ULM College of Arts and Sciences

Spring 2015

Spring 2015 Course Syllabus

COMM 3042 (63054)
Communication and Gender
TR 9:30-10:45
Walker 1-109

I. Contact Information
Professor: Dr. Lesli K. Pace
Phone number: 342-1165
Email address: pace@ulm.edu
Office location: Walker 2-112
Office hours: MW 10:00-1:00; TR 8:30-9:30 and 11:00-12:00
When you need to reach me outside of class, or outside of my scheduled office hours, the best
way to do so is by email*. During the semester, when the university is open, I check email
regularly. I will respond within 24 hours during the week, 48 hours if over the weekend, and
within 24 hours after a break ends. Please use professional communication in your emails. You
need a salutation, complete sentences, and a proper signature.
*Please use your warhawk.ulm.edu email account (rather than your personal email) for
communication with me.

II. Course Prerequisites/Co-requisites

Prerequisite: COMM 1018, 2001 or approval of the instructor.

III. Required Textbook

DeFrancisco, Victoria Pruin and Catherine Helen Palczewski. Gendered in Communication: A Critical
Introduction. 2nd ed. Thousand Oaks, CA: Sage, 2013.
*Additional required readings available on Moodle.*

IV. Course Description

Exploration of how gender and communication interact, exploring how gender influences communication,
how gender is communicated, how communication influences our understandings of gender, and what it
means to be gendered beings.
This course is designed as an introductory course that focuses on the interactive relationships between
gender and communication in contemporary American society. As such, we will approach this class with
three priorities in mind. First, well explore multiple ways communication in families, schools, media, and
society in general creates and perpetuates gender roles. Second, well consider how we enact socially created
gender differences in public and private settings and how this affects success, satisfaction, and self-esteem.
Third, and perhaps most important, well connect theory and research to our personal lives. Your experiences,
insights, questions, and ideas are a key part of this course. Throughout the term well consider not only what
is in terms of gender roles, but also what might be and how we, as agents of change, may act to improve our
individual and collective lives.

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V. Course Objectives and Outcomes

As the description above indicates, this course will focus on understanding how gender is constructed
through communication practices. In order to gain an understanding of the complexities of gender we will
begin by establishing foundational principles which include: 1) Gender is a cultural/social/linguistic
construct that is rewarded when done well and punished when stereotypes and expectations are violated. 2)
Identity formation and identity articulation are complex processes; thus, we will approach the study of
communication and gender from an awareness of intersectionality (defined as the recognition that gender is
not a separate part of identity but is related to all other parts of a persons identity including race, ethnicity,
sexual orientation, class, ability, age, etc. DeFrancisco and Palczewski 8). And, 3) we will attend to systems of
hierarchy and develop a critical/gendered lens for moving through the world.
Because this course is discussion based, being prepared is a commitment necessary from each of us.
Completion of assigned readings, time for critical reflection, and making sense of our own perspectives prior
to arriving in the classroom are absolutely essential.
Assignments in this course are designed to assess student learning in the areas listed below. After
completing this course, you should:
1)
2)
3)
4)

Understand foundational research in the study of gender

Be familiar with instances that illuminate key concepts in everyday life
Recognize practices in popular culture that perpetuate gender constructs
Successfully complete gender analyses

Because this course is discussion based, being prepared is a commitment necessary from each of us.
Completion of assigned readings, time for critical reflection, and making sense of your own perspectives prior
to arriving in the classroom are absolutely essential. Also, the class requires that all of us to be open to and
willing to consider the thoughts and ideas of others in the classroom. Each person brings a unique
perspective to class. We may not agree with one another, but we must agree to respect the individuals right to
have and express her/his viewpoint and experiences. Hearing and listening to the perspectives of others
should create greater understanding of the diversity of experience in contemporary American society.
See description of assignments for information regarding evaluation/grading procedures.

VI. Course Topics

We will cover a wide range of topics. See daily schedule for a complete list of topics and areas we will
study.

VII. Instructional Methods and Activities

Special emphasis is placed on developing classroom discussion skills and critical thinking. Students will
practice analytical skills, writing skills, and presentational skills.

VIII. Evaluation and Grade Assignment

Course Requirements

Point Values

1.
2.
3.
4.
5.
6.

100
120
200
200
300
80

Participation
Chapter Outlines (10 pts. each)
In-Class Analysis Portfolio
Analysis Presentation
Exams
Fieldwork

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Spring 2015

Total Points Possible

1000 pts.

Overview of Assignments
Participation: Communication courses are unique in their need for attendance and participation. Consider
the difficulty of learning to communicate effectively if you are not engaged in communication. Additionally,
educators across disciplines have found that combining multiple learning approaches is the most effective
way to learn. In other words, reading, writing, speaking, and discussion, used in conjunction, will enhance
your learning. As such, you are expected to complete assigned readings in order to participate in class
discussions and understand course assignments. You will be evaluated on quality and quantity. Keep in
mind speaking often does not necessarily mean that you have offered well thought out and informed
contributions. (100 pts.)
Chapter Outlines: In order to facilitate discussion, participation, and critical thinking, you are required to
submit a chapter outline for each chapter in the book. Outlines must be typed, follow standard rules for
outlining, and be turned in at the beginning of class the first day we cover the chapter. Outlines will not be
accepted late. Your outline should demonstrate careful reading and consideration of the chapter. (12
chapters, 10 pts. each; 120 pts. total)
Exams: All students will complete two exams: a midterm and a comprehensive final. Each exam will be taken
from both assigned readings and classroom discussions. The exams will consist of short answer and/or essay
questions. The midterm will be an in-class exam, the final will be a take-home exam due during the final
exam period. (150 pts. each; 300 total pts. possible)
Fieldwork and Write-Up: Ethnographic fieldwork is a thriving part of the study of communication and
gender. As such you will conduct fieldwork twice, once at a location of your choosing, and once at the ULM
Child Development Center. An information sheet will be provided in advance for each of these observations.
(40 pts. each; 80 total pts. possible)
In-Class Analysis Portfolio: Nine (9) times during the semester students will write in-class analyses. I will
provide an artifact from popular culture for the analysis. The goal of each analysis is to gain a better
understanding of the implications, applications, and/or significance of gender. Students will turn in the
analysis at the end of each class period. Basic requirements for this assignment include: 1) short description
of the artifact; 2) identification and explanation of 2-3 concepts from the text you will use for your analysis; 3)
arguments about what you see when you look at the artifact with these concepts in mind (that you wouldnt
otherwise see); and 4) an explanation of what we learn about gender, communication, and the artifact as a
result of your analysis. You can explore questions such as: What does this artifact ask us to accept/believe
about gender? What implications do these constructions of gender have in our daily lives? What does my
critical/gendered lens help me see about this artifact I wouldnt have seen before? Why does this analysis
matter, i.e., why should we care about the way gender is constructed in this artifact? Etc. Please note this is
not an exhaustive list of things to consider when analyzing your artifact; rather, they are just starting points.
Please note: In-class analyses cannot be turned in late or made up.
Students are responsible for keeping all completed analyses in a folder so they can be used for the final
analysis. The final analysis will be a meta-analysis. In other words, students will look back across their work
for the semester and discuss what s/he has learned. Students should determine if analyses improved over
the course of the semester, and which, if any, arguments could/should be made differently. All analyses will
be turned in with the final analysis and should be placed in a folder (not a binder). There will be 9 analyses
and 1 meta-analysis total. (20 pts. each; 200 pts. total)

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Analysis Presentation: During the final week(s) of classes, each person will present an analysis of one pop
culture artifact of her or his choosing. Your artifact can be a song, episode of a TV program, a book, magazine
article, etc. Please note all artifacts must be pre-approved.
This must be a formal presentation. I will grade your presentation accordingly. Presentations must be
between 7 and 9 minutes in length. (Be sure you time yourself while you rehearse.) You will be penalized 5
points for every thirty seconds over the maximum or under the minimum.
Each presentation should offer a very brief summary of the artifact and provide an image (if one is available).
The presentation should also include well developed main points in which you argue how we should
interpret/understand your artifact. Be sure to draw on readings from class and include evidence from the
artifact for your claims.
Students are required to turn in a formal outline and works cited page. Students must also use oral source
citations during the delivery. Be sure to attend to good presentation styles and strategies. Presentations
must: 1) use an attention getter; 2) preview your main points; 3) transition between the introduction, body,
and conclusion; 4) use internal transitions and sign-posts; 5) develop arguments logically; 6) summarize
each of your main points; and 7) provide closure (without relying on thank you as the sign for applause).
(200 pts.)
Total Points Possible for Course: 1000
Students are responsible for keeping track of their own grades for the entirety of the semester. At two points
(midterm and after finals) I will submit an official grade report. Please keep in mind mid-term grades indicate a
students status at mid-semester only and do not indicate the final performance outcome of a student. Any
concern about a grade must be addressed in a timely matter, not at the end of the semester.

IX. Class Policies and Procedures

I.

II.

At a minimum, all policies stated in the current ULM Student Policy Manual & Organizational Handbook
should be followed (see http://www.ulm.edu/studentpolicy/).
Additional class policies include:
A. Attendance Policy: Because of the nature of this course, it is very important to attend each class.
Please keep in mind that ULM policy indicates that you are expected to be in class unless you are ill
or experiencing an emergency. If you know you will be absent you need to contact me in advance. In
the case of planned absences, assignments must be turned in before their due date. If you participate
in university-sanctioned events that require you to miss class, please provide a list of effected dates by
the end of the second week of classes.
B. Classroom Discussion and Civility: This class requires that all of us to be open to and willing to
consider the thoughts and ideas of others in the classroom. Each person brings a unique perspective
to class. We may not agree with one another, but we must agree to respect the individuals right to
have and express her/his viewpoint and experiences. Hearing and listening to the perspectives of
others should create greater understanding of the diversity of experience in contemporary American
society.

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C. Late or Make-Up Work Policy: A class schedule, that we will follow as closely as possible throughout
the semester, is now in your possession. Because you know when each of your assignments is due,
NO MAKE UP WORK WILL BE ALLOWED without a university sanctioned excuse.
D. Feedback/Turnaround Time: Chapter outlines will be graded and returned typically by the next
class period, analyses will be graded and returned typically in one week, and all other assignments
will be returned in less than two weeks. I do not post grades on Moodle. Students are expected to keep
track of their grades for the entirety of the semester.
E. Academic Integrity: Faculty and students must observe the ULM published policy on Academic
Dishonesty (see Page 4 in ULM Student Policy Manual -- http://www.ulm.edu/studentpolicy/).
All graded work must be the original work of the student claiming credit for it. Students guilty of
knowingly using, or attempting to use, another person's work as though that work were their own,
and students guilty of knowingly permitting, or attempting to permit, another student to use their
work, will receive a grade of "F" for the course. Students who are unfamiliar with what actions
constitute plagiarism should consult the professor.
F. Course Evaluation Policy: Students are expected to complete the on-line course evaluation.
G. Student Services: Information about ULM student services, such as Student Success Center
(http://www.ulm.edu/cass/), Counseling Center (http://www.ulm.edu/counselingcenter/), Special
Needs (http://www.ulm.edu/counselingcenter/special.htm), and Student Health Services, is available
at the following Student Services web site http://www.ulm.edu/studentaffairs/.
H. Emergency Procedures: See ULM website for additional information on emergency procedures.
I.

Tardiness: Students who enter class after the official start time will be counted as absent unless
he/she takes responsibility for acquiring the sign-in sheet. Do not disturb the rest of the class in
order to get the sign-in sheet, simply wait until after class. Students who are chronically late (more
than 3 times) will lose five points for each subsequent class he/she fails to arrive on time for.

J. Disruptive Behavior: Students who display disruptive behavior during class will receive one warning.
If the behavior continues after that warning, the student will be asked to leave class and will not be
allowed to return until he/she has gone through appropriate channels.
K. Cell Phones: Using (dialing a number, text-messaging, answering, or leaving the classroom to answer
a call) a cell phone will be grounds for dismissal, unless you are given permission by the instructor
before class. Permission will only be granted in the case of an extreme emergency.
L. Student Disabilities: Students should notify the instructor of any disability they may have that is
relevant to their performance in the course. The notification should be given to me prior to any
assignment that may be influenced by the disability. Every reasonable effort will be made to
accommodate the disability.
M. MENTAL HEALTH: If you are having problems with emotional, social, and/or behavioral issues
please call any of the mental health clinics on campus to make an appointment. All services are free
to ULM students, staff, and faculty. ULM Counseling Center, x5220; Marriage and Family Therapy
Clinic, x9797; Community Counseling Center, x1263.

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N. Title IX: Title IX of the Education Amendments of 1972 prohibits sex discrimination against any
participant in an educational program or activity that receives federal funds, including federal loans
and grants. Furthermore, Title IX prohibits sex discrimination to include sexual misconduct, sexual
violence, sexual harassment and retaliation. If you encounter unlawful sexual harassment or genderbased discrimination, please contact Student Services at 318 342 5230 or to file a complaint, visit
www.ulm.edu/titleix.
EXTRA CREDIT: Students will have three opportunities for extra credit.
Students may turn in extra credit three times over the course of the semester. This provides the opportunity
to earn up to 30 bonus points.
There are two events that are pre-approved: the Traveling Scholar event and the Yapalooza. You may choose a
third campus event and seek approval in advance.
Date and Time information for Traveling Scholars and Yappalooza:
The Traveling Scholar this semester is Dr. Stephen Hartnett who will do his presentation on Tuesday, April
21 @ 6pm in Stubbs 100. The title of his presentation is Prison Pedagogies and Social Justice in the Age of
Ferguson
The Yappalooza is TBA.
In order to earn extra credit you must write a 1-2 page analysis (each analysis is worth up to 10 points).
Papers should begin with a brief summary of the event and then focus on the ways you see gender shaping
the presentation, the presenter, the claims being made, and your response. Extra credit must be turned in at
the beginning of the class immediately following the event.
Please keep in mind, students may only earn 30 points in extra credit.
Extra credit must be turned in at the beginning of the class immediately after the event. After that
time, no extra credit will be accepted.
No other opportunities for extra credit will be given.

X. Tentative Course Schedule

I reserve the right to adjust the schedule as needed.

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T Jan 12

Introduction to Course, Syllabus Highlights, Introductions

Assignment: Find an interesting example of gender in popular culture

R Jan 14

Share and Discuss Examples

T Jan 20

Basics of Rhetorical Criticism

Assignment: Read Chpt 1

R Jan 22

Developing a Critical Gender/Sex Lens

Chapter Outline Due
Assignment: Read Chpt 2

T Jan 27

Theories of Gender/Sex
Chapter Outline Due

R Jan 29

Theories of Gender/Sex Contd

In-Class Analysis #1
Assignment: Read Chapter 3

T Feb 3

Gendered/Sexed Voices
Chapter Outline Due

R Feb 5

Gendered/Sexed Voices Contd

In-Class Analysis #2
Assignment: Read Chapter 4

T Feb 10

Gendered/Sexed Bodies
Chapter Outline Due

R Feb 12

Gendered/Sexed Bodies Contd

In-Class Analysis #3
Assignment: Read Chapter 5

T Feb 17

Mardi Gras Break: No Classes

R Feb 19

Ethnographic Fieldwork

T Feb 24

Gendered/Sexed Language
Chapter Outline Due
Field Notes and Write-Up Due

R Feb 26

Gendered/Sexed Language Contd

In-Class Analysis #4
Assignment: Study for Midterm

T Mar 3

Midterm Exam
Assignment: Read Chapter 6

R Mar 5

Gender in Social Institutions

Chapter Outline Due
Assignment: Read Chapter 7

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T Mar 10

Families
Chapter Outline Due

R Mar 12

Families Contd
In-Class Analysis #5
Assignment: Read Chapter 8

T Mar 15

Education
Chapter Outline Due

R Mar 17

Ethnographic Fieldwork: Child Development Center Observation

Assignment: Read Chapter 9

T Mar 24

Work
Chapter Outline Due
Field Notes and Write-Up Due

R Mar 26

Work Contd
In-Class Analysis #6
Read Chapter 10

T Mar 31

Religion
Chapter Outline Due

R Apr 2

Religion Contd
In-Class Analysis #7
Assignment: Read Chapter 11

T Apr 7

Spring Break: No Classes

R Apr 9

Spring Break: No Classes

T Apr 14

Media
Chapter Outline Due

R Apr 16

Media Contd
In-Class Analysis #8 (counts double)
Assignment: Chapter 12

T Apr 21

Analysis Presentations (Graduating Seniors)

Chapter Outline Due

R Apr 23

Analysis Presentations (Graduating Seniors)

Analysis Portfolio Due

T Apr 27

Analysis Presentations

R Apr 29

Analysis Presentations
Graduating Seniors Final Exam Due

T May 5

Final Exam 10:00-11:50

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Finals for Graduating Students: April 27-May 1

Finals Week: May 4-8
Last Day to Drop a Full-Semester Course: March 23

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