Categories
Women's & gender studies

PNA (ages 49-63) Comments from Customer Hello, is writing about grandmother. Rea

PNA (ages 49-63)
Comments from Customer
Hello, is writing about grandmother. Read Woman’s Book of Life (by JOAN BORYSENKO) Ch 9&10 and writing about 49-63 PNA

Categories
Women's & gender studies

I am Going to attach a file that was an outline for the publish (you will be writi

I am Going to attach a file that was an outline for the publish (you will be writing the final paper so just ignore that it says publish i am just sending it as a guide line) , you can ignore page 3 and pages 6 i can take care of those. for the oral history part you can honestly just fake an interview that you had with my grandmother and how back in the 70s she was a strong women’s activist and seeing how the government is taking away women’s rights again saddens her because she fought so hard for future generations. do not include like a full conducted interview but take quotes and expand from them.
the thesis question i would like to build off of is “how is movement seen through civil activist”
any of the sources you look up need to be peer-reviewed or they wont count and it messes up the grading
if you have anymore questions please do not be afraid to reach out
Comments from Customer
these are the links to some of the sources he talks about in the final essay guide line
https://www.gale.com/ebooks
https://www.gale.com/c/academic-onefile

Categories
Women's & gender studies

Language is an important site for the construction and reproduction of gender an

Language is an important site for the construction and reproduction of gender and other social and cultural regimes. Masculine gender norms, for example, are often first taught through everyday expressions like “boys don’t cry” or “be a man.” Such language can have violent and traumatic impacts on children and young people who may then feel that their experience of gender doesn’t match up with powerful and oppressive social and cultural norms.
Instructions
For Response Paper 1, write your thoughts in response to the following prompt:
Drawing on the readings and videos from the first few weeks of class, choose one expression you’re familiar with in English or another language you know. (Please provide a translation if you choose an expression in a language other than English.)
Analyze that expression through the critical feminist lenses you’ve been learning about. Use the following questions to guide your analysis:
In what social and cultural situations is this expression used? For example, have you heard it at athletic events, at family gatherings, in classes?
Who or what does the expression refer to?
What message does the expression send about masculine gender norms?
In what ways is that message not only about gender, but also about race, class, sexuality, (dis)ability, and other social systems?
What ideas from the readings and videos do you find helpful in seeking to understand this expression?
Your response paper should be between 350 and 500 words long. In your paper, you should demonstrate your ability to make connections between course readings and materials on the one hand and your own thoughts and insights about masculinities on the other.
You must make reference to at least 3 of the learning resources from the course. However, you should not include entire quotes from the resources. The response papers are short, and I am most interested in reading your thoughts. Whenever you refer to a reading or other materials, use parenthetical citations including the author’s last name and the page number that you’re referring to, for example, (Hearn 55). If there is no page number (i.e., in a video), just use the title of the source, e.g., (Crenshaw, “The Urgency of Intersectionality”).
CHOOSE 3 READINGS OF THE FOLLOWING:
Readings
DeDauw, Esther. “White Superheroes and Masculinity.” Links to an external site.Hot Pants and Spandex Suits: Gender Representation in American Superhero Comic Books. Rutgers UP, 2021.
Mitchell, Jasmine. “The Ride of Valkyrie against White Supremacy: Tessa Thompson’s Casting in Thor: Ragnarok.” Links to an external site.Mixed-Race Superheroes, edited by Sika A. Dagbovie-Mullins, et al. Rutgers UP, 2021.
Kaintura, Mridula. “A Transmasculine Account of Reimagining Masculinity Without ‘Maleness’ and Aggression.” Links to an external site.Feminism in India, 27 October 2021.
Zevallos, Zuleyka. “The Social Construction of Masculinity.” Links to an external site.Othersociologist.com, 3 August 2022.
Connell, Raewyn. “Masculinities in Global Perspective: Hegemony, Contestation, and Changing Structures of Power.” Theory and Society, vol. 45, no. 4, 2016, pp. 303-318.
Lindisfarne, Nancy and Jonathan Neale. “Masculinities and the Lived Experience of Neoliberalism.” Masculinities und Neoliberalism, edited by Andrea Cornwall, Frank G. Karioris, and Nancy Lindisfarne. Zed Books, 2016, pp. 29-50.

Categories
Women's & gender studies

The materials from Weeks 4 and 5 have explored the ways in which masculinities s

The materials from Weeks 4 and 5 have explored the ways in which masculinities shape and are shaped by changing ideas about what counts as work in the global economy. As we discussed, work is an important site through which to study changes in masculine gender norms in response to neoliberalism and globalization and also provides us with a point of entry into organizing for social and cultural transformation.
In your second response paper, you’ll deepen your original analysis of an image that illustrates the connections between masculinity and work, drawing on the Week 4 and 5 support to synthesize your thoughts and support your response.
Instructions
For the Response Paper 2, write your thoughts in response to the following prompt:
Search for an image online that depicts the connections between masculinity and work.
Describe the image. In what ways is work depicted? In what ways is masculinity depicted? What other intersections with race, class, sexuality, ability, etc. does the image call to mind?
Does the image reinforce dominant understandings of masculinity and work? Does it challenge those understandings? In what ways?
Discuss your thoughts, making reference to the Week 4 and 5 materials to support your response.
Be sure to include a copy of the image or a link to the image in your paper.
Your response paper should be between 350 and 500 words long. In your paper, you should demonstrate your ability to make connections between course readings and materials on the one hand and your own thoughts and insights about masculinities on the other.
You must make reference to at least 3 of the learning resources from Week 4 and 5. However, you should not include entire quotes from the resources. The response papers are short, and I am most interested in reading your thoughts. Whenever you refer to a reading or other materials, use parenthetical citations including the author’s last name and the page number that you’re referring to, for example, (Hearn 55). If there is no page number (i.e., in a video), just use the title of the source, e.g., (Crenshaw, “The Urgency of Intersectionality”).
REFERENCES FROM WEEK 4 AND 5, ONLY USE 3:
Berdahl, Jennifer L., et al. “Work as a Masculinity Contest.”. Journal of Social Issues, vol. 74, no. 3, 2018, pp. 422-448.
Barnett, Heather. “5 Myths About Women Being Primary Breadwinners That Need to Go Away.” SheKnows, 1 June 2015.
Hennekman, Sophie and Yuliya Shymko. “Breadwinner vs. Caretaker: The Pandemic’s Potential Gender Implications for Families.” Links to an external site.LSE, 30 July 2020.
Miller, Claire Cain. “Why Men Don’t Want the Jobs Mostly Done by Women.” Links to an external site.The New York Times, 4 January 2017.
Raybould, Alice. “The 1950s and the Myth of the ‘Traditional’ Family.” Links to an external site.Medium, 26 April 2021.
Youn, Soo. “The Recession is Hitting Women of Color the Hardest.” Links to an external site.The Lily, 26 October 2020.
Kilkey, Majella. “Men and Domestic Labor: A Missing Link in the Global Care Chain.”Links to an external site. Men and Masculinities, vol. 13, no. 1, pp. 126-149.
Wojnicka, Katarzyna. “What’s Masculinity Got to Do With It? The COVID-19 Pandemic, Men, and Care.” European Journal of Women’s Studies, vol. 29, 2022, pp. 27-42.

Categories
Women's & gender studies

The materials from Weeks 4 and 5 have explored the ways in which masculinities s

The materials from Weeks 4 and 5 have explored the ways in which masculinities shape and are shaped by changing ideas about what counts as work in the global economy. As we discussed, work is an important site through which to study changes in masculine gender norms in response to neoliberalism and globalization and also provides us with a point of entry into organizing for social and cultural transformation.
In your second response paper, you’ll deepen your original analysis of an image that illustrates the connections between masculinity and work, drawing on the Week 4 and 5 support to synthesize your thoughts and support your response.
Instructions
For the Response Paper 2, write your thoughts in response to the following prompt:
Search for an image online that depicts the connections between masculinity and work.
Describe the image. In what ways is work depicted? In what ways is masculinity depicted? What other intersections with race, class, sexuality, ability, etc. does the image call to mind?
Does the image reinforce dominant understandings of masculinity and work? Does it challenge those understandings? In what ways?
Discuss your thoughts, making reference to the Week 4 and 5 materials to support your response.
Be sure to include a copy of the image or a link to the image in your paper.
Your response paper should be between 350 and 500 words long. In your paper, you should demonstrate your ability to make connections between course readings and materials on the one hand and your own thoughts and insights about masculinities on the other.
You must make reference to at least 3 of the learning resources from Week 4 and 5. However, you should not include entire quotes from the resources. The response papers are short, and I am most interested in reading your thoughts. Whenever you refer to a reading or other materials, use parenthetical citations including the author’s last name and the page number that you’re referring to, for example, (Hearn 55). If there is no page number (i.e., in a video), just use the title of the source, e.g., (Crenshaw, “The Urgency of Intersectionality”).
REFERENCES FROM WEEK 4 AND 5, ONLY USE 3:
Berdahl, Jennifer L., et al. “Work as a Masculinity Contest.”. Journal of Social Issues, vol. 74, no. 3, 2018, pp. 422-448.
Barnett, Heather. “5 Myths About Women Being Primary Breadwinners That Need to Go Away.” SheKnows, 1 June 2015.
Hennekman, Sophie and Yuliya Shymko. “Breadwinner vs. Caretaker: The Pandemic’s Potential Gender Implications for Families.” Links to an external site.LSE, 30 July 2020.
Miller, Claire Cain. “Why Men Don’t Want the Jobs Mostly Done by Women.” Links to an external site.The New York Times, 4 January 2017.
Raybould, Alice. “The 1950s and the Myth of the ‘Traditional’ Family.” Links to an external site.Medium, 26 April 2021.
Youn, Soo. “The Recession is Hitting Women of Color the Hardest.” Links to an external site.The Lily, 26 October 2020.
Kilkey, Majella. “Men and Domestic Labor: A Missing Link in the Global Care Chain.”Links to an external site. Men and Masculinities, vol. 13, no. 1, pp. 126-149.
Wojnicka, Katarzyna. “What’s Masculinity Got to Do With It? The COVID-19 Pandemic, Men, and Care.” European Journal of Women’s Studies, vol. 29, 2022, pp. 27-42.

Categories
Women's & gender studies

Language is an important site for the construction and reproduction of gender an

Language is an important site for the construction and reproduction of gender and other social and cultural regimes. Masculine gender norms, for example, are often first taught through everyday expressions like “boys don’t cry” or “be a man.” Such language can have violent and traumatic impacts on children and young people who may then feel that their experience of gender doesn’t match up with powerful and oppressive social and cultural norms.
Instructions
For Response Paper 1, write your thoughts in response to the following prompt:
Drawing on the readings and videos from the first few weeks of class, choose one expression you’re familiar with in English or another language you know. (Please provide a translation if you choose an expression in a language other than English.)
Analyze that expression through the critical feminist lenses you’ve been learning about. Use the following questions to guide your analysis:
In what social and cultural situations is this expression used? For example, have you heard it at athletic events, at family gatherings, in classes?
Who or what does the expression refer to?
What message does the expression send about masculine gender norms?
In what ways is that message not only about gender, but also about race, class, sexuality, (dis)ability, and other social systems?
What ideas from the readings and videos do you find helpful in seeking to understand this expression?
Your response paper should be between 350 and 500 words long. In your paper, you should demonstrate your ability to make connections between course readings and materials on the one hand and your own thoughts and insights about masculinities on the other.
You must make reference to at least 3 of the learning resources from the course. However, you should not include entire quotes from the resources. The response papers are short, and I am most interested in reading your thoughts. Whenever you refer to a reading or other materials, use parenthetical citations including the author’s last name and the page number that you’re referring to, for example, (Hearn 55). If there is no page number (i.e., in a video), just use the title of the source, e.g., (Crenshaw, “The Urgency of Intersectionality”).
CHOOSE 3 READINGS OF THE FOLLOWING:
Readings
DeDauw, Esther. “White Superheroes and Masculinity.” Links to an external site.Hot Pants and Spandex Suits: Gender Representation in American Superhero Comic Books. Rutgers UP, 2021.
Mitchell, Jasmine. “The Ride of Valkyrie against White Supremacy: Tessa Thompson’s Casting in Thor: Ragnarok.” Links to an external site.Mixed-Race Superheroes, edited by Sika A. Dagbovie-Mullins, et al. Rutgers UP, 2021.
Kaintura, Mridula. “A Transmasculine Account of Reimagining Masculinity Without ‘Maleness’ and Aggression.” Links to an external site.Feminism in India, 27 October 2021.
Zevallos, Zuleyka. “The Social Construction of Masculinity.” Links to an external site.Othersociologist.com, 3 August 2022.
Connell, Raewyn. “Masculinities in Global Perspective: Hegemony, Contestation, and Changing Structures of Power.” Theory and Society, vol. 45, no. 4, 2016, pp. 303-318.
Lindisfarne, Nancy and Jonathan Neale. “Masculinities and the Lived Experience of Neoliberalism.” Masculinities und Neoliberalism, edited by Andrea Cornwall, Frank G. Karioris, and Nancy Lindisfarne. Zed Books, 2016, pp. 29-50.

Categories
Women's & gender studies

Write a personal statement about a man’s experience with feminism as a student (

Write a personal statement about a man’s experience with feminism as a student (in high school and college). You can detail how I came to be a feminist (in high school). I was born, raised, and educated in Asia before coming to the United States to attend college. Describe in detail the feminist movements I was active in college. Identifying the books that had a significant influence on my consciousness.
Comments from Customer
Any book you can think of. This is not the main part of the writing. Please focus on the experience or activities related to the feminism.

Categories
Women's & gender studies

Write a personal statement about a man’s experience with feminism as a student (

Write a personal statement about a man’s experience with feminism as a student (in high school and college). You can detail how I came to be a feminist (in high school). I was born, raised, and educated in Asia before coming to the United States to attend college. Describe in detail the feminist movements I was active in college. Identifying the books that had a significant influence on my consciousness.
Comments from Customer
Any book you can think of. This is not the main part of the writing. Please focus on the experience or activities related to the feminism.

Categories
Women's & gender studies

The purpose of this engagement is to give you the opportunity to create your own

The purpose of this engagement is to give you the opportunity to create your own communication artifact (story, video, song, academic paper, infographic, etc.) related to one of the social institutions studied in class (family, education, work, religion, media) that reflects a critical gender/sex lens.
Expectations: I am looking for you to bring something new into the world that demonstrates what you learned in this class and what it means to you personally. For that reason, I’m not going to dictate the form this engagement should take. Below you will find some examples of projects. You’re welcomed to choose one of the projects here, or you can create one of your own. Some of the best projects are those that are meaningful to you. For example, one of my favorite final projects was presented by a student who wrote and performed a song related to her own gender revelations made possible by the class (I have no musical talent, so I was impressed). Here is a link to her song if you want to check it out: (https://soundcloud.com/karena-tse/someday-cmn-432-final-project-42921-142-pmLinks to an external site.) Have fun with this and make it your own!
As always, don’t hesitate to ask me if you have any questions, or if you would like to discuss your own idea one-on-one.
Examples:
Recreate a favorite children’s book from your childhood in a way that reflects the critical gender/sex lens. (note: you don’t have to be a talented artist to do this). – This project corresponds with the institution of education, but it can be adapted to focus on other institutions (i.e. you could recreate a favorite religious story – religion; you could recreate a scene from a television show – media, etc.)
Write an academic paper. If you are more of a paper writer (I am), you can choose to write an academic paper regarding any of the social institutions we covered in class. If you choose this option, make sure you cite relevant credible sources.
Create a critical gender/sex lens playlist. Curate a list of songs that reflect a critical gender/sex lens. For each song, explain why it was added to the list.
Strike a Pose project. Celeste Barber (@celestebarber) has become Insta famous for her parodies of popular culture images that objectify women (see below). These images illuminate objectification in ways that are powerful. Recreate your own version of Barber’s project.
Woman in window in objectified pose
While these types of projects are usually most directly related to media, you can adapt this type of parody for any of the institutions.
8. Artistic artifact: If you’re an artistic person, feel free to create an artistic artifact (you can upload a picture of it to the discussion board) related to the course. Just make sure to also explain how it relates to the course if it’s not immediately apparent (i.e. painting, sculpture, zine, etc.)
Again, these are just some examples of projects. You’re welcomed to create your own. I’m here for you if you need any guidance.
You should upload your project to the discussion board by . You should then look at the submissions from your peers and leave them comments by the last day of class (Tuesday, December 6).

Categories
Women's & gender studies

The purpose of this engagement is to give you the opportunity to create your own

The purpose of this engagement is to give you the opportunity to create your own communication artifact (story, video, song, academic paper, infographic, etc.) related to one of the social institutions studied in class (family, education, work, religion, media) that reflects a critical gender/sex lens.
Expectations: I am looking for you to bring something new into the world that demonstrates what you learned in this class and what it means to you personally. For that reason, I’m not going to dictate the form this engagement should take. Below you will find some examples of projects. You’re welcomed to choose one of the projects here, or you can create one of your own. Some of the best projects are those that are meaningful to you. For example, one of my favorite final projects was presented by a student who wrote and performed a song related to her own gender revelations made possible by the class (I have no musical talent, so I was impressed). Here is a link to her song if you want to check it out: (https://soundcloud.com/karena-tse/someday-cmn-432-final-project-42921-142-pmLinks to an external site.) Have fun with this and make it your own!
As always, don’t hesitate to ask me if you have any questions, or if you would like to discuss your own idea one-on-one.
Examples:
Recreate a favorite children’s book from your childhood in a way that reflects the critical gender/sex lens. (note: you don’t have to be a talented artist to do this). – This project corresponds with the institution of education, but it can be adapted to focus on other institutions (i.e. you could recreate a favorite religious story – religion; you could recreate a scene from a television show – media, etc.)
Write an academic paper. If you are more of a paper writer (I am), you can choose to write an academic paper regarding any of the social institutions we covered in class. If you choose this option, make sure you cite relevant credible sources.
Create a critical gender/sex lens playlist. Curate a list of songs that reflect a critical gender/sex lens. For each song, explain why it was added to the list.
Strike a Pose project. Celeste Barber (@celestebarber) has become Insta famous for her parodies of popular culture images that objectify women (see below). These images illuminate objectification in ways that are powerful. Recreate your own version of Barber’s project.
Woman in window in objectified pose
While these types of projects are usually most directly related to media, you can adapt this type of parody for any of the institutions.
8. Artistic artifact: If you’re an artistic person, feel free to create an artistic artifact (you can upload a picture of it to the discussion board) related to the course. Just make sure to also explain how it relates to the course if it’s not immediately apparent (i.e. painting, sculpture, zine, etc.)
Again, these are just some examples of projects. You’re welcomed to create your own. I’m here for you if you need any guidance.
You should upload your project to the discussion board by . You should then look at the submissions from your peers and leave them comments by the last day of class (Tuesday, December 6).