Feminist Movement Characterized as A Successful Social Movement Analysis

 

 

This is a fun way to incorporate all we’ve been learning in class as we round out the quarter. The project involves THREE STEPS. You must choose THREE individual readings (any Sex Matters and/or Supplemental Readings) from the entire course for this assignment. The goal is to summarize them individually and then connect these three readings together in some way through a theme or commonality of some sort. It is up to you to decide what that theme/commonality is among all three readings. Finally, you will create a “learning exercise” that involves some kind of unique way to teach about this theme in a hypothetical classroom of undergraduate students taking a Sexualities 101 course. That is why it is called the “Creative Sexpert” project.

Make sure to upload your the Creative Sexpert Project as either one entire WORD or PDF document. “PAGES” or “RTF” documents are unacceptable as Canvas cannot open them. If we cannot open your file, you will not receive credit. Turn in your assignment in your Canvas Discussion Section sites. 

This paper is worth twenty points (and 20% of your overall grade). Address each step thoughtfully and thoroughly and you will receive credit. Be as detailed as possible with your responses and write in complete sentences. Do not use bullet points. You will not be graded on grammar, however it can definitely be a distraction if you have spelling/grammar errors. Edit and spell-check!

NO LATE CREATIVE SEXPERT ASSIGNMENTS WILL BE ACCEPTED UNDER ANY CIRCUMSTANCES. 

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Part I involves writing a 200-300 word summary and three group discussion questions for each reading. Try to fit these contents onto one (or 1 1/2) page per reading. See the example at the end of the prompt.

Part II involves articulating a theme that connects all three readings together in some way and writing 2-3 pages summarizing the way(s) your three selected readings correspond with each other and relate to the Sociology of Sexualities.

Part II involves creating a learning experience to teach about the readings/theme in a hypothetical Sexualities 101 course.

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Part I: Choose THREE Sex Matters and/or Supplemental Readings 

For each reading, list the title and author at the top of the page. FIRST, write a summary paragraph (200-300 words) detailing the overall premise/main findings/arguments/contribution of the reading. SECOND, write three discussion questions that could be used in a classroom to further delve into the reading. Make sure the questions are thoughtful and reflect your understanding of the reading while encouraging critical thinking and conversation. Follow the example format below and include the headings/format as suggested.

Part II: Summarize and Connect the Three Readings

Identify a central theme that connects the three readings you chose for the paper. State your theme IN BOLD FONT and discuss the overall theme in roughly 2-3 pages (double-spaced). Make sure to address the following in your writing:

How do the three readings correspond with one another? How do they relate, how are they similar and how are they different?  How does the theme that connects them relate to Sociology as a discipline, contemporary society, and especially the Sociology of Sexualities? Why does the theme you’ve identified “matter?”  How does each reading “matter?” Explain why these three readings (and the theme you’ve stated) relate to you on a personal level. Finally, discuss how the theme (as well as each of the readings) relates to sex positivity. Make sure to address all five components of sex positivity in some way.

Part III: Create a Learning Exercise for a Hypothetical Sexualities 101 Course

The final part of this project involves you thinking like a “sex professor.” Since you are all students at a university, learning is central to your everyday lives. This final part of the project involves you creating an interactive exercise that would help students learn about the central theme that connects the three readings you chose for the paper (in Part II). Think of a creative, fun way for students to understand the theme and how it relates to the Sociology of Sexualities. Think about all the activities we’ve done in our class and in your discussion sections. Describe the learning activity in detail and make sure to reinforce how you think it will be effective for students to learn. Imagine if a professor saw your learning exercise and used it in a future Sexualities course!

Turning in Your “Creative Sexpert” Project

Combine all components into ONE file (either pdf or word doc) and upload to your DISCUSSION SECTION CANVAS SITES by the due date. Remember, the paper is worth 20% of your grade. Make sure to devote ample time to it and enjoy the process of revisiting the readings!

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PART I/II EXAMPLE

Title

“The New Pariahs: Sex, Crime, and Punishment in America” by Roger N. Lancaster

Summary

This reading discusses the evolution of sexual danger in terms of racial construction and a shift toward sex offender laws seeking to protect contemporary society from (implicitly white) sexual predators. Since the 1990s, various state and federal laws were passed that require sex offenders to register with local and national authorities, law enforcement to notify neighbors about a sex offender’s presence in the community, maintain searchable online databases of registered sex offenders, prohibit sex offenders from living in certain communities, and require lifelong electronic tracking of felony sex offenders. Lancaster points to issues regarding adult-child sex, age of consent, sex offender recidivism, sexual risk and cultural constructions of the “typical” sex offender in detailing sex crime and punishment. Lancaster argues sex offender laws are especially punitive for a variety of socio-cultural reasons that involve sexual panic, anxiety, and a continued investment in the social control of sex.

Discussion Questions

• Why does Lancaster describe sex offenders as the “new pariahs?” Who were the “old pariahs” and how have prejudice and stereotypes regarding race/ethnicity, class, gender, and sexual orientation contributed to these constructs?
• Why is the victims’ rights movement characterized as the most successful new social movement? Who are the victims, according to Lancaster, within sex offender laws? What are some other examples of effective social movements based on victims’ rights?
• How could we revise sex offender registries to reflect offenders who succeed with rehabilitation? Should we maintain sex offender registries or should there be more efforts to destigmatize sex offenders?