assigned reading B. Present on a policy
    Jan 22 Maneuvers by Enloe 
    Heather    		 Military, international
    (Cindy)
    Jan 29 Chapters from Gelb & Palley and debate in Chronicle
    Dana    		 Title IX
    Abby
    Feb 5 Beggars & Choosers by Sollinger
    Mali    		 Abortion
    Mali
    Feb 12 Killing the Black Body by Roberts
    Raedell    		 family planning, teen preg., other reproductive rights
    Dana
    Feb 19 This is What Lesbian Looks Like ed. by Kleindienst 
    Abby  & Alyson    		 Any LGBT rights related policies
    Johnette
    Feb 26 Chapters from Battered Women & Feminist Lawmaking by Schneider, articles by Crenshaw and Chancer
    Nicole    		 Anti Violence Against Women

    Nicole and Jennifer
    Mar 5 Invisible Heart by Folbre
    Tacoma    		 Preg. Disc. Act & Family Medical Leave Act, child care policy
    Krista
    Mar 12 Chapters from Squaring Up and article by Blankenship

    Desiree and Johnette

    		 Employment, job training, unemployment, sexual harassment at work, pay equity, minimum wage, etc.  Desiree
    Sexual harassment in schools - Tacoma
    Mar 26 Articles on welfare reform (and one on Social Security)
    Jennifer    		 Welfare reform, Social Security
    Raedell
    Apr 2 Disposable Domestics by Chang
    Krista    		 Immigration, domestic workers Heather (Trafficking)
    Alyson (U.S. death penalty)


     
     
     

    LINKS

    There are hundreds (maybe thousands) of web sites relevant to policy  topics.  A few of them are listed below: 
    More will be added.

          Women and public policy: 
           asa.ugl.lib.umich.edu/chdocs/womenpolicy (Univ. Michigan) 
          www.now.org (NOW) 
            wlo.org (Women Leaders Online)
          www.feminist.org (Feminist Majority)
          www.aclu.org (ACLU)
          www.rci.rutgers.edu/~cawp (Center for the American Women and Politics, Rutgers)
          www.welfareinfo.org (Welfare Information Network)
          www.iwpr.org (Institute for Women's Policy Research)
          childrensdefense.org(Children's Defense Fund)
          www.clasp.org (Center for Law and Social Policy)
          www.ngltf.org (National Gay and Lesbian Task Force)
          www.hrc.org (Human Rights Campaign)
          www.nwlc.org (National Women's Law Center)
          www.nowldef.org  (NOW Legal Defense and Education Fund)
        Government information 
            President's Interagency Council on Women secretary.state.gov/www/picw
          Census data: www.census.gov
          Justice statistics: www.ojp.usdoj.gov/bjs
          Labor statistics: www.bls.gov
        Legal information (finding laws and Supreme Court Decisions): 
              www.findlaw.com
              www.law.cornell.edu (Cornell)
           law.house.gov (U.S. House of Representatives)
           www.usscplus.com (U.S. Supreme Court decisions)
         Legislative information: 
             thomas.loc.gov (Library of Congress)
        Misc.
         www.law.gwu.edu/burns/pubs.htmGW Burns Law Library research tools
        http://www.gwu.edu/~wstu/125/welf-links.htmwelfare reform links