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SOCI 3340-3B_AP6, Spring 2019 Meets on: Blackboard

Sociology of Sexuality Where: online
Professor: B. Garrick Harden, PhD Office Hrs.: by e-mail
Preferred e-mail: gharden@lamar.edu DO
NOT MESSAGE ME ON BLACKBOARD

*It is your responsibility to read this syllabus completely. If you do not read this syllabus,
you will still be subject to the policies contained within.*

Course Description, Objectives and Expectations

Course Description: Welcome to the sociology of sexuality. Over the course of this semester we
will be covering a wide range of topics from psychoanalytic studies of sexuality to historical
consideration of intersections between race, colonialism and sexuality to social constructionism
and queer theory. We will also be examining a wide range of intersection between sexuality and
national identity, pop culture, race, gender identity as well as examining sexuality through
historic and social movement lenses. We will be discussing many topics that are considered
controversial and sensitive; due to this, I expect my students to compose themselves as mature
scholars in the making with open minds and respect for others and their positions.

One of the first things we need to discuss, is what sociologists mean when we use the word,
“sexuality.” This is not a course on sexual behaviors but a course on sexuality, sexuality is an
identity—it denotes something you are, socially speaking, rather than something you do. This
leads us to one of the most fundamental distinctions in studying sexuality: Someone can claim a
sexual identity without having engaged in any sexual behavior (to illustrate the point, think of
how you identify in terms of sexuality—now did you identify that way before ever engaging
another person sexually? Most people do).

Another way of thinking about it is to break down the emotional and behavioral (desire and
action) sides to identity. As noted above, you can feel desire for particular groups of people and
could develop a sexual identity off the desire alone or maybe not and we know since the
completion of the Human Genome Project that desire is directly connected to our genetics. When
sexually engaging someone for whom you feel desire for the first time, it may lead to a social
identity; but for some, it does not. Sexual identity is about shared identity, culture, heritage, and
history. Now take the above simple model: desire—behavior—identity; acknowledging it
becomes complicated when considering one does not necessarily lead into the next. Then
consider that sexual identity is context dependent in terms of time period and geographical
location. We have always had a broad spectrum of human sexual desires and behaviors across all
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societies at every point in history, however, varying groups did not always identify as a specific
sexual identity in any way that would make sense to the average American. So genetics have a
strong influence on sexual desire but then, depending on where and when you are born, your
society offers a selection of potential identities and some have to push to make themselves fit
while for others, the socially offered identities are sufficient and even come to be seen as
“natural.”

Since we will be operating on an intensive eight week schedule, the class is information rich and
the assigned readings are required for successful completion of this course.

Obnoxious and disrespectful behavior will not be tolerated. Let us distinguish between two
different kinds of comments here: comments coming from ignorance are acceptable, in fact, they
are welcomed in an educational setting; comments coming from hate, however, are those that are
meant to alienate or hurt members of a particular group these kinds of comments will result in
your removal from the class.

We will be dealing with some sensitive and contentious issues during this semester; I
expect each of my students to conduct themselves with maturity and sensitivity to others’
feelings and positions. Malicious comments directed at particular students or groups of people
will not be tolerated. Here it is important to distinguish between two types of comments: 1.
coming from ignorance: ignorant does not mean “stupid” but uninformed. We are all ignorant of
many things that is why we go to school; do not be afraid to show ignorance, that is how we
learn. Beware, however, of 2. coming from hatred: comments meant to offend or hurt people
who come from a different background than you or who may see the world differently than you
demonstrate deep feelings of insecurity in your own point of view and are meant to cause harm,
not to further learning. Comments made coming from hate will result in removal from the class.
There are four exams, three response papers, one project and random pop quizzes required for
this course. You must stay on top of the reading assignments or you will quickly find yourself
overwhelmed. Begin early and ask for help often; I am here to teach and assist you.

Course Objectives: While mastery of a topic like the sociology of sexuality in a single semester
is impossible, at the end of this course students should be able to

-Explain the development of social movements oriented around sexual identity

- Provide a broad historical framework for the social evolution of sexuality in the West
-Provide a broad historical framework for the social evolution of gender in the West
-Understand, in basic terms, the amount of variety in human sexual and gendered identities
across history and cultures
-Provide a general explanation of the issues surrounding essentialist and constructionist
perspectives on gender and sexuality
-Explain the basics of major social perspectives on sexuality

Course Expectations: As you all know, this is an 8 week online course; as such, I expect my
students to be self-motivated and self-reliant. I am here to teach and assist you, not “hold your
hand” through the course. In other words, I will help you if you are having trouble
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understanding the material; I will NOT, however, replace doing the readings yourself. It is very
important that you do the readings. Exam questions will come from the readings (make
sure to reference the Lecture Notes posted to help you identify the most important aspects
in the readings). Before asking questions, I expect you to have already tried to answer the
question for yourself. Due to this, you must do the readings before you log on to class. If you
are having trouble with the readings consult a dictionary or outside scholarly sources (these are
expected behaviors), form reading groups with fellow students, e-mail me a question but I DO
expect students to make good faith efforts to understand the material before watching class
lectures.

Required Texts:
Jagose, Annamarie. 1996. Queer Theory: An Introduction. New York: New York University
Press. (I realize this book is old; it is assigned for the history in it and that has not
changed in the last 23 years)
Seidman, Steven. Ed. 2017. The Social Construction of Sexuality, 3rd ed. New York: W.W.
Norton & Company, Inc.

Recommended Texts:
Fausto-Sterling, Anne. 2000. Sexing the Body: Gender Politics and the Construction of
Sexuality. New York: Basic Books.
Foucault, Michel. 2003. Abnormal. New York: Picador.
Nagel, Joane. 2003. Race, Ethnicity, and Sexuality: Intimate Intersections, Forbidden Frontiers.
New York: Oxford University Press.
Serano, Julia. 2007. Whipping Girl: A Transsexual Woman on Sexism and the Scapegoating of
Femininity. Berkley: SealPress.

Professor Introduction
Hello, my name is Dr. B. Garrick Harden. I received my Master’s and Ph.D. in Sociology at
Texas A&M University in 2006 and 2009 respectively after receiving my Bachelors’ Degrees in
Sociology, History and Psychology with a sub-focus in Philosophy at Augusta State University
in Augusta, GA. My areas of specialization are in Social Theory, Gender/Sexuality, Culture and
Race/Ethnicity.

Expected Etiquette
In any given classroom, we can expect to see people from a wide range of backgrounds. An
important social skill to develop for full membership in a pluralistic society is the ability to
respect differences be they in terms of race, ethnicity, gender identity, national origin, sexual
orientation, class background, ability status, religion or politics. As such, comments coming out
of hostility toward people due to group membership will NOT be tolerated and could result in
your removal from the class. We go to school to alleviate ignorance not perpetuate it.

I also expect my students to conduct themselves in a cordial and respectful manner within the
contexts of this course. Rude and disrespectful comments will NOT be tolerated and could result
in your removal from the class.
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Sometimes, students write hateful comments, and due to their cultural background, do not even
realize they are perpetuating hate. Hate, even coming from ignorance in this regard, will not be
tolerated. To make sure we are all on the same page, here is a list of examples of what would be
considered hateful speech (and please note I am using a much broader definition for hateful
speech than the legal definition of ‘Hate Speech’):

1. Using stereotypes or other forms of misinformation to categorize any group of people (be it in
terms of class, race, ethnicity, national/immigration status, ability status, sexual and/or gendered
identities).

2. Repeating non-academic sources that perpetuate misinformation about a group of people.

3. Support for White Supremacist, Neo-Nazi, or other hate groups’ ideology.

4. Spreading misinformation that even indirectly supports hateful perspectives or ideologies.

5. Supporting social, cultural, or political ideology that, if implemented, would negatively affect
particular groups of people (if you do all the readings and assignments for class, you should be
able to recognize hateful positions that would disproportionately affect particular groups).

6. Trying to dismiss social and/or historical issues based on personal belief instead of scholarly
research.

You will get a 0 on any assignments where you commit hateful speech. If you do an assignment
and do not receive any credit for it, you will know you have violated class rules against hateful
speech- I will not contact you personally but you are more than welcome to contact me with
questions.

***To avoid hateful speech: Research what you are saying. Do not go off your personal beliefs
or what you have heard others say (including politicians and news outlets in general)- research
information using scholarly (peer-reviewed) sources. If I call you out on hatful speech and you
think there has been a misunderstanding, you can respectfully challenge my decision if you have
scholarly sources to back you up. There is also a difference between stereotypes and empirically
substantiated social and cultural patterns. For instance, characterizing a particular group of
people as being “lazy” is hateful speech, citing a scholarly article that has found a social and
cultural pattern where a particular group of people approach economic issues differently than
another group is scholarly; but make sure that you do not mischaracterize the conclusions of the
article into a simple, and false, stereotype. If you are in doubt, contact me and ask before writing;
I am here to help and educate.***

Note on E-mail
My e-mail is gharden@lamar.edu.
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“I e-mailed the professor but did not get a response, why?”

There are many possible reasons. Below are the most common:
1. Using Blackboard’s messaging system instead of my e-mail: gharden@lamar.edu
2. Not putting what class you are taking (I teach many different classes and they are all in
Sociology, so make sure to put what specific class you are taking so I can respond)
3. Being rude or disrespectful
4. Breaking the e-mail thread. In a given day, I could have up to 100 e-mail conversations going
at once. If we have been e-mailing and you break the e-mail chain so that I cannot see what was
said in previous e-mails, I will not be able to respond since you will have cut out the needed
context.
5. Your e-mail simply did not make logical sense.
6. Your e-mail asked me to personally and individually send you information contained in the
syllabus or a class announcement. I will also not give you personally engraved invitations to
come to class so do not ask.
7. The e-mail was not addressed to me. You should address me as Dr. Harden.
8. Not waiting at least 24 hours on business days (I will respond as soon as I get your e-mail, just
be patient and do not expect a response over the weekends or a holiday- PLAN AHEAD- Do not
wait until the last moment on something and then contact me expecting an immediate response).
9. Your e-mail did not contain any information to which to respond (for example: If you e-mail
me to say you are struggling in the class, I will take that as being informational and will not
respond. If you are struggling in class and want help, send an e-mail that clearly defines where
you are struggling and what you need help with; simply telling me, “I don’t get it” or “the class
is just hard” contain no information that allows me to help you. I cannot read your mind to find
out why you are not “getting it” or finding the class “hard” and you need to be able to articulate
where you are having issues before I will be able to help you.

It is your responsibility to ensure that you effectively communicate with your professors and not
expect professors to “play mind reader.”

I expect my students to behave and comport themselves as reasonable and responsible adults. I
am your professor. Students sometimes get the role of professor confused with other roles so
here I will provide a list of things I am NOT for you:
I am NOT your computer technician, your schedule manager, your note-taker, your boss, your
employee, your friend, your enemy, your mother/father/care-giver, your doctor/nurse, your
psychiatrist/therapist, or even your primary school teachers who may have spoon-fed you class
material. When contacting me, ask yourself, “is this appropriate to send to my professor?”

Teaching students is only the tip of the iceberg of what professors do. If you think that my
time now belongs to you because you signed up and paid to take one of my classes this
semester, you are operating under a false belief about how higher education works and
your perspective will cause you a great deal of frustration. I will teach and assist you, but I
am NOT at your beck and call.
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If you miss a class it is your responsibility to get with another student to get notes and any
announcements made in class. It is your responsibility to make sure you get any
information you may have missed in class.

Note on Technology
I am here to teach and help you understand social theory; questions pertaining to
computer/Blackboard issues should be directed to Computer Services at Lamar University (409)
880-2222.

Make sure to allow for at least a 24 hr. (only counting business days) response window on e-
mails. In other words, if you send me an e-mail on a Friday, do not expect a response until at
least Monday (make sure to plan ahead for exams).

Grading
Grades will be based on four multiple-choice exams and weekly discussions over the course of
the semester.

Percentage of overall grade from each assignment:

Exams: averaged total of 70%
Midterm Discussion: averaged total of 15%
Final Discussion: averaged total of 15%

Letter grade determination:

A= 90-100pts., B=80-89 pts., C=70-79 pts., D=60-69 pts., F=59 & below

Assignment Descriptions and Technical Requirements

Exams: There will be four (4) tests over the course of this semester that will open for the
2 week period of the scheduled exam date. These tests will consist of 50 multiple choice
questions (so each is worth 2 pts. on a 100 pt. scale) and you will have one (1) hour to complete
each test. Test questions will mainly come from the readings but there will be at least a couple
of questions on each test regarding the assigned videos to ensure people are watching them in
their entirety. Video lectures and power-point presentations should be used as guides to help you
navigate and understand the readings (in other words, they do NOT replace the readings). Make
sure to give yourself enough time to compete the test and make sure to use a computer that is
trustworthy, I will NOT re-open tests excepting University approved excuses. In other words, if
you open the test and then your computer freezes I cannot tell if you are truly having computer
trouble or if you just wanted to look at the test questions before you took the test. Taking this
into consideration, PLAN AHEAD. Also keep in mind that these tests are for an upper-division
class; as such, they will reflect upper-division expectations for students- make sure to study hard
prior to the tests and keep up with the readings to do well in this class.

Midterm/Final Discussions: Discussions are student generated. While I do want you

to answer prompts in your initial posts, these questions do not set absolute limits on what you
can discuss. This assignment is intended to be an exercise in student-directed creative learning.
You can post questions for other students to answer, post your thoughts about the readings
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(academic analysis based in an application of the readings, not opinion or personal analysis), and
post an application of the material by analyzing the video(s) assigned; the point is to get a
discussion going with your fellow students ABOUT the readings. Keep in mind that these posts
will be graded on how well you demonstrate your comprehension of the readings. You along
with your fellow students will generate and maintain ongoing discussions of the readings. You
will post thoughts and questions about the readings and assigned video(s) for your fellow
students to respond as you are expected to respond to their thoughts and questions. Remember-
the point here is to create and sustain an ongoing conversation with one another about the
material. You can work on the discussions throughout the semester but you must be finished by
the due date listed in the schedule below.

Requirements for Midterm/Final Discussions:

1. Begin at least one (1) initial thread (you can do more if you want) with a discussion
question/analysis of the readings/application of the material to the video(s) assigned.

2. Respond to every comment your fellow students post on your thread(s) (until 5 p.m. on
each Friday, you do not have to respond to posts left after 5 p.m. on the due date. There
is one exception to this: if you wait until the due date to post your initial thread you must
answer ALL comments posted to your thread that day. This is to encourage you to start
early since if you wait until the last day to post, you will have to monitor your thread
until midnight Friday night).

3. Respond on at least five (5) of your fellow students’ threads (make sure to stay focused
on the readings in ALL of your comments). Since the point of this is to encourage
discussion, repeat comments on the same thread, IF part of an ongoing discussion, will
count as separate responses for the purpose of grading.

REMEMBER: This is NOT a social networking site, stay focused on the readings and
topics at hand. Do not get distracted from the purpose of these discussions—to
demonstrate you understand the readings (not just the lectures or power points, but the
readings).

Grading Rubric for Weekly Discussions:

“If you got a ____ then that must mean…”

100-90: You generated at least one discussion by posting a thought/question for others to
respond; you responded to all posts in your own discussion threads; you responded to five (5) or
more of your fellow students’ discussion thoughts/questions. Your posts demonstrated that you
are doing or have done the readings, the video lectures and online presentations; your posts also
showed that you have a strong understanding of the material and are working to develop a deeper
understanding. Your posts correctly made use of language and terms specific to the scholar(s)
under examination.
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89-80: You generated at least one discussion by posting a thought/question for others to respond;
you responded to all posts in your own discussion threads; you responded to at least five (5) of
your fellow students’ discussion thoughts/questions. Your posts demonstrated that you are doing
the readings, the video lectures and online presentations; your posts also show that you
understand most of the material and are working to further your understanding but some of your
uses of the text were unclear and/or vague. Your posts correctly made some use of language and
terms specific to the scholar(s) under examination.

79-70: You generated at least one discussion by posting a thought/question for others to
respond; you responded to at least five (5) of your fellow students’ discussion
thoughts/questions. You responded to all the comments in your discussion thread. Your posts
demonstrated that you are doing some of the readings, the video lectures and/or online
presentations; your posts also show that you understand some of the material and are working to
further your understanding but some of your uses of the material were unclear and/or vague.
Your posts correctly made a little use (but not as much as I would like to see) of language and
terms specific to the scholar(s) under examination.

69-60: You generated at least one discussion by posting a thought/question for others to
respond; you responded to at least five (5) of your fellow students’ discussion
thoughts/questions. You responded to all the comments in your discussion thread. Your posts
demonstrated that you are doing a little of the readings, the video lectures and/or online
presentations; your posts show that you understand just a little of the material but are working to
further your understanding. Your posts did not correctly make use of language and terms
specific to the scholar(s) under examination and you made little use of the readings generally.

59-0: You did not post an initial thread, did not respond to comments on your own thread and/or
only responded to a small number [fewer than 5] of your fellow students’ discussion
thoughts/questions. Your posts did not demonstrate that you are doing the readings, the video
lectures and/or online presentations; your posts also do not show much understanding of the
material or that you are, at this time, working to further your understanding. Your posts did not
correctly make use of language and terms specific to the scholar(s) under examination.

DO NOT POST SOMETHING JUST TO POST SOMETHING- EACH POST SHOULD

BE THOUGHFUL, GROUNDED IN KNOWLEDGE OF THE READINGS AND ON
TOPIC

DISCUSSIONS ARE NOT SO MUCH ABOUT HOW MUCH YOU POST AS IT IS

WHAT YOU POST. YOUR POSTS SHOULD BE WELL-WRITTEN AND TO THE
POINT. THEY SHOULD ALSO BE BASED ON READINGS NOT PERSONAL
OPINIONS.

Extra Credit: There will be one opportunity for extra credit this semester. You can earn
1-10 points added to your final grade by writing a 15-20 page paper in ASA format on a topic of
MY choosing due on the last day of class (the last test day). Late papers will NOT be accepted
but early papers will.
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Note on Collaboration
I encourage my students to collaborate and help one another to understand the material
HOWEVER collaboration on tests or the extra credit assignment, if discovered, will result in a
failing grade for the course.

Classroom Management Policies

ADA. The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that
provides comprehensive civil rights protection for persons with disabilities. Among other things,
this legislation requires that all students with disabilities be guaranteed a learning environment
that provides for reasonable accommodation of their disabilities. If you believe you have a
disability requiring an accommodation, please contact the ADA Coordinator (409-984-6100)

Disability accommodation: It is the policy of Lamar University to accommodate students with

disabilities, pursuant to federal and state law, and the University’s commitment to equal
educational opportunities. It is the student’s responsibility to register with Lamar’s Disability
Support Services (880-8347) as quickly as possible. Any student who feels s/he may need an
accommodation based on the impact of a disability should contact the professor directly during
the first week of the course.

Academic Honesty: Academic dishonesty will not be tolerated on any course assignments.
Should you be found responsible for a dishonest incident, the course instructor will assign a
reasonable penalty, which may include failure of the course. If you do not consent to the
findings and/or penalty, you must file an appeal with the department chairperson within five
days, as specified in the student handbook (available at www.my.lamar.edu).

Note on handouts and plagiarism: The handouts used in this course are copyrighted. By
that is meant all materials generated for this class, which include but are not limited to syllabi,
exams and assignments, in-class materials, review sheets, etc. Because these materials are
copyrighted, you do not have the right to copy the handouts unless permission is expressly
granted. As commonly defined, plagiarism consists of passing off as one's own the ideas, words,
writings, etc., which belong to another. In accordance with this definition, you are committing
plagiarism if you copy the work of another person and turn it in as your own, even if you have
the permission of that person. You are also committing plagiarism if you present another's work
as your own (for example by close paraphrasing) if you do not give clear attribution (for example
by not using quotation marks or otherwise indicating that the idea came from someone else, even
if you include the person in your bibliography). If in doubt, give attribution. Failure to do so may
result in serious sanctions. If you have questions about plagiarism, consult the website for Lamar
University Student Rules. Plagiarism will result in your removal from the class and a zero for the
semester.

PLAGIARISM POLICY:
1ST OFFENSE: WARNING AND 0 ON ASSIGNMENT
(even if it is only one sentence)
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2ND OFFENSE: REMOVAL FROM CLASS AND A 0 FOR

THE SEMESTER
Drop: It is your responsibility to make sure that you are officially enrolled in this course. If, at
any point, you decide to not participate in this course, it is your responsibility to officially drop
or withdraw from enrollment. Failure to do so may result in a failing grade. Drops after the
course begins may carry financial penalty in that full reimbursement may not be possible.

Emergency Procedures: Many types of emergencies can occur on campus; instructions for
severe weather or violence/active shooter, fire, or chemical release can be found at:
http://www.lamar.edu/about-lu/administration/risk-management/index.html. Following are
procedures for the first two:
Severe Weather:
 Follow the directions of the instructor or emergency personnel.
 Seek shelter in an interior room or hallway on the lowest floor, putting as many
walls as possible between you and the outside.
 If you are in a multi-story building, and you cannot get to the lowest floor, pick a
hallway in the center of the building.
 Stay in the center of the room, away from exterior walls, windows, and doors.
Violence/Active Shooter (CADD):
 CALL - x8311 from a campus phone (880-8311 from a cell phone). Note: Calling
911 from either a campus phone or cell phone will contact Beaumont City Police
Dispatch rather than University Police.
 AVOID- If possible, self-evacuate to a safe area outside the building. Follow
directions of police officers.
 DENY- Barricade the door with desks, chairs, bookcases or any other items. Move
to a place inside the room where you are not visible. Turn off the lights and remain
quiet. Remain there until told by police it is safe.
 DEFEND- Use chairs, desks, cell phones or whatever is immediately available to
distract and/or defend yourself and others from attack.

Tentative Semester Schedule (Any changes will be announced on Blackboard)

NOTE ON VIDEOS: Due to constantly changing websites, some of the links may be broken
but you should be able to find each of the videos online if you search for them (google:
watch “name of the documentary” online free. You might have to fish through a few sites
but you will find it). This is an upper-division online class, you should have the required
internet research skills to still find the video in cases where the link has changed. Contact
me if you make a good faith effort but still cannot find it. Do not contact me if you have not
even bothered looking for the video.

WEEK I 20 March-22 March

Readings: Seidman, Introduction & chs. 1-4
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Video to watch: “The Codes of Gender”

http://topdocumentaryfilms.com/codes-gender/

WEEK II 25 March-29 March

Readings: Seidman, chs. 5-8

Video to watch: “The Celluloid Closet”

http://www.youtube.com/watch?v=rhygdCjYrdk

Exam I to be completed by Friday, 29 March by 11:59 pm

WEEK III 1 April-5 April

Readings: Seidman, chs. 9-13

Video to watch: “American Porn”

http://www.pbs.org/wgbh/pages/frontline/shows/porn/view/

WEEK IV 8 April-12 April

Readings: Serano Scanned Handout

Video for Midterm Discussion: “The Transgender Taboo” Due by 14 April

http://documentarystorm.com/the-transgender-taboo/

Discussion Question: Much of the readings we have done so far have discussed the issue of
reading gender and/or sexuality through purely essentialist or purely constructionist perspectives
(make sure to discuss this). How are both ideologies represented in this week’s documentary in
contradictory ways? Serano discusses how homophobia, transphobia and traditional sexism are
all results of oppositional sexism—how were these issues represented in this week’s
documentary?

Exam II to be completed by Friday, 12 April by 11:59 pm

WEEK V 15 April- 19 April

Readings: Fausto-Sterling chs. 1-5

Video to watch:: “Me, My Sex and I”

http://topdocumentaryfilms.com/me-my-sex-and-i/

AND

“Intersex”
http://www.youtube.com/watch?v=8ITuuxmlfqs (Watch parts 1-3)
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WEEK VI 22 April-26 April

Readings: Jagose, chs. 1-5

Video to watch: “Stonewall Uprising”

http://www.pbs.org/wgbh/americanexperience/films/stonewall/player/

Exam III to be completed by Friday, 26 April by 11:59 pm

WEEK VII 29 April-3 May

Readings: Jagose, chs. 6-9

Video to watch: “Love Is All You Need?”

http://www.youtube.com/watch?v=3ROXTFfkcfo

AND

“Queer Spawn”
http://www.cultureunplugged.com/play/3206/Queer-Spawn

WEEK VIII 6 May-8 May

Readings: Nagel chs. 1-4 & 7-8

Video for Final Discussion: “Rape in the Fields” Due by 10 May

http://www.pbs.org/wgbh/pages/frontline/rape-in-the-fields/

Discussion Question: Nagel explores the intersections of gender, race, sexuality and power
across a broad historical and geographical range. Keeping in mind Nagel’s model of ethno-
sexuality and power, how can you see ideologies of race, gender and national identity playing
into the judicial dismissal of rape allegations? What relation, if any, do you see between these
ideologies of race, gender and national identity and the establishment of the social conditions
that made these women vulnerable in the first place?

Exam IV to be completed by Tuesday, 14 May by 11:59 pm