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262
REF: pp. 263-264
28. Quid pro quo
29. Intimate partner violence
30. “Corrective” rape
Essays
31. Define gendered violence, and discuss the ways in which society normalizes gendered
violence. Your essay should identify 3 specific social foundations or institutions that allow or
encourage both women and men to regard certain kinds of gendered violence as normal or
acceptable. Include concrete examples.
32. Define sexual harassment. Then, identify and evaluate the two different legal forms of
sexual harassment and standards for determining whether it occurred. Your response should
explain which standard, if any, you favor and why.
33. Define informed consent. Do you think this is an appropriate definition of informed
consent? Why or why not?
34. What is rape culture? How does it affect victims of sexual assault? What should be done to
eradicate this problem in our culture?
264
Students will vary in their ideas for how to eradicate rape culture.
REF: pp. 256-257
35. As made clear by the material presented in your textbook, gendered violence is prevalent in
the United States and around the world. What are some of the personal and social efforts we can
engage in and/or support in an effort to lessen the prevalence of gendered violence?
36. What is reproductive violence? What are some specific examples of reproductive violence in
action?
265
Essays
We have not provided essay bullets for the following essays because the answers should attempt
to synthesize the entire course. We hope these questions provide helpful examples to provoke
such responses.
1. Identify one issue you consider especially important in the ongoing cultural conversation
about gender. Explain why you regard this issue as particularly pivotal now and how
different resolutions of it might affect social life.
2. Throughout your Gendered Lives textbook and especially in the final chapter, Julia T. Wood
encourages you to become an active and critical member of society. Explain what this means
pertinent to individual and social views of gender.
3. Discuss how laws and organizational policies that regulate leaves from work influence
gender roles in families. In your essay, explain both how laws and policies shape family life
and how family life sculpts the kinds of laws and policies that are endorsed in the society.
4. Queer performative theory argues that gender is performed; at the same time, gender
performances are enacted within a context that defines the possibilities that exist and what
gender means. Reflect on an instance of gender performance that you think may broaden
gender norms and discuss how this performance works with cultural norms to push gender
boundaries. This gender performance may be real (Lady Gaga comes to mind) or
hypothetical.
5. Drawing on all of your readings and class discussions, and especially on Chapters 3 and 4,
define and discuss the sameness-difference (or sexual equality-sexual difference) debate.
What are the positions in this debate and what are the social, legal, and personal implications
of the different positions?
6. Class discussions and the textbook have emphasized this point: gender is constructed.
Explain what it means to claim that gender is constructed. Your response should define
gender and describe HOW gender is constructed and how it is changed over time. In
addition, your response should discuss what viewing gender as a social construction implies
for individual action and agency. Include specific examples of how gender is constructed,
reproduced, and changed.
7. What does feminism mean to you? Are you a feminist? Consider the conversations and
readings that we have done over the semester.
266
8. The textbook and the class have discussed ways gender norms have changed as a result of
feminist and men’s movements. Name what you believe to be the three most significant
changes that have resulted from these movements and explain why you believe they are
significant.
267
SAMPLE SEXUAL HARASSMENT POLICY
POLICY
I. Sexual harassment by any member of the University is a violation of both law and
University policy, and will not be tolerated in the University community.
II. Requests for sexual favors, and other deliberate, unwelcome verbal or physical conduct of
a sexual nature by one in an official University position or by a fellow University
employee constitute sexual harassment when, evaluated according to reasonable
sensibilities—
A. submission to such conduct is made either explicitly or implicitly a term or condition
of an individual’s employment or academic standing, or
B. submission to, or rejection of, such conduct by an individual is used as the basis for
employment or academic decisions affecting that individual, or
C. such conduct has the purpose or effect of substantially interfering with an individual’s
employment, academic or administrative performance, or creating an intimidating or
offensive environment.
III. This policy seeks to encourage students, faculty, and employees to express freely,
responsibly, and in an orderly way their opinions and feelings about any problem or
complaint of sexual harassment. Any act by a University employee or agent of reprisal,
interference, restraint, penalty, discrimination, coercion or harassment—overtly or
covertly—against a student or an employee for responsibly using the Policy and its
Procedures interferes with free expression and openness. Accordingly, such acts violate
this policy and require appropriate and prompt disciplinary action.
IV. This policy shall not be used to bring frivolous or malicious charges against fellow
students, faculty members, or employees.
268
267
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