Syllabus
LBS 5215 Women in the Workplace
All classes will be held in Labor Center Room 301 * Fall Semester – 2009
Saturdays: Sept. 18, October 23 & 24, Nov. 7, Nov. 20 & 21/ 8:30-5:30
Dawn E Addy, Ph.D. Office hours: M/W, 10:00-2:00
e-mail: Labor Center 305
cell: 305/975-4730 office: 305/348-2615
COURSE DESCRIPTION
Students will investigate theory and formulate analysis about the history, impact and scope of women in U.S. and global workplace environments. They will examine the theoretical debates surrounding the workforce participation of women and minorities as well as the historical position of these groups in the labor force. Through an analysis of management and equity theories, students will explore social phenomena that contribute to the continuation of discriminatory practices and ways trainers can respond to such issues. These practices will be framed within a systemic pragmatic analysis. Using a training perspective we will investigate programmatic and organizational considerations for women in the U.S. workplace through the multiple lenses of race, ethnicity, class and gender.
COURSE OBJECTIVES
· Create an arena for informed debate on the theoretical, legal, social, cultural, and political aspects of gender and sexuality;
· Better equip professionals to recognize and facilitate the needs of women workers in/and environment of diverse cultural change;
· Critique training tactics and develop strategies for dealing with these complex issues in workplace environments
· Knowledge of appropriate theory base
· Ability to think critically about workplace issues
· Ability to formulate an informed analysis
· Ability to articulate critical arguments
COURSE REQUIREMENTS
Graduate Requirements (GR)
7 Electronic journals (15% of final grade)
Ask a Working Woman research paper (6-8 pages) (15% of final grade)
Midterm Exam (15% of final grade)
Looking Through the Glass Ceiling Research Project paper (6-8 pages) (20% of final grade)
1 group project training design, presentation, and critique (25% of final grade)
The research project and final analysis may be a substitute for a final exam.
There is no final exam requirement. .
Attendance and class participation are crucial (10% of final grade)
Required Reading
Kessler-Harris, Alice (2007) Gendering Labor History; University of Illinois Press, Urbana and Chicago, IL. ISBN-10:0-252-17393-2 (UG) (GR)
Harcourt, Wendy and Escobar, Arturo (2005) Women and the Politics of Place. Kumarian Press, Inc. Bloomfield, CT. ISBN- 1-56549-207-2 (UG) (GR)
Assorted electronic articles of current women’s work issues will be assigned throughout the semester for consideration in reflective papers
Students will be expected to expand their investigation of each topic by utilizing supplemental readings.
COURSE OVERVIEW (and assignment due dates)
Saturday, Sept. 18 – morning- Introduction and Overview: Women and the Labor Movement (Harris, pgs. 1-71)
Examine demographics and course agenda. Why Organize?
First Journal reflection due
Saturday, Sept. 18 – afternoon- The Diverse Economy: Women, Place and Alternative Economies (Harcourt, pgs. 130-189)
Saturday, Oct. 23 - Gender and Class (Harris, pgs. 93-174) Define what is meant by: diversity, multiculturalism, racism, ethnocentrism, sexism, classism, ableism, agism, homophobia, patriarchy.
A look at the ethical and philosophical aspects constructing diversity in our society.
Second Journal reflection due
Saturday, Oct. 23 - afternoon- Women, Place, and Struggles Related to the Environment (Harcourt, Pgs. 72-129) Examine concepts of oppression, privilege, racism, class and patriarchy as we encounter them on a daily basis in our society.
Sharing experiences with issues of discrimination. Study Circle.
Sunday, Oct. 24 - morning - Labor and Social Policy (Harris, Pgs. 175-249)
Explore how values and belief systems are formed.
Discuss assigned readings.
Ask a Working Woman Paper due
Sunday, Oct. 24 - afternoon –Women, Place, and Body Politics (Harcourt, Pgs. 20-71)
Examine the inter-relationship between economics/class status and the concepts of racism and sexism
Third Journal reflection due
Saturday, Nov. 20 - morning - New Directions (Harris, Pgs. 251-300).
Explore the meaning of being hyphenated American.
Examine the scope and function of equity laws.
Forth Journal reflection due
Saturday, Nov. 20 - afternoon - Displacements: Women on the Move
Blaming the victim and promoting stereotypes.
Making a Difference
Changing behaviors and challenging ideologies.
Looking Glass Paper & Midterm due
Sunday, Nov. 21 - morning
Final Presentation Groups 1 & 2
Last 3 Journal reflections due for graduate students
Sunday, Nov. 21 - afternoon
Final Presentation Groups 3 & 4
Dec. 1 - Research Project final paper due
Assignment Descriptions
Electronic Journal Reflections
Students will be responsible for keeping up on readings assigned.
Each Friday before a class meeting, students will post their reflections on the assignment section on the CE6 site. Each reflection entry will begin with a brief description of their impressions about the book chapters and articles they have read.
(I do not want a book report- I want to know where you are mentally with the concepts you are reading). Make sure you cite references.
At the end of your journal entry, create 3 concept questions (based on the required readings) suitable for group discussion. Bring a hard copy to class with you.
These entries need only be 1-2 maximum pages each.
Ask A Working Woman Paper
Students will interview female family member(s) to construct a portrait of work history and workplace issues related to gender, the environment and place in time. An important part of this paper will be the analysis across race, class and gender. (UG 4-5 pages/ds) (GR 8-10 pages) You will be expected to compare and contrast this person with a female worker from another era. (check biographies of working women)
Looking Through the Glass Ceiling Research Project
Students will chose a current work environment to observe and conduct an in depth analysis across Sex and Gender issues and will create a segment for the web-site button on “glass ceiling issues.”
Suggested projects include (but are not limited to):
· Choose and educational environment (Classroom observation) and critique gender issues, or choose another work related field observation to critique by gender advancement and equity
· Choose and industry or occupation and examine issues across gender (ie: medical professionals, lawyers)
· Choose a law, public policy or examples of specific implementation of the law or policy that impact women in a disparate manner
Your web-site contribution should contain a complete listing of references and resources with citations.
CLASS CONTRACT
STATEMENT ON COURSE REQUIREMENTS
1. The instructor will determine the conditions, if any, under which an “incomplete” will be assigned instead of a grade. The instructor may set dates and conditions for makeup work, if it is to be allowed.
2. A student may not negotiate the submission of extra work in an attempt to raise his or her grade unless the instructor has made such opportunities available to all students.
3. Academic misconduct is a very serious issue with potential consequences ranging from failure in the course in question to dismissal from the University. Academic misconduct is defined broadly as any act that violates the rights of another student in academic work or that involves misrepresentation of your own work. This includes (but is not limited to) cheating on assignments or examinations; plagiarizing, which means representing as your own work any part of work done by another; submitting the same paper, or substantially similar papers, to meet the requirements of more than one course without the approval and consent of all instructors concerned; depriving another student of necessary course materials; or interfering with another student’s work. Breaching confidentiality of class discussions of another student with the purpose or intent to harass or ridicule is strictly prohibited. The instructor may define additional standards beyond these.
4. Students with disabilities that affect their ability to fully participate in class or to meet all course requirements should bring this to the attention of the instructor during the first week of class so that the appropriate accommodations can be made. Similarly, students for whom English is not their native language may request extra accommodation (such as extra time for examinations.)
5. Student complaints or concerns about some aspect of a course sometimes arise. If possible, it is hoped that these can be resolved through an informal meeting between student and instructor. However, if a student feels this is not feasible, or is such discussion does not remedy the problem, the student may contact Student Ombudsman, Dr. Larry Lunsford, (305) 348-2797.
6. University policy prohibits sexual harassment. Copies of the University policy on sexual harassment are available in PC, 2nd floor at the office of Equal Opportunity Programs, in the Office of Human Resources (2nd floor PC) or in GC at Student Affairs, or any of the student offices. Complaints about sexual harassment should be reported to the:
FIU Office of Equal Opportunity Programs
(305) 348-2785 * TDD via FRS (800) 955-8771 * FAX (305) 348-3459.