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WGS 301 • Diversity In Amer Fam-Wb

44369 • Goldstein-Kral, Jess
Meets MWF 10:00AM-11:00AM • Internet
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Course Description

Use of sociological and historical lenses to study the diversity of American families, including topics of: transnational families, teen motherhood, LGBT families, step-parenthood, and polyamorous families. Exploration of current demographic trends in the family, as well as the historical conditions that have motivated shifts in family structures. Examination of the American family as embedded within unequal systems, with a focus on class, gender, race/ethnicity, sexuality, and citizenship.


Course Readings

Select book chapters:

  • “On Becoming a Teen Mom”- Mary Patrice Erdmans and Timothy Black
  • “The Polyamorists Next Door”- Elizabeth Sheff
  • “Queering the Family”- Carla Pfeffer
  • “Invisible Families”- Mignon Moore
  • “How Love Conquered Marriage”- Stephanie Coontz
  • “From Marriage to the Market”- Susan Thistle
  • “Future Families: Diverse Forms, Rich Possibilities”- Ross Parke
  • Articles:
  • “Inequalities in Transnational Families” by Dreby and Adkins
  • “The Burden of Deportation on Children in Mexican Immigrant Families” by Dreby



  • Journal Entries- 40%
  • Attendance- 10%
  • Discussion- 5%
  • In-class assignments- 5%
  • Reading Quizzes- 30%
  • Presentation- 10%


Attendance Policy

Attendance will count for 10% of the final grade. Students who have up to two absences will get an “A” for 10% of their grade; 3 absences is a “B”; 4 absences is a “C”; 5 is a “D” and 6 or more is an “F”. I assume that if you miss a class, you have a very important reason; you do not have to give any explanation. Unfortunately, emergencies sometimes happen. In the event of an emergency, please reach out as soon as possible, provide documentation, and we will work together to get you back on track.

WGS 301 • Ethncty & Gender: La Chicana

44355 • Rosas, Lilia
Meets MWF 10:00AM-11:00AM BUR 116
CD SB (also listed as MAS 311, SOC 308D)
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Among the many catalysts that centralized the narratives of Chicanas into the discourse the U.S. Southwest/Mexican Borderlands, the 1971 La Conferencia de Mujeres por la Raza in Houston inspired how Chicanas/Xicanas, xicanindias, mestizas, indigenous, Mexican American, and brown women defined themselves, asserted their roles and identities, and shared their stories. This course privileges the stories, struggles, contestations, imaginations, writings, and accomplishments of Chicanas in the United States in the mid-twentieth and early twentieth-first centuries. Through a close examination of literature, and attention to historical and theoretical materials, we will create a growing understanding of the significance of gender, sexuality, race, ethnicity, class, language, spirituality, and citizenship in affecting the daily lives and social worlds of Chicanas. By end of the semester, we will also gain a complex insight into the importance of how Chicana feminism, Xicanisma, intersectionality, migration, borders, and community are formative in the Chicana experience(s).


WGS 301 • Gay & Lesbian Lit/Cultr-Wb

44360 • Mack, Rosemary
Meets MWF 12:00PM-1:00PM • Internet
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E 314V  l  4-Gay and Lesbian Literature and Culture


Instructor: Mack, R

Unique:  34390

Semester: Fall 2020

Cross-lists:  WGS 301.12, 44360


Prerequisite:  One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).


Description:  This class will provide an opportunity to learn about novels and visual texts which affirm queer existence, survival, and community.  As we read these texts, we will familiarise ourselves with the social movements which made such expression possible, including the working-class lesbian bar subcultures, the Stonewall riots of 1969, and the Situationist activism of Act Up and Queer Nation during the AIDS crisis.  As we journey through forms of 20th century queer expression we will see the development and politicization of sexual identities and the resistance to structural forces that made queer lives unlivable.  These histories of struggle helped to shape the texts we will read together. Just as each of us, on entering the classroom, will come with our own knowledges, experiences, and identities, the course’s core texts have been chosen to keep us accountable to the rich, intersecting, and complex constitution of contemporary queer life.


First, we will hone our close reading skills by working through a recent, experimental work of queer literature, Ali Smith’s Girl Meets Boy.  Students will be asked to produce close readings of selected passages of text, in order to build a shared vocabulary and competence around thematic and formal features.  In our second unit, we will start our research journey, reading novels and short stories alongside their historical and cultural context.  Students will begin to select and investigate secondary sources – historical, critical and theoretical work on queer texts.  Finally, in the last third of our time together, students will produce writing which combines their close reading and research skills


The primary aim of this course is to help students develop and improve the critical reading, writing, and thinking skills needed for success in upper-division courses in English and other disciplines.  They will also gain practice in using the Oxford English Dictionary and other online research tools and print resources that support studies in the humanities.  Students will learn basic information literacy and acquire models for approaching literature with various historical, generic, and cultural contexts in mind.


Requirements & Grading:  5 Short Writing Assignments: 25%; Presentations: 10%; Close Reading Essay: 15%; Research Essay: 20%; Final Paper: 25%; Peer Review: 5%.


Students will have the opportunity to revise one of their major essays for a new grade.


The final grading scale is as follows (please keep in mind that UT does not recognize the grade of A+):  A = 94-100; A- = 90-93; B+ = 87-89; B = 84-86; B- = 80-83; C+ = 77-79; C = 74-76; C- = 70-73; D+ = 67-69; D = 64-66; D- = 60-63; F = below 60.


Required Texts Novels:  Ali Smith, Girl Meets Boy; Samuel Delany, Stars in My Pocket Like Grains of Sand; Sheila Ortiz Taylor, Faultline.


Required Texts Visual:  Cheryl Dunye, The Watermelon Woman, Feature Film (Available for free on Kanopy, through UT subscription); Jaime Cortez, Sexile, Graphic Novel (Open Access).


Short fiction and criticism will be made available on Canvas by the instructor.

WGS 301 • Gndr/Race/Class Amer Soc-Wb

44368 • O'Quinn, Jamie
Meets TTH 11:00AM-12:30PM • Internet
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Course Description

This course examines the interplay of gender, race, class, and sexuality in American society. Drawing on lectures, readings, and films, we will explore how gender, race, class, and sexuality operate not simply as individual ways of categorizing people, but as interrelated inequalities that structure our social world. We begin by examining each core concept from a sociological perspective – as social constructions that help to rationalize and justify social inequality. We will then focus our attention on the relationships among them – how gender, race, class, and sexuality intersect to shape individual experiences, daily social interactions, and society. Next, we will locate the intersections of gender/race/class/sexuality in the history of American society. Finally, we examine how these differences and inequalities matter in a variety of institutional contexts, including family life, the criminal justice system, and education.

WGS 301 • Intro Black Wmn Studies-Wb

44365 • Wint, Traci
Meets MWF 9:00AM-10:00AM • Internet
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WGS 301 • Perf/Femin/Socl Change-Wb

44364 • Pereira, Amanda
Meets MWF 12:00PM-1:00PM • Internet
VP (also listed as AFR 311C)
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WGS 301 • Women, Gender, Lit, Cul-Wb

44375 • Train, Emma
Meets MW 4:00PM-5:30PM • Internet
CDWr (also listed as E 314V)
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E 314V  l  6-Women, Gender, Literature, and Culture


Instructor: Train, E

Unique:  34395

Semester: Fall 2020

Cross-lists:  AFR 317F.1, 44375


Prerequisite:  One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).


Course Description:  This course is structured around the question: What does gender have to do with literature?  We will explore other related questions like:  What do critics, authors, and scholars mean when they use the categories “woman writer,” “female writer,” or “feminist writer”? What are the possibilities and the limitations of these categories?  We will analyze how contemporary female-identified writers negotiate questions related to gender and, in particular, we will examine these how questions of gender are always deeply intertwined with questions of sexuality and of race.  Because these questions are especially evident in texts that challenge traditional literary forms and genres, we will mainly examine texts (including fiction, nonfiction, and poetry) that are speculative, hybrid, and genre-bending and will analyze how and why female-identified writers innovate literary forms.  Although our primary objects of study will be literary texts, this course also aims to explore the shared theoretical ground of literary studies and women and gender studies (WGS), which includes feminist theory, queer theory, and Black studies.  To this aim, we will read literary texts alongside selections of critical and theoretical texts in order to learn how to apply theory as a tool for the close-reading of literature.


The primary aim of this course is to help students develop and improve critical reading, writing, and thinking skills needed for success in upper-division courses in English and other writing-focused disciplines.  In particular, because this course is primarily interested in literary texts, close-reading skills and literary-critical methodologies will be emphasized.  Students will also gain practice using online research tools (e.g. OED, Jstor, Google Scholar) integral to writing and research in humanities disciplines.


Tentative Texts:  Gloria E. Anzaldúa’s Borderlands/La Frontera: The New Mestiza (1987); Octavia E. Butler’s Parable of the Sower (1993); Jos Charles’s feeld (2018); Audre Lorde’s The Cancer Journals (1980); Eileen Myles’s Inferno (a poet’s novel) (2010).


Requirements & Grading:  Three essays will comprise the majority of the student’s grade (75% of the total grade), one of which will require a mandatory revision while the others will have optional revisions.  Revision will be an integral part of writing in this course and each student will have the opportunity to revise each essay based on instructor feedback for a higher grade.  The remainder of each student’s grade (25% of the total grade) will include a combination of frequent but brief writing assignments as well as in-class participation, such as weekly response papers, Canvas discussion posts, short presentations, and discussion questions.

WGS 303 • Intro To Lgbtq Studies-Wb

44380 • Coleman Taylor, Ashley
Meets TTH 9:30AM-11:00AM • Internet
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Introduction to Lesbian, Gay, Bisexual, Transgender, and Queer Studies.

Explores concepts of gender and sexuality, race, class, religion, and nation; as well as skills in theory, history, and research methods relevant to LGBTQ studies. The course will also survey the making of modern understandings of sexual and LGBTQ identities in the last one hundred years and the implications of this history for broader understandings of gender and sexuality.

WGS 305 • Intro Women's/Gender Stds-Wb

44385 • Eby, Beth
Meets TTH 12:30PM-2:00PM • Internet
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Women’s and Gender Studies is an interdisciplinary field that asks critical questions about the relationships between sex, gender, society, and our own experiences as political acts. In this course, students will come to understand key differences between sex, gender, and sexuality; define feminism both broadly and personally, particularly in relationship to race, class, and other intersectional aspects of identity; learn about queer and trans histories and experiences; explore women’s experiences in international contexts; and investigate the body and its representation as a way to uncover gender norms and expectations. We will also discuss and write about recent social controversies (such as bathroom legislation, bias incidents, the exclusion of groups from the Women’s March on Washington) as moments that reveal and critique the cultural codes of gender. An emphasis will be placed on self-identified women, LGBTQA+ individuals, and people of color.

WGS 313 • Child Development

44390 • Speranza, Hallie
Meets TTH 5:00PM-6:30PM WEL 3.502
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Same as Human Development and Family Sciences 313.

Motor, language, cognitive, social, and emotional development in the family context.

Credit or registration for Human Development and Family Sciences 113L (corresponding Lab for the course), and Psychology 301 with grade of at least C-.

WGS 322C • Sociology Of Gender-Wb

44395 • Williams, Christine
Meets TTH 8:00AM-9:30AM • Internet
CD (also listed as SOC 333K)
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Course Description

This course is an introduction to the sociological study of gender in U.S. society. Gender structures the experiences of people in all major social institutions, including the family, the workplace, and schools. We will explore how gender impacts our lives and life chances. The central themes of the course are historical changes in gender beliefs and practices; socialization practices that reproduce gendered identities; how race/ethnicity, class, and sexuality shape the experience of gender; and the relationship between gender, power, and social inequality. 

The goals of the course are:

  • To understand the sociological perspective as it relates to gender. What are gender stereotypes? How do social institutions, including schools, the mass media, families, and work organizations, treat men and women? You should be able to discuss how the social environment influences the behavior and experiences of men and women.
  • To understand how gender is related to other forms of social inequality. How do men and women from different racial/ethnic groups, social class positions, and sexual orientations, experience gender inequality? You should be able to discuss hegemonic, marginalized, and alternative definitions of masculinity and femininity.
  • To understand how and why gender norms change over time. Why are behaviors that were considered “masculine” at one time now considered “feminine”?  What role do social movements (including feminism) play in changing society’s expectations of appropriate behavior for men and women? How has globalization altered relationships between men and women?
  • To develop a deeper appreciation of how your own experiences, views, choices, and opportunities have been shaped by gender.


This course carries the UGS flag for Cultural Diversity in the United States, which means that it is “designed to increase your familiarity with the variety and richness of the American cultural experience. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one U.S. cultural group that has experienced persistent marginalization.”

This course does NOT carry a writing flag. However, you are required to write several essays. 

WGS 322D • Population And Society

44399 • Cavanagh, Shannon
Meets TTH 3:30PM-5:00PM JGB 2.324
GC (also listed as SOC 369K)
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Course Objectives

Population studies or demography is an interdisciplinary field, encompassing the study of the size, distribution, and composition of human populations, and the processes of fertility, mortality, and migration through which populations’ change. These processes are closely connected to many of the pressing problems facing contemporary societies. For instance, the funding of health care in developed countries is a major issue because of population aging and declining fertility. Civil unrest in parts of Africa and the Middle East are, in part, a function of persistently high fertility rates. These processes are also important drivers of many contemporary environmental problems. Finally, a grasp of population processes is important for a deeper understanding of the population explosion in urban areas and the higher transmission and impact of AIDS in the developing world.

This course provides an overview of the field of population studies. A sociological approach is emphasized, but economic, geographic, anthropological, and biological perspectives will also be used. Attention will be given to a) the demographic concepts needed to objectively evaluate population issues and b) the substantive content of the population issues. Emphasis will be given to evaluating the evidence regarding debates on population topics.

Reading Materials

Required text:

  • Population and Society: An Introduction to Demography, 2nd edition Dudley Poston and Leon Bouvier. Cambridge University Press: New York.
  • On-line Readings: There are a number of short reading assignments, marked with an [Readings]. These readings can be found in Readings folder in the Course Document section of the class Canvas site and should be read prior to class period.

To access the class home page, go to this link and log into the Canvas system with your UT EID. You will find a link to this course under the heading “My Courses”. All course material will be posted on this web page, including announcements and grades. In addition, readings can be accessed through this web page.

Course Requirements

You are expected to complete all readings for the day's class before coming to class. Read as actively as possible. Class time will be an opportunity to discuss and further explore the readings, so it is essential that everyone comes prepared to participate. Our class periods will be more productive and enjoyable when we all begin with the same materials.

There will be TWO examinations during the semester, each worth 25% of your final grade. The exams will draw from both readings and class discussions. The exams are not cumulative. Each will include multiple choice and short answer questions. Make-up examinations will not be administered except in extreme circumstances and only if I am notified beforehand. All make-up examinations are 100% essay.

You must also complete THREE written assignments. The assignments—on mortality , fertility, and migration—are designed to familiarize you with demographic data on the web, give you an overview of your country of choice, and help you identify your country’s population angle that most interests you. Each assignment is worth 15% of your final grade.

The final 5% of your grade is based on attendance/class participation. I expect you to show up and engage (i.e., not text, sleep, or read the newspaper) with classmates, the TA, and me in the class.

  • Exam 1 - 25%
  • Exam 2 - 25%
  • Fertility Analysis Assignment - 15%
  • Mortality Analysis Assignment - 15%
  • Migration Analysis Assignment – 15%
  • Attendance - 5%

Regarding all class assignments and examinations, students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. Since such dishonesty harms the individual, other students, and the integrity of the University, all policies on scholastic dishonesty will be strictly enforced. For more information on University policies, see

The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. To determine if you qualify, please contact the Dean of Students at 471-6259. If they certify your needs, I will work with you to make appropriate arrangements.


Grading will reflect each individual's mastery of the material, without comparison to other students on a "curve". It is my hope that you will work with others to optimize your learning experience.

  • A (94-100): Excellent grasp of subject matter; provides relevant details and examples; draws clear and interesting connections, exceptionally original, coherent and well‐organized; explains concepts clearly; ideas clearly written/stated, outstanding classroom participation.
  • A- (90-93): Very good grasp of subject matter; provides relevant details and examples; draws clear connections; explains concepts clearly; ideas clearly written/stated.
  • B+ (87-89): Good grasp of some elements above, others need work. B (83-86) Satisfactory grasp of some elements above.
  • B- (80-82): Uneven, spotty grasp of the elements above.
  • C+ (77-79): Limited grasp of the above.
  • C (73-76): Poor grasp of the above.
  • C- (70-72): Very poor grasp of the above.
  • D (60-69): Limited evidence of grasp of material, having done readings, attended class, or completed assignments.
  • F (0 – 59): Insignificant evidence of having done readings, attended class, or completing assignments

WGS 335 • African Queer Studies-Wb

44420 • Livermon, Xavier
Meets TTH 2:00PM-3:30PM • Internet
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WGS 335 • Beyonce/Rihanna Fm/Wmnsm-Wb

44428-44429 • Wint, Traci
Meets MW 11:00AM-12:00PM • Internet
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WGS 335 • Confronting Lgbtq Opprssn-Wb

44415 • Nguyen, Quynh
Meets W 2:00PM-5:00PM • Internet
CD (also listed as T D 357T)
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Course Description

★ Welcome! I am glad you are here.

★ This fall course is the first half of the Peers for Pride Program and prepares students to become peer facilitators of performance-based workshops designed to address macro and micro constructs of LGBTQIA+ justice, racial justice, and multiculturalism, specifically within in the context of power, privilege, and identity. Topics will include, but not limited to race, class, ability, gender identity, gender expression, and sexual orientation.

★ This semester we build a foundational knowledge of LGBTQA+ identities, the intersectional systems of oppression that affect LGBTQA+ people, and approaches to our core question: “What do thriving LGBTQA+/queer communities look like?”

★ We are also working together to establish our practice of theatre for dialogue, a form of applied theatre in preparation for your facilitation in the spring. This semester you will establish your relationship with each other as an ensemble, you will reflect on your role in collaborative facilitation, and you will work together to propose activating and message scenes to engage audiences in the spring in conversation around LGBTQA+ justice.

★ Along the way, you will put your work in relationship with student and community organizers also doing this work.

★ This semester, you will build skills in intersectional analysis of texts, events, and daily life; ensemble performance work; community alliances; and critical reflection in writing, speaking, and performance.

Things to Keep in Mind

● This is a place for self-development and critical thinking

● Discomfort and dissonance should be expected through the learning process or journey

● This program is grounded in various aspect of critical theory, specifically Dr. Kimbrele Crenshaw’s theory of intersectionality

WGS 335 • Hiv/Aids Actvsm/Heal Art-Wb

44425 • Gill, Lyndon
Meets MW 4:00PM-5:30PM • Internet
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WGS 335 • Queer Television-Wb

44414 • Nault, Curran
Meets TTH 2:00PM-3:30PM • Internet
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WGS 340 • Africana Women's Art-Wb

44485 • Okediji, Moyosore
Meets TTH 8:00AM-9:30AM • Internet
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WGS 340 • Black Queer Literature/Film

44490 • Young, Hershini
Meets TTH 9:30AM-11:00AM PAR 201
CDGCWr (also listed as AFR 330W)
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WGS 340 • Black Women On Trial-Wb

44458 • Fourmy, Signe
Meets TTH 2:00PM-3:30PM • Internet
Wr HI (also listed as HIS 350R)
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WGS 340 • Contemp African Pop Cul-Wb

44495 • Livermon, Xavier
Meets TTH 12:30PM-2:00PM • Internet
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WGS 340 • Fashion And Desire-Wb

44520 • Gill, Lyndon
Meets MW 2:30PM-4:00PM • Internet
GC (also listed as AFR 330C)
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WGS 340 • Fndtns Of Social Justice-Wb

44450 • Conway, Fiona
Meets MW 9:30AM-11:00AM • Internet
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WGS 340 • Gender And Modern India

44515 • Chatterjee, Indrani
Meets MW 1:00PM-2:30PM BUR 224 • Hybrid/Blended
GC (also listed as ANS 361, HIS 367D)
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This is a three-part course that examines the shifting nature of modernity between precolonial and colonial periods in the Indian subcontinent. The first part immerses students in plural ways of thinking, inhabiting and performing gender. They will be asked to read Sufi and Bhakti poetry, distinguish between biological personhood and social selfhood, place relationships of men and women in wider matrixes of kinship, caste-jati, economy and class formations. The second part will enable students to explore British colonial legal, administrative and economic processes in 1700-1900. These processes reconstituted older codes of gender as well as the structures within which women experienced marriage, abortion, inheritance, divorce and death. In the final segment, each student will evaluate how these developments empowered some women while disabling others. They will learn to assess the contradictory movements by undertaking direct research into one of the reform movements of the nineteenth or twentieth century, or by writing a review essay based on the available books on this theme in the UT library.

Required Reading: 1 text book, 1 novel, and multiple articles and primary documents posted by the instructor on Canvas ( Students must buy:  Geraldine Forbes, Women in Modern India (Cambridge University Press, revised edition) and  Bapsi Sidhwa, Ice Candy Man (older title) Cracking India (new title, Penguin Books, 1989, 1991, 2006).

Required Written Work: 1 map quiz (10), 2 short responses (20) , 1 mid-term with IDs (30), 1 final essay (20).

Grading is based on Attendance (10), in-class discussion of a document (10), and all segments of written work (80)

WGS 340 • Goddesses World Relig/Cul

44470 • Selby, Martha
Meets TTH 2:00PM-3:30PM WEL 3.502
GC (also listed as ANS 340F, ANT 322J, R S 373G)
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This course will provide a historical and cross-cultural overview of the relationship between feminine and religious cultural expressions through comparative examinations and analyses of various goddess figures in world religions.  We will begin our study in Asia; specifically in India, where goddess worship is a vital part of contemporary Hinduism in all parts of the subcontinent.  From the goddesses of the Hindu tradition (K?l? and Laks?m?, for example), we will move on to female figures in the Buddhist Mah?y?na pantheon (such as Kuan-Yin, popular in China, Korea, and Japan), and then on to some of the goddesses of western antiquity (Inanna, Isis, Athena, Aphrodite, and Mary in her aspects as mother and intercessor).  We will end the course with a study of contemporary goddess worship in the United States as an important expression of Neo-Paganism.  Issues relating to gender, sexuality, power, and violence (domestic and political) will be emphasized as themes throughout the course.

WGS 340 • Intro To African Art-Wb

44460 • Okediji, Moyosore
Meets TTH 11:00AM-12:30PM • Internet
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WGS 340 • Islamic Law-Wb

44465 • Ayoub, Samy
Meets TTH 11:00AM-12:30PM • Internet
GC (also listed as ISL 340, MEL 321, MES 342, R S 358K)
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This course will serve as a survey of central aspects of Islamic law from its origins to modern times. It introduces students to several classical Islamic legal texts in translation and devotes special attention to topics in Muslim devotional, family, and criminal law. We conclude with an investigation of the modern topics of personal status laws and the relevance of Islamic law today in the American context. Some knowledge of Islam is expected of students enrolling in this class, although there are no specific course requirements.

WGS 340 • Latina Feminisms And Media-Wb

44464 • Enriquez, Mirasol
Meets TTH 12:30PM-2:00PM • Internet
CD (also listed as MAS 374)
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WGS 340 • Music And Gender-Wb

44461 • Seeman, Sonia
Meets TTH 9:30AM-11:00AM • Internet
GC (also listed as MES 342)
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WGS 340 • Sacred/Ceremonl Textiles-Wb

44504 • Shirazi, Faegheh
Meets MWF 11:00AM-12:00PM • Internet
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Sacred and Ceremonial Textiles:

A Study of Various Rites of Passage

& Cultural Objects in Muslim Societies

Fall 2020


Instructor: Professor Faegheh Shirazi

Office Location: Calhoun Hall # 502

Email Address:

Office hours: MW 10:15-10:45. And 12:0-12:45, Or by appointment

Course Description:

From the birth to death textiles, clothing, and other material culture affects our daily lives. The communicative power of textiles and other types of material objects reflects both the everyday and ceremonial lives of people in a society. Although this course focuses on textiles and material objects indigenous to the Islamic world, some examples of non-Muslim communities will be included to draw a comparison. An attempt will be made to shed light on the culture of various Islamic societies. The study of the social and historical background of a community is essential for the interpretation of meanings and symbolism associated with textiles and other elements of material objects. Such a study will be combined in the course with topics like ceremonial gatherings; ceremonial textiles; adornment (jewelry, tattoos, body painting); body modifications (piercing and body-reshaping); and the role of material objects in public and private celebrations. One of the areas which material objects represent relates to practices of rituals, taboos, and rotes of passage in the societies, which can be traced to the pre-Islamic era. Muslim communities in Africa, Asia, and the Middle East will be the primary focus of the course, and an attempt will be made to trace the common origins of ritual practices and their representation as a result to of diffusion and contact with other regional practices. Course presentations will be supported by videos, slide show and various material objects.

Prerequisite:  Upper Division Standing


Requirements:  Regular class attendance, active class participation, in class presentations, and contribution to class discussions, two in class exams, and 3 quizzes.


Attendance Policy: Attendance is mandatory and counts towards student’s final grade. Undocumented absence will affect the attendance grade.


Texts and Readings:  Reader Packet (Available at: Jenn’s Copy and Binding) 218 Guadalupe -512-4820779


Attendance                                                                                    5%

Active Participation, and in class article presentation            5%     

One article  summary & presentation                                          10%

3 Quizzes (Lowest will be dropped)                                            20%

First Exam                                                                                   30%                       

Second Exam 

WGS 340 • Sexuality/Gndr Latin Amer-Wb

44462 • Zazueta, Maria
Meets MWF 11:00AM-12:00PM • Internet
GC (also listed as LAS 366)
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WGS 340 • South Asian Migration US-Wb

44475 • Bhalodia, Aarti
Meets MWF 10:00AM-11:00AM • Internet
CD HI (also listed as AAS 325J)
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WGS 340 • Tejana Cultural Studies

44459 • Rosas, Lilia
Meets MW 2:30PM-4:00PM BUR 214
CDIIWr (also listed as AMS 370, MAS 374)
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With the publication ofEntre Guadalupe y Malinche, editors Inés Hernández-Ávila and Norma Elia Cantú solidify their mandate to legitimize Tejan@/x Studies as an arena worthy of ongoing research, study, and comprehension. Furthermore, they center the narratives of Tejanas as a necessary part of the conversation to understand this emergent field of inquiry and integral to Chicana Studies. In this course, we investigate the history of Tejanas to reaffirm and reclaim their place and role in the histories of Native Americans, woman, Chican@/xs, Greater Mexico, and the United States. We will further explore how transfronterizismo and transregionalism  complicate this history. Last, we will contemplate how their stories are fundamental to illuminating the struggles, resistance, and liberation of Chicanas, xicanindias, mestizas, and afromexicanas from precontact to decolonization.


WGS 340 • Tolerance In Dutch Cul-Wb

44479 • Bos, Pascale
Meets TTH 12:30PM-2:00PM • Internet
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WGS 340 • Wmn/Resstnc Cntmp E Euro-Wb

44505 • Lutsyshyna, Oksana
Meets T 9:30AM-11:00AM • Internet
EGCWr (also listed as EUS 347, REE 325)
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Course description:

This course will examine works of a number of Eastern European women writers, such as Olga Tokarczuk (Poland), Svetlana Alexievich (Belarus), Oksana Zabuzhko (Ukraine), Dubravka Ugresic (Croatia), Herta Muller (Romania – Germany), Sofi Oksanen (Finland), and Ludmila Petrushevskaya (Russia), and trace their role and involvement in resisting not only political regimes but also gender-based oppression. We will also read supplemental articles, interviews, and secondary sources to provide a general understanding of contemporary politics and ethnic conflict as well as gender roles in Eastern Europe. Through class discussion, students will discuss the many forms and repercussions of women's resistance to recent issues and events within this strategic region. 


Journals, 1-2 page long, on authors of choice (4): 20 %

To in-class exams: 20 %

Final paper (may be based on one of the journals): 30 %

Presentation: 20%


WGS 340 • Women/Gender/Sport In US-Wb

44463 • Eby, Beth
Meets TTH 3:30PM-5:00PM • Internet
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Please check back for updates.

WGS 345 • American Food-Wb

44545 • Bendele, Marvin
Meets MW 1:00PM-2:30PM • Internet
CDIIWr (also listed as AMS 370)
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Please check back for updates.

WGS 345 • The Family

44535 • Fulton, Kelly
Meets MW 11:30AM-1:00PM MEZ 1.306
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Please check back for updates.

WGS 345 • Thtr Dialog:expl Intprsnl Viol

44525 • Coleman, Shavonne
Meets W 2:00PM-5:00PM WIN 1.164 • Hybrid/Blended
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Please check back for updates.

WGS 345 • Thtr Studies: Young Audiences

44530 • Schroeder-Arce, Roxanne
Meets TTH 3:30PM-5:00PM WIN 1.108 • Hybrid/Blended
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Please check back for updates.

WGS 345 • Wmn Radicals & Reformers-Wb

44550 • Mickenberg, Julia
Meets TTH 2:00PM-3:30PM • Internet
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Please check back for updates.

WGS 345 • Wmn's Autobiogrphcl Wrtg-Wb

44555 • Mackay, Carol
Meets MW 1:00PM-2:30PM • Internet
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E 323W  l  Women’s Autobiographical Writing


Instructor:  MacKay, C

Unique #: 34885

Semester:  Fall 2020

Cross-lists:  WGS 345.48


Prerequisites:  Nine semester hours of coursework in English or rhetoric and writing.


Description:  Writers have always employed an ingenious array of narrative strategies to construct and project their sense of an autobiographical self, but historically that task has entailed an additional cultural challenge—if not an outright psychological impossibility--for women writers worldwide.  Although the male autobiographical impulse did not fully begin to manifest itself in Western culture until Rousseau (notwithstanding the anomaly of St. Augustine), women still tended to confine themselves to the less overt (and egoistic) modes of the diary, letter, memoir (often purporting to be about another subject), and fiction.  It is the goal of this course to examine the autobiographical impulse in women's writing by exploring the concept of the individualistic self vs. the sense of self as a part of community (and duty)—and the ways in which that communal self can both partake of humankind and participate in self-actualization.


We will begin by reading excerpts from Carolyn Heilbrun's Writing a Woman's Life (1988) and conclude with Virginia Woolf's A Room of One's Own (1929). In between, we will be tracing women's autobiographical writings from Sappho to Tillie Olsen, encompassing as well the recorded experience of the African American, the Chinese American, and the Chicana.  Although members of the class may have read individual titles from the course list before, they will now have the opportunity to read them critically within the context of other women's writing--itself likely to be a first-time experience.  Finally, each student will be responsible for introducing to the rest of the class a single work not on the reading list and "outside" its cultural curve; these titles will constitute a multicultural list for future (and I hope immediate!) reading.



Selected poetry (oral reports): Sappho, Bradstreet, Wheatley, E. Brontë, E.B. Browning, Rossetti, Dickinson, H.D., Moore, Brooks, Bishop, Plath, Rich, Sexton, Giovanni, Levertov, Lorde.

Selections (handouts): Julian of Norwich, Revelations of Divine Love (1373); Kempe, The Book of Margery Kempe (1436-38); St. Teresa, The Life of Teresa of Jesus (1562-65); Wollstonecraft, Travels in Norway and Sweden (1796); A. James, Diary (1892); Olsen, Silences (1978).

Books (to be purchased): C. Brontë, Jane Eyre (1847); H.E. Wilson, Our Nig; or Sketches from the Life of a Free Black (1859); Gilman, The Yellow Wallpaper (1899); Virginia Woolf, A Room of One's Own (1929); Angelou, I Know Why the Caged Bird Sings (1969); Sarton, Journal of a Solitude (1973); Kingston, The Woman Warrior: Memoirs of a Girlhood Among Ghosts (1975); Cisneros, House on Mango Street (1983).


Requirements & Grading:  Writing and class discussion will constitute the primary activities of this course. Students will write three papers--the first two of approximately 4-5 pp. each, the last a more extended paper of 10 pp.—and deliver two brief oral reports.  All papers will receive extensive critical commentary and will be discussed in office-hour consultation; 75% of course grade will be based on these papers.  (N.B. This course fulfills the requirements for the Cultural Diversity and Writing flags.)  The remaining percentage points will be satisfied by the oral reports and regular class participation/attendance.

WGS 356 • Intro To Feminst Rsch Mthds-Wb

44560 • Coleman Taylor, Ashley
Meets TTH 11:00AM-12:30PM • Internet
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Introduction to feminist research methods across a range of traditional disciplines. Designed to prepare students to analyze research within gender studies and to develop their own research skills.

WGS 358Q • Supervised Research

II (also listed as HMN 358Q, LAH 358Q)
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Supervised individual research on an issue in women's and gender studies.
Written consent of the supervising faculty member required; consent forms are available in the Center for Women's
and Gender Studies.

WGS 360 • Rsch/Thesis In Wom's/Gend Stds

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Individual project or paper to be completed under the direction of a women's and gender studies faculty member.

Written consent of the supervising faculty member required, consent forms available in the Center for Women's and Gender Studies for that purpose.

WGS 379L • Internship In Wgs

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Experience working in the community or for a nonprofit agency.

Prerequisite: At least twelve semester hours of coursework in women's and gender studies and written consent of the supervising faculty member; consent forms are available in the Center for Women's and Gender Studies.

More Information at:

WGS 384N • Internship In Wom's/Gend Stds

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Practical working involvement with participating nonprofit and research agencies. The equivalent of ten class hours a week for one semester. Offered on the credit/no credit basis only. Prerequisite: Graduate standing and consent of the graduate adviser.

More information here:

WGS 391 • Feminist Theories

44575 • Gonzalez-Lopez, Gloria
Meets M 3:00PM-6:00PM GAR 3.116 • Hybrid/Blended
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Restricted to students in the WGS MA Program.  This course introduces students to feminist theory as it intersects with race, nation, and sexuality. Since this is an introductory course, we will not explore feminist theory in all its incarnations. Rather than charting the historical development of a single body of knowledge called feminism, the class will read contemporary work by women that deals with questions of representation, reproduction, labor, transnationalism, and colonialism. Each week we will unpack one primary text with the intent of understanding the circumstances of its production, its significance, and how it can help us think about our own work.

WGS 393 • Disability/Environment-Wb

44580 • Kafer, Alison
Meets W 5:00PM-8:00PM • Internet
(also listed as E 389P)
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Integrating disability studies and crip theory with work in the environmental humanities, this interdisciplinary course will expose graduate students to emerging work in disability research and pedagogy. How have notions of the “natural” played out across bodies, minds, and environments? What are the implications of using rhetoric of damage, ruin, and illness in environmental discourse? How have scholars, activists, and cultural workers bridged environmental and disability justice principles in their work? Topics to be addressed include theories of toxicity and debility, constructions of personhood and animality, and notions of apocalypse and afterlives. We will foreground insights from feminist, queer, and critical race theories, and we will practice and theorize accessible pedagogies in the course. 

WGS 393 • Gender, Health, And Society-Wb

44590 • Angel, Jacqueline
Meets M 9:00AM-12:00PM • Internet
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Interdisciplinary topics relating to Women's and Gender Studies.  Seats restricted to WGS MA and Portfolio students during early registration.  Check cross-listings for home departments and originating field of study.

WGS 393 • Gender/Genre In Itl Cinema-Wb

44589 • Bonifazio, Paola
Meets W 2:00PM-5:00PM • Internet
(also listed as ITL 382)
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This course examines Italian films from the late 1960s to the present, focusing on conventions and hybridizations of genres such as comedy, melodrama, action, horror, and musical. We will explore these genres through the lens of gender and sexuality studies and study Italian cinema culture in the transnational context of globalized film industries. Some of the topics that we will discuss in this course are: violence and masculinity in “eurocrime” fictions; queer identities in musicals; feminine desire and the family in melodrama; gendered spectatorship and the Italian giallo; (post)feminist discourses and consumer culture in comedies. Students will also be introduced to key concepts in American, French, and Italian feminist thought.


Course is taught in English; films are in Italian with English subtitles.


Films directed by Sergio Leone, Sergio Corbucci, Lina Wertmüller, Susanna Nicchiarelli, Dario Argento, Mario Bava, Gabriele Muccino, Francesca Comencini, Fernando di Leo, Ruggero Deodato, Enzo Castellari, Roberta Torre.

WGS 393 • Race/Class/Gndr In Amer Tv-Wb

44594 • Beltran, Mary
Meets TH 12:30PM-3:30PM • Internet
(also listed as AMS 391)
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Interdisciplinary topics relating to Women's and Gender Studies.  Seats restricted to WGS MA and Portfolio students during early registration.  Check cross-listings for home departments and originating field of study.

WGS 393 • US Capitalism And Culture-Wb

44593 • Beasley, Alex
Meets M 12:00PM-3:00PM • Internet
(also listed as AMS 390, HIS 392)
show description

Interdisciplinary topics relating to Women's and Gender Studies.  Seats restricted to WGS MA and Portfolio students during early registration.  Check cross-listings for home departments and originating field of study.

WGS 393 • Women Writers/Intellectuals-Wb

44595 • Wilkinson, Lynn
Meets TTH 12:30PM-2:00PM • Internet
(also listed as C L 382, FR 390M, GER 386)
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Women Writers/Intellectuals:  Theories and Fictions

This course will begin with a survey of theories of the intellectual, followed by major works by twentieth-century women writers whose works encompass both fiction and theory and contribute to our understanding of a tradition of writing by women.  

The second part of the course will address the literary and theoretical interests of the students in the course.  Students will propose a research project related to the topic of the course and we will devote a week or more to the consideration of the fictional and theoretical works related to each of these projects.

We will also consider some issues related to academic writing and research:  how to formulate an effective abstract for a conference paper or edited volume; what goes into the research and writing of seminar papers; how to transform a seminar paper into a larger research subject or publishable article.


Assignments and grading:  one statement of theoretical and/or literary interests (5%); one abstract (5%); one five-page paper (20%); one class presentation (10%); one research paper of ten to fifteen pages (50%); class participation (10%)


Required Readings:

Virginia Woolf:  Three Guineas; To the Lighthouse

Simone de Beauvoir:  The Second Sex; The Coming of Age

Hannah Arendt:  The Human Condition/Condition de l’homme moderne; Eichmann in Jerusalem; “Isak Dinesen”; “Walter Benjamin”

Julia Kristeva:  Hannah Arendt:  Life is a Narrative; Les samuraï

Assia Djebar:  L’amour, la fantasia/Fantasia:  An Algerian Cavalcade; Femmes d’Alger dans leur appartement/Women of Algiers in Their Apartment

Isak Dinesen/Karen Blixen:  “The Blank Page,” “The Roads of Life”; “Sorrow-Acre”; “The Diver”; “Babette’s Feast”; Letters from a Land at War


Critical and theoretical essays, including selections from the following:

Antonio Gramsci:  From The Prison Notebooks

Karl Mannheim:  From Ideology and Utopia

Jacques Le Goff:  Intellectuals in the Middle Ages

Hannah Arendt:  “Truth in Politics”

Pierre Bourdieu:  From The Rules of Art; Masculine Domination; From Science of Science and Reflexivity

Michel Foucault:  “Truth and Power”

George Eliot:  “Silly Novels by Women Novelists”

Virginia Woolf:  A Room of One’s Own

Intellectuelles:  Du genre en histoire des intellectuels.  Ed. Nicole Racine & Michel Trebitsch.  Histoire du temps présent, 2004.

Melba Cuddy-Keane.  Virginia Woolf, the Intellectual, and the Public Sphere.  Cambridge UP, 2003.

Christine Froula.  Virginia Woolf and the Bloomsbury Avant-garde:  War, Civilization, Modernity.  Columbia UP, 2005.

Hermione Lee.  Virginia Woolf.  A. A. Knopf, 1997.

Toril Moi.  Simone de Beauvoir:  The Making of an Intellectual Woman.  2nd ed.  Oxford UP, 2009. 

Feminist Interpretations of Simone de Beauvoir.  Ed. Margaret Simons.  Pennsylvania State UP, 1995.

Feminist Interpretations of Hannah Arendt.  Ed. Bonnie Honig.  Pennsylvania UP, 1995.

Elisabeth Young-Bruehl.  Hannah Arendt:  For Love of the World.  Yale UP, 1982.

Paul Ricoeur.  Préface.  Hannah Arendt.  Condition de l’homme modern.  1961.

Paul Ricoeur.  “Power and Violence.”  Theory, Culture, and Society 27:5 (2010):  18-36.

Jane Hiddleston .  Assia Djebar:  Out of Algeria.  Liverpool UP, 2006.

Priscilla Ringrose.  Assia Djebar:  In Dialogue with Feminisms.  Rodopi, 2006.

Irene Ivantcheva-Merjanska.  Écrire dans la langue de l’autre :  Assia Djebar et Julia Kristeva.  L’Harmattan, 2015.

Elaine P. Miller.  Head Cases :  Julia Kristeva on Philosophy and Art in Depressed Times.  Columbia UP, 2014.

Carol Mastrangelo Bové.  Language and Politics in Julia Kristeva :  Literature, Art, Therapy.  State University of New York P, 2006.

Mélanie Gleize.  Julia Kristeva au carrefour du littéraire et du théorique :  modernité, autoréflexivité et hybridité.  L’Harmatan, 2005.

Susan R. Horton.  Difficult Women, Artful Lives:  Olive Schreiner and Isak Dinesen, in and out of Africa.  Johns Hopkins UP, 1995.

Judith Thurman.  Isak Dinesen:  The Life of a Storyteller.  St. Martin’s, 1982.

WGS 393 • Writing Workshop: Wgs

44600 • Heinzelman, Susan
Meets T 2:00PM-5:00PM GAR 2.112
show description

Interdisciplinary topics relating to Women's and Gender Studies.  Seats restricted to WGS MA and Portfolio students during early registration.  Check cross-listings for home departments and originating field of study.

WGS 394 • Conf Crs In Wom's/Gend Studies

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WGS 394: Graduate Conference Course in Women's and Gender Studies.

Individual directed readings and conferences on selected problems or topics in women's and gender studies.

The Conference Course allows  graduate students to work individually with select faculty on specific research problems.  The student is responsible for approaching faculty and designing a semester's work.

The Conference Course is restricted.  The WGS 394 Approval Form must be turned into the CWGS office with faculty signatures before students may register for the WGS 394 Conference Course.


WGS 398R • Master's Report

(also listed as GK 398R, LAS 398R, LAT 398R)
show description

Preparation of a report to fulfill the requirement for the master's degree under the report option. The equivalent of three lecture hours a week for one semester. Offered on the credit/no credit basis only. Prerequisite: Graduate standing in women's and gender studies and consent of the graduate adviser.

WGS 679HA • Honors Tutorial Course

(also listed as C C 679HA, C C 679HB, HMN 679HA, HMN 679HB, LAS 679HB)
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WGS 698A • Thesis

(also listed as LAS 698A, LAS 698B, WGS 698B)
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The Thesis or Report is required by the Master's Program.  It represents the final paper or research project that the student creates to culminate their coursework in Women's and Gender Studies. A student must be enrolled in the Thesis or Report course during the semester they intend to graduate.

When registering for the Thesis or Report course, the student must turn in the Thesis/Report Proposal Forms linked below.

The Thesis form is used to link the professor to the online grading system.  This also serves as documentation for faculty supervising the Thesis or Report.  Students should sign up for the Thesis course when they have secured a faculty member to work with them.

WGS 698B • Thesis

(also listed as LAS 698A, LAS 698B, WGS 698A)
show description

The equivalent of three lecture hours a week for two semesters. Offered on the credit/no credit basis only. Women's and Gender Studies 698A and Women's Studies 698A may not both be counted. Prerequisite: For 698A, graduate standing in women's and gender studies and consent of the graduate adviser; for 698B, Women's and Gender Studies 698A.

The Thesis or Report is required by the Master's Program.  It represents the final paper or research project that the student creates to culminate their coursework in Women's and Gender Studies. A student must be enrolled in the Thesis or Report course during the semester they intend to graduate.

When registering for the Thesis or Report course, the student must turn in the Thesis/Report Proposal Forms linked below.

The Thesis form is used to link the professor to the online grading system.  This also serves as documentation for faculty supervising the Thesis or Report.  Students should sign up for the Thesis course when they have secured a faculty member to work with them.

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  • Center for Women's & Gender Studies

    The University of Texas at Austin
    Burdine Hall 536
    2505 University Avenue, A4900
    Austin, Texas 78712