WST 378: CONTEMPORARY FEMINIST THEORY



WGS 4004/7004: Feminist Methods & Methodologies

Department of Women’s, Gender and Sexuality Studies

University of Cincinnati

Spring 2014

Mondays 2:30-4:50, Swift 516

Professor: Dr. Anne Sisson Runyan

Office: 3306 French Hall West

Email: anne.runyan@uc.edu (preferred way to contact)

Phone: 556-6652 (office), 706-0125 (cell in emergencies)

Office hours: Wednesdays noon-1:30 and by appointment

Course Description

This course, which is required for WGSS majors and MA students, is designed to introduce students to a range of methods and methodologies engaged in by feminist researchers across multiple disciplines, to engage them in practicing some qualitative methods, and to develop drafts of graduate research proposals, undergraduate capstone paper proposals, or other major research papers or culminating projects. There is no definitive feminist method as feminists partake of all sorts of humanities, social science, and even some scientific methods. Among the most familiar are textual, historical, political, and social research methods we will cover through our readings and a series of guest lecturers from a number of disciplines include discursive, content and frame analysis, oral history, ethnography, participant observation, semi-structured interviews, and survey research. Such methods are increasingly used across disciplines and in interdisciplinary contexts, often in combination, and by both non-feminists and feminists. What distinguishes this course from other methods courses, however, is a focus on what makes research “feminist.” As argued in one of the texts we will be using (Doing Feminist Research in Political and Social Science by Brooke Ackerly and Jacqui True, 2010), a project can be identified as feminist “by its research question, by the theoretical underpinnings of the project, and by the use of a feminist research ethic throughout the research process rather than by any particular method(s) or a particular set of normative commitments” (7). While feminist perspectives are multiple and often in tension, Ackerly and True argue that the research questions that arise from them tend to coalesce around studying “silences and absences,” whether in dominant theories, texts or institutional contexts, and studying the representations and experiences of the “marginalized and excluded” to better understand systems of power (such as those based on gender, sexuality, race, and class) and their relationships from the intimate to the global. A feminist research ethic is one that is acutely sensitive to power relations, including those between the researcher and the researched, and privileges positionality, reflexivity, relationality, and intersubjectivity as opposed to narrow notions of objectivity.

Some feminists do perform quantitative research, but we will not be engaging in that in this course other than introducing uses and feminist practices of it. Those seeking quantitative skills should take a course on such methods in other social science disciplines. We will explore how feminists have critiqued all methods, both quantitative and qualitative, for their insufficiencies and problematics in terms of adequately revealing power relations and thus how feminists have continuously reflected upon and modified them. Students will engage in some feminist qualitative method praxis and determine which methods are best for their research projects, the elements of which students will build during the course.

Among the questions that will guide our inquiry into feminist epistemologies, ontologies, methodologies, and methods include:

• How do we know what we know?

• What constitutes “feminist” knowledge and knowledge production?

• Is there a relationship between research and who and what it serves?

• What makes a research method “feminist”?

• Why does the researcher’s social location (positionality), (self-)awareness of privileged positions and perspectives (reflexivity), and attention to power relations between the researcher and the researched (relationality) matter in feminist research?

• What is the relationship between feminist research and social change?

• How does feminist theory inform research and the experience of feminist research inform theory?

COURSE OBJECTIVES

The broad learning outcomes for this required class in the WGSS curriculum are intended to comply with the four learning outcomes of the graduate program of WGSS (which also incorporate and go beyond undergraduate expected outcomes in WGSS, which include: 1. Students will recognize intersecting structures of oppression through pertinent theories, vocabulary, and methodologies, especially with regards to women, gender and sexuality; 2. Students can apply theoretical understanding to concrete world issues and situations; 3. Students will recognize social justice and ethical responsibility in sociopolitical situations and to do so with a clearly thoughtful awareness of the intersectionality of such discussions; and 4. Students will learn feminist methodology and diverse research methods, to which this course is most directed):

1. Students will recognize intersecting structures of oppression, through pertinent theories, vocabulary, and methodologies, especially with regards to women, gender, and sexuality.

2. Students can apply theoretical understanding to concrete real-world issues and situations, local, regional, national, and global.

3. Students will design and complete a major research project, which consists of demonstrating mastery of information gathering, synthesizing, organizing, and writing skills; articulating a research question or thesis; developing a cogent and convincing argument; and accounting for their own positionality and challenging the concept of pure objectivity.

4. Students will prepare to participate in various levels of academic and/or professional conversations and activities.

More specifically, by the end of the course students should be able to:

Challenge narrow, positivist conceptions of methodology and objectivity

Understand broad evolutions of and debates over feminist epistemological, ontological, and methodological approaches

Identify a range of methodological techniques employed in feminist and sexuality studies research

Engage in/apply some basic qualitative methodological practices

Identify a research question

Conduct a literature review

Determine appropriate theoretical frameworks and methodological approaches for their research question

Construct a research proposal for a major research project

REQUIRED TEXTS (available at UC Bookstore in print or through Amazon in print or ebook form; students are encouraged to buy the ebook form of Hesse-Biber as has many helpful links)

Ackerly, Brooke and Jacqui True. 2010. Doing Feminist Research in Political and Social Science. New York: Palgrave Macmillan.

Hesse-Biber, Sharlene Nagy (ed). 2014. Feminist Research Practice: A Primer, Second Edition. Thousand Oaks, CA: SAGE Publications.

Kirby, Sandra L., Lorraine Greaves, and Colleen Reid. 2006. Experience Research Social Change: Methods Beyond the Mainstream, Second Edition. Orchard Park, NY: Broadview Press.

Additional required readings listed in the course outline are available on the course Blackboard site.

COURSE REQUIREMENTS

In this course, participatory, interactive learning, and a willingness to undertake independent research are required. Course assignments and class discussions require that you have read/engaged with the materials in advance of the class for which they are assigned (with the exception of Week 1) and are prepared to discuss and utilize them. This is also a goal-oriented and assignment-driven course. Students are asked to engage with theoretical debates on feminist methodologies and apply them through course assignments. Given that WGSS majors are required to complete a culminating capstone paper under the supervision of a core or affiliate WGSS faculty member following this course and WGSS MA students (2-year and 4+1) are required to complete a culminating MA project for which they develop a proposal and work under a three-person WGSS faculty committee, this course is designed for those students in particular to draft research proposals for those culminating projects, which they may alter or refine after continuing research, in the context of graduate Feminist Research, and under their research supervisors. [Note: Undergrads planning on becoming WGSS 4+1 students should immediately declare this with the WGSS Undergrad Director and meet with the WGSS Grad Director for MA application instructions. They should register for the 7000 number for this course to count it as a graduate course towards the MA (in future the undergrad section will be at the 5000 level which enables students to count it either way).] Students in other disciplines will also draft a research proposal for a capstone paper, thesis/dissertation, or other major research project in which they will incorporate some feminist approaches they learn in this course.

The following assignments are required and are described in more detail in the course outline.

Module 1:

Week One discussion board post due 1/10 (5%); In-class group discussions/presentations each of remaining three weeks (10% each): Total of 35% or 35 points (CITI certifications for those not yet certified due at end of module on 2/3)

Module 2:

Touring exercise submission due 2/17 (10%) submitted through Blackboard assignments; In-class interview exercise on 2/17 (10%); feminist TV show analysis due 3/3 submitted through Blackboard assignments (10%); In-class report on research software availability on 3/10 (5%). Total of 35% or 35 points

Module 3:

Ungraded research plan due 3/24; Ungraded theoretical and methodological approaches narrative due 4/7; Final draft research proposal due 4/21, submitted through Blackboard assignments, for 30% or 30 points.

COURSE POLICIES

In this course, all informed points of view will be listened to and respectfully considered. In addition to being respectful of each other in class discussions and within groups, students are also expected to keep up with and critically engage with the readings, videos, and other course materials; electronically submit completed work on time; and avoid plagiarism of any kind by appropriately documenting sources of quotations, ideas, and arguments.

Class attendance and participation are mandatory. While 1-2 classes missed (when in-class graded assignments not required) is understandable, 3 missed will result in a full grade deduction in the final grade and 4 or more classes missed will result in failure of the course without medical or other emergency documentation and making alternative arrangements for course requirements with me in such cases. Please let me know in advance if you are having problems with attendance, assignments, or course materials so I can help you in any way I can to avoid poor grades, failures, or failures to complete the course.

Assignments must be submitted by their due dates for full credit. Assignments submitted late will generally result in point deductions (.5 of a point per each day late with nothing accepted more than a week late) unless there is a documented medical or other emergency/serious problem (including technical ones) of which the instructor is informed of in advance of the due date so that adjustments can be made if warranted. Given the collaborative nature of this course, it is vital that students keep up and do their fair share on time so that they are responsive to their student colleagues and do not negatively affect the work of their student colleagues.

Blackboard support is offered by emailing blackboard@uc.edu or calling 556-1602 with any technical questions you have or problems you might experience (see also HELP button on Blackboard). You should also contact me if you are having technical, assignment, submission, health, or other course problems by email (anne.runyan@uc.edu or cell in emergencies at 513-706-0125). I will respond to queries within 48 hours and will usually complete grading within a week of submission. I will advise students if I will be out of contact or delayed for any longer period.

All are expected to abide by the University Rules, including the Student Code of Conduct, and other documented policies of the department, college, and university related to academic integrity. Any violation of these regulations, including acts of plagiarism or cheating, will be dealt with on an individual basis according to the severity of the misconduct. It is each student's responsibility to know and comply with the Student Code of Conduct, which defines behavior expected of all University of Cincinnati students and behavior considered misconduct. Sanctions and penalties are outlined. The Code of Conduct is available in the college office and online at Definitions of cheating, plagiarism, and penalties are in the Code of Conduct. The definition of plagiarism includes, but is not limited to: copying another student's work, copying materials without proper citation, paraphrasing without proper citation and failing to cite all sources used and/or consulted. Examples of unacceptable plagiarism can be reviewed at:

If you have any special needs related to your participation in this course, including identified visual impairment, hearing impairment, physical impairment, communication disorder, and/or specific learning disability that may influence your performance in this course, you should contact the instructor to arrange for reasonable provisions to ensure an equitable opportunity to meet all requirements of this course. At the discretion of the instructor, some accommodations may require prior approval by Disability Services.

Students can get help from the Academic Writing Center by visiting or calling 556-3224 to schedule an appointment or a series of appointments with a tutor. It is important to schedule in advance and not wait until the end of the semester. If, on the basis of initial assignments, the professor sees that a student needs a writing tutor, that student will be referred to the Writing Center.

Sally Moffitt (sally.moffitt@uc.edu) is the UC Langsam librarian specializing in women’s, gender, and sexuality studies resources and you can contact her about any research assistance you might need. She will visit the class to outline approaches to literature reviews.

Grading (points/percentages) will follow the University schema: 93-100 = A; 90-92 = A-; 87-89 = B+; 83-86 = B; 80-82 = B-; 77-79 = C+; 73-76 = C; 70-72 = C-; 67-69 = D+; 63-66 = D; 60-62 = D-; below 60 = F

Any alerts about new course information/instructions will be done through Blackboard announcements and/or email.

COURSE OUTLINE (subject to some change)

Module One: Feminist Epistemologies and Methodologies

Week 1 (January 6) An Introduction the Course and to Feminist Research

Readings (to complete during first week of class)

Hesse-Biber, Chapter 1

Ackerly/True, Chapter 1

Kirby, Chapter 1

Videos:

Sharlene Nagy Hesse-Biber on Feminist Research (Parts 1 and 2): and

Assignments:

1) Submit a 300-350 word Discussion Board post by 1/10 that speaks to some symmetries and differences between these three introductions to feminist research methodologies. Worth 5%

2) Students will be organized into groups for group discussions and presentations in class on the readings in subsequent Module 1 classes.

Week 2 (January 13) Feminist Research Ethics

Readings :

Ackerly/True. Chapter 2

Hesse-Biber, Chapter 4

Kirby, Chapter 5, pp. 87-96

Blee, Kathleen and Ashley Currier. 2011. “Ethics Beyond the IRB: An Introductory Essay.” Qualitative Sociology 34 (3): 401-413.

Guest Speaker: Claudia Norman, UC IRB representative

Assignments:

1)Those students who have not yet completed a CITI (Collaborative IRB Training Initiative) certification to enable them to pursue permission to conduct human subjects research must do so before 2/3 and submit a copy of their certification to me by that date (in hard copy or emailed to me as a pdf). Instructions will be covered by the IRB representative, but generally, go to the following website:

Once you are at the website, you will need to enroll and log on as a new user. First, choose “Greater Cincinnati Academic and Regional Health Centers” as your participating institution (ignore the rest of the categories in this section; move onto “create your username and password” and remaining sections). Once you are logged on, choose and complete the “Academic and Regional Health Centers Core Curriculum.” This curriculum includes a number of modules and short quizzes. You can log on and off to complete the course of study; you do not need to complete it in one sitting. Please note: If you know that you will be conducting international research and will be submitting a research protocol to IRB, I strongly suggest that you also complete the “International Research Curriculum” as it will be required of you before your submit your protocol (this applies especially to graduate students). This is a very short module as is the one for student research should you be planning to conduct research on students. Once you satisfactorily complete your curriculum, you will receive a certification that you should print as well as save to not only submit to me but also retain for yourself should you need to submit an IRB protocol for approval. Cannot complete this course without completing this and on time.

2) Group discussions and presentations on readings in class responding to one question per group from Hesse-Biber’s Chapter 4 that engages several of the readings and includes what each group learned from one web resource listed at end of that chapter. Worth 10% (group grade applies to individuals in group)

Week 3 (January 27) Feminist Epistemologies

Readings:

Hesse-Biber, Chapters 2 and 3

Haraway, Donna. 1988. “Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies 14(3): 575-599.

Hawkesworth, Mary. 2006. Feminist Inquiry: From Political Conviction to Methodological Innovation. New Brunwick, NJ: Rutgers University Press. Chapters 3 (“Reconceptualizing Objectivity”) and 4 (“Evidence”)

Videos:

Janet L. Miller, Performing Feminist Poststructural Research

Patti Lather, Methodology-21: What Do We Do Afterward excerpt

Assignment:

Group discussions and presentations on one question each at end of Chapters 2 and 3 in Hesse-Biber per group that engages several of the readings and includes what each group learned from one web resource listed at the end of one of those chapters. Worth 10% (group grade applies to individuals in group)

Week 4 (February 3) Feminist Standpoints and Researcher/Researched Relations

Readings (to complete before class)

Kirby, Chapter 2

Ackerly/True, Chapter 3

Collins, Patricia Hill. 1986. “Learning from the Outsider Within: The Sociological Significance of Black Feminist Thought.” Author(s): Social Problems 33 (6) 14-32.

Collin, Patricia Hill. 1999. “Reflections on the Outsider Within.” Journal of Career Development 26 (1): 85-88.

Mohanty, Chandra Talpade. 1988. “Under Western Eyes: Feminist Scholarship and Colonial Discourses.” Feminist Review 30: 61-88.

Mohanty, Chandra Talpade. 2003. “Under Western Eyes” Revisited: Feminist Solidarity through Anticapitalist Struggles.” Signs 28, (2): 499-535.

Cohn, Carol. 2006. “Motives and Methods: Using Multi-Sited Ethnography to Study US National Security Discourses.” In Feminist Methodologies for International Relations, ed. Brooke Ackerly, Marian Stern, and Jacqui True, pp. 91-107. Cambridge: Cambridge University Press.

Detamore, Mathias. “Quer(y)ing the Ethics of Research Methods: Towards a Politics of Intimacy in Researcher/Researched Relations.” In Queer Methods and Methodologies, ed. Kath Browne and Catherine J. Nash, pp. 167-182. Farnham, Surrey, UK: Ashgate

Assignment:

Group discussions and presentations on couplets of readings (Kirby and Ackerly/True, Collins and Collins, Mohanty and Mohanty, Cohn and Detamore), comparing, contrasting, and troubling standpoints and/or complicating researcher/researched relations. Worth 10% (group grade applies to individuals in group)

CITI certifications due for those who have not yet submitted.

Module Two: Feminist Research Methods and Praxis

Week 5 (February 10) Fieldwork: Ethnography, Participation Observation, and Participatory Social Action Research

Readings

Ackerly/True, Chapter 9 (pp. 160-167), Chapter 11 (pp. 200-203, 213-215, 219-227), Chapter 12, 219-227

Hesse-Biber, Chapter 5

Kirby, Chapter 7, pp. 146-154 (Touring exercise)

Stacey, Judith. 1988. “Can There Be a Feminist Ethnography.” Women’s Studies International Forum 11(1): 21-27.

Sylvester, Christine et al. 2011. “The Forum: Emotion and the Feminist IR Researcher.” International Studies Review 13: 687-708. (read editor’s intro and conclusion, first contribution and at least one of the contributions closely, can skim rest)

Guest Speakers: Olga Sanmiguel-Valderrama, Mary Brydon-Miller, and Johanna Looye

Class Discussion: Based on Questions 1-3, 5-6 in Hesse-Biber’s chapter

Assignment:

Using instructions from Kirby’s “touring exercise” and Hesse-Biber’s Chapter 5 question 4, choose a site for a 1-hour observation and field note exercise (ideally related to your research interest), visit it and take your notes, and submit your field notes through Blackboard by 2/6. Worth 10%

Week 6 (February 17) Interviewing, Focus Groups, and Oral Histories

Readings:

Hesse-Biber, Chapters 7 and 8

Kirby, Chapter 7, pp. 133-146, 157-161

Ackerly/True, Chapter 9, pp. 167-173 and Chapter 12, 227-233

Hemmings, Clare. 2005. “Telling Our Stories.” Feminist Theory 6(2): 115-139.

Scanlon, Jennifer. 1993. “Challenging the Imbalances of Power in Oral History: Developing a Give-and-Take Methodology.” Women’s Studies International Forum 16 (6): 639-645.

Nagar, Richa. 2002. “Footloose Researchers, ‘Traveling Theories,’ and the Politics of Transnational Feminist Praxis.” Gender, Place, and Culture 9(2): 179-186.

Video:

Deborah Tolman, Narrative Methodology

Guest Speakers: Rina Williams, Ashley Currier, Carla Chifos. and Gila Safran-Naveh (likely 3:30)

Class Discussion: Be prepared to discuss questions for discussion at end of Hesse-Biber’s chapters 7 and 8

Assignment:

We will conduct the interview exercise in Hesse-Biber (p. 216-219) in class. Worth 10%

Touring Exercise submission due.

Week 7 (February 24) Content, Discourse, Media, and Archival Analysis

Readings

Hesse-Biber, Chapter 9

Kirby, pp. 154-157

Ackerly/True, pp. 208-213

Lazar, Michelle M. 2007. “Feminist Critical Discourse Analysis: Articulating a Feminist Discourse Praxis.” Critical Discourse Studies 4(2): 141-164.

Clarke, Danielle. 2004. “Finding the Subject: Queering the Archive.” Feminist Theory 5(1): 79-83.

Tondeur, Louise. 2011. Elizabeth Siddal’s Hair: A Methodology for Queer Reading.” Women: A Cultural Review 22 (4): 370-386.

McMahon, John. 2013. “Depoliticization, Essentialism, or Transformation? UN Women’s Representation of Men and Masculinity.” Paper presented at International Studies Association Annual Meeting.

Supplemental: Weber. Cynthia. 1999. Faking It: US Hegemony in a Post-Phallic Era. Minneapolis: University of Minnesota Press. Chapter 1 (“Picture This”)

Guest Speakers: Theresa Leininger-Miller, Lisa Hogeland, Lee Person, and Hilda Smith

Class Discussion: Be prepared to discuss questions at end of Hesse-Biber chapter 9

Assignment:

Based on the example and questions in Hesse-Biber on feminist TV research, watch a TV episode (e.g., drama, situation comedy, etc. that might have applicability to your research interest) and apply those questions to it. Write up your results in a 4-5 page, double-spaced paper to submit by 3/3. Worth 10%.

Week 8 (March 3) Survey and Mixed-Methods Research

Readings:

Hesse-Biber, Chapters 10 and 12

Kirby, Chapters 154-157

Ackerly/True, pp. 173-176

Keary, Anne. 2012. “Feminist Genealogical Methodologies.” Feminist Theology 21(2): 126-144.

Supplemental: Runyan, Anne Sisson and Mary V. Wenning. 2004. “Prospects for Renewed Feminist Activism in the Heartland: A Study Daytonian Women’s Politics.” NWSA Journal 16 (3): 180-214.

Guest Speakers: Giao Tran, David Maume, and Carolette Norwood

Class Discussion: Be prepared to discuss questions at the end of Hesse-Biber’s chapters 10 and 12

Assignment:

Find out what software programs covered in Hesse-Biber are available at little to no cost at UC for UC students (or are open source) for qualitative research (e.g., NUD*IST VIVO, Atlas.ti, NVivo, HyperResearch,TAMS, RQDA, etc.). Take a look at some open source ones. Those interested can also find out what quantitative software packages/other supports are also available at little or no cost for survey research, for example. Report your findings in the next class. Worth 5%

Feminist TV show analysis due.

Module Three: Feminist Research Proposals

Class discussions in this module will focus on presentations/feedback on draft research proposals in progress and key points/questions that arise from the readings. Students must always bring in their proposals in progress and be prepared to discuss them(in groups and with class) during each class meeting.

Week 9 (March 10) Feminist Research Questions and Literature Reviews

Readings:

Hesse-Biber, Chapter 13

Kirby, Chapters 4, 5 (pp. 96-99), and 6

Ackerly/True, Chapters 4 and 5

Guest Speaker: Sally Moffitt; class will meet in Langsam Library, Room 462

Assignment:

Review two examples of MA project papers (I will also attempt to make available some capstone papers) found on the WGSS Department Blackboard site (under Graduate Students/Current Student Info) and also review the requirements for MA project proposals (in same area) and capstone papers (under Undergraduate Students) on that Blackboard site. (I will also attempt to provide a few examples of successful MA project/capstone proposals). Prepare a 3-4, double-spaced page draft research plan in which you identify your research question/statement (including how it is a “feminist” topic or constitutes elements of a feminist approaches and is significant to feminist scholarship and/or for particular communities or policies) and provide a preliminary literature review narrative based on a minimum of 8-10 sources (include reference list at end beyond the 3-4 page narrative limit and undergrads should tentatively identify a capstone supervisor and graduates a project/thesis committee; undergrads need to speak briefly to capstone rubrics as well). Submit your draft by 3/24 and be prepared to discuss on 3/31. I will review and make comments but not grade this submission.

Reporting on research software access.

Note: The UC library provides access to a wide range of style manuals online. See also OWL (Purdue University’s Online Writing Lab) at or Diana Hacker’s Research and Documentation website at for more on style approaches. Students need to settle on one citation/reference style approach from the many that are available to use in the body and reference list of a proposal/ultimate research project. They should also consider taking a library course on Refworks or Endnotes (the former is a free system for UC students and faculty for managing citations and references).

SPRING BREAK

Week 10 (March 24)—NO CLASS

Those planning on human subjects research should submit Determination of Human Subjects Research form during this week.

Draft research plan due for comment.

Week 11 (March 31) Operationalizing Theory/Concepts/Questions

Readings:

Ackerly/True, Chapter 8

Assignment:

Prepare a 3-4 page draft of your theoretical framework(s) and intended methodology(ies) (that includes your own positionality as a researcher and in relation to the researched and why you are employing these particular theories and methodological approach(s) to conduct your study and what you require to undertake these methodologies). Submit this draft by 4/7 and be prepared to discuss it in class on that date. I will review and make comments but not grade this submission.

Week 12 (April 7) Managing and Analyzing Data

Readings:

Ackerly/True, Chapters 10 and 12

Kirby, Chapters 8, 9, and 10 (pp. 219-242)

Draft theoretical and methodological approaches narrative due for comment.

Week 13 (April 14) Writing and Publications

Readings:

Ackerly/True, Chapters 13 and 14

Kirby, Chapter 10 (pp. 242-254); Chapter 11

Course evaluations

Final Assignment:

Submit final draft research proposal (8-10, double-space pages plus reference list for undergrad capstone projects and 12-15 double-spaced pages plus reference list) based on further developing/improving/expanding your earlier component part submissions and adding a reflection on the your research proposal and preliminary research (limitations and strengths) and your plans for further research directions and executions towards development/refinement of your proposal for your MA project or for completing your capstone paper. Due 4/21 and worth 30%.

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