Anthropology 095: Gender and Health

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Anthropology 095: Gender and Health (TAP)08/03/06

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Professor Jeanne L. Shea, Ph.D

Class Meetings:

Tuesdays and Thursdays

11:00-12:15, Rowell 102

Contact Information

Office hours: Tuesday and Thursday, 3:30-4:30, in Williams 515

Email: jeanne.shea@uvm.edu (best way to reach me outside class)

Phone: 802-656-3181, in Williams 515 (leave message if not in)

Dept. secretary: Cindy Longwell, 802-656-3884, clongwel@uvm.edu

Snail mail: 515 Williams Hall, 72 University Pl., UVM, Burlington, VT 05405

Website: www.uvm.edu/~jlshea

Course Description

This TAP seminar investigates the connections between gender and health in the experience and representation of bodily illness, the social production of health problems, and the political economy of health care.

The course will focus on women’s experiences of their physical and psychological well-being in cultural perspective, the ways in which social images of gender ideals affect women’s mental and physical health, and the ways in which the position of women in society affects their access to quality health care.

Classes will center around discussion of these issues, drawing from both U.S.-based and cross-cultural examples, and students will write several essays and a term paper on related topics.

Enrollment: 18 first-year students. Requirement satisfied: one Social Sciences course.

What Is a TAP Course?

A Teacher-Advisor Program (TAP) course is a freshman seminar with a small class size to allow for more interaction among students in the class and between students and the Professor. Many TAP courses, such as this one, are focused on helping students to develop their discussion, presentation, research, and writing skills. In addition, the TAP Professor is available to provide academic advising to students in the class during the semester in which they are enrolled in the course.

Professor Profile

Jeanne Shea has been a faculty member at the University of Vermont since 1998. She is a cultural anthropologist with research and teaching interests focusing on medical and psychological anthropology, gender, culture, ethnicity, health, the lifecycle, Chinese culture, Mainland China, and North America. She received her Ph.D. (1998) and M.A. (1994) in Anthropology from Harvard University and her B.A. (1989) in Asian Studies from Dartmouth College. She has conducted multiple years of fieldwork in China and Montréal and speaks Mandarin Chinese and some French. She grew up in rural northern Vermont. She and her husband live in Essex Junction with their two-year-old daughter. In addition to reading, writing, fieldwork, and teaching, she enjoys rollerblading, hiking, dancing, gardening, and hanging out with friends and family.

Teaching Assistant Profile

Our Teaching Assistant is Jana Mayette (jana_mayette@yahoo.com). Jana graduated summa cum laude from the University of Vermont in 2005 with a B.A. in Anthropology. She is currently taking courses in UVM’s post-bach premed program and is working in an asthma research lab at the medical school. Jana assisted with the preparation of this course and will be available as a resource for students throughout the semester.

Writing Center Assistance

Writing Center Director, Prof. Susan Dinitz (sdinitz@uvm.edu) is making arrangements for writing tutors to be available to help students with their writing over the semester. From forming a thesis statement, to developing an argument, to marshalling evidence, to final proofreading, the Writing Center can help you both with specific assignments and with writing skills in general.

Library Liaison

Reference librarian, Prof. Laurie Kutner (laurie.kutner@uvm.edu), a specialist in anthropology and culture issues, will be available to help students in our class with information literacy and library research skills. Please feel free to make an appointment with her to help you find the most appropriate scholarly resources for your research papers.

Assigned Work

Assignments, Due Dates, and Grade Distribution

Class Participation (c.p.) At each class meeting 20%

Presentation on Readings One class meeting per student 5%

Response Paper I Sept. 19, in class 10%

Proposal of Semester Project Sept. 28, in class 5%

Annotated Bibliography for Project Oct. 12, in class 5%

Response Paper II Oct. 19, in class 10%

Outline for Term Paper on Project Nov. 2, in class 5%

Response Paper III Nov. 16, Williams 509 secretary 10%

Draft of Term Paper Nov. 30-Dec. 7 when presenting 5%

Presentation on Semester Project Nov. 30-Dec. 7, exact date TBA 5%

Term Paper on Semester Project Dec. 14, 8:00 am, in finals session 20%

Finals Session Dec. 14, 8:00-11:00 am, locale TBA part of c.p.

Optional Extra Credit Dec. 14, 8:00 am, in finals session +1-3 points

Assigned Reading

Kathryn Ratcliff, Women and Health: Power, Technology, Inequality, and Conflict in a Gendered World, Boston: Allyn and Bacon, 2002.

Reserve articles (TBA).

Description of Assignments

Class participation

Preparation of readings and assignments prior to class. Class attendance, attentive listening, active informed contribution of questions and comments, and respectful treatment of all members of the class.

Presentation on Readings

Each student will do a brief oral presentation to the class on one day’s readings. The presentation will be done with a partner, with each person having five minutes to present for a combined total of ten minutes. Partners will consult with the Professor and meet with each other the week before their presentation is due to decide how to divide up the work. The purpose of the presentation is to summarize the main points in the reading, to critically analyze its content (e.g., weigh the argument and evidence, explore puzzling or debatable parts of the reading, make connections to themes in the course or to other things you’ve read or experienced, consider what important points the author left out, etc.), and to suggest a few questions for class discussion. Partners should each prepare a one-page handout for the class with sections labeled summary, analysis, and questions and email the handout to the professor the day before their presentation and bring three copies to class on the day of the presentation.

Response Paper I

3-4 page paper (double-spaced, 12-point font, 1-inch margins) responding to questions on the reading posed by the Professor or to questions of your own in consultation with the Professor. Paper must include an introduction with a thesis statement summarizing the main point made in your paper, a body arguing aspects of that main point and providing supporting evidence, a conclusion summarizing your main findings and adding a broader perspective or areas for further examination, and a bibliography containing assigned readings and class discussions.

Proposal of Semester Project

1-page paper (double-spaced, 12-point font, 1-inch margins) describing what you would like to do for your semester project/term paper. What topic or issue would you like to explore? In what historical, geographical, social, or cultural contexts? What research question would you like to strive to answer?

Annotated Bibliography for Semester Project

1-2 page bibliography containing at least 4 scholarly peer-reviewed books or articles, assigned reading(s) from the course, and class discussions. The bibliography should be in the format specified by the Professor (see handout) with two sentences following each source telling why that source will be useful to you in writing your paper (annotations).

Response Paper II

Outline for Term Paper on Project

2-page outline containing your thesis statement, the subsequent steps in your argument and the evidence and sources you will use to support them, the main topical subsections of your paper, and what your concluding point(s) will be. Don’t worry that there may be changes as you write your paper – that’s all part of the process. Also, include a copy of your annotated bibliography from before.

Response Paper III

Draft of Term Paper

A complete draft of all parts of your term paper, including the cover page, proposal, outline, the paper itself, and the annotated bibliography. To be handed in to Professor when you give your oral presentation on your semester project.

Presentation of Semester Project

Each student will have five minutes to orally present their main findings from their semester project and five minutes to receive questions, comments, and suggestions from the class. Students should email the Professor a one-page handout on the presentation the day before the presentation is due and bring three copies to the presentation.

Term Paper on Semester Project

7-8 page paper (double-spaced, 12-point font, 1-inch margins) on a topic of your choice concerning gender and health in consultation with the Professor. The paper must cite material from at least 4 scholarly peer-reviewed books or articles, assigned reading(s) from the course, and class discussions. In handing in their paper, students should include, in order, a cover page, proposal, outline, the paper itself, their annotated bibliography, their rough draft with Professor’s feedback, and feedback from their Oral Presentation. The body of the paper should be 7-8 pages and the additional materials are over and above that. In writing your paper, follow the tips given in the Guidelines for the Evaluation of Papers Handout, which outlines expectations for papers written in anthropology. For example, quotations from sources should be preceded by an introductory phrase specifying their origin, and internal citations should be used to cite sources within the body of the paper, rather than footnotes.

Finals Session

Mandatory final class meeting from 8:00-11:00 am on December 14, Rowell 102. Breakfast buffet roundtable discussion with invited guest speakers concerning research, careers, and activism in gender and health. Students will turn in their term papers and any extra credit to the Professor at 8:00 am prior to our discussion.

Optional Extra Credit

Attend an event approved by the Professor related to gender and health and write a three-page paper summarizing the event and how it relates to readings and discussions in our course.

Class schedule

Tues., Aug. 29 Orientations

Thurs., Aug. 31 Course Introduction

Readings due: Ratcliff, p. 1-8

Tues., Sept. 5 Lecture: Gender, Experience, Culture, Power, and Health

Readings due: Ratcliff, p. 9-20

[Writing Tutor stop in for 10 minutes]

Thurs., Sept 7 Discussion: Medical Constructions and Female Diversity

Readings due: Ratcliff, p. 21-30 [also discuss p. 9-20 from above]

Tues., Sept. 12 Discussion: Power and the Clinical Setting

Readings due: Ratcliff, p. 31-47

☼Students presenting on readings____________ _____________

Thurs., Sept 14 Discussion: Poverty, Health, and Health Care

Readings due: Ratcliff, p. 48-64

Tues., Sept. 19 Discussion: Ideas From Students’ Response Papers

Readings due: None

☼Response Paper I Due

Thurs., Sept. 21 1^st Library session on research skills/resources

[Presented by Prof. Laurie Kutner. Meet in Bailey-Howe Library

Instruction Classroom just beyond the Reference Desk.]

Readings due: Skim Ratcliff, p. 323-356 and start to brainstorm about your term paper topic

Tues., Sept. 26 Discussion: Violence Against Women

Readings due: Ratcliff, p. 65-89

☼Students presenting on readings____________ _____________

Thurs., Sept. 28 Discussion: Occupational Health

Readings due: Ratcliff, p. 90-104

☼Proposal of Semester Project Due

Tues., Oct. 3 Discussion: Women and Body Image

Readings due: Ratcliff, p. 127-149

☼Students presenting on readings____________ _____________

Thurs., Oct. 5 Film: Selections from Killing Us Softly

Readings due: Research sources for your term paper bibliography

Tues., Oct. 10 Discussion: Raging Hormones: Menstruation and Menopause

Readings due: Ratcliff, p. 150-170

☼Students presenting on readings____________ _____________

Thurs., Oct. 12 Discussion: Students’ Ideas and Resources for Semester Projects

Readings due: None

☼Annotated Bibliography for Semester Project Due

Tues., Oct. 17 Discussion: Contraception and Abortion

Readings due: Ratcliff, p. 191-209

☼Students presenting on readings____________ _____________

Thurs., Oct. 19 Discussion: Gender and Growing Older

Readings due: Ratcliff, p. 171-190

☼Response Paper II Due

Tues., Oct. 24 Discussion: Medicalization of Childbirth & Midwifery Alternative

Readings due: Ratcliff, p. 210-227

☼Students presenting on readings____________ _____________

Thurs., Oct. 26 Film: Selections from films such as Born in the USA and Gentle Birth Choices.

Readings due: Continue research for your term paper

Tues., Oct. 31 Discussion: Eugenics and Fetal Quality Control

Readings due: Ratcliff, p. 245-260

☼Students presenting on readings____________ _____________

Thurs., Nov. 2 Discussion: Assessing Term Paper Outlines

Readings due: None

☼Outline for Term Paper on Semester Project Due

Tues., Nov. 7 Discussion: Women As Health Care Providers

Readings due: Ratcliff, p. 261-283

☼Students presenting on readings____________ _____________

Thurs., Nov. 9 2^nd Library Session: More Resources for Term Paper Research

Guest lecturer: Prof. Laurie Kutner (Prof. Shea away at conference)

Meet in Bailey-Howe Library Instruction Classroom.

Readings due: Assess term paper needs and resources thus far

Tues., Nov. 14 Discussion: Health Care Activism

Readings due: Ratcliff, p. 284-318

☼Students presenting on readings____________ _____________

Thurs., Nov. 16 Writing Workshop: Bring all parts of your term paper so far.

Guest lecturer: Prof. Susan Dinitz (Prof. Shea away at conference)

Meet in regular classroom, Rowell 102.

☼Response Paper III Due (after class, deliver to Williams 509)

Nov. 20-24 Thanksgiving holiday – no classes at UVM this week

Tues., Nov. 28 Discussion: Gender, Males, and Health

Film: Tough Guise

Readings due: On reserve TBA

Thurs., Nov. 30 ☼Semester Project Oral Presentations by 6 students

☼Draft of Term Paper Also Due from today’s presenters

______________ ______________ ______________

Tues., Dec.5 ☼Semester Project Oral Presentations by 6 students

☼Draft of Term Paper Also Due from today’s presenters

______________ ______________ ______________

Thurs., Dec. 7 ☼Semester Project Oral Presentations by 6 students

☼Draft of Term Paper Also Due from today’s presenters

______________ ______________ ______________

Thurs., Dec. 14 Final Session: Breakfast Roundtable Discussion: Research,

8:00-11:00 am Careers, and Activism in Gender and Health

Rowell 102 ☼Term Papers on Semester Projects Due from all students

☼Optional Extra Credit Due

[Note: This syllabus is provisional and may be subject to modification by the professor during the course of the semester in the event of unexpected opportunities or unforeseen challenges encountered by the class.]

Students with Special Needs, Scheduling Conflicts, or Other Challenges

An important part of your responsibilities as a college student is to inform your instructors in a timely manner of any special needs, scheduling conflicts, religious obligations, medical problems, or family emergencies that may affect your ability to complete your coursework.

For example, ACCESS students should confirm that I have received a letter from the ACCESS office, and contact me during the first two weeks of class to discuss accommodations arrangements.

Students with scheduling conflicts due to religious obligations, family duties, pre-scheduled medical appointments, sports competitions, artistic performances, or other extracurricular commitments should contact me during the first two weeks of class and provide me with a letter with a written schedule of their commitments.

If unexpected health problems, physical or emotional difficulties, academic or interpersonal problems, or personal or family emergencies arise, you should contact me as soon as you can and keep in mind that the Office of the Dean of Students, the Student Health Center, the Counseling Center, the Center for Health and Wellbeing, the Learning Coop, and many other resources are available to assist you. We all need some help now and then, and it takes strength and maturity to recognize when you’re overwhelmed and to reach out and seek assistance.

Course Policies

This section addresses course policies to ensure a positive and fair learning environment and to make sure that everyone has a clear understanding of the expectations in this course.

Preparation: Assigned readings must be completed prior to each class meeting. Inadequate preparation will impair your ability to perform well in the class. Class sessions will assume completion of assigned readings. It is your responsibility to make sure to complete all of the readings in a timely fashion.

Attendance: Attendance at each class meeting is crucial to your ability to do well in this course. Classes will start promptly. Students are expected to arrive in the classroom on time and to remain in the classroom until the end of the class. No absences and no tardiness can be permitted without consequences unless documentation of a serious health problem, family emergency, religious obligation, or other excused reason is provided. Unexcused absences, tardiness, or early departures will bring down the student's class participation grade. If you do need to be absent, with or without an excused reason, please touch base with the professor via a brief note or email as soon as you can. If, during class, you need to arrive late or leave early, you should do so quietly and considerately. It is your responsibility to make up any content that you miss due to absence from class.

Participation: Each student is expected to actively participate in class discussions, listening respectfully to each other’s points of view and contributing one’s own questions, comments, and analysis. If you have a tendency to speak very little in class, tune out what others are saying, or to dominate conversations, then let’s talk about ways you can strive to improve your ability to engage in conversational give-and-take.

Conduct: All members of the class are expected to be attentive and considerate, to work together to create a positive and invigorating learning environment, and to treat each other with respect and compassion. Inappropriate conduct will bring down the student's class participation grade.

Late papers and make-ups: Late papers cannot be accepted, extensions cannot be granted, and make-ups cannot be given without documentation of a serious health problem, family emergency, religious obligation, or other excused reason. Please mark your calendars and set your alarm clocks carefully. Unexcused absence on the day that a presentation is scheduled will result in a zero on the presentation in question. Unexcused late papers will be marked down by a full letter grade per day late (e.g., one to twenty-four hours late, an A- becomes a B-). If you are or expect to be late with a paper or absent for a presentation, please touch base with the professor about the situation as soon as possible, whether or not you think it constitutes an excused reason.

Plagiarism and cheating: Plagiarism and cheating hamper a person's ability to learn and grow and create original work, and they stunt a group's ability to maintain fairness, honesty, and trust. Please familiarize yourself with proper citation practices and definitions of plagiarism and cheating. It is important to be aware that violations can result in serious consequences, including a failing grade on the essay, paper, or presentation in question. If you any questions concerning the line between doing your own work and copying the work of others, please do not hesitate to ask.