Public Health 582
Women’s Health/Sexual Health and Wellbeing
Semester: Fall 2011
Meeting day and time: Monday 6:45 – 9:15pm
Meeting place: Arnold House, Room 136
Professor: Aline Gubrium
Office location: 304 Arnold House
Office phone: 413.545.2244
Office hours: By appointment
Email: agubrium@schoolph.umass.edu
Course Overview
This is a three credit hour course designed to explore, in an in-depth fashion, community health education and critical feminist approaches to women’s sexual and reproductive health issues. In particular, we will explore the gendered, classed, social and cultural dimensions that underlie sexual health and wellbeing, with special attention to the long-term health effects of racism, poverty, and sexism.
Course Goals
Students in this course will gain broad exposure to a number of women’s sexual health issues and the interdisciplinary theorizing of feminist, medical social scientists, and public health scholars. Topics highlighted in some of these works include the social construction of social/health problems and the female body; the essentialism of women as reproducers; sexual and reproductive rights and choices; the effects of racism, poverty, sexism, violence, and inhumane conditions on sexual health; sexual pleasure and desire and how this fits into a public health framework; and how women make meaning of their health experiences.
One overall goal of this course is for you all to work together to develop a sexual health curriculum, centering on a broader concept of wellbeing, which will be implemented at the Care Center in Holyoke the last third of the semester. The Care Center is an alternative school that offers young women who are pregnant or have just given birth the opportunity to earn their General Education Certificate. Our intention in developing a sexual health education curriculum for the Care Center is to address a variety of sexual health issues in a socio-culturally and youth specific manner that will enable the young women to explore their own values about sexuality in an environment that is supportive and non-threatening and make informed decisions about their sexual health. In order for this to be achieved, this class will include components such as sensitivity trainings for student/facilitators registered in this class, an orientation to the university for Care Center participants, and a focus on constructing small group workshops with clearly specified learning goals in the sexual health curriculum.
You will develop the curriculum by first participating in in-class discussions and activities surrounding the assigned topics, then (in groups) by constructing an in-class facilitation/“lesson” focused on the chosen topic, and finally by implementing the “lesson” at the Care Center. By introducing a curriculum to the Care Center students that goes beyond the “how to put on a condom” framework, and includes discussion of “real life” sexual concerns such as the need for pleasure, desire, and empowerment as vital components of sexual wellbeing, we will invite the young women to explore what feels good and bad, desirable and undesirable, and their needs and limits within sexual relationships. Our goal is that the curriculum can provide Care Center students with a more holistic understanding of sexual health and wellbeing.
My hope is that through this progression of events, from reading and discussion of the topic, to more active engagement with the material through the development of a topical “lesson plan,” to a final implementation of the “lesson” in-class and off-campus, you will be afforded the opportunity to develop as community health educators.
Learning takes place at multiple levels in this course: theoretically and empirically, though the readings we do for class and through class discussions; and experientially, through in-class and out-of-class facilitations, as well as through the linkages we draw between our own life experiences and classroom activities. We will use what we learn about women’s sexual and reproductive health to critically explore the intersection of academia and sexual and reproductive rights activism. Multiple levels of interrogation intersect to provide a richer understanding of sexual and reproductive health concerns for women and their communities, as well as for those in the academy researching and writing about them.
Course Objectives
Upon completion of this course, students should be able to:
- Analyze the sexual health situation of women in different social, cultural, political, and economic contexts from an interdisciplinary perspective;
- Demonstrate understanding of the interactive nature of gender, race, ethnicity, nationality, class, and sexuality as they pertain to values and outcomes of sexual health;
- Be able to link national health issues with local concerns;
- Identify and deconstruct the patriarchal and racist bias in the historical and contemporary construction of medical knowledge in connection with women’s sexual health;
- Demonstrate enhanced critical thinking, reading, writing, oral presentation, and pedagogical skills.
- Design a sexual health curriculum that is both accurate and comprehensive for young parenting women living in Holyoke, MA.
- Create an atmosphere for learning in which participants are able to engage and feel comfortable sharing and learning about their sexual health.
Readings will be available on the course blog or distributed in class.
Course Format and Requirements
Given the interdisciplinary nature of public health, and the broad utility of a feminist analysis/consciousness, this course engages a range of information sources and presentation modalities, e.g., lecture/discussion, student presentations, interactive group exercises, scholarly texts, film/video, websites, and guest speakers. The course uses the notion of the classroom as a “community of learners” as its foundation. As such, each class member is expected to participate in both learning and teaching as the semester unfolds. This not only assumes preparation, but also active engagement.
Attendance policy: Your attendance is essential for effective class participation. I will take attendance for every class period. You have registered for this course and I expect you to construct your daily schedules accordingly. As we meet only one time per week, time is precious! Please come to class on time.
Academic honesty: Academic dishonesty includes, but is not limited to, submitting work that is not one’s own, copying material from websites or blogs, not properly citing resources, and plagiarism. Academic dishonesty will not be tolerated and will be dealt with in accordance with UMass policy.
Cell phone and laptop policy: Turn your cell phones off or to the “silent” mode during class. Students seen texting, chatting, or checking email on their laptop computers or cell phones will be asked to leave class for the day and will be considered absent for the class period.
Evaluation and Assessment
Evaluation of your work will be based on three areas: active in-class and out-of-class engagement, in-class and out-of-class group presentations, and a curriculum report write-up. An “A” or evaluation of excellence in the course will be based on an exemplary performance in all of the course components. Students are expected to read all assignments prior to the class for which they are assigned. This class is seminar style and participatory in format. Course discussions are intended to supplement, not replace, the readings. That is, assigned readings are expected to be read, and at times responded to, despite the possibility that time will not permit us to discuss them all. You may be asked to prepare questions and/or discussion points on aspects of the readings that are particularly interesting or difficult to understand.
Assignments: All students are required to complete the following assignments on time. Your final grade will be based on the following percentages as indicated below:
1. Active class engagement 25%
2. In-class group facilitation 25%
3. Care Center group facilitation 25%
4. Group report on facilitation 25%
Most course assignments will be graded on the following letter grade scale:
A+ = 100 B+ = 89 C+ = 79 D+ = 69 < 60 = F
A = 95 B = 85 C = 75 D = 65
A- = 90 B- = 80 C- = 70 D- = 60
1. Active class engagement: Active class engagement comprises 25% of your final grade in the course. Requirements in this area include regular class attendance; reading assigned readings on time and in a critical manner; and active participation in class discussions and activities.
2. In-class group facilitation: The in-class group facilitation will count for 25% of your final grade. I will divide the class into six groups. Each group will be responsible for an hour-long in-class facilitation that will eventually be implemented at the Care Center in Holyoke. As a group you will be responsible for facilitating a topic-focused discussion and/or interactive activities. You are encouraged to consider the readings assigned for the week’s topic in your discussion and report write-up, as well as incorporate outside material.
The facilitation will be evaluated on the quality and accuracy of its substantive content, the organization and creativity embodied in the form of the facilitation, and perhaps most importantly, how well you engage other students in discussion and activities. I will provide in-depth comments and feedback on your in-class facilitation for you to reflect upon in thinking about and revising the Care Center facilitation. I expect each group to meet with me, out of class, at least one week prior to the in-class facilitation to review your plans and to let me know if you will need any computer/technology equipment set up ahead of time.
3. Out-of-class, Care Center group facilitation: The out-of-class group facilitation will count for 25% of your final grade. You will receive extensive feedback on your in-class group facilitation and will be expected to incorporate this feedback into the facilitation you implement at the Care Center, approximately one week later. I encourage each group to schedule a meeting with me after your in-class facilitation to review comments and talk with me about how you might adjust the Care Center facilitation accordingly.
Care Center facilitations will take place on Fridays, and will take place between 9:00am – 12:00 noontime. We will figure out a carpooling plan to the Care Center the week before your facilitation. I will be present for all Care Center facilitations to review and support you in your work. The facilitation will be evaluated on the quality and accuracy of its substantive content, the organization and creativity embodied in the form of the facilitation, how well you engage Care Center students in discussion and activities, and how well you incorporate my comments/feedback into the facilitation.
4. Group report on facilitation: A report on the “lesson” you develop for the curriculum will count for 25% of your final grade. The report is comprised of four sections: (1) Introduction to the assigned topic, including review of the assigned literature corresponding with your topic, (2) In-depth description of in-class facilitation, including reflections on the process and outcomes of the facilitation and dynamics of your group, (3) Description of feedback/comments received from instructor and peers, and (4) In-depth description of Care Center facilitation, including ways you incorporated feedback into revising the facilitation, and reflections on the process and outcomes of the facilitation and group dynamics.
Each group should email me a first draft of this report, consisting of items 1-3, one week after you have conducted your in-class facilitation. My assessment of this draft will contribute to your final group report grade. Final drafts of the group report are due emailed to me by Friday, December 16th at 5pm.
Please email first and final drafts of reports to me, rather than handing in a hard copy. I will respond to each submission to acknowledge receipt of your work. If you do not get a reply email from me assume that I did not get your work.
5. Evaluating methods of contraception: This assignment will count as part of your “active class participation” grade. I will review the assignment the first week of class and distribute a handout describing the assignment. You will receive a “check” for completing this assignment. Due October 3rd at the beginning of class.
6. Reading discussion led by facilitation group: Also part of your “active class participation” grade, and as the first part of your work with your facilitation group, as a group you will lead a discussion of the readings assigned for your topic week. This can include constructing discussion questions for students to respond to in small groups, or any other activity that can be used to engage students in a discussion focused on the readings. The way you set this up can be as informal or formal as you deem appropriate.
Course Outline (Subject to modification. Articles to be read for date listed)
Week 1
September 12th: Introductions, pedagogy of collegiality, and mindfulness approach
To Do’s
Review of syllabus
Choose group facilitation topic
Choose contraception type for assignment
Introduce Bethan Lamb, discuss Care Center sexual health curriculum development
Lynn Koerbel guest lecture on mindfulness-based approach and activities
Reading
American Journal of Public Health: “Teaching Public Health Through a Pedagogy of Collegiality”
Week 2
September 19th: Teen pregnancy intention, prevention, and “promising” programming
To Do’s
Review Douglas Kirby, “17 characteristics of effective programs and ‘promising’ programs”
Readings
“17 characteristics of effective programs and ‘promising’ programs”
Sexuality Research and Social Policy: “Finding a way to offer something more: Reframing teen pregnancy prevention”
Narrative Development in Adolescence: “Negotiating the meanings of adolescent motherhood through the medium of identity collages”
Narrative Development in Adolescence: “Constructing resilience: Adolescent motherhood and the process of self-transformation”
Narrative Development in Adolescence: “Re-storying the lives of at-risk youth: A case study approach”
Week 3
September 26th: Pleasure deficits, thick desires, and sexual rights in health promotion (G1)
Readings
Routledge Handbook of Sexuality, Health and Rights: “Sex as ‘risk of conception’? Sexual frames within the family planning field”
Harvard Educational Review: “Sexuality education and desire: Still missing after all these years”
Gender and Education: “Beyond the birds and the bees: Constituting a discourse of erotics in sexuality education”
Routledge Handbook of Sexuality, Health and Rights: “The social reality of sexual rights”
Friday, September 30th: Sensitivity training (guest co-facilitator Ana Rodriguez, Education Director at the Care Center), 10:00-11:00am, Arnold House room 109
Week 4
October 3rd: Contraception, Critical Perspectives (G2)
Contraceptive methods assignment due
To Do’s
In-class presentation/discussion: “Evaluating methods of contraception” activity
Readings
Routledge Handbook of Sexuality, Health and Rights: “Sexual and reproductive: Connections and disconnections in public health”
Frontiers: A Journal of Women’s Studies: “Contraception in Context”
Devices and Desires: “Searching for something better” (the IUD)
Off Our Backs: “Implanon: A new and improved bullet”
Sexuality Research and Social Policy: “‘I’ve lost my mojo baby’: A narrative perspective on the effect of Depo-Provera on libido” paper
Social Science & Medicine: “A better way of approaching adolescent pregnancy”
Week 5
Tuesday, October 11th: Safe Sex (G3)
To Do’s
Guest speaker: Dr. Tameka Gillum on intimate partner violence
Readings
Routledge Handbook of Sexuality, Health and Rights: “Safe sex: It’s not as simple as ABC”
Social Science & Medicine: “Syndemics, sex and the city: Understanding sexually transmitted diseases in social and cultural context”
Canadian Medical Association: “Human papillomavirus, vaccines and women’s health: questions and cautions”
Gender & Society: “A tale of two technologies: HPV vaccination, male circumcision, and sexual health”
Violence Against Women: “Improving services to African American survivors of IPV: From the voices of recipients to culturally specific services”
Week 6
October 17th: Sexual autonomy (G4)
Readings
Sexuality Research & Social Policy: “Resource and risk: Youth sexuality and new media use”
Cyberpsychology, Behavior, and Social Networking: “College students’ perceptions of intimate partner cyber harassment”
Feminist Studies: “Subjectivity, intimacy, and the empowerment paradigm of adolescent sexuality: The unexplored room”
Routledge Handbook of Sexuality, Health and Rights: “‘In the life’ in diaspora: Autonomy/desire/community”
Gender & Society: “Childfree and feminine: Understanding the gender identity of voluntarily childless women”
Week 7
October 24th: Gendered expectations, body image, and resiliency (G5)
Readings
NWSA: “Revolting Bodies: The Monster Beauty of Tattooed Women”
Gender & Society: “‘Now why do you want to know about that?’: Heteronormativity, sexism, and racism in the sexual (mis)education of Latina youth”
Sexuality Research & Social Policy: “‘I wouldn’t change having the children—not at all.’ Young women’s narratives of maternal timing: What the UK’s teenage pregnancy strategy hasn’t heard”
Meridians: Feminism, race, transnationalism: “Keeping Up Appearances, Getting Fed Up: The Embodiment of Strength among African American Women
Voices: “The politics of regulation: Adolescent mothers and the social context of resiliency”
Week 8
October 31st: Sexual and reproductive rights and justice movement (G6)
Readings
Feminism is for Everybody: Passionate Politics: “Our bodies, ourselves: Reproductive rights”
Women’s Voices, Feminist Visions: Classic and Contemporary Readings: “Women of color and their struggle for reproductive justice”
Routledge Handbook of Sexuality, Health and Rights: “Bodies and beyond: Where sexual health meets sexual rights”
Routledge Handbook of Sexuality, Health and Rights: “From reproductive to sexual rights”
Routledge Handbook of Sexuality, Health and Rights: “Sexual rights for young women: Lessons from developing countries”
Friday, November 4th: Care Center student orientation, 10:00-11:00am, UMass campus (room TBA)
Week 9
November 7th
G1 and G2 in-class facilitations
Week 10
November 14th
G3 and G4 in-class facilitations
Friday, November 18th: G1 and G2/Care Center facilitations
Week 11
November 21st
G5 in-class facilitation
Week 12
November 28th
G6 in-class facilitation
Friday, December 2nd: G3 and G4/Care Center facilitations
Week 13
December 5th
Complete course evaluations
Friday December 9th: G5 and G6/Care Center facilitations and Care Center evaluation of curriculum
Final drafts of group facilitation report due emailed to me by 5pm, Friday, December 16th