Gender and Work Life



Syllabus for Counseling (CSL) 3XX –Counseling in Gender and Work Life

Prof. Katie Gentile, Women’s Center Director

212-237-8110/email: kgentile@jjay.cuny.edu

Office: 3322N; hours: Wed. 2.30-4, other times by appointment

John Jay College of Criminal Justice

445 W. 59th St. NY, NY 10019

COURSE DESCRIPTION

The purpose of this course is to explore the meaning of gender and other categories such as race, class and sexual orientation, as they relate to vocational development and the workplace. The class involves readings, discussion, presentations, in-class writing, research and response papers, and in-class activities. This class is interactive, therefore, class attendance is a significant portion of your grade. Each student will sign up to present at least one reading to the class.

The readings for this class are complicated and involve complex concepts. I expect each student to spend a minimum of 3 hours per week reading and writing. Please circle any words you do not know or concepts in the readings that are not clear and bring them up in class. Your understanding of the readings is key to all writing assignments. You are here to learn, do not be shy. Please see me early if you are having difficulty, before you fall behind and jeopardize your grade. All the readings and the syllabus are available on the ereserve through the John Jay library website, under this class number. You are expected to purchase 1 book, available from the bookstore:

Amott, T. & Matthaei, J. (Eds.). (1996). Race, gender and work: A multicultural economic history of women in the United States. Boston: South End Press.

COURSE OUTLINE

Week 1 What is Vocational Counseling?

Holland, J.L. (1963). Exploration of the theory of vocational choice: Self- descriptions and

vocational preferences. Vocational Guidance Quaterly, 12(1), 17-24.

Super, D. (1961). The self concept in vocational development. Journal of Vocational & Educational

Guidance, 8(1), 13-29.

Richardson, M.S. (1993). Work in people’s lives: A location for counseling psychologists. Journal of Counseling Psychology, 40(4), 425-433.

Week 2 Personal Development: What is Sex?

First autobiography due

Kessler, S. (1990). The medical construction of gender. Signs: Journal of Women in Culture and Society, 16(1), 3-26.

Lorber, J. (1994). Believing is seeing: Biology as ideology. Paradoxes of gender. New Haven, CT: Yale University Press.

Week 3 Personal development: How we create gender

Powlishta, K.K., Sen, M.G., Serbin, L.A., Poulin-Dubois, D., & Eichstedt, J.A. (2001). From infancy through middle childhood: The role of cognitive and social factors in becoming gendered. In Unger, R.K. (Ed.), Handbook of the psychology of women and gender.

Crawford, M. (2001) Gender and language. In Unger, R.K. (Ed.). Handbook of the psychology of women and gender.

Week 4 Personal development: How we create gender

Wolf, N. (1991). The beauty myth. The Beauty Myth. New York: W. Morrow.

Movie: Still killing us softly

Davenport, D.S. & Yurich, J. M. (1991). Multicultural counseling. Journal of Counseling & Development, 70(1),64-71.

Cook, E.P., Heppner, M.J. & O’Brien, K.M. (2000). Multicultural and gender influences in women’s career development: An ecological perspective. Journal of Multicultural Counseling and Development, 28(3), 165-179. Special Issue: Multicultural Career Counseling.

Week 5 The familial context of counseling: What is women’s “work?”

First paper: Compare contrast different theories of gender development.

Chodorow, N. (1978). Why women mother. In, The Reproduction of mothering. Berkeley, CA: University of California Press.

Hochschild, A. (2002). Emotional labour. In Jackson, S. & Scott, S. (Eds.), The gendering of sociology ((pp. 192-196). London: Routledge.

Bernard, J. The husband’s marriage and the wife’s marriage. In Jackson, S. & Scott, S. (Eds.), The gendering of sociology (pp. 207-219). London: Routledge.

Week 6 The cultural context of counseling: What is women’s “work?”

Ehrenreich, B. (2002). Maid to order. In B. Ehrenreich & A.R. Hochschild (Eds.), Global Woman: Nannies, maids, and sex workers in the new economy (pp. 85-103). New York: Metropolitan/Owl Books.

Zarembka, J.M. (2002). America’s dirty work: Migrant maids and modern-day slavery. In B. Ehrenreich & A.R. Hochschild (Eds.), Global Woman: Nannies, maids, and sex workers in the new economy (pp. 142-153). New York: Metropolitan/Owl Books.

Week 7 The historical context of counseling: A brief history of women’s work in the

US

Amott, T. & Matthaei, J. (Eds.). (1996). The growth of wage work. In Race, gender and work: A multicultural economic history of women in the United States. Boston: South End Press.

Amott, T. & Matthaei, J. (Eds.). (1996). The transformation of women’s wage work. In Race, gender and work: A multicultural economic history of women in the United States.

Week 8 The historical context of counseling: Where do race, ethnicity, and class fit

into gender?

Amott, T. & Matthaei, J. (Eds.). (1996). Race, class and gender in women’s works: a conceptual framework. In Race, gender and work: A multicultural economic history of women in the United States.

Amott, T. & Matthaei, J. (Eds.). (1996). We specialize in the wholly impossible. In Race, gender and work: A multicultural economic history of women in the United States.

Week 9 Race, ethnicity, class and gender on the job

Ferdman, B.M. (1999). The color and culture of gender in organizations: Attending to race and ethnicity. In Powell, G.N. (Ed.). Handbook of gender and work (pp. 17-34). Thousand Oaks, CA: Sage Publications.

Caldwell, P. (1991). A hair piece: Perspectives on the intersection of race and gender. Duke Law Journal, 1191(2), 365-396.

Fong-Torres, B. (1993). Why are there no male Asian anchormen on TV? In Kimmel, M.S. & Messner, M. (Eds.). Men’s lives (pp. 247-251).New York: MacMillan.

Week 10 Masculinity, race, ethnicity and heterosexism

Second paper: Integrate race, ethnicity, class and work into theories of gender including masculinity.

Kimmel, M. (1993). Masculinity as homophobia. In Kimmel, M.S. & Messner, M. (Eds.). Men’s lives (pp119-136). New York: MacMillan.

Bordo, S. (1999) Gentleman or beast? The double bind of masculinity. In The Male Body: A new look at men in public and private. New York: Farrar, Straus & Giroux.

Harris, I. (1993). Media myths and the realtity of men’s work. In Kimmel, M.S. & Messner, M. (Eds.). Men’s lives (pp. 225-231). New York: MacMillan.

Good. G.E. & Sherrod, N.B. The psychology of men and masculinity: research status and future directions. In Unger, R.K. (Ed.), Handbook of the psychology of women and gender (pp. 201-214). New York: John Wiley and Sons, Inc.

Movie: Tough Guise

Week 11 Vocational choice and rule breakers

Williams, C. (1995). Masculinity in nurses. Gender differences at work: Women and men in nontraditional occupations.Berkeley, CA: University of California Press.

Martin, S. Think like a man, work like a dog, and act like a lady: Occupational dilemmas of policewomen. In Statham, A., miller, E. & Mauksch, H. (Eds.), The worth of women’s work (pp. 205-223). Albany, NJ State University of New York Press.

Black, L.L. (2005). Expanding the definition of privilege: The concept of social privilege. Journal of Multicultural Counseling and Development, 33(4), 243-255.

Week 12 Another look at development

Bibliography and research journals due.

Helliwell, C. (2000). “It’s only a penis”: Rape, feminism, and difference. Signs, 25(3), 769-816.

Kite, M.E. (2001). Changing times, changing gender roles: Who do we want women and men to be? In Unger, R.K. (Ed.), Handbook of the psychology of women and gender (pp. 215-227). New York: John Wiley and Sons, Inc.

Week 13 Sex, appreciation or violence in the workplace?

Bordo, S. (1999) “The sexual harasser is a bully, not a sex fiend.” In The Male Body: A new look at men in public and private. New York: Farrar, Straus & Giroux.

Movie: War Zone

Konrad, A.M. & Linnehan, F. (1999). Affirmative action: History, effects and attitudes. In Powell, G.N. (Ed.). Handbook of gender and work (pp. 429-452). New York: John Wiley and Sons, Inc.

Harley, D.A., Jolivette, K., McCormmick, K., & Tice, K. (2002). Race, class, and gender: A constellation of positionalities with implications for counseling. Journal of Multicultural Counseling and Development, 30(4), 216-238. Special issue: Race, ethnicity, gender and social class in counseling.

Week 14 Policy implications for vocational counseling: Can behavior be legislated?

Revised autobiography due.

Bowes-Sperry, L. & Tat, J. (1999). A multiperspective framework of sexual harassment: Reviewing two decades of research. In Powell, G.N. (Ed.). Handbook of gender and work (pp. 263-280). Thousand Oaks, CA: Sage Publications..

Fine, M. & Carney, S. (2001). Women, gender, and the law: toward a feminist rethinking of responsibility. In Unger, R.K. (Ed.). Handbook of the psychology of women and gender (pp. 388-409). New York: John Wiley and Sons, Inc.

Week 15 Contextualizing gender, race, class, and sexual orientation in vocational development theory

Final papers due.

Gilbert, J.A. (1998). Role of informal integration in career advancement: Investigations in plural and multicultural organizations and implications for diversity valuation. Sex Roles, 39(9-10), 685-704.

Final Exam Time and Date:

CLASSROOOM POLICIES

Class attendance is mandatory. Presentations and discussions will cover aspects of the course not contained in the readings. This class also involves in-class writing and participatory exercises. If you are absent, you will not learn the material. The papers require that you not just repeat what you have read, but think about it, reflect on it, analyze it and critique it. Because this class is so small, it will be obvious if you do not do the reading. It will disrupt the class, and will result in a lowering of your class participation grade. Four or more absences will result in a lowered overall grade (i.e. from B- to C+). If you are late 4 times it will be marked as an absence. Because both reflection and action are important in learning the concepts, please see me early in the term if you have difficulty participating in the exercises or discussions.

Grading:

Class participation 20%

2 autobiographies 15%

3 literature reviews 30%

Bibliography and journal 20%

Final exam 15%

WRITING ASSIGNMENTS

1. Papers

You will write 2 short autobiographical papers 1-2 pages, doubled spaced and typed. The first will cover your own ideas of how you believe race, class, ethnicity, and sexual orientation have impacted your career opportunities, development and choices. The second will be a revised version of this paper, the same length, but based on your reflections after having read counseling vocational development theory and contextualized it within the other class readings.

You will also write 3 short literature reviews and 1 annotated bibliography in this class. The papers will build upon themselves so that by the end you will have a 15 page research paper. Each paper will be 4-5 pages, double-spaced, 12 pt. Times or Courier font ONLY.

1. In the first paper you will integrate and review the different theories of gender and sex we have read and how they relate to psychological development.

2. In the second paper you will focus on the relationship between femininity and masculinity, including race, class and ethnicity, reviewing the articles we have read, again, relating these articles to psychological development.

3. In the final paper you will take all of the theories you have learned about how gender, race, class, ethnicity, and sexual orientation shape psychological development and integrate them as they might impact the vocational development and career experiences of a worker in your field. Using 5 outside sources, you will describe the particular challenges people in your field face on the job based on their particular gender, race, class, ethnicity, and sexual orientation. Describe how theories of vocational counseling succeed and fail in assisting diverse people in your field. Feel free to use the references from our class readings as resources in addition to library databases such as Psychinfo; Social Science Abstracts; Contemporary Women’s Issues; Criminal Justice Abstracts. Students will create an annotated bibliography of 20 sources in their area. This means listing in APA format each source with a brief description of the information contained in each article. From this bibliography, students will narrow their search to the 5 most appropriate articles. These will be the focus for the literature review. Students will keep and hand in a research journal in addition to this bibliography, that details how he/she went about finding these sources, including the database and search terms and the logic behind the choices.

Each paper will be graded. You will re-write any assignment that does not meet the requirements for an APA format, clear, concise literature review. Your grade will reflect the effort and proficiency you acquire in the process of re-writing.

EXAM

Because there are 3 separate papers based on your abilities to integrate the readings, there is no midterm in this class. There is a comprehensive final exam. It will be short answer and multiple choice. It will also contain one question to be answered orally as a presentation to the class. Students will be given this question on the last day of class, giving them time to prepare. The question will directly address some aspect of the class readings.

LATE PAPERS

If you hand in a paper late, your grade will go down one grade (i.e. from a B to a B-). Incompletes will be granted for the class only at the end of the term and only in cases of emergency for students who are in good standing in this class.

PLAGIARISM

Plagiarism is the presentation of someone else’s ideas, words, or artistic or technical creations as if they are your own. If you summarize, paraphrase (take someone else’s ideas and put them into your own words), or directly quote ANY form of someone else’s ideas you must put them in quotations marks (if they are direct quotes) and cite the author and the publication. Even unintentional plagiarism will result in disciplinary action by the college. If you are uncertain what constitutes plagiarism, please see me, and pg. 44 of the college Bulletin.

You will be graded in this class on your capacity to understand the readings and use them to support your own analysis of the issues discussed. I expect you to question your own ideas and beliefs about gender, sex, race, ethnicity, and class as they have impacted your vocational development. I expect you to reflect on these concepts and apply them to an occupational setting. Active participation is not merely talking, it is thinking and struggling with the concepts.

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