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WGS 301 • Asian Amer Creative Arts

45470 • Shorb, Katherine
Meets MWF 11:00AM-12:00PM RLP 1.108
(also listed as AAS 310)
show description

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WGS 301 • Black Queer Art Worlds

45500 • Gill, Lyndon
Meets TTH 5:00PM-6:30PM PAR 206
(also listed as AFR 317E, ANT 310L)
show description

Exploration of over two decades of work produced by and about black queer subjects throughout the circum-Atlantic world. Provides an introduction to various artists and intellectuals of the black queer diaspora, as well as an examination of the viability of black queer aesthetic practice as a form of theorizing.

WGS 301 • Ethncty & Gender: La Chicana

45490 • Allison, Alexandrea
Meets MWF 12:00PM-1:00PM JGB 2.202
(also listed as AMS 315, MAS 311, SOC 308D)
show description


The term “Chicana” has its roots in the 1960’s-70’s Civil Rights Era and the Chicano Movement. Beginning with this rich activist heritage and ending at our current political moment, in this class we will deconstruct the term “Chicana,” discovering and celebrating the plurality of meanings and identities that make up the word. We will do this work through a survey of multiple genres—poetry, film, testimonio, and more—and we will have the opportunity to see how Chicanas have interrogated and manipulated different forms in order to best express their hybridized selves.


Readings will come from authors such as Sandra Cisneros, Gloria Anzaldua, Ana Castillo, and Norma Cantu. 

WGS 301 • Family Relationships

45485 • Williamson, Hannah
Meets TTH 11:00AM-12:30PM FAC 21
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WGS 301 • Family Relationships

45480 • Bornstein, Jerica
Meets MWF 11:00AM-12:00PM ETC 2.114
show description

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WGS 301 • Introduction To Modern Africa

45475 • Falola, Oloruntoyin
Meets TTH 12:30PM-2:00PM UTC 3.134
(also listed as AFR 310K, HIS 310)
show description

This course introduces students to the history of Africa since 1800 to the present. The course is divided into four parts: Part I – an overview of African life before 1800. Part II – an overview of the partition of Africa and the upheavals to economic, political, cultural, and social institutions. Part III – an over view of colonial histories, the struggles for freedom, and the euphoria of independence. Part IV – an overview of the legacies and disappointments of colonialism, and the post-colonialism. Because the continent is so vast, its history complex, and the time period so wide, each part will have a case study to illuminate each section of the course more concretely, giving students both depth and breadth in a subject for which they have little or no prior knowledge. The readings augment the lectures and allow students to follow their interests from the topics covered. This is a great course to take before “that trip to Africa!” The class will also utilize feature films and documentaries to illustrate the historical issues more vividly. Karibu! Welcome!

WGS 301 • Women, Gender, Lit, Culture

45510 • Martinez, Brenda
Meets TTH 11:00AM-12:30PM PAR 308
(also listed as E 314V)
show description

E 314V l  6-Women, Gender, Lit & Culture


Instructor:  Martinez, B

Semester:  Spring 2019

Unique #:  34980

Cross-lists: WGS 301.27

Restrictions:  n/a

Computer instruction:  No


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


Description: When Gloria Anzaldúa stated, “A woman who writes has power and a woman with power is feared,” she defined writing as a tool for political resistance.  In this course we will examine literary texts by and about women of color and the way literature attempts to expose deep political, economic, and social issues in American society with an emphasis on the intersections of gender, economic, and racial justice.  Since women’s and gender studies examines and critiques power, together we will learn to identify and challenge hierarchies within social institutions and explore the relationships between privilege, oppression, and resistance.  We will playwith stories that identify, interrogate, and rebel against gendered tropes in a variety of genres: poetry, essays, novels, comic books, music, and film.  Together we will explore how feminist critique can reveal the relationship between forms of oppression and resistance based on gender, race/ethnicity, class, ability, sexuality, and nationality.  In order to situate these works historically, materially, and culturally, we will read key figures within Black, Latina, Indigenous, Third-World, and Postcolonial/Decolonial feminism such as bell hooks, Joan Morgan, Patricia Hill Collins, Kimberlé Crenshaw, Angela Davis, Gloria Anzaldúa, Gayatri Spivak, Chandra Talpade Mohanty, Andrea Smith, Sarah Ahmed and more.  We will interrogate cultural, political, and economic issues facing women today including globalization, colonialism, war, and various forms of state violence.  Finally, students will be asked to engage in critical reflection as we wrestle with the underlying questions:  How do we write through traumatic and violent moments? How can we speak our truths?


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 skills and models for approaching literature with various historical, generic, and cultural contexts in mind.


This course contains a writing flag.  The writing assignments in this course are arranged procedurally with a focus on invention, development through instructor and peer feedback, and revision; they will comprise a major part of the final grade.


Tentative Texts: This Bridge Called My Back edited by Cherrie Moraga & Gloria Anzaldua (Selections) • Poetry: Mucha Mucha, Too Much Girl by Leticia Hernandez-Linares • Comic Book: Genius (Issues 1-5) • Visual Album: Lemonade (2016)

• Biopic: Selena (1997) Biopic


Requirements & Grading: There will be a series of 3 essays.  Essay 1 will be revised and resubmitted by arrangement with the Instructor; Essay 3 will have a mandatory proposal, annotated bibliography and rough draft before the final is submitted (70% of the final grade).  There will also be reading responses, a group presentation, homework assignments, and class participation grades (30% of the final grade).

WGS 305 • Intro To Women's & Gender Stds

45515 • Somers-Willett, Susan
Meets TTH 11:00AM-12:30PM GAR 3.116
show description

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

45525 • Kreischer, Amber
Meets TTH 3:30PM-5:00PM CPE 2.216
show description

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 313 • Child Development

45530 • Speranza, Hallie
Meets TTH 5:00PM-6:30PM CMA 2.306
show description

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 322 • Population And Society

45535 • Cavanagh, Shannon
Meets TTH 9:30AM-11:00AM RLP 0.112
(also listed as SOC 369K)
show description


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 declining fertility and population aging. 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: An Introduction to Concepts and Issues, 10th edition, John R. Weeks. Belmont, CA: Wadsworth Publishing Co. ISBN-10: 0495096377 

On-line Readings: There are a number of short reading assignments, marked with an [EL]. These readings can be found in External Links section of the class Blackboard site and should be read prior to class period. 

Grading and Requirement:

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 20% 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 TWO assignments and ONE short paper during the semester. The assignments—on mortality and fertility—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 and that you will explore in more detail in the short paper. Each assignment is worth 15% of your final grade. The short paper is worth 25% of your 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.

WGS 323 • Sex And Human Nature

45538 • Veilleux, Carrie
Meets MWF 12:00PM-1:00PM BUR 216
(also listed as ANT 348K, BIO 337)
show description

I. Course Description and Rationale

This class provides an introduction to the SCIENTIFIC study of sexual behavior, mate choice, and reproduction in humans from the perspectives of evolutionary and comparative biology. In this course, we will examine a wide range of genetic, ecological, social, physiological, and behavioral aspects of human and nonhuman primate sexuality. Starting from basic principles of evolutionary theory, we consider a diverse range of basic questions about sex and sexuality: How is sex determined? Why did sexual reproduction evolve? How are males and females different biologically? What determines sexual orientation? We also look at the role of ecology and social life in shaping human mating patterns using a variety of ethnographic and cross- cultural materials. Do men and women differ in their sexual strategies and, if so, how and why? Why do people marry and form long-term pair-bonds? Why do we experience sexual jealousy? Finally, topics relevant to contemporary human sexuality will be also discussed, including rape, contraception, and the influence of sexually transmitted diseases on human evolution. Throughout, examples will be drawn primarily from traditional and modern human societies as well as from studies of our nonhuman primate relatives.

This course fits into the Department’s broader curriculum in biological anthropology by considering human sexual behavior in the context of comparative primate sexuality and reproduction and in demonstrating how evolutionary approaches can be used to make sense of the sexual behavior, mating patterns, and reproductive biology of the human species. It fits into the general anthropology curriculum in addressing important issues about human gender and sexuality from a combined biological and cultural perspective.

II. Course Aims and Objectives


The purpose of this course it to give students a solid foundation in evolutionary biology and adaptationist thinking as it is used in the anthropological sciences, with a specific focus on understanding aspects of human sexual anatomy, reproductive biology, sexual behavior, and cultural practices.

Specific Learning Objectives

When you have completed the course, you should be able to:

  • Summarize different adaptationist/evolutionary approaches to thinking about human

    behavioral biology (e.g., evolutionary psychology, human behavioral ecology) and

    distinguish among such approaches

  • Describe the fundamentals of human and mammalian sex determination systems,

    including the physiological and genetic underpinnings of sexual differentiation

  • Describe the physiological and endocrine processes involved in female reproductive

    cycling and in male spermatogenesis and how these change over the lifespan

  • Describe and contrast different hypotheses for the evolution of sexual reproduction

  • Discuss how human sexual anatomy, behavior, and mating practices are similar to and

    differ from those of other primates and other mammals

  • Understand the comparative method and how it can applied to answer evolutionary



  • Articulate evolutionary hypothesis for a given pattern of human sexual behavior (e.g., mate choice) and design and critique tests of that hypotheses using logic and evidence

  • Read and critique research from the primary literature on human sexuality, including evaluating the strengths and weaknesses in the researchers methodology and interpretation

    III. Format and Procedures

    The course will be divided into four sections, each of which will involve a combination of lecture material and discussion/recitation during normal class time, both in small groups and as a class as a whole. In addition, students are expect to participate in and online collaborative project (the Sex and Human Nature weblog, see below). The following is an overview of the major topics we will cover in each part of the course:

    Part I – Principles of Evolutionary Biology

• Approaches to the scientific study of human sexuality and sexual behavior. Levels of explanation in evolutionary biology. Fundamentals of evolutionary theory. The evolution of sexual reproduction.

Part II – Natural History of Sex: A Comparative Perspective

• Sex determination processes in animals. The role of sex hormones in sexual differentiation. Male and female reproductive anatomy and physiology. The physiology of sexual intercourse. Orgasm and its significance. Human sexuality in comparative perspective.

Part III – The Mating Game: Strategies of Human Mate Choice and Retention

  • Sexual selection theory: Evolution and biological basis of sex differences in mating strategies, mate choice and attraction.

  • Intrasexual competition, woman’s “extended” sexuality, and sperm competition. Human marriage and mating systems in cross-cultural perspective. Mate guarding, mate retention, and the role of sexual jealousy. Biocultural perspective on control of sexuality

  • Sexual orientation: Biological bases and cross-cultural overview.

    Part IV – Sex in Our Lives

• Changes across the lifespan in human sexuality. Contraception and sexually transmitted disease and their evolutionary consequences. Sexual coercion: Unwanted attention, harassment, and rape. The future of human reproduction.

WGS 324 • Gender & The News

45545 • McElroy, Kathleen
Meets MWF 10:00AM-11:00AM BMC 3.206
show description

Please check back for updates.

WGS 324 • Gender And Media Culture

45540 • McClearen, Jennifer
Meets TTH 12:30PM-2:00PM CMA 3.124
show description

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WGS 335 • Gend Iss Contemp Lat Am Cin

45570 • Dominguez-Ruvalcaba, Hector
Meets TTH 2:00PM-3:30PM BEN 1.126
(also listed as LAS 370S, SPN 350K)
show description

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WGS 335 • Latinx Sexualities

45554 • Rosas, Lilia
Meets MW 2:30PM-4:00PM PAR 103
(also listed as AFR 372C, AMS 370, MAS 374)
show description

The publishing of Compañeras: Latina Lesbians in 1987 represents a pathbreaking disruption, which works to humanize, demystify, and complicate the narratives of Latina sexualities at the height of the AIDS pandemic. Told from multiple perspectives by intermingling the voices of scholars, writers, poets, and truth-tellers, this text is still a testament to the stories we must continue to research and analyze to underscore the nuances of Latin@/x racialized sexual formations. In this course, students will chart and examine Latinx Sexualities from a historical perspective to comprehend the social, cultural, political, and economic factors, which have shaped these experiences. We also will challenge the simplistic and monolithic notions of sexualities that have plagued dominant discourses about Latinx sexuality. Finally, we will evaluate and reflect upon how Latin@/x communities (across sexualities, queerness, and heternormativity) have defined themselves, resisted repression(s), and participated in their own emancipation of identities, expressions, and desires from their perspectives as indigenous, Afrolatin@/x, and (me)Xican@/x peoples.

Readings (Selections):

  • Asencio, Marysol, ed. Latina/o Sexualities: Probing Powers, Passions, Practices, and Policies. New Brunswick: Rutgers University Press, 2010.
  • Escobedo, Elizabeth Rachel. From Coveralls to Zoot Suits: The Lives of Mexican American Women on the World War II Home Front. Chapel Hill: The University of North Carolina Press, 2015.
  • Findlay, Eileen J. Suárez. Imposing Decency: The Politics of Sexuality and Race in Puerto Rico, 1870-1920. Durham: Duke University Press, 1999.
  • Glave, Thomas, ed. Our Caribbean: A Gathering of Lesbian and Gay Writing from the Antilles. Durham: Duke University Press, 2008.

Course Requirements:

  • Attendance and Participation 15%
  • Reading Journal 10%
  • Reflection Essay 10%
  • Research Proposal and Bibliography 5%
  • Oral Presentation 20%
  • Rough Draft of Final Paper/Project 10%
  • Final Paper/Project 30%

WGS 335 • Lgbtq Oppression: Dialog

45565 • Nguyen, Quynh
Meets W 3:00PM-6:00PM PAR 204
show description

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WGS 335 • Queer Art And Activism

45555 • Nault, Curran
Meets TTH 2:00PM-3:30PM RLP 0.122
show description

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WGS 335 • Queer Television

45560 • Nault, Curran
Meets MWF 2:00PM-3:00PM CMA 3.124
show description

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WGS 340 • Black Middle Class

45575 • Thompson, Lisa
Meets TTH 9:30AM-11:00AM CMA 3.114
(also listed as AFR 372C, AMS 321)
show description

During this term we will embark on an interdisciplinary exploration of the African American middle class in the US from 1900 to the present, with a particular emphasis on post-Civil Rights era developments. We will use literature, film, history, theatre, cultural studies, music, television, and sociology to examine how the black middle class has been imagined, defined and represented. By examining the debates within and about the black middle class, we will complicate constructions of race in America. The course is particularly interested in investigating the following: the concept of racial uplift; the construction of the “race man” and “race woman;” the idea of class privilege for a racially marginalized group; conflicts between the black middle class and the working class; the role of the black middle class in policing black sexuality; the notion of middle class rage; the rise of the black nerd; assertions of racial authenticity; the new black aesthetic; and the politics of affirmative action.

WGS 340 • Black Women On Trial

45580 • Farmer, Ashley
Meets MW 10:00AM-11:30AM PAR 206
(also listed as AFR 374D, HIS 350R)
show description

This seminar course provides an overview of race, class, gender, and sexuality constructs in the late 19th and early 20th century using the public trials of women. Students will investigate the trials of women like Rosa Lee Ingram and Angela Davis in the context of their historical moment while also exploring how these women shaped, and were shaped by, contemporaneous definitions of rape, civil disobedience, sexual harassment, and self-defense. Students will examine primary media coverage of the trials along with secondary sources on race, gender, and queer theory to learn how these historical moments shaped and reflected public understandings of womanhood, race, class, and sex. By the end of the course, participants will have a more nuanced understanding of American history and the ways in which race, class, gender, and sexuality shape public opinions of womanhood today.


WGS 340 • Chicana Feminisms

45591 • Guidotti-Hernandez, Nicole
Meets MW 1:00PM-2:30PM ECJ 1.308
(also listed as AMS 321, MAS 374)
show description

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WGS 340 • Fem Intervnt Borderland His

45635 • Guidotti-Hernandez, Nicole
Meets MW 10:00AM-11:30AM BUR 436B
(also listed as AMS 370, MAS 374)
show description

This seminar will provide undergraduates with an in- depth understanding of the social, economic, and spatial transformations in the nineteenth and early twentieth centuries U.S.-Mexico borderlands. In particular, we will examine how Indian removal, the Texas wars for Independence, the Mexican American war of 1848, and the Treaty of Guadalupe Hidalgo continue to influence how ideas of nation, space and citizenship (or lack thereof) are articulated in these regions today. Lastly, this course operates from a feminist scholarly perspective, demonstrating the role of both transnational analysis and the pivotal role of the intersections of race, class, gender and sexuality in forming this distinct regional history. In addition, students will engage in their own archival research projects during the semester. Juxtaposed with contextual historical and methodological essays, we will examine the concerns, anxieties and preoccupations with the contested nature of gender, race, subjectivity and sexuality in the nineteenth and early twentieth century U.S./Mexico Borderlands.

WGS 340 • Gender And Modern India

45600 • Chatterjee, Indrani
Meets MW 4:00PM-5:30PM GAR 1.126
(also listed as ANS 361, HIS 364G)
show description

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 • Human Rights & World Politics

45605 • Evans, Rhonda
Meets TTH 2:00PM-3:30PM MEZ B0.306
(also listed as GOV 365N)
show description

Please check back for updates.

WGS 340 • Italian Television Advertising

45607 • Russi, Cinzia
Meets TTH 11:00AM-12:30PM PAR 210
(also listed as EUS 347, ITC 338)
show description

ITC 338 – Italian Television Advertising

Unique # 36785

Spring 2019

T & TH 9:30am–11:00pm PAR 210



Instructor:    Cinzia Russi

Office:            HRH 3.110B

Phone:           471 7024

Office hours: T & TH 2:00–3:30 and by appointment

E-mail:  (preferred form of contact)



Course Description

Italy is a country associated with “style”—life style (il dolce far niente), fashion style (Valentino, Prada, Gucci, etc.), film style (Fellini and the like), and, for better or for worse, a certain sort of rather effusive political style (Mussolini, Berlusconi, and their ilk, among others). The specific objective of this course is to categorize and analyze the major changes that have taken place in the peculiarly Italian style of television advertising during the past fifty years.

After a general introduction to the language of television advertising, students will compare chronologically ordered versions of Italian TV commercials for a variety of high-use products (for instance, food, house-cleaning products, personal care items, cars) in order to identify changes that have taken place at the level of vocabulary, grammar, and language register as a result of new socio- cultural dynamics that have come to characterize present-day Italy. The Italian commercials will then be compared to/contrasted with equivalent ads broadcasted in US to uncover similarities and differences.

Although the course will focus on language change, it will also draw attention to socio-cultural changes that have taken place in the Italian society since the second half of the 20th century, particularly with respect to the role and figure of women (and how they are portrayed in TV commercials vis-à-vis to men), and the structure, life style and values of the ‘typical’ (or ‘stereotypical’) Italian family.


Course material

Selected chapters/sections from the texts listed below. All the reading material will be available on Canvas.


Attendance & Class Participation

Regular attendance and active participation in class discussion are required. More than three will lower the final grade; for the fourth absence, three points will be deducted from the final grade; four points will be deducted for the fifth absence, and so forth, up to a maximum of ten points. This policy will be strictly enforced.



  • Journal entries:Weekly entries (2-3 pages) summarizing and commenting on reading assignments and class lecturers, to be submitted for grading as indicated in the syllabus.
  • Five thought pieces (500–750 words) in which students comment on the different versions of a commercial.


            Please make sure that your assignments:

  1. a.  have a title;
  2. b.  have your name;
  3. c.   are stapled;
  4. d.  are paginated;
  5. e.    typed in 12 points Times New Roman, 1-inch margins.

One percentage point will be deducted from your grade for each of these that is missing.

  • Five quizzes.
  • One mid-term exam: Short-answer questions on assigned readings and commercials.
  • Research project:In groups of three/four, students will:
  1. a.     Write a short paper on the ‘history’ of a commercial of their choice;
  2. b.     Create an original commercial for the product selected which will be presented in class.



  • Participation                    15%   
  • Thought pieces                20%
  • Quizzes                             15%               
  • Mid-term exam                25%
  • Research project 15%
  • Oral presentation            10%


List of readings (tentative)

Danesi, Marcel. 2008. Popular culture: introductory perspectives. Lanham: Rowman & Littlefield. Chapter 8, Advertising, branding and fads.

Borrelli, Nicola. 2010. Advertising across Cultures: A Linguistic-semiotic Analysis of British and Italian TV Commercials. Roma: Aracne.

Annunziato, Sarah and Francesco Fiumara. 2015. Targeting the parents through the children in the golden age of Italian television advertising: The case of Carosello. Journal of Italian Cinema & Media Studies 3(1–2). 11–26.

Bacchilega, Christina and John Rieder. 2014. The fairy tale and the commercial in Carosello and Fractured Fairy Tales (pp. 336–349, 358–359). In Pauline Greenhill and Jill Terry Rudy (eds.), Channeling wonder. Fairy tales on television, 336–359. Detroit: Wayne State University press.

Crompton, P. M. and R. McAlea. 2000. Rhetorical devices in television advertising. In Jackie Cannon et al. (eds.), Advertising and identity in Europe: The I of the beholder, 32–41. Bristol, UK/Portland, OG: intellect.

Marshall, Jill and Angela Werndly. 2002. The language of television. London/New York: Routledge. Unit 2: Signs and signification.

Geis, Michael L. 1982. The Language of Television Advertising. New York: Academic Press. Chapter 1: Introduction; Chapter 2: Saying things indirectly; Chapter 5: Some words and phrases on advertising English.

Severgnini, Beppe. 2006. La bella figura. A field guide to the Italian mind, translated by Giles Watson. New York: Broadway Books. Television, where the Semi-Undressed Signorina acquires a cloak of significance, pp. 76–79.


WGS 340 • Latina Sexuality And Health

45615 • Parra-Medina, Deborah
Meets MW 2:30PM-4:00PM CMA 5.190
(also listed as MAS 374)
show description

This course provides an overview of Latinas’ health issues presented in the context of a woman’s life, beginning in childhood and moving through adolescence, reproductive years, and aging. The approach to Latinas' health is broad, taking into account economic, social, and human rights factors and particularly the importance of women’s capacities to have good health and manage their lives in the face of societal pressures and obstacles. Particular attention will be given to critical issues of Latinas' health such as: poverty; unequal access to education, food, and health care; caregiving; and violence. Such issues as maternal mortality, sexually transmitted diseases, teen-pregnancy, body image, gender-based violence, the effects of traditional practices and the effective solutions being forged to combat them. Central to the course materials and discussions will be consideration of how race, ethnicity, class, culture, and gender shape Latinas’ health outcomes. The course will provide a mixture of lecture, media viewing, in-class critical thinking assignments, and out-of-class readings. The class will be interactive. After a general overview the first week, each week will be devoted to a particular phase of a Latinas' life and/or a health issue related to that phase, with one session being introductory (occasionally involving guest resource people) and the other being primarily discussion based, with students leading parts of the discussions. A couple of texts will be required and a Course Reader (CR) will be available on the web (in Canvas). Additional materials may be posted on the class website or handed out in class.

READINGS (selected)

  • Connell R. Gender, “Health and Theory: conceptualizing the issue, in local and world perspective.” Soc Sci Med 2012;74(11):1675–83.
  • Davidson P, McGrath S, Meleis A, et al. “The health of women and girls determines the health and wellbeing of our modern world: A white paper from the International Council on Women’s Health Issues.” Health Care Women International 2012;32(August):870–886
  • Ann Zuvekas, Barbara L. Wells, Bonnie Lefkowitz. “Mexican American Infant Mortality Rate: Implications for Public Policy.” Journal of Health Care for the Poor and Underserved, 2000;11(2) pp. 231-24
  • Velia Leybas-Amedia, Thomas Nuno, Francisco Garcia. “Effect of acculturation and income on Hispanic women's health.” Journal of Health Care for the Poor and Underserved, 2005;16(4) pp. 128-141.

WGS 340 • Latinx Short Story

45620 • Garcia, Patricia
Meets MWF 10:00AM-11:00AM CAL 200
(also listed as E 376M, MAS 374)
show description


This course will consider the emergence of the Latinx short story as a significant site for the examination of the multiple intersectionalities of transnational, diasporic Latinx communities. Major questions include: how does the Latinx short story map out the terrain of latinidad in the United States? How do these short stories engage issues of representations given the absence of other institutional forms of knowledge? Topics will include: the short story form as the creative intersectionality of racial, gender, class, and sexuality ideologies; the role of the publishing industry and MFA programs in creating the conditions for the Latinx short story; migration and exile within the Latinx imaginary; the urban Latinx experience; cultural hybridity in multiply-situated borderlands; feminist explorations of power, gender, and sexuality; tropicalization; aesthetic form and social mediations.



Writers may include Sandra Cisneros, Oscar Casares, Helen Viramontes, Carmen Maria Machado, Junot Diaz, Benjamin Saenz, Manuel Munoz, Ana Castillo, Jenine Capo Crucet, Jovita Gonzalez, America Paredes, Manuel Martinez, among others.


This course will carry the writing flag and cultural diversity flag.

WGS 340 • Race/Capitalism/Environment

45624 • Vasudevan, Pavithra
Meets MW 11:30AM-1:00PM PAR 306
(also listed as AFR 372C, GRG 356T)
show description

Please check back for updates.

WGS 340 • Rethinking Blackness

45625 • Thompson, Lisa
Meets TTH 12:30PM-2:00PM RLP 0.128
(also listed as AFR 372C, AMS 321, E 376M)
show description

Cultural critic Wahneema Lubiano argues that “postmodernism offers a site for African American cultural critics and producers to utilize a discursive space that foregrounds the possibility of rethinking history, political positionality in the cultural domain, the relationship between cultural politics and subjectivity, and the politics of narrative aesthetics.” Other scholars such as Cornel West conclude that the black experience in America is fundamentally absurd. Henry Louis Gates Jr. suggests that, “only a black person alienated from black language-use could fail to understand that we have been deconstructing white people's languages and discourses since that dreadful day in 1619 when we were marched off the boat in Virginia. Derrida did not invent deconstruction, we did!” If postmodernism is characterized by a de-centered human subjectivity then the black condition in the Americas is fundamentally postmodern. Although many writers render the outsider status of African Americans with somberness this course examines texts that re-imagine black subjectivity beyond traditional narratives of suffering and oppression. The authors that we will read present topics sacred to many African Americans such as the Civil Rights movement, slavery, family and blackness, but do so outside traditional African American literary paradigms. We will consider how their treatment of such sensitive issues expands notions of black identity and re-writes assumptions about the African American experience. During the term we will explore texts—some non-canonical others more familiar—from the late 20th century to the present. Class participants will become acquainted with artists working in a variety of genres such as literary satire, rock musical, faux documentary and speculative fiction.

Required Texts:

1. Octavia Butler, Kindred (1979)

2. Katori Hall, The Mountaintop (2011)

3. Andrea Lee, Sarah Phillips (1984)

4. Robert O'Hara, Insurrection: Holding History (1999)

5. Stew, Passing Strange (2008)

6. Lisa B. Thompson, Single Black Female (2012)

7. Baratunde Thurston, How to Be Black (2012)

8. Touré, Whose Afraid of Post Blackness? (2011)

Grading breakdown (percentages):

Essay One (5-7 pages) 15%

Midterm Exam 25%

Group Presentation 10%

Presentation 10%

Essay Two (7-10 pages) 30%

Participation 10%


WGS 340 • The Qur'an

45650 • Azam, Hina
Meets TTH 12:30PM-2:00PM PAR 1
(also listed as C L 323, CTI 375, ISL 340, MEL 321, MES 342, R S 325G)
show description

In this course, we will study the religion of Islam through its core text, the Qur’an. In our studies, we will focus on the following religious themes of the Qur’an: cosmology (e.g. God, human nature, Satan, and the afterlife), theology, ethics, ritual, and law. We will also examine some of the prominent symbols, images and rhetorical structures of the Qur’an, and we will learn to navigate the text.  Through reading the prophetic narratives, we will compare Qur’anic and biblical accounts of the major prophets shared by Judaism, Christianity and Islam. The role of the Qur’an in Muslim devotion and as a medium for artistic expression will be explored as well.  We will study the context in which the Qur’an was composed, as well as how the text has been interpreted over time.  Prior knowledge of Islam and/or Arabic is helpful but not required for this course.

This course emphasizes themes of language and literature, global cultures, women and gender, and ethics and leadership, in conformity with those cross-listings and flags: We will look at female figures in the scripture and in Muḥammad’s life, as well as give special attention to Qur’anic prescriptions related to gender relations.  We will study the language, terminology, rhetorical structures, and narrative passages of the text.  The text will be approached through the soci0-historical context of late antique Arabia and its interpretation in medieval Islam and modern encounters with the West. 

In fulfillment of the Ethics and Leadership flag,  this course will give sustained attention to the ethical content of the Qur’an as well as to how Muslims interpret this content. Students will acquire knowledge about the Qur’an’s ethical content by reading assigned passages from the text and discussing these in class.  Students will have opportunity to reflect on these passages and their contemporary relevance both in class and through journal exercises.


Course Texts                                                     

  • Qur'an.  You are not required to purchase a copy of the whole Qur’an.  Required readings will be available on Canvas. For those who are interested in having access to the whole text, here are some recommended resources:

The Qur’an, tr. M. A. S. Abdel Haleem. (Oxford U Press, 2005)

- To consult the Arabic text or hear recitation, see online editions at,, and

  • Bible. Not all required Bible readings will be provided on Canvas, so you will need to use your own editions. Searchable online versions found at
  • Toshihiko Izutsu, Ethico-Religious Concepts in the Qur’an (2002)
  • Abdullah Saeed, The Qur’an: An Introduction (2008)
  • Readings available in pdf on Canvas:

- Excerpts from Muhammad Abdel Haleem, Understanding the Qur’an: Themes and Style (1999)

- Excerpts from The Qur’an, tr. Muhammad Abdel Haleem (2005)

- Excerpts from Barbara F. Stowasser, Women in the Qur’an, Traditions and Interpretations. (Oxford U Press, 1996)

- Islamophobia selections



NOTE: The instructor reserves the right to adjust course requirements during the term. Students will be notified of any such adjustments either in class or via email.

Course grades will be based on a combination of exams, journal entries, and attendance, as follows:

1 Initial writing exercise                                   = 2%   

1 Midterm exam                                               = 20%

5 Journal entries, 6% each                               = 30%

Final exam                                                       = 30%

Attendance                                                      = 18%

                                                                        = 100% total

WGS 340 • Tolerance In Dutch Culture

45634 • Bos, Pascale
Meets TTH 12:30PM-2:00PM BUR 337
(also listed as EUS 347)
show description

Please check back for updates.

WGS 340 • Women, Gender & Black Power

45630 • Farmer, Ashley
Meets MW 1:00PM-2:30PM PAR 208
(also listed as AFR 374D, HIS 350R)
show description

The black power movement has not only shaped how we think of American society and race relations, but also how we think about gender roles and gender equality. This course examines the movement through the experiences of African American women activists as well as gender and sexuality constructs that prevailed during the second half of the twentieth century. The class will familiarize students with the history of the black power movement and examine scholarship about how femininity, masculinity, and heterosexuality shaped and were shaped by the struggle. By the end of the course, students will be familiar with the leading female figures of the movement as well as be able to engage in critical debates about the intersection of gender, sexuality, and African American activism.  

WGS 345 • Diversity In Human Devlpmnt

45660 • Lorenzo-Blanco, Elma
Meets TTH 2:30PM-4:00PM CBA 4.326
show description

Please check back for updates.

WGS 345 • Gender And Sexuality In Perfor

45694 • Rossen, Rebecca
Meets TTH 9:30AM-11:00AM WIN 1.148
show description

Please check back for updates.

WGS 345 • Punks/Divas In Se Europe

45665 • Beronja, Vladislav
Meets MW 2:30PM-4:00PM SZB 330
(also listed as EUS 347, REE 325)
show description

“What kind of music do you listen to?” can be a loaded question. Based on your taste in music, others will invariably place you in a specific (sub)culture, class, lifestyle, and even speculate about your political commitments. Your taste in music can make or break a friendship, produce feelings of camaraderie as well as of repulsion.

For some time now, scholars have viewed popular music as a dynamic cultural field, where various social meanings—attached to race, nationality, gender, and sexuality—are constantly being produced, contested, and negotiated among different communities of listeners.

This insight into music as crucial site of political struggle and collective identity formation will be the starting point in our analysis of popular music genres in the Balkans, a region of Europe that has undergone sweeping historical changes in the 20th and 21st centuries, including the fall of Communism and—in the case of former Yugoslavia—the formation of seven new nation-states through a series of bloody and brutal wars. We will begin the class by examining the emergence of Western pop genres, such as punk and new wave rock, in late socialism (in the 1980s), which became associated with urban youth subcultures, sophisticated irony, and liberalization of the one-party state.  From there, we will move to the analysis of “turbo-folk,” a curious mixture of contemporary electronic and traditional folk music that became extremely popular in the 1990s, when the conflict in Yugoslavia was at its peak. Featuring extravagant and scandalous Balkan divas, roughly equivalent to Rihanna and Lady Gaga in the U.S., turbo-folk was (and still is) connected with nationalism, the new mafia elite, and general cultural decline. We will watch videos, examine arguments for and against turbo-folk, and try to pin down its political functions, cultural meanings, and recent transformations. We will end the class by examining new trends in Balkan popular music, such hip-hop and Balkan brass, and their relationship to recent protest movements, minority politics, and claims of cultural (in)authenticity.

In addition to scholarly literature, we will make a substantial use of a class Tumblr blog, featuring music videos, song lyrics, links to other blogs, album covers and other visual and audio materials, which will allow us to fully immerse ourselves in different sounds, scenes, fashion styles, and communities we will be studying throughout this course.


Learning Objectives:

By examining the changes in the production and consumption of popular music in the Balkans, students will gain an understanding of larger historical shifts both in the region and on a more global scale. Additionally, students will refine their analytical and critical thinking skills by situating cultural objects in a dynamic historical and political context and by reflecting on the social effects and assumptions surrounding the consumption of popular music more generally. Our discussion of Balkan popular music will be guided by the following questions:

  • How does popular music shape collective identities?
  • What is the role of popular music in large-scale social and political transformation?
  • How is popular music used as medium of political mobilization by the state and civil actors?
  • How do musical tastes produce, reflect, and reinforce social differences and hierarchies?
  • Why are claims of cultural authenticity often attached to popular music? Who makes these claims and why?
  • How do different music genres function in different political and cultural contexts?



Readings in the course pack include selections from:

Simon Frith (ed.), Performing Rites: On the Value of Popular Music, (Harvard UP, 1998).

Jennifer C. Lena, Banding Together: How Communities Create Genres in Popular Music (Princeton UP, 2012).

Sabrina P. Ramet, Social Currents in Eastern Europe (Duke UP, 1995).

Eric Gordy, The Culture of Power in Serbia (The Pennsylvania State UP, 2001).

Catherine Baker, Sounds of the Borderland: Popular Music, War and Nationalism in Croatia since 1991 (Ashgate, 2010).

Carol Silverman, Romani Routes: Cultural Politics and Balkan Music in Diaspora (Oxford UP, 2012).

Marina Terkoufari (ed.), The Languages of Global Hip Hop (Continuum, 2012)



10%-class participation and attendance

10% map quiz of the Balkan countries/major historical events

25%-weekly discussion post (250 words or more)

25%-take-home midterm exam (short essay format)

5%-abstract and outline of long essay

25%-one long essay (8-9 pages) or multimedia project


WGS 345 • Sociology Of Education

45680 • Irizarry, Yasmiyn
Meets TTH 2:00PM-3:30PM RLP 1.104
show description

Please check back for updates.

WGS 345 • Sociology Of Education

45684 • Fulton, Kelly
Meets MW 10:00AM-11:30AM GDC 2.502
(also listed as AFR 321L, SOC 321L)
show description


This course examines education in the United States from a sociological perspective. We will use various sociological concepts, methods and theories to explore the institution of education. Specific topics include public education; education and the current legislative session; standardized testing; charter schools; and stratification within and between schools with a focus on race, class and gender. 

Required Texts

 ▪ Arum, Richard, Irenee Beattie and Karly Ford (editors), 2015. The Structure of Schooling:Readings in the Sociology of Education, 3rd Edition.  SAGE Publications.

▪ Lareau, Annette.  2011. Unequal Childhoods: Class, Race and Family Life, 2nd Updated Edition.  Berkeley: University of California Press.

▪ A collection of readings available on Canvas.


There will be in-class tests, short papers, and a group project. 

Class participation is a component of the final grade.

WGS 345 • The Family

45668 • Fulton, Kelly
Meets TTH 9:30AM-11:00AM WAG 420
(also listed as SOC 323)
show description


This course analyzes the family as a social institution, using the sociological perspective. 

Studying the family can be tricky in that we all have our own experiences being part of families.  It is important, then, to go beyond our own experiences to explore both the private aspects of the family as well as public aspects of the family using various kinds of empirical data.  Shifting definitions of the family are the context for a brief history of the family.  Throughout the course we will explore family change. Specific topics will include dating, “hooking up” and marriage; parents and children; cohabitation, divorce and stepfamilies; and how the family intersects with, is shaped by, and shapes other social institutions, with particular attention to the economy and the world of work as well as state and social policies.

 Grading Policy

Students will be evaluated via short papers, in-class short answer and essay examinations, a group project, and class participation. 

 Texts: (subject to change)

Bogle, Kathleen.  2008.  Hooking Up: Sex, Dating and Relationships on Campus.  NYU Press.       

Coontz, Stephanie.  2006.  Marriage, A History: How Love Conquered Marriage. New York: Penguin.                

Ferguson, Susan J. (ed.).  2010.  Shifting the Center: Understanding Contemporary Families, Fourth Edition.  Boston: McGraw-Hill. 

Lareau, Annette.   2011. Unequal Childhoods: Class, Race, and Family Life, Second Edition with an Update a Decade Later.  Berkeley: University of California Press.

Stone, Pamela.  2007. Opting Out? Why Women Really Quit Careers and Head Home. Berkeley: University of California Press.

WGS 345 • Thtr Dialog:expl Intprsnl Viol

45667 • Coleman, Shavonne
Meets W 4:00PM-7:00PM WIN 2.112
show description

Please check back for updates.

WGS 345 • Witches, Workers, And Wives

45685 • Hardwick, Julie
Meets TTH 9:30AM-11:00AM RLP 0.128
(also listed as EUS 346, HIS 343W)
show description

Our stereotypical image of an early modern woman is a witch - for some good reasons because thousands of witch trials took place.  In this course, we will look beyond that perspective to explore the complex of material, political, and cultural factors that shaped experiences of gender and family and that shaped attitudes about gender and power in early modern Europe.  The early modern centuries between about 1500 and 1800 were years of tremendous change in many ways – including religious reformations, more powerful governments, global colonial empires and the domestic impacts of colonialism that included the rise of racial categories, and the economic transformation we call the transition to capitalism.  Some features were slower to change, however, especially with regard to family life. We will explore how women's experiences compared to men's - whether as workers, consumers, criminals, political subjects and political actors, peasants or nobles, members of racial, ethnic and religious minorities, spouses or parents.  Along the way, we will explore why some of these dynamics fed into a proliferation of "witches."

Discussion of the assigned readings (see below) will be an important element of this class: you will learn more effectively when you take an active part in the analysis of the material to be covered. Consequently you must expect to read every reading assignment very carefully and thoughtfully. You should come to each class ready to ask questions and contribute observations.

You will need to demonstrate mastery of the readings to do well on the exams.

Warning: absence from class will inevitably have a serious impact on your grade because you cannot participate if you are not present. Each of you may be absent twice with no penalty. For every absence after that, three points will be deducted from your participation grade for each absence not justified by a written explanation. Please note, however, that attendance is the only the first prerequisite for participation, so that perfect attendance and complete silence will result in a grade that reflects only partial fulfillment of participation.

Daily class readings are available on Canvas or online through the Library Catalogue. (Deleted last section here.)

Midterm 25%
Final 35%
Reading grids 20%
Witchcraft group projects 10%
Preparation and engagement 10%

WGS 345 • Women In Postwar America

45690 • Green, Laurie
Meets TTH 2:00PM-3:30PM GAR 2.128
(also listed as AMS 370, HIS 350R)
show description


This upper division history seminar examines U.S. women's history in the mid-twentieth century, roughly from World War II to the 1970s. Students have the opportunity to explore important themes far more deeply than is possible in a lecture course covering a longer period. While looking at what women did, the course explores historical understandings of womanhood, manhood and sexuality that became central to the cultural politics and social conflicts of the postwar period. This approach raises fresh questions about well-known episodes of U.S. history. Why, for example, do most Americans remember Rosa Parks only as a demure seamstress who initiated the Montgomery Bus Boycott because she was too tired to give up her seat to a white? Why do many imagine the women’s liberation movement of the 1960s as one of white middle-class bra burners? We explore how various groups (e.g., suburban girls, women of color, working-class women, immigrants, queer women and others) differently negotiated ideas of family, work, and sexuality. The goal is not to arrive at a universal or normative history of women, gender, and sexuality, but to explore how race, place, citizenship, and class shaped them. In doing so, we examine roots of issues that continue to have political purchase today. Weekly classes include discussion of readings, short lectures, films, and writing workshops.



As a course with Writing and Independent Inquiry flags, this seminar is designed to help students develop historical writing, research, and analytical skills needed to pursue their own intellectual voyages of discovery in the history of women, gender and sexuality in mid-twentieth-century American culture. Graded assignments include three short projects: 1) a media research essay focused on 1945-1960; 2) an oral history conducted by students with woman who were activists at University of Texas in the 1960s/70s; 3) a 5-6-page essay about the most important material from the oral history. These oral histories will become part of the Austin Women Activists Oral History Collection at the Briscoe Library, which began in Fall 2017 with contributions from students who took this course.


Evaluation based on:

Participation and attendance

Media research essay

Oral history for Austin Women Activists project

Essay about student’s oral history

Submission of brief assignments


Boyd, Nan Alamilla, Wide-Open Town: A History of Queer San Francisco to 1965

Douglas, Susan J. Where the Girls Are: Growing Up Female with the Mass Media

Meyerowitz, Joanne, ed. Not June Cleaver: Women and Gender in Postwar America, 1945-1960

Orleck, Annelise, Rethinking American Women’s Activism (Routledge). Shakur, Assata. Assata: An Autobiography

Dreyer, Thorne, Alice Embree, and Richard Croxdale. Celebrating the Rag: Austin’s Iconic Underground Newspaper

WGS 345 • Women In Sickness & Health

45670 • Seaholm, Megan
Meets TH 3:30PM-6:30PM GAR 1.134
(also listed as HIS 350R)
show description

In this seminar students will explore the experience of American women, in sickness and in health. Students will learn about medical and biological views of woman and women’s health, the social context of those views, the development of medical practices and, indeed, a new medical specialty, for the treatment of illness and debility. This study of American women focuses on the 19th and 20th century and looks at the experience of Native-American women, African-American women, Latinas, working class women, and white middle- and upper-class women. Health topics include menarche and menstruation, childbirth, birth control and abortion, gynecological disorders and reproductive organ cancers, as well as mental health and mental illness.

Assigned reading will include:
Judith Walzer Leavitt, Women and Health in America, 2nd ed., 1999.
Dorothy and Richard Wertz, Lying-In:  Childbirth in America
Barron Lerner, The Breast Cancer Wars, 2001
AND several scholarly essays posted on Canvas on a variety of related topics

Class participation = 30% of course grade
Writing assignments = 70% of course grade
Three 3-5 page essays = 14% each; for total of 42% of course grade;
8-10 page essay = 28% of course grade

WGS 350 • Feminist Theory

45695 • Nicholus, Sarah
Meets TTH 12:30PM-2:00PM GAR 3.116
show description

Restricted to women's and gender studies majors and minors, priority to WGS majors.
Feminist theory with selections from women's and gender studies scholars. Recommended feminist theory course for women's and gender studies majors.

WGS 358Q • Supervised Research

(also listed as LAH 358Q)
show description

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

show description

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

show description

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 379S • Senior Seminar

45710 • Kafer, Alison
Meets TTH 9:30AM-11:00AM PAR 308
show description

Intensive study of selected topics in women's and gender studies.

WGS 392 • Rsch Meths Smnr Wom's/Gend Std

45720 • Livermon, Xavier
Meets M 2:00PM-5:00PM CMA 3.134
show description

This course is designed to prepare graduate students in gender studies and the qualitative social sciences to conduct a research project for their master’s theses or similar projects. We will explore a range of research methods and traditions as well as the epistemological assumptions underlying them. We will consider what it means to conduct “feminist” research, as well as the perils and promise of the more participatory research traditions. Some of the research methods we will explore include interviewing, survey research, case studies, textual analysis, and participant observation.

WGS 393 • Adult Devel, Aging, & Hlth

45725 • Holahan, Carole
Meets TH 1:00PM-4:00PM BEL 710B
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 • Black Queer Diaspora

45730 • Gill, Lyndon
Meets T 12:30PM-3:30PM GAR 2.124
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 • Black Studies Theory II

45735 • Livermon, Xavier
Meets W 2:00PM-5:00PM BUR 128
(also listed as AFR 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 • Body In Indian Medicine/Myth

45739 • Selby, Martha
Meets M 5:00PM-8:00PM WCH 4.118
(also listed as ANS 384)
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 • Crit Appr To Ya Fictions

45740 • Perez, Domino
Meets M 12:00PM-3:00PM CAL 323
(also listed as AMS 391, E 395M, MAS 392)
show description

Critical Approaches to Young Adult Fictions

This course will focus on what critics, writers, and publishers refer to as the “second golden age” of young-adult fiction, a period ushered in by the Harry Potter series. We will consider the literature, as well as the literary and cultural criticism, that emerged in the wake of these popular books to examine the broader issues being addressed in contemporary young adult fictions. One major goal is to consider how the literature intervenes in social and political concerns, while at the same time maintaining broad popular appeal. Disciplinary perspectives will include, but are not limited to, feminist, gender and sexuality, genre, literary, ethnic, cultural, and film studies.


WGS 393 • Crit Conscsness In High Edu

45744 • Bukoski, Beth
Meets T 4:00PM-7:00PM SZB 364
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 • Cultural Hist Of US Since 1865

45745 • Davis, Janet
Meets T 2:00PM-5:00PM BUR 436B
(also listed as AMS 386)
show description

This is a required graduate seminar for first-year American Studies graduate students in the second semester of study. It is a survey of recent and classic interdisciplinary scholarship in the field of American cultural (and some social) history from the Civil War era to the present. This course will familiarize you with key “main”  historiographical, methodological, and thematic currents in the field. My approach to cultural history is interdisciplinary, intersectional, environmental and transnational: in other words, I treat “culture” as a social, material, and labor process in which gender, race, and class are interconnected and symbiotic categories of analysis in transnational, environmental, and comparative frames. 

WGS 393 • Feminist Media Studies

45746 • McClearen, Jennifer
Meets M 1:00PM-4:00PM CMA 6.172
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 • Feminst Geopol: Race/Empire

45747 • Vasudevan, Pavithra
Meets W 2:00PM-5:00PM CAL 221
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 • Gender And Decolonial Historie

45753 • Chatterjee, Indrani
Meets T 4:00PM-7:00PM GAR 1.122
(also listed as ANS 391, HIS 382N)
show description

Decolonial histories, according to Walter Mignolo, keep the coevalness of plural epistemologies (ways of knowing), ontologies (ways of being, identifications and identities) and practices that were marginalised in the course of European colonialism. A decolonial perspective on the past of especially Asian, African and Indian Ocean worlds is located in archives, epistemes and practices that have been relegated to the status of the past, even when some of these practices remain visible in the postcolonial present. Thus decolonialsm offers a method of understanding and writing about ongoing lives and methods of acting that do not privilege any one model of interpretation of the state or of subjects. This methodological insight is especially useful for reopening the investigation of gender over the long duree in the societies of the broader Indian Ocean world. This dual-track graduate course will familiarize both freshmen graduate students with philosophies and practices pertaining to gender and feminism in a non-Western past, as well as enable ongoing research scholars to test particular bodies of feminist scholarship in the context of new research materials and goals. This seminar will also enable both groups of scholars to understand their situated-ness in terms of the production of scholarly research and writing. Theoretical issues to be studied include: gender/sexuality and historiography; the intersections of gender, colonialism and anti-colonial resistance, the emergence of concepts of subjectivities and feminist research ethics. This course is expected to meet the training needs of graduate students in History, Department of Asian Studies and Women and Gender Studies.

WGS 393 • Race And Gender By Design

45752 • Lewis, Charlton
Meets T 5:00PM-8:00PM WMB 3.108
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 • Rdngs In Gender & Sexuality

45759 • Williams, Christine
Meets W 12:00PM-3:00PM RLP 1.302F
(also listed as SOC 395G)
show description


This course is intended for graduate students in sociology, or (with instructor’s approval) for those with significant background in sociological and feminist theory. 

 The goals of this course are (1) to familiarize students with the major theoretical perspectives in the sociology of gender and sexuality; (2) to provide a forum for discussion of recently published works in the sociology of gender and sexuality; and (3) to provide students with the background to contribute to research in the sociology of gender and sexuality. 

 The course begins with an overview of feminist and queer theories used in the sociology of gender and sexuality.  All of these theories are in agreement that sexuality and gender are social constructions (and not innate drives or predispositions), but they make different claims about the relationship between gender and sexuality, the meaning of sexual identity, and the origins of sexual desire.   After this theoretical introduction, we turn to new research in the field.  Readings will include recent studies of work, family, social movements, and state politics. 


 Students are required to attend all classes, read the assigned books and articles, participate in class discussion, and lead the class discussion on at least one occasion.  Course grades will be based on class attendance, participation, and leadership (20%), and two take-home examinations (40% each). These exams require students to write 10-15 page essays that reflect on and analyze the readings and the class discussion; they do not require extra reading outside of class.  Students have the option to write their own exam question, with my approval.



WGS 393 • Saints' Lives As Hist Sources

45760 • Frazier, Alison
Meets T 9:30AM-12:30PM GAR 1.122
(also listed as HIS 397L, R S 390T)
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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 • Visualizing Slavery

45764 • Chambers, Edward
Meets W 9:00AM-12:00PM ART 3.432
(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 • Women/Politics/Public Policy

45765 • Rodriguez, Victoria
Meets TH 9:00AM-12:00PM SRH 3.212
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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 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 ILA 398R, LAS 398R)
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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 441 • Roots Of Socl/Econ Justice-Gbr

45655 • Anderson, Barbara
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Study Abroad (Maymester) with School of Social Work in Great Britain.

WGS 698A • Thesis

(also listed as LAS 698A, LAS 698B, LIN 698A, LIN 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, LIN 698A, LIN 698B, WGS 698A)
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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