{"id":205,"date":"2019-10-23T10:16:00","date_gmt":"2019-10-23T14:16:00","guid":{"rendered":"http:\/\/people.clas.ufl.edu\/marsig\/?page_id=205"},"modified":"2026-03-19T08:55:53","modified_gmt":"2026-03-19T12:55:53","slug":"men-and-masculinities-summer-a-2009","status":"publish","type":"page","link":"https:\/\/people.clas.ufl.edu\/marsig\/men-and-masculinities-summer-a-2009\/","title":{"rendered":"MEN AND MASCULINITIES (Summer A, 2009)"},"content":{"rendered":"\r\n
\r\n\t
\r\n\t\t
\r\n\t\t\t
\r\n\t\t\t\t\n

MEN AND MASCULINITIES (Summer A, 2009)<\/h1>\n\n\n\n

This section is not a Writing Requirement section for the 24,000 word writing requirement<\/p>\n\n\n\n\n\n

Note: Because this is an upper division course.\u00a0 You should have taken at least one (preferably more than one) introductory course in sociology, women’s studies, or psychology.<\/p>\n\n\n\n\n\n

When: M, T, W, T, F 3rd period (11:00 a.m. – 12:15 p.m.)
\nWhere: CSE\u00a0\u00a0E121<\/p>\n\n\n\n\n\n

Dr. William Marsiglio
\nOffice:\u00a0 Turlington Hall 3108-A
\nOffice Phone:\u00a0 392-0251, ext 233
\nE-mail:\u00a0marsig@ufl.edu<\/a><\/u>
\nHome Page: http:\/\/web.clas.ufl.edu\/users\/marsig\/<\/p>\n\n\n\n\n\n

There will be times when I place\u00a0announcements for students\u00a0<\/a>on my home page link for\u00a0Student Information<\/strong>\u00a0which I will mention in class.<\/p>\n\n\n\n\n\n

Office Hours:<\/p>\n\n\n\n\n\n

M, T, W, Th\u00a0\u00a0\u00a0\u00a09:00 – 10:00 a.m.
\nAnd by appointment<\/p>\n\n\n\n

COURSE DESCRIPTION<\/strong><\/span><\/p>\n\n\n\n\n\n

This course examines males’ diverse experiences as boys\/men and public discourses about masculinities primarily in the U.S.\u00a0\u00a0 The major thrust of the course is to examine how the gendered social order influences men’s actions and the way men perceive themselves, other men, women, and social situations.\u00a0 We will use an intersectionality perspective to explore the relationships between multiple dimensions of social relations and inequalities: gender, race\/ethnicity, class, and sexual orientation.\u00a0 We will also consider how masculinities are produced in various physical\/social sites. This course evaluates the prospects for social change in how men think, feel, and act.\u00a0 It addresses issues such as: male socialization and boyhood culture, male body image, male friendship, male sexuality and fertility, men’s experiences as fathers, men’s involvement in volunteer and paid youth work, male aggression and violence, African American and Latino males’ experiences, men’s commitments to sports and work, media representations of boys and men, the social construction of masculinities in different historical and cultural contexts, and men’s movements and networks.<\/p>\n\n\n\n\n\n

CLASS FORMAT AND ETIQUETTE<\/b><\/span><\/p>\n\n\n\n\n\n

Given the subject matter of this course, you should be able to relate to much of the material and our class discussions.\u00a0 The course format is a combination of lecture, class discussion, in-class small group exercises, and videos.\u00a0 The lectures supplement the assigned reading material so it is important that students attend class regularly in addition to reading the assignments.\u00a0 I encourage student participation and portions of many classes will be set aside specifically for class discussions on selected topics.\u00a0 Students will benefit the most from our classes if they keep up with the reading.<\/p>\n\n\n\n\n\n

Students should also feel free to think about how their personal experiences are relevant to our class discussions and group exercises; however, it is essential that students attempt to understand how their experiences illustrate sociological concepts and general patterns or represent exceptions to those patterns.<\/p>\n\n\n\n\n\n

Because many students are likely to have strong personal opinions about the issues we will cover in this course, we need to create an environment in which students feel comfortable expressing their ideas and disagreeing with one another in a civil manner. My teaching philosophy is grounded on the assumption that it is better to “allow” students to take unpopular or unconventional stands on gender issues than to try and police speech.\u00a0 However, I expect students to direct their comments toward a specific idea or philosophy, rather than personalizing attacks against other students.\u00a0 So long as the comment does not reflect a personal attack, I will expect students to take the initiative to defend their own position in a civil way if they are offended by another student’s way of thinking.<\/p>\n\n\n\n\n\n

If all goes as planned, we should have a lot of fun and learn from each other!<\/p>\n\n\n\n\n\n

REQUIRED READINGS<\/u><\/strong><\/p>\n\n\n\n

  1. Course Packet:<\/strong>I have compiled a collection of readings (articles and book chapters) that can be purchasd from Orange & Blue Textbooks, 309 N. W. 13th St. (across from Krispy Kreme–donut shop), phone 375-2707.\u00a0 It is critical to acquire this material quickly so you can stay on top of the readings.<\/li>\n
  2. Book:<\/strong><\/li><\/ol>\n\n\n\n

    hooks, bell (2004).\u00a0\u00a0We real cool: Black men and masculinity<\/em>. New York: Routledge.<\/p>\n\n\n\n\n\n

    I ordered this book through Goerings Book Store (372-3975), 1717 N. W. 1st Ave. behind the corner of 17th and University Ave. in the Bagel Land store.\u00a0 I\u2019ve used this book in the past so you may be able to find used copies. Please make sure you acquire it in time to read it before we discuss it in class.<\/p>\n\n\n\n\n\n

    COURSE OBJECTIVES<\/u><\/strong><\/p>\n\n\n\n

    1. Show students, both men and women, how an understanding of gender issues can provide them with fresh insights about their personal lives.<\/li>\n
    2. Clarify for students how they can interpret men’s issues using various theoretical perspectives (e.g., life course, intersectionality, social constructionism, social psychological, and sociohistorical).<\/li>\n
    3. Stress the idea that there are multiple versions of masculinity that are shaped by age, race\/ethnicity, social class, and sexual orientation.<\/li>\n
    4. Demonstrate how the expressions of gender and masculinities are embedded within a sociopolitical and sociohistorical context.<\/li>\n
    5. Introduce students to various substantive topics relevant to men’s lives (e.g., sex, work, fatherhood, friendship, sports).<\/li>\n
    6. Encourage students to appreciate how the gender order is fundamentally affected by men’s orientation towards children, both as fathers and men more generally (e.g., relatives, workers, volunteers, neighbors, friends, and strangers).<\/li><\/ol>\n\n\n\n

      COURSE REQUIREMENTS AND GRADING\u00a0<\/u><\/strong><\/p>\n\n\n\n

      1. (10%) In-class projects\/attendance.<\/li>\n
      2. (25%) The midterm exam will be primarily multiple choice but students may be required to answer an essay question as well (specific details about the exam will be given later).\u00a0 Exam format will be contingent on class size and I’ll let students know in advance the particulars about the exam format.\u00a0 The date for the midterm is tentative because I will need to see how we progress through the material.\u00a0 Although I have taught this course about 25 times before this is the first time I’ve offered it as a summer course.\u00a0 I’ve reordered and cut some of the material so I’m not sure how quickly we will move through the initial material.\u00a0 I do not want to stunt discussion.\u00a0 That said, the midterm will most likely be May 29 (Friday), June 1 (Monday) or June 2 (Tuesday).<\/li>\n
      3. (10%) Mentor essay (see details below).<\/li>\n
      4. (35%) Personal journal essay (see details below).<\/li>\n
      5. (20%) A final exam will be given during the scheduled exam period.\u00a0 As with the midterm, it will be primarily a multiple choice format although an essay question may also be included.\u00a0 It will cover the final 3 weeks of readings and related lectures.\u00a0 It may also include a small set of key ideas from the first part of the course (specific details about the exam will be given later.)<\/li><\/ol>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
        <\/td>\nDue Date<\/u><\/td>\nPossible Points<\/u><\/td>\nPercent of Final Grade<\/u><\/td>\n<\/tr>\n
        In-Class Projects, Reading Assignments, and Attendance<\/td>\nFull term<\/td>\n\u00a0 100<\/td>\n\u00a010<\/td>\n<\/tr>\n
        Midterm<\/td>\nTentative (5\/29, 6\/1, or 6\/2)<\/td>\n\u00a0 250<\/td>\n\u00a025<\/td>\n<\/tr>\n
        Mentor Essay<\/td>\nJune 5 (Friday\u2014in class)<\/td>\n\u00a0\u00a0100<\/td>\n\u00a010<\/td>\n<\/tr>\n
        Photo Journal Essay<\/td>\nJune 12 (Friday–in class)<\/td>\n\u00a0\u00a0 350<\/td>\n\u00a0 35<\/td>\n<\/tr>\n
        Final<\/td>\nJune 19 (Friday, 11:00 a.m.)<\/td>\n\u00a0\u00a0 200<\/td>\n20<\/td>\n<\/tr>\n
        <\/td>\nTotal<\/td>\n1,000<\/td>\n100%<\/td>\n<\/tr>\n
        <\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n


        \nEXAM, PAPER, AND GRADING POLICIES<\/u><\/strong><\/p>\n\n\n\n\n\n

        The exams will include multiple choice questions that will require you to understand the meaning of concepts and theories.\u00a0 All exams are the property of this course.\u00a0 Students are not permitted to take an exam out of the classroom or office, nor may they write down exam questions–failure to comply will result in an “E” since non-compliance is, in effect, cheating.\u00a0 Cheating or copying during an exam also results in an “E” and I will not hesitate to take students to honor court.<\/p>\n\n\n\n\n\n

        I expect all students to take the exams during the scheduled class periods.\u00a0 I do not give make-up exams except under the rarest of circumstances.\u00a0 You\u00a0MUST NOTIFY ME IN ADVANCE<\/strong>\u00a0that there is a very serious problem and I will decide if you are allowed to take the make-up.\u00a0 If you do not take the scheduled exam, you are given a grade of zero for the exam and will fail the course.\u00a0 If I do administer a make-up exam, I reserve the right to give an exam that is different from the exam the class took and to give an essay exam.\u00a0 Students who take make-up exams, regardless of their reason for doing so, will\u00a0NOT<\/strong>\u00a0be eligible for the class curve if there is one.\u00a0 My policy is designed to promote fairness for students taking the exam during the scheduled period because those who might take it late have additional time to study.\u00a0 Please do not take this course if you anticipate that you might miss an exam for any reason.<\/p>\n\n\n\n\n\n

        I expect to receive all student papers by the assigned due dates.\u00a0 I will assign a late penalty of 20 points per\u00a0DAY<\/strong>\u00a0(not class period, ie., weekends count as 2 days) for papers handed in after the announced due date (regardless of your excuse).\u00a0 If you hand in a paper a day late, for example, and you would have earned a score of 315 out of 350 if you had honored the due date (90%, A-), you will wind up with a score of 295 (84%, B).\u00a0 A good rule of thumb, then, is to plan to hand the paper in a few days in advance and then spend those last few days making minor changes to it if necessary.<\/p>\n\n\n\n\n\n

        Your final grade will be based on your attendance, performance on the in-class projects and reading assignments, mentor essay, a\u00a0\u00a0 personal analytic essay, and two exams.\u00a0 In addition, I may, on rare occasions, award a student from 1-10 additional points if he\/she has done an\u00a0EXCEPTIONAL<\/strong>\u00a0job in class discussions and has stellar attendance.\u00a0 Offering insightful comments and asking thought provoking questions on a regular basis throughout the course is required–simply talking a lot does not suffice nor will an occasional brilliant comment earn you any of the points.\u00a0 Being present and being prepared EVERY day (having read the material) is part of EXCEPTIONAL participation in my mind.\u00a0 To clarify my philosophy regarding these potential points, I’ll describe a specific student I once had who would have risen to the level of being awarded some EXCEPTIONAL participation points (she actually earned an A so she didn’t need them).\u00a0 The person attended class EVERY day; she was on time EVERY day; she did her readings on time throughout the ENTIRE semester; she actually read them early in the morning prior to each class period; she was able to answer EVERY question regarding the readings that other students could not; she offered insightful commentary on a consistent basis throughout the ENTIRE semester–not in spurts; she asked thought provoking questions at various points throughout the ENTIRE semester; and she was a leader in her small in-class group projects.\u00a0 This student is the standard I use to assess EXCEPTIONAL participation.\u00a0 There are some classes in which no students distinguish themselves as being eligible for these participation points.<\/p>\n\n\n\n\n\n

        There is absolutely NO additional extra credit for this course<\/strong>. Please do not ask me if you can do extra credit.<\/p>\n\n\n\n\n\n

        VERY IMPORTANT:<\/strong>\u00a0Your final point total, and the letter grade associated with it, are\u00a0FINAL<\/strong>.\u00a0 I will\u00a0NOT\u00a0<\/strong>simply add a point or two to someone’s final point total so he or she can get a passing grade or a score that will enable the student to graduate that semester.\u00a0 Students should not ask for preferential treatment; it’s unfair to the other students and challenges the integrity of the grading scale.\u00a0 Students must complete ALL assignments to pass the course.<\/p>\n\n\n\n\n\n

        SPECIAL CONSIDERATIONS<\/b><\/p>\n\n\n\n\n\n

        Students are not permitted to sell class ntoes or tapes of lectures, presentations, or discussions.<\/p>\n\n\n\n\n\n

        I encourage students who have arranged a special needs accommodation letter through the Office of Student Disability Services (SDS) to see me immediately to present their paper work and to figure a plan of action.\u00a0 The SDS office is located in 001 Reid Hall, phone: 392-8565..<\/p>\n\n\n\n\n\n

        Students interested in seeking writing assistance should consider visting the UF Reading & Writing Center (RWC).\u00a0 It provides 30-minute consultations.\u00a0 The RWC is located in SW Broward Hall.\u00a0 Phone: 392-6420.\u00a0 http:\/\/www.at.ufl.edu\/rwcenter<\/p>\n\n\n\n\n\n


        \nFINAL GRADE DISTRIBUTION<\/u><\/strong><\/p>\n\n\n\n\n\n

        In accordance with the Faculty Senate resolution of December 14, 2006, the University of Florida\u2019s grading scale has been changed to include minus grades\u2014effective summer 2009 term.\u00a0\u00a0The distribution I\u2019ve listed below shows the new range of grades, the grade point value in terms of how a student\u2019s grade will be calculated into his or her GPA, the percentage range I will be using to assign final grades, and the point value range that I\u2019ll use to determine final grades.\u00a0\u00a0If you have taken a course with me in the past, note that I\u2019ve modified my grade distribution to make it consistent with the university regulations.\u00a0\u00a0\u00a0PLEASE ALSO NOTE THAT IF YOU EARN A GRADE OF \u201cC-\u201cOR BELOW IT WILL NOT BE COUNTED TOWARD YOUR GENERAL EDUCATION REQUIREMENTS OR YOUR SOCIOLOGY MAJOR REQUIREMENTS.<\/strong>\u00a0\u00a0\u00a0In other words, you will need at least 730 total points in this class in order for it to count toward your Gen Ed or sociology major requirements.<\/p>\n\n\n\n\n\n

        Grade\u00a0\u00a0\u00a0Grade\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Percent\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Points
        \nPoints<\/p>\n\n\n\n\n\n

        A\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a04.0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a093-100\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0930-1,000
        \nA-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a03.67\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 \u00a0\u00a0\u00a090-92\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0900-929
        \nB+\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a03.33\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a087-89\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0870-899
        \nB\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a03.0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a083-86\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0830-869
        \nB-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a02.67\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a080-82\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0800-829
        \nC+\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a02.33\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a077-79\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0770-799
        \nC\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a02.0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a073-76\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0730-769
        \nC-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a01.67\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a070-72\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0700-729
        \nD+\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a01.33\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a067-69\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0670-699
        \nD\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a01.0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a063-66\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0630-669
        \nD-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0.67\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a060-62\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0600-629
        \nE\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a00\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Below 60\u00a0\u00a0\u00a0\u00a0\u00a0599 and below<\/p>\n\n\n\n\n\n

        UNIVERSITY OF FLORIDA HONOR CODE<\/b>
        \n<\/b><\/p>\n\n\n\n\n\n

        Found at: http:\/\/www.dso.ufl.edu\/judicial\/honorcode.php<\/p>\n\n\n\n\n\n

        Preamble: In adopting this Honor Code, the students of the University of Florida recognize that academic honesty and integrity are fundamental values of the University community.\u00a0 Students who enroll at the University commit to holding themselves and their peers to the high standard of honor required by the Honor Code.\u00a0 Any individual who becomes aware of a violation of the Honor Code is bound by honor to take corrective action.\u00a0 Student and faculty support are crucial to the success of the Honor Code.\u00a0 The quality of a University of Florida education is dependent upon the community acceptance and enforcement of the Honor Code.<\/p>\n\n\n\n\n\n

        The Honor Code: We, the members of the University of Florida, pledge to hold ourselves and our peers to the highest standards of honesty and integrity.<\/p>\n\n\n\n\n\n

        On all work submitted for credit by students at the University of Florida, the following pledge is either required or implied:<\/p>\n\n\n\n\n\n

        “On my honor, I have neither given nor received unauthorized aid in doing this assignment.”<\/p>\n\n\n\n\n\n

        (1) All students are required to abide by the Student Honor Code.<\/p>\n\n\n\n\n\n

        (2) The conduct set forth hereinafter constitutes a violation of the Student Honor Code.\u00a0 Those adjudged to have committed such conduct shall be subject to the sanctions provided in Rule 6C1-4.016, F.A.C.<\/p>\n\n\n\n\n\n

        Any form of “paper sharing,” electronic paper purchasing, or plagiarism will not be tolerated.\u00a0 I will fail students for the entire COURSE for any form of academic misconduct regarding the preparation of their paper.\u00a0 Please do your own work!<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n

        ASSIGNMENT DESCRIPTIONS<\/u><\/strong><\/p>\n\n\n\n\n\n

        In-Class Projects, Reading Assignments, Attendance (worth 100 points)<\/strong><\/p>\n\n\n\n\n\n

        At various times throughout the course (11 times total–scores from the highest 10 I will count<\/strong>) I will ask students to complete projects during the class period or I will have students answer questions that they will need to bring to class.\u00a0\u00a0 I will\u00a0NOT<\/strong>\u00a0accept assignments as\u00a0EMAILS<\/strong>\u00a0for the attendance related assignments after the class is over because they are\u00a0ATTENDANCE-related<\/strong>.\u00a0 I want to encourage and reward students to read their assigned readings on time in order to improve the quality of our interactive class discussions.\u00a0 Some of the in-class projects will involve small group exercises.<\/p>\n\n\n\n\n\n

        Students who miss class will be responsible for checking their email for any possible questions I may post.\u00a0 In general, if you miss an announcement that I make at the beginning of class because you are late or did not attend, it is your responsibility to know what’s going on in class.\u00a0 All students should make several “class-buddies” to keep them informed if they are late or miss a class.\u00a0 This is especially true for summer courses that move very quickly.<\/p>\n\n\n\n\n\n

        I will award up to 1-10 points for those persons who participate and satisfactorily complete their small group projects.\u00a0 Fewer points will be awarded to groups\/persons that do only a mediocre job.\u00a0 For the written assignments on the readings, I will assign 0-10 points to students’ work based on its quality.<\/p>\n\n\n\n\n\n

        You cannot make-up these in-class projects under any circumstances.<\/strong>\u00a0 Hence, if you miss class that day, you forfeit those 10 points (1% of your final grade).\u00a0 Do\u00a0NOT<\/strong>\u00a0email answers to me.\u00a0 If one of these in-class project days falls on a day when you have a\u00a0UNIVERSITY AUTHORIZED<\/strong>\u00a0absence for travel or illness, you must show me written documentation of this conflict and I will add 1% to the weight of your final exam for each instance.<\/p>\n\n\n\n\n\n

        In some instances I will simply take attendance and those who are present for the\u00a0ENTIRE\u00a0<\/strong>period(s) will receive 10 points.\u00a0 In fairness to the punctual sudents, if you come in late or leave early you will only receive partial credit.\u00a0 It is every student’s responsibility to sign the attendance sheet when they are present.\u00a0 If your name does not appear, you will be marked absent.<\/p>\n\n\n\n\n\n

        Honor code:<\/strong>\u00a0Students should\u00a0NEVER<\/strong>\u00a0sign the name of another student to the attendance list.\u00a0 This is considered academic misconduct and will result in dismissal from the course.<\/p>\n\n\n\n\n\n

        Mentor Essay (100 points)<\/u><\/strong><\/p>\n\n\n\n\n\n

        June 5:\u00a0\u00a0\u00a0 Essay due (in class)<\/strong><\/p>\n\n\n\n\n\n

        You are responsible for developing a 2.5 – 3 page (double-spaced, NO extra spaces between paragraphs, 1″ margins, Times Roman 12″ font) essay that integrates your gendered analysis of a male \u201cmentoring\u201d experience that affected your life.\u00a0 You should explicitly incorporate insights gleaned from our class discussion, and the readings from the book\u00a0Men on a Mission: Valuing Youth Work in Our Communities,\u00a0<\/em>and apply them to your real life experience.\u00a0 You should think of a nonfamily male person (e.g., school\/music teacher, neighbor, coach, camp counselor, youth minister) who you interacted with at some point in your life and who left an impression on you (good\/bad\/mixed).\u00a0 Some students will be able to identify such a person easily; others may have to focus on someone who wasn’t as central to their youth or young adulthood.\u00a0 In either case, students need to choose someone and think about how this person interacted with you–and perhaps others.<\/p>\n\n\n\n\n\n

        You should develop a thematic essay that focuses explicitly on issues discussed in the chapters and lectures from\u00a0Men on a Mission<\/em>.\u00a0 For example, you might explore how you perceived this person treating you as a male\/female differently than others who were not male\/female.\u00a0 Perhaps you looked toward this person as a quasi-father figure.\u00a0 In some instances, you might have felt this person helped create masculinity validating rituals in sports or wilderness survival. Some may choose to focus on dimensions associated with physical and social places and how this man’s interactions with you were gendered.\u00a0 The male mentor might have helped you cope with a critical life course experience or enabled you to develop your confidence in some area.\u00a0 Alternatively, the person might have violated your trust or angered you with how poorly he treated you based on some type of gendered dynamic.\u00a0 You may have wanted this person to mentor you, but you may have felt that he did not follow through.\u00a0\u00a0My examples are only meant to stimulate your thinking; there are plenty of other options.<\/p>\n\n\n\n\n\n

        Make sure you include a separate cover page.\u00a0\u00a0 Also, in your essay,\u00a0bold<\/strong>\u00a0and\u00a0underline<\/u><\/strong>\u00a0all key concepts and perspectives relevant to our course.\u00a0\u00a0 My evaluation will be based largely on how well students systematically incorporate course material into their analyses.\u00a0 Papers should clearly demonstrate that students have learned something in this particular course.<\/p>\n\n\n\n\n\n

        Please note that\u00a0I will collect, read, and return your essays in a confidential manner in\u00a0case you want to deal with an experience you perceive to be personal.<\/p>\n\n\n\n\n\n

        Term Project: Personal Photo Journal Essay (350 points)<\/u><\/strong><\/p>\n\n\n\n\n\n

        June 12 (Friday):\u00a0\u00a0\u00a0\u00a0 Paper due (in class)<\/strong><\/p>\n\n\n\n\n\n

        You will be responsible for completing a personal photo journal assignment relevant to the first and second course objectives.\u00a0 Your journal entry is to be submitted on the designated due date listed above.\u00a0 Late essays will be subject to a late penalty (see above).\u00a0 These essays are to be at least 7 pages and no more than 8 pages in length, double-spaced and typed (Times Roman, 12″ font, 1 inch top and bottom margins, number your pages).\u00a0 The page length does NOT include pages devoted to your appendix that will include copies of your photos.<\/p>\n\n\n\n\n\n

        You will need to interpret a\u00a0personal life\u00a0<\/strong>event, process, situation, or relationship from a particular\u00a0theoretical perspective\/framework<\/strong>\u00a0discussed in class (e.g., social psychological, life course, sociohistorical, social constructionist, situated fathering) directly relevant to the course material (either lectures or readings).\u00a0 You may combine and integrate theoretical perspectives, but you must explicitly show how you are applying the perspective(s).\u00a0 I will discuss the “theoretical focus” part of the assignment in class.<\/p>\n\n\n\n\n\n

        You\u00a0MUST<\/strong>\u00a0demonstrate your ability to use material effectively from this course to explore and make sense of your personal experience.\u00a0\u00a0Stream of consciousness papers that could have been written prior to taking this course will recieve low grades.<\/strong>\u00a0 You will earn a higher score by demonstrating more rigor and creativity in incorporating\u00a0ample<\/strong>\u00a0material from the class into your analysis.\u00a0 I am\u00a0NOT<\/strong>\u00a0looking for you to just describe an experience; you need to\u00a0ANALYZE<\/strong>\u00a0your particular life experience using ideas from the course.<\/p>\n\n\n\n\n\n

        In most cases, if you are a woman you will be focusing on an experience you’ve been a part of relevant to your father, grandfather, husband\/partner, or son–but<\/strong>\u00a0you must still show how this experience implicates you specifically.\u00a0 In other words, I want you to be immersed in the experience in some way, so your personal standpoint is relevant.\u00a0 Note that some women might be permitted to choose a project that focuses on their own production of masculinity in specific types of contexts (e.g., intersexed person, person in a traditional male work environment)–students interested in exploring this route should chat with me\u00a0BEFORE\u00a0<\/strong>submitting their paper.<\/p>\n\n\n\n\n\n

        The one basic question you should ask yourself is: How does one or more of the theoretical perspectives\/frameworks, and various concepts associated with men and masculinities (as discussed in this class), help me interpret and make sense of my journal topic?\u00a0 You should keep in mind the types of issues we will address in class (work, sports, sexuality, fertility, aging, health, socialization, violence, etc.).\u00a0 You are free to focus on any issue that we address in the course. You should choose readings\/issues that are meaningful to you.<\/p>\n\n\n\n\n\n

        A useful way of approaching this assignment is to pose a question or a series of closely related questions about yourself as a man, a woman who interacts with a particular man\/men, or a woman exposed to masculine constructions that influence her life (e.g., woman rugby player).\u00a0 This question should be framed by your recognition that aspects of the gender order shape your perceptions and experiences (or those of the significant other(s) you’re writing about).\u00a0 This strategy will direct you to the most relevant literature in the course readings.<\/p>\n\n\n\n\n\n

        \u00a0\u00a0\u00a0\u00a0Photo Dimension (Appendix)<\/u><\/strong>:\u00a0<\/u>Because I’m asking you to incorporate a “photo” dimension into your analysis, some topics may be more suitable than others because you either have photos you can copy or you can easily take new photos (and then copy) that will provide you an opportunity to narrate your autoethnographic account.\u00a0 You should\u00a0include at least 3 photos<\/strong>\u00a0but you are free to include more if you like. Ideally, choosing and thinking about pre-existing photos will jog your memory and your analytic mind to reconstruct an account of a previous experience(s) that you can explore using a gender lens. If you take new photos for this assignment, the process of selecting particular photos should be guided by your memory and analysis as to what would be important to capture visually in order for you to present your particular narrative\/analysis.\u00a0 The photos can be of place and\/or people (individual, group, or a combination) directly relevant to you.\u00a0 Ideally, you’ll want to choose photos that have distinct features that illustrate critical points (e.g., social processes of aggression or cooperattion; playful gendered scenes; visually moving\/revealing image of aspects of work setting–hard, dangerous, socially interactive; emotionally compelling elements imbedded in a particular place–grandfather’s rocking chair sitting outside his farm house).\u00a0 Use your imagination!<\/p>\n\n\n\n\n\n

        Label your\u00a0photos (Appendix A, B, C….), refer to them explicitly in your narrative, use them to help you frame your analysis, and include them at the end of your paper.\u00a0\u00a0PLEASE DO NOT GIVE ME ORGINALS–MAKE PHOTO COPIES, OR PRINT ELECTRONIC IMAGES (it is fine if they are black and white).<\/strong><\/p>\n\n\n\n\n\n

        \u00a0\u00a0\u00a0\u00a0Examples of Questions:<\/u>\u00a0<\/strong>the following are examples of the types of things that might be relevant for your assignment.\u00a0 You can choose one of these if you like, or modify one, or choose something else–so long as its relevant to the course!<\/p>\n\n\n\n\n\n

        How did\/does\u00a0 my father or father\/mother interact with me in gendered ways based on particular places (athletic venues, part of the house, wilderness\/nature, commercial sites, etc.)?<\/p>\n\n\n\n\n\n

        How are my same gender (applicable only to males) or oppositive gender (applicable to males or females) friendships influenced by different types of settings that are gendered in some way?<\/p>\n\n\n\n\n\n

        Compared to my grandfather, how did my father construct his sense of masculinity relative to his work?\u00a0 [If you were to address a question like this one, you would need to also show how their experiences relate to your own perspective on work, or how you were able to relate to your grandfather and father interpersonally]<\/p>\n\n\n\n\n\n

        As a woman, how did I have to negotiate my experiences as an ROTC cadet?<\/p>\n\n\n\n\n\n

        \u00a0\u00a0\u00a0<\/strong>\u00a0\u00a0\u00a0\u00a0Guidelines and Grading:\u00a0<\/u><\/strong>In order to receive an “A” grade for this paper you will need to raise and systematically address a question relevant to this course while demonstrating your ability to show how the gender social order and masculinity issues are relevant to your discussion.\u00a0 Your paper will need to be well-written and organized in a logical fashion.\u00a0 Creative and original thinking will be rewarded.<\/p>\n\n\n\n\n\n

        I will\u00a0collect and return<\/strong>\u00a0the Journal Assignment in a\u00a0private fashion<\/strong>\u00a0in case students wish to write about something they consider exceptionally personal.\u00a0 I will be the only one who reads these papers.\u00a0 I may ask a few students if they would like to talk about their project in class, but that would be strictly voluntary and NOT a graded feature of the assignment–just a fun opportunity to share.<\/p>\n\n\n\n\n\n

        You are expected to prepare this assignment in a professional manner.\u00a0 The following guidelines should be followed:<\/p>\n\n\n\n

        1. Your final paper should include a title page which includes the title of your report, your name, UF ID #, course title, date, and E-MAIL address.\u00a0 Attach to the end of your paper a copy of your completed self-evaluation form. You should make three copies of this paper.\u00a0 You will need to hand-inTWO COMPLETE COPIES<\/strong>(I will return the one that I grade).<\/li>\n
        2. Papers should be neatly typed, double spaced (7-8 pages, NO extra spaces between paragraphs).The page requirement does not include title page, tables, or references.\u00a0\u00a0Make sure you\u00a0NUMBER\u00a0<\/strong>your pages.<\/li>\n
        3. Five references needed.\u00a0 You should useAT LEAST<\/strong>2 solid, scholarly references (academic peer-reviewed journals or books)\u00a0IN ADDITION<\/strong>\u00a0to your class readings. You can cite popular press magazine articles from Newsweek, Time, etc., but you should\u00a0NOT<\/strong>\u00a0count them as part of your required 2 outside references. You will need to use at least 3 readings from the course packet (including the assigned book) but they must be in\u00a0addition<\/strong>\u00a0to the 2 outside references.\u00a0 Your grade will not be affected by including additional references beyond these 5 references.\u00a0 It is best to make the most out of the limited references I’ve asked you to identify, rather than citing lots of references in a superficial way.<\/li>\n
        4. You may use whatever standard referencing format you prefer but please make sure that you reference you materials completely and consistently.\u00a0YOU MUST HAVE A REFERENCE LIST WITH FULL CITATION INFORMATION<\/strong>.<\/li>\n
        5. Do NOT use extensive direct quotes in your paper.\u00a0 You may want to use a quote or two at some point (of the short variety), but the text should reflect your own synthesis of the material.\u00a0 Thus, you should paraphrase material and then include a citation at the end of the sentence or paragraph. If an entire paragraph is based on ideas from a particular source, reference that source at the beginning of the paragraph–you then won’t have to reference that source after each sentence in the paragraph.<\/li>\n
        6. Place inbold<\/u><\/strong>\u00a0and underline all key sociological concepts you used from the readings and lectures so that I can easily notice them.<\/li>\n
        7. Enjoy the process!<\/li><\/ol>\n\n\n\n

          I will assess your research paper on the following specific criteria (use this as a check list):<\/p>\n\n\n\n

          1. Quality of literature review (breadth, depth, relevance) [50 points]<\/li><\/ol>\n\n\n\n