Category: Women and gender studies

Construct a 1-2 page MLA-formatted proposal (excluding the works cited page) that outlines your planned topic and approach. Before beginning, review the Analytical Paper instructions thoroughly. Your proposal should include a thesis, explain the importance of your topic, and relate it to at least 3 course readings and 1 external source. Describe each source clearly, assuming the reader is unfamiliar with them.
All proposals must include the following components:
– A concise thesis statement similar to: “In my Social Justice Analytical Paper I plan to examine [insert your social justice issue here] by [explain how you will apply an intersectional analysis here]. I will provide evidence for my argument by [explain how you will engage with the sources in your works cited page here].”
– Main point 1 that provides evidence from your sources to prove your thesis
– Main point 2 that provides evidence from your sources to prove your thesis
– A conclusion that summarizes your argument
instruction video:

Explore the pros and cons of construction of gender and add standpoint to the mix. Give a strong thesis as to why this subject should stay as it is or does it need to evolve, grow, or change all together? must use 3-5 sources and are welcome to use outside sources.
3-5 Sources
Works Cited Page
Choose MLA, APA, or Chicago and stick with it.
Remember…this is not a reflections paper so keep your writing formal…for example, do not say things like…”When we discussed this issue in class…or when we watched that documentary in class.” Pretend someone from outside our class is reading this paper…will they understand it? So, you can say, In my religious studies class we discussed… Explain everything! Cite Everything!
Each sentence should stand on its own…meaning, words like “it, they, them”…what is it? Who are they? Explain each sentence.
Read your work out loud…this usually helps to see if your sentences are making sense. Have a study buddy read it…a person that will be completely honest with you about your paper.
Spell Check! USE IT!
Grammarly…soooo super helpful!
Remember to set up your citations within your paper. Saying things like…In the article, I learned that…what article are you talking about?? Set it up. For example, Dr. Claudia Moutray wrote the article, “How to Get an A in Her Class” she says…you get it?
Also, a very wise professor once told me when structuring a paper… 1. Tell me what you’re going to say. 2. Say it. 3. Tell me what you just said.

Explore the pros and cons of construction of gender and add standpoint to the mix. Give a strong thesis as to why this subject should stay as it is or does it need to evolve, grow, or change all together? must use 3-5 sources and are welcome to use outside sources.
3-5 Sources
Works Cited Page
Choose MLA, APA, or Chicago and stick with it.
Remember…this is not a reflections paper so keep your writing formal…for example, do not say things like…”When we discussed this issue in class…or when we watched that documentary in class.” Pretend someone from outside our class is reading this paper…will they understand it? So, you can say, In my religious studies class we discussed… Explain everything! Cite Everything!
Each sentence should stand on its own…meaning, words like “it, they, them”…what is it? Who are they? Explain each sentence.
Read your work out loud…this usually helps to see if your sentences are making sense. Have a study buddy read it…a person that will be completely honest with you about your paper.
Spell Check! USE IT!
Grammarly…soooo super helpful!
Remember to set up your citations within your paper. Saying things like…In the article, I learned that…what article are you talking about?? Set it up. For example, Dr. Claudia Moutray wrote the article, “How to Get an A in Her Class” she says…you get it?
Also, a very wise professor once told me when structuring a paper… 1. Tell me what you’re going to say. 2. Say it. 3. Tell me what you just said.

Explore the pros and cons of construction of gender and add standpoint to the mix. Give a strong thesis as to why this subject should stay as it is or does it need to evolve, grow, or change all together? must use 3-5 sources and are welcome to use outside sources.
3-5 Sources
Works Cited Page
Choose MLA, APA, or Chicago and stick with it.
Remember…this is not a reflections paper so keep your writing formal…for example, do not say things like…”When we discussed this issue in class…or when we watched that documentary in class.” Pretend someone from outside our class is reading this paper…will they understand it? So, you can say, In my religious studies class we discussed… Explain everything! Cite Everything!
Each sentence should stand on its own…meaning, words like “it, they, them”…what is it? Who are they? Explain each sentence.
Read your work out loud…this usually helps to see if your sentences are making sense. Have a study buddy read it…a person that will be completely honest with you about your paper.
Spell Check! USE IT!
Grammarly…soooo super helpful!
Remember to set up your citations within your paper. Saying things like…In the article, I learned that…what article are you talking about?? Set it up. For example, Dr. Claudia Moutray wrote the article, “How to Get an A in Her Class” she says…you get it?
Also, a very wise professor once told me when structuring a paper… 1. Tell me what you’re going to say. 2. Say it. 3. Tell me what you just said.

4 essays to examine that resonated the most with you and/or challenged your thin

4 essays to examine that resonated the most with you and/or challenged your thinking. Your task is to weave these varied perspectives into an analysis of gender, family, and labor that will also incorporate reflections from your own lived experiences and observations.
Your essay should address the following points:
Thesis statement. As part of your essay, you are required to develop a clear thesis statement. Your thesis should be specific, arguable, and reflective of the critical engagement you have with the material. This statement should articulate your central argument or point of view regarding the themes explored in your selected readings and personal reflections. A strong thesis statement will serve as the foundation of your essay, guiding your analysis and ensuring that your discussion remains focused and coherent.
A brief summary of the key arguments or themes presented in each of the readings you have chosen. What are the central questions or challenges they pose regarding issues like identity, oppression, and intersectionality? How do the authors challenge traditional narratives and binaries in order to deepen our understanding of important issues? How do concepts like difference, silence, visibility, and representation play a role in the discussions presented by the authors?
Critical engagement. How have your personal encounters with identity, difference, and social norms either challenged or reinforced your ideas about themes discussed in the readings? What insights or perspectives did you gain from these readings about the ways in which various forms of oppression intersect and shape experiences? How do these insights affect your understanding of your own identity and the social dynamics you observe? Consider reflecting on moments where your understanding of these concepts was affirmed or where you encountered differing perspectives. How can individuals and communities address and challenge the interconnected structures of oppression?
Requirements:
Clearly identify the readings you are analyzing and provide specific examples or quotations to support your discussion.
Cite all references according to APA, MLA, or Chicago style
Incorporate reflections that tie your personal experiences or observations to the themes of the readings.
These are the 4 essays
– Rebecca Barrett-Fox, “Constraints and Freedom in Conservative Christian Women’s Lives”
-Jessica E. Birch, “Love, Labor, and Lorde: The Tools My Grandmother Gave Me”
-Monisha Das Gupta, “‘Broken Hearts, Broken Families’: The Political Uses of Families in the Fight Against Deportation”
-Sarah Mirk, Popaganda: Queering Family Values
I do not have the reading specifically I understand that you also may not have it as well but I will it accept it with your best knowledge on the matter

Assignment Purpose: The journal reflection assignment is designed for students t

Assignment Purpose: The journal reflection assignment is designed for students to personally explore the ideas presented in class readings, films/documentaries, and lectures. The journal reflections aim to help students develop critical perspectives and learn to translate those perspectives into writing. In particular, the journals are spaces to investigate ideas from class that will be developed further in more formal writing assignments. Assignment Requirements: Journal reflections should be at least 350 words, but should not exceed 500 words. In the right or left hand corner, journals must include the following information: student’s name, professor’s name (“Dr. Lamas”), class name, date, journal entry week (e.g. “Week 3 Journal”), and final word count. In total, we will complete five journal entries this semester. Each journal should be submitted on Sundays before midnight. Journals submitted later than the due date/time will not be accepted unless in extenuating circumstances. Get in touch with me if you need an extension for any assignment. Please, be sure to consider that the journal assignments are worth 15% of your overall grade in this course. Writing Expectations: For these journal entries, it is expected that students will write in formal academic English, though with the freedom to use first person pronouns (“He,” “She,” “I,” etc.) especially when reflecting on one’s own thoughts or inner dialogue. Students are free to reflect on any portion of the week’s readings, documentaries, or topics covered in lecture. These journals are intended to be both personally reflective but also academically engaged. Students should, therefore, interact with the readings, lectures, or documentaries by citing the relevant sources (see “Citations and Sources” below). Academic engagement means that students are critically analyzing the sources and offering their own interpretive points of view. Please, refrain from overusing direct quotations and instead opt for paraphrasing with citations. Direct quotes longer than a sentence will be marked down. Some Helpful Guidelines for Journal Writing: • Write as if you’re talking to yourself or a close friend. This approach is aimed at helping you connect to the content we’re covering. • Be original by being willing to “look stupid.” I’m looking for originality in these reflections and sometimes those “silly” questions we ask ourselves turn out to be great ideas that need further investigation! • Offer up counterarguments when you disagree. However, make your argumentation worthwhile by arguing based on evidence (reading or documentaries) rather than purely subjective points of view. • Make connections to your own personal experience or other areas of interests you may have (e.g. other courses). I know my class is not the only you’re taking, and I think it’s great when other areas of interest/study you may have are brought into these journals. While it’s important to let the main topic of the class guide the journal reflection, don’t be afraid to intersect other interests of study if relevant. • Keep Typing and Don’t Stop. I’m NOT looking for fully formulated argumentation or answers in these reflections…so, just keep typing and let what’s in your head be laid out, in all its scattered glory, freely in your writing processor. Citations and Sources: Cite sources according to how they are listed in Canvas. Please, do NOT attach a works cited page or bibliography to this assignment. • Reading Citation Examples: (Reading 4, p. 8)

these are the stuff that should be covered on top of a review.
the movie is cal

these are the stuff that should be covered on top of a review.
the movie is called “Gather 2020” and its avaliable on netflix
1) How does Gather highlight the intersection of food sovereignty and gender
within Indigenous communities?
a. Consider how traditional roles related to food production, preparation, and
preservation are gendered in Indigenous cultures. Reflect on whether
these roles challenge or reinforce patriarchal norms, especially when
viewed through feminist or queer theory lenses. How are these traditions
being revitalized or adapted in the face of modern challenges?
2) In what ways does the film explore the relationship between colonization,
food, and the body, especially in the context of Indigenous women’s
experiences?
a. Reflect on how the film portrays the impact of colonialism on Indigenous
food systems and how that translates to the body and health, particularly
for Indigenous women and Two-Spirit people. Analyze this through
postcolonial and gendered perspectives. How do food systems act as both
a source of oppression and empowerment?
3) How does the reclamation of food traditions in Gather relate to feminist,
queer, or postcolonial theory as discussed in class?
a. Connect the film’s depiction of reclaiming food traditions to theories of
decolonization and resistance. In what ways does the act of growing and
cooking traditional foods function as a reclaiming of identity, gender roles,
and autonomy? How might this align with feminist critiques of capitalism
and industrial food systems?
and there is a rubricRubric for Gather Movie Review (15 Points Total)
1. Content and Understanding (5 points)
• 5 points: The review demonstrates a deep understanding of Gather’s main themes, with
clear examples from the film. The student effectively ties these themes to course topics
(e.g., food sovereignty, gender, race, colonization), but in a way that feels natural for a
film review.
• 4 points: The review discusses the key themes of the film with some relevant examples,
and there are reasonable connections to course content.
• 3 points: The review shows a basic understanding of the film’s themes but lacks depth
or specific connections to the course.
• 1-2 points: Limited understanding of the film’s themes or very few examples provided.
Minimal connection to course content.
• 0 points: Fails to engage with the film’s themes or lacks specific examples and
connection to the course.
2. Critical Engagement and Personal Reflection (3 points)
• 3 points: The student offers thoughtful personal reflections and critiques of the film.
They connect Gather to their own understanding of food, gender, and culture, while
also having fun with their review. They may challenge aspects of the film or offer unique
insights.
• 2 points: The student reflects on the film and its impact, but the critique lacks depth or
personal insight.
• 1 points: Some reflection is present, but it feels generic or underdeveloped. Limited
personal engagement with the film.
• 0 points: Little to no reflection or critique in the review.
3. Creativity and Voice (3 points)
• 3 points: The review is creative, engaging, and written in a voice that feels fresh and fun.
The student clearly enjoys the process, and this comes through in their writing.
• 2 points: The review has moments of creativity but may feel uneven or lacking in a
strong, consistent voice.
• 1 point: The review is written in a straightforward way with little creativity or voice.
• 0 points: The review is very formal or dry, with no creativity.
4. Organization and Clarity (2 points)
• 2 points: The review is well-organized and easy to follow, with clear ideas and smooth
transitions.
• 1 point: Some organizational issues are present, but the overall argument is still
understandable. Ideas may not always flow smoothly.
• 0 points: The review lacks clear organization, making it hard to follow.
5. Use of Evidence and Course Material (2 points)
• 2 points: The student uses specific scenes, quotes, or examples from the film and
connects them to relevant course ideas, but in a more accessible or creative way.
Evidence is used to support the overall argument without overwhelming the review.
• 1 point: Some evidence from the film is used, but the connection to course themes is
weak or underdeveloped.
• 0 points: Little or no evidence from the film or course material is used.
Im gonna upload some of the course materials

Prompt:
This writing assignment encourages you to critically analyze and reflect

Prompt:
This writing assignment encourages you to critically analyze and reflect upon key themes from this week’s readings in Introduction to Women’s, Gender, and Sexuality Studies. Through Eli Clare, Robin DiAngelo, Audre Lorde, Ashley Currier and Thérèse Migraine-George, M. Soledad Caballero, and Kimberly Williams Brown and Red Washburn, we explore complex issues surrounding identity, difference, oppression, silence in racial discussions, queer/African identities, the concept of intersectionality, and transformative pedagogies.
After carefully reading the assigned essays, you will choose 4 essays to examine that resonated the most with you and/or challenged your thinking. Your task is to weave these varied perspectives into a cohesive analysis that will also incorporate reflections from your own lived experiences and observations.
Question: How do the readings help you understand how different forms of oppression (like racism, sexism, or homophobia) overlap and impact identities? Reflect on how these insights connect to your own experiences. How can you use what you’ve learned to challenge or change these issues in your community?
Your essay should address the following points:
Thesis statement. As part of your essay, you are required to develop a clear thesis statement. Your thesis should be specific, arguable, and reflective of the critical engagement you have with the material. This statement should articulate your central argument or point of view regarding the themes explored in your selected readings and personal reflections. A strong thesis statement will serve as the foundation of your essay, guiding your analysis and ensuring that your discussion remains focused and coherent.
A brief summary of the key arguments or themes presented in each of the readings you have chosen. What are the central questions or challenges they pose regarding issues like identity, oppression, and intersectionality? How do the authors challenge traditional narratives and binaries in order to deepen our understanding of important issues? How do concepts like difference, silence, visibility, and representation play a role in the discussions presented by the authors?
Critical engagement. How have your personal encounters with identity, difference, and social norms either challenged or reinforced your ideas about themes discussed in the readings? What insights or perspectives did you gain from these readings about the ways in which various forms of oppression intersect and shape experiences? How do these insights affect your understanding of your own identity and the social dynamics you observe? Consider reflecting on moments where your understanding of these concepts was affirmed or where you encountered differing perspectives. How can individuals and communities address and challenge the interconnected structures of oppression?
Requirements:
Your essay should be 400-500 words in length.
Clearly identify the readings you are analyzing and provide specific examples or quotations to support your discussion.
Cite all references according to APA, MLA, or Chicago style
Incorporate reflections that tie your personal experiences or observations to the themes of the readings.

Using the attached paper, make the following corrections/enhancements.
There ar

Using the attached paper, make the following corrections/enhancements.
There are some writing things that I can touch on when I am able to make comments. Do put percents into numbers (8.2% as an example in your problem statement).
The problem statement is awkward:
Explain that first sentence.
The next one shifts gears to unemployment rates and it is unclear if that is statistically significant, that difference.
Then you switch to a claim that the low number creates challenges
That three relatively unrelated comments (at least for the readere). I think I understand the relationship between the third and fourth sentences but it would be the support systems (that there being few women means there are few there to support). That is different from the mental health services (and what do you mean by this – low in the workplace? EAP? Community services? Most organizations do not employ mental health services but they have something like EAP. You talk about these rise up and impact them but you say that this is due to few women veterans in the workplace. You need to clarify about male dominated industries. You have many very specific components but the problem sentence is more general. Do you want to focus on veterans who have experienced assault or female veterans in general. Are you wanting to look at female veterans who go into male dominated industries or “civilian society” in general. These are all very different. I think a lot of things were mentioned to differentiate women as unique but they serve to create confusion.

Chapters 7 & 8 Reproductive Health & Family Systems – Gendered Voices, Feminist

Chapters 7 & 8 Reproductive Health & Family Systems – Gendered Voices, Feminist Visions
ISBN: 9780197622629
By: Susan M. Shaw; Janet Lee
The media has made a big deal out of the “working mom” versus “stay-at-home mom” debate for years. Women often debate with one another about what is the “right” thing to do. Taking what you have read about health, reproduction, family systems, and the information from the videos, identify at least two institutionalized factors that may contribute to the imbalance of equity (ability to work for pay, domestic labor, care tasks, mental load, etc.) in the family, society, etc. for most women and how might those barriers be overcome to allow more equitable forms of “choice”? Use information from the course content to support your answers. This is not a place for unsupported opinions but identifying and accounting for your own socialization can help bridge the gap in understanding that we each have based upon our own intersectionality (i.e. My personal perspective is that of a middle-aged, cisgender, white female raised in a repressive evangelical religious structure while living in poverty). Questions to consider when forming your response:
You do NOT need to answer all of these questions but you should address the major themes of “choice”, systems, power, gender, socialization, and privilege that appear in the prompts. We want to see how you connect the concepts we have discussed so far throughout the course.
What are some specific issues that women may face if they a) stay home or b) work outside the home?
What types of issues influence the decision for a woman to stay home?
Can this always be considered a “choice” for everyone?
How does the “choice” intersect with privilege, inequality, gender roles, or other concepts we have discussed in class so far?
How does reproductive health influence the role of women in the family unit?
Think about planning for childcare, schooling, etc. during the height of COVID and the impact it may have had on decisions to work outside the home.
What is the role of the various family systems discussed in the text in creating or supporting whether a woman works outside the home? The balance of labor within the home? Lastly, in what ways do the institutionalized factors you identified influence the decision of women to work outside the home?