Gender Studies at the University of Chicago encompasses diverse disciplines, modes of inquiry, and objects of knowledge. Gender Studies allows undergraduates the opportunity to shape a disciplinary or interdisciplinary plan of study focused on gender and sexuality. The plan of study, designed with the assistance of a Gender Studies Concentration Adviser, can take the form of a gender-track in a traditional academic discipline, interdisciplinary work on a gender-related topic, or a combination thereof. Students can thus create a cluster of courses linked by their attention to gender as an object of study, or by their use of gender categories to investigate topics in sexuality, social life, science, politics and culture, literature and the arts, or systems of thought.

The concentration requires twelve courses and a B.A. research project or paper, which will count as a thirteenth course. The course work is divided into (1) five Gender Studies courses in a major field, (2) five supporting field courses, and (3) two Gender Studies theory courses. NOTE: No more than two of these courses may be reading courses (Gender Studies 297). A Gender Studies Concentration Adviser is responsible for the approval of any relevant proposal.

Major Field. Five Gender Studies courses to be chosen by the student in consultation with the Director of Undergraduate Studies. These can be taken in a single discipline or in closely-related disciplines to develop a gender track within a discipline. Other students might involve gender-focused course work in more than one discipline of inquiry.

Supporting Field. Five courses to be chosen by the student in consultation with the Gender Studies Concentration Adviser. Together, these courses provide training in the methodological, technical, or scholarly skills needed to pursue research in the student's major field.

Theory Course Sequence. Problems in Gender Studies (Gender Studies 101 and 102). Students concentrating in Gender Studies take this two-quarter theory course in their sophomore or junior year.

Research Project or Paper. A substantial paper or project to be completed in the student's senior year and advised by a member of the Gender Studies Core Faculty in the student's major field of interest. The paper will be due by May 1 of the student's fourth year, or the fifth week of their graduating quarter.

Summary of Requirements

5	gender studies courses in a major field
2	Problems in Gender Studies (GendSt 101-102)
5	supporting field courses
1	B.A. Paper Preparation Course (GendSt 299)
13

Grading. Two of the supporting field courses may be taken for P/N. All other courses must be taken for a letter grade.

Honors. Students with a 3.25 or better overall grade point average and a 3.5 or better grade point average in their concentration are eligible for honors. The faculty adviser for the senior paper will be invited to nominate honors-worthy papers to a subcommittee of the Gender Studies faculty, which will then make the final decisions.

Advising. Each student will have a Gender Studies Concentration Adviser who is a member of the Gender Studies Core Faculty and is chosen from among those listed below. By the beginning of the third year, students are expected to have designed their programs of study with the assistance of the Concentration Adviser. Students may also consult the Undergraduate Program Chair for advice in program design.

101-102. Problems in Gender Studies (=GendSt 101-102, Hum 228-229, SocSci 282-283; GendSt 101=Sociol 228). PQ: Second-year standing or higher. Completion of the general education requirement in social sciences or humanities, or the equivalent. May be taken in sequence or individually. This two-quarter interdisciplinary sequence is designed as an introduction to theories and critical practices in the study of feminism, gender, and sexuality. Both classic texts and recent conceptualizations of these contested fields are examined. Problems and cases from a variety of cultures and historical periods are considered, and the course pursues their differing implications in local, national, and global contexts. Both quarters also engage questions of aesthetics and representation, asking how stereotypes, generic conventions, and other modes of circulated fantasy have contributed to constraining and emancipating people through their gender or sexuality. K. Crawford, Staff, Autumn; L. Salzinger, Staff, Winter.

182. Postwar American Culture: 1945 to 1970 (=GendSt 182, Hist 182). This course (primarily discussion, with some lectures) focuses on the cultural politics of national identity, race, ethnicity, class, gender, and generation in the quarter-century following World War II, a period of dramatic cultural change, political debate, and economic and spatial reorganization. We pay special attention to suburbanization and urban change; the changing nature of work and consumption; postwar modernism, antimodernism, and social criticism; mass culture and the counterculture; the domestic cold war and the debate over the Vietnam War; and the civil rights movement and the rise of the new social movements of the left and right. G. Chauncey. Spring.

194. The Naked and the Nude in Western Visual Culture (=ArtH 194, GendSt 194). This class explores representations of the unclothed human body in a variety of visual contexts (e.g., religious, scientific, mythological, artistic, cinematic, theatrical, erotic, and pornographic), as well as ways in which the unclothed body itself becomes an artistic medium in dance, theater, and performance art. We investigate theoretical problems such as: What is the difference between the nude and the naked? How do modes of representation vary between women and men, or between adults and children? At what point does the unclothed body become pornographic? A. Eaton. Spring.

209. Ovarian Hormones and Behavior (=Biopsy 209, GendSt 209, Psych 209). Over recent years, research on ovarian hormones has moved beyond the regulation of sexual development and reproduction to include the regulation of mood and behavior. This course explores answers to a number of interesting questions. First, by what mechanism(s) do ovarian hormones act to regulate mood and behavior? Second, what role might ovarian hormones play in the modulation of affect and emotion, and in the development of affective disorders? Third, what role might ovarian hormones play in normal cognitive function and in neuropsychological disorders? Fourth, how might ovarian hormones be used therapeutically to treat mood or behavior disorders? A. Justice. Spring.

214. Introduction to Theories of Sex/Gender (=GendSt 214, GS Hum 303, MAPH 365, Philos 314). Feminism and sexuality studies have contributed to work in many different regions of humanistic and social scientific inquiry. Some of the most interesting contributions have involved the development of new theoretical frames in which to formulate questions for disciplinary work. This course is intended to be both a survey of some theoretical work on sex and gender, and a sweeping introduction to some of the philosophical roots of feminist and queer theory. We give special attention to nineteenth- and twentieth-century European critiques of humanism. C. Vogler. Autumn.

219. Victorian Women Writers (=Eng 219/423, GendSt 219). This course covers the difficulties and possibilities for women writing in nineteenth-century Britain, as these are variously encountered and exploited in works by Victorian poets and novelists. Likely texts include Charlotte Brontë, Villette; Emily Brontë, Wuthering Heights and selected poems; Elizabeth Gaskell, North and South; George Eliot, The Mill on the Floss; and selected poetry by Felicia Hemans, Elizabeth Barrett Browning, Christina Rossetti, Alice Meynell, Michael Field, and Charlotte Mew. We also evaluate some approaches to Victorian women's writing (Gilbert and Gubar, Armstrong, Homans, Mermin, and Leighton) and look at various analyses of sex and gender roles in the Victorian period (e.g., Davidoff, Hall, and Poovey). E. Helsinger. Autumn.

225. Prewar Japanese Fiction: Gender, Class, National Identity, and Literary Form (=GendSt 225, Japan 325). PQ: Reading knowledge of modern Japanese. Over the past ten years in the United States, the study of modern Japanese literature (primarily fiction) has been enormously stimulated by the writings of Masao Miyoshi (Off-Center) and Karatani Kojin (The Origins of Modern Japanese Literature). We concentrate on reading short fiction in Japanese by a range of authors. We explore how writings by men and women, of privileged background and not, address their readers in terms of gender, class, and national identity as they were being worked out in the formative decades of prewar Japan, and how the "literariness" of the works impacts on the kinds of conclusions we might draw about such categories, as well as those put forth by Miyoshi and Karatani. N. Field. Winter.

230. Women in Antiquity (=AncSt 230, Class 230/330, GendSt 230). We study the portrayal of women in ancient Greek literature, their literary roles as compared to their actual social status, and gender roles in ancient Mediterranean cosmologies. Readings are from epic and lyric poetry, drama, history, oratory, and philosophy, in addition to ancient historical documents and medical texts, as well as from contemporary sociological and anthropological studies that help to analyze the origins of Western attitudes toward women. L. Slatkin. Autumn.

235. Literary, Authorial, and Readerly Identities: Asia in Recent Popular Fiction (=EALC 235, GendSt 235, Japan 235). PQ: Completion of the general education requirement in humanities and social sciences. We read several popular works of fiction dealing with Asia to consider the gender, class, and ethnic portrayals in relationship to authorship and contexts of reading. What does it mean for authors to represent ethnic and gendered others? What difference does narrative voice make? Is this an age when it is unwise for a white male author to write as a nonwhite female? What happens when a writer of one Asian American ethnic background writes about another? What kind of responsibility, if any, should works of fiction bear on these questions? N. Field. Spring.

240. Love and Eros in Japanese History (=GendSt 240, Hist 240/340, Japan 240/340). J. Ketelaar. Spring.

244. Contemporary Asian American Literature (=Eng 243, GendSt 244). Beginning with the debate between Maxine Hong Kingston and Frank Chin about the nature of Asian-American aesthetics, this course follows the path of Asian-American literature from canon-formation in the ethnic arts movements of the early 1970s to the proliferation of canons and contexts in the late 1990s. Central to our study are questions about masculinity, femininity, and sexuality; nation, immigration, and citizenship; and form, genre, and history. Among others, we might read Gish Jen, Theresa Cha, Chaeng Rae-Lee, David Mura, Shirley Lim, and Jessica Hagedorn. D. Nelson. Winter.

247. Love in Russian Literature, 1790 to 1930 (=GendSt 247, Russ 247/347). Anyone who has read a Russian novel recognizes the particular fervency Russian writers bring to the topic of love, not only as a source of emotional drama and plot construction, but as a theoretical and theological problem of apocalyptic proportions. Russian narratives tend not only to revolve around Romantic love, but to question it, critique it, and reenvision it in religious and/or revolutionary Utopian terms. This course examine a number of the very best literary and philosophical texts from modern Russia that grapple with topics of love (and death), agape and eros, and their problematic intersection with the boundary between personal and public concerns. Texts in English. D. Powelstock. Winter.

248. Gender and South African Writing (=Eng 248, GendSt 248). In this course we develop our understanding of South African writing. A major interest is in the changing social constructions of masculinities and femininities during the period 1950 to 1990, and the effects of race/racism and class on conceptions of gender. Texts include stories by Can Themba, Gcina Mhlope, Miriam Tlali, and Zoe Wicomb; autobiographies by Noni Jabavu, Ellen Kuzwayo, and Emma Mashinini; and a novel by Nadine Gordimer. D. Driver. Autumn.

251. U.S. Women's History (=GendSt 251, Hist 270/370). A. Stanley. Winter.

254. Performing Women's Voices in Literature (=GS Hum 255, GendSt 254). PQ: Consent of instructor. How does one listen for women's voices in literature, music, theater, and poetry? Dramatic and nondramatic texts are examined through performance to better hear the articulation of women's experiences. The course examines the thematic expressions of gender in primary texts, and links those to dramatic expression through the workshop development of performance pieces generated collectively by the participants. L. Holland. Spring.

255. Austen: Emma, Pride and Prejudice, and Persuasion (=Fndmtl 255, GendSt 255, Hum 255). The course considers three novels by Jane Austen in terms of how they treat gender, class, socioeconomic circumstances, family structure, and geographical places as constraining and facilitating the agency of characters. In responding to change, Austen's characters bridge differences of class, gender, family history, and geographical place to form friendships and marriages that change their self-understandings and capacities for productive social and personal activities. We discuss Austen's representations of evolving selves and how they develop or fail to develop growing powers of agency as they respond to historical and socioeconomic circumstances. W. Olmsted. Winter.

256. Literature of War and "Division" (=EALC 255-355, GendSt 256, Korea 255-355). PQ: Advanced standing. This course examines selected Korean writings and films produced in the last three decades that deal with the nation's division and war. Considering as well a range of historical and political supplementary materials, we articulate the political, psychological, and literary issues that Korean writers bring to the foreground through their literary representations. Students with sufficient Korean proficiency may engage some materials in Korean. Texts in English and the original. K.-H. Choi. Autumn.

257. Gender and Modernity in Colonial Korea (=EALC 256-356, GendSt 257, Korea 256-356). PQ: Advanced standing. This course deals with various modern cultural artifacts produced in and about colonial Korea (including literature, essays, photographs, songs, comic strips, films, and advertisements) with a view to exploring the constructed nature of masculinity, femininity, tradition, and the nation. While reading selected theoretical writings about gender, modernity, and the nation and nationalism, we examine the ways in which various politics are played out in the production, the text, and the consumption of new modern cultural products. Students with sufficient Korean proficiency may engage some materials in Korean. Texts in English and the original. K.-H. Choi. Autumn.

258. Selected Topics: The Kamasutra and The Laws of Manu (=DivHR 321, Fndmtl 236, GendSt 258, SoAsia 257). We discuss religion, sex, and politics in ancient India based on readings in the Kamasutra and The Laws of Manu. Texts in English. W. Doniger. Autumn.

267. Whitman (=Eng 267, GendSt 267). Beginning with a historical context for understanding Whitman, and closing with current literary-critical contexts for rereading him, we pose basic questions about the relation of literature and history, pleasure and politics, and cultural production and reception. We begin by situating Whitman's poetics of incorporation with other modes of collection, organization, and display (from Thoreau's work as a naturalist to the 1850 U.S. census, and from daguerreotype parlors to medical museums). Though we encounter some of Whitman's prose, we concentrate on his major poems and on the place they have occupied in cultural and political imaginations. B. Brown. Spring.

271. Sociology of Human Sexuality (=GendSt 271, Sociol 271). PQ: Prior introductory course in the social sciences. After briefly reviewing several biological and psychological approaches to human sexuality as points of comparison, we explore the sociological perspective on sexual conduct and its associated beliefs and consequences for individuals and society. Topics are addressed through a critical examination of the recent national survey of sexual practices and beliefs and related empirical studies. Substantive topics covered include gender relations; lifecourse perspectives on sexual conduct in youth, adolescence, and adulthood; social epidemiology of sexually-transmitted infections (including AIDS); sexual partner choice and turnover; and the incidence/prevalence of selected sexual practices. E. Laumann. Spring.

274. Dr. Faust and His Women: Three Variants (=Fndmtl 279, GendSt 274, GS Hum 390, German 374). PQ: Consent of instructor. Reading knowledge of modern German helpful but not required. Starting with a comparative analysis of "Dr. Faust's women" in the anonymous Faustbuch of 1587, Goethe's Faust I and II, and Thomas Mann's Doktor Faustus (1947), this course attempts to explore the psychoanalytical, cultural, and sociopolitical dimensions of thematic material that cuts across the boundaries between pre-modernity, modernity, and post-modernity. S. Jaffe. Winter.

285. Mastroianni and Keitel: Comparative Masculinities and Ethnicities (=CMS 236, GendSt 285, Ital 285/385). PQ: Ital 203 or consent of instructor. Using films in which Mastroianni and Keitel star, we study the diverse concepts of masculinity and ethnicity that these actors have embodied. Theoretical approaches to film representations of maleness and ethnic "types," to comparative cultural assumptions and stereotypes regarding men, and to Italian and American styles of filmmaking are employed in the analysis of these stars. All work in English; Italian concentrators read critical materials and write a final paper and a book review in Italian. R. West. Winter.

293. Mythologies of Transvestism and Transsexuality (=DivHR 628, GendSt 293, SoAsia 384). Studies in selected Greek and Hindu myths, Shakespeare's Twelfth Night and As You Like It, Virginia Woolf's Orlando, David Henry Hwang's M. Butterfly, Roland Barthes' S/Z, Marjorie Garber's Vested Interests and Vice Versa, Wendy Doniger's Splitting the Difference, and selected operas (Marriage of Figaro, Rosenkavalier, and Arabella) and films (Dead Again, Queen Christina, Some Like It Hot, I Was a Male War Bride, Tootsie, Mrs. Doubtfire, All of Me, and The Crying Game). W. Doniger. Autumn.

295. Outlaws, Assassins, and Swordswomen: The Representation of Violence in Chinese Culture (=Chin 295/395, EALC 295/395, GendSt 295). PQ: Completion of the general education requirement in humanities and social sciences. We read some of the greatest works in Chinese literature to consider idealized representations of violence in Chinese culture through time and across a spectrum of genres. Issues to be explored include the formation of the hero/heroine; glorification of suicide; the disciplining of body and mind to transcend ordinary human limitations; and the conflict between obligations owed to state and family and those owed to the alternative society of a sworn brotherhood/sisterhood. The course hopes to get beyond a simple notion of the preservation and persistence of traditional forms in the modern age to think about how old ideals affected and were shaped by political events and technological change. Texts in English and the original. J. Zeitlin. Winter.

297. Readings in Gender Studies. PQ: Consent of instructor and program chairman. Students are required to submit the College Reading and Research Course Form. May be taken P/N with consent of instructor. Staff. Summer, Autumn, Winter, Spring.

299. B.A. Paper. PQ: Consent of instructor and program chairman. Students are required to submit the College Reading and Research Course Form. May be taken P/N with consent of instructor. Staff. Summer, Autumn, Winter, Spring.