University of Minnesota Duluth

SW 5271 – Women and Social Policy

Spring 2004

12:00-1:50 p.m., Tuesday

Bohannon Hall 343

Course Description

SW 5271 Women and Social Policy is an advanced policy course which builds upon the policy analysis learned in SW 5010 Social Welfare Policies and Issues, and the historical and descriptive content learned in SW 5000 American Social Welfare Institutions.  This course is one of the three advanced policy courses offered by the Department of Social Work.  As an elective, it fulfills the concentration year requirement in Advanced Policy.  This course uses a social systems perspective to examine existing policies affecting the well-being of women and to analyze potential strategies for advancing women’s interests and better meeting their needs.  Particular focus is on policies which affect women’s roles and status within the domestic unit and within larger economic and political spheres.  Cross-cultural comparisons are made to clarify the global breadth of policy alternatives available and to analyze intended and unintended consequences of alternative policies on women’s well-being.

Course Objectives

After completing the course, students should be able to: 

1. Build on the understanding they gained in SW 5000 and SW 5010 of the history of social policies affecting women and how they have developed.
2. Acquire in-depth understanding of how socioeconomic status, race and ethnicity, marital status, and sexual orientation affect women’s life chances and general well-being.
3. Explain how certain social policies impact on life-cycle changes and the developmental well-being of women.
4. Describe the salient policy issues which impact women’s well-being and which are currently under public debate such as:  welfare reform, lesbians’ rights, health care availability and quality, social security viability, and legislative and judicial decisions relating to pornography and to violence against women.
5. Explain women’s policy issues and the implications for macro, mezzo, and micro levels of social work practice.
6. Analyze social welfare policy and its impact on a particular population, specifically women.  This skill should be transferable to other vulnerable populations.
7. Apply the advanced generalist problem-focused perspective to address the needs of a vulnerable group, in this case, women.
8. Identify potential alternatives to current policies affecting women and to impact the power structure to seek the achievement of the more desirable options.
9. Compare the framework of larger societal values with the values of the social work profession.

Required Texts

Abramovitz, MiMi. (2000). Under attack, fighting back:  Women and welfare in the United States.  New York:  Monthly Review Press.

Freedman, E.B. (2002).  No turning back:  The history of feminism and the future of women. New York. Ballantine Books.

Selected Readings

Butler Flora, C. (1998).  Unequal burden:  Economic crises, persistent poverty, and women’s work.  Latin American Research Review, 33, 2, 245-258.

Flax, Jane. (1993 ). "Women Do Theory." In Alison Jaggar & Paula Rothenberg (Eds.) Feminist Frameworks (pp. 75-112). New York: McGraw Hill.

Karger, H. J. & Stoesz, D. (2002). Chapter 2, Social welfare policy research: A framework for policy analysis (pages 29-38) in American social welfare policy: A pluralist approach, 4th ed. Boston, MA: Allyn and Bacon.

Lorde, A. (1984).  Sister outsider: Essays and speeches by Audre Lorde.  Trumansburg, New York:  The Crossing Press.

Marcoux, A. (1998). The feminization of poverty: claims, facts, and data needs. Population and Development Review, 24 (1) 131-140.

Popple, P. & Leighninger, L. (2002). Chapter 2, Politics and social welfare policy (pages 111-135) in The policy-based profession. Boston, MA: Allyn and Bacon.

United Nations. (1981). Convention on the Elimination of All Forms of Discrimination against Women
http://www.unhchr.ch/html/menu3/b/e1cedaw.htm NY: Author

United Nations. (1948). Universal Declaration of Human Rights http://www.unhchr.ch/udhr/lang/eng.htm NY: Author

DESCRIPTION OF ASSIGNMENTS

Class Presentation on the Country Report regarding the Status of the Convention on the Elimination of Discrimination Against Women

You will need to select one country for which you will examine the status of the Convention on the Elimination of Discrimination Against Women. This will involve some research about the cultural customs related to gender roles in the country you have selected. You will also need to find out if that country has ratified this convention or where they are in the process of considering it. Lynn Fena discovered the following web site that is a tremendous resource on women and human rights. http://www1.umn.edu/humanrts/links/women.html

Public Presentation on the Status of the Convention on the Elimination of Discrimination Against Women

As a class or in groups you will need to give a public presentation on the Convention on the Elimination of Discrimination Against Women. This presentation should be done during the month of March which is National Women's History Month. You could give a presentation on campus or you could do it at a community center or a high school. If you would rather, your presentation could take the form of a letter to the editor of a newspaper. You also need to write a two-page summary about your public presentation and what you learned about women and social policy in the process. You do not need to give a class presentation on this project.

Weekly Written Reflection on The Reading and Class

• A score of 4 is clearly an outstanding piece of writing and reflection, demonstrating new and creative insights on the concepts covered.
• A score of 3 is better than average work.  It is well-written and demonstrates concepts learned with applications and examples.
• A score of 2 is average work that reviews the concepts and your interpretations.
• A score of 1 is below average work with errors in writing and little content.
• A score of 0 is for journals not completed on time.

one class member may opt to participate in a web-based discussion with faculty from the Social Work Department in Siberia rather than doing the weekly paper reflections. This will involve posting answers to questions and responding to other's postings. This option will not be available until the third week of class which means that everyone must do the first written reflection for the second class of the semester. After that the person who opts to participate in the Webcrossing discussion will post responses to questions every week prior to the beginning of class. You can access the Webcrossing site at www.d.umn.edu/webx The web postings and responses will be scored as follows:

• A score of 3 is very good, thoughtful, responsive to other comments, and contributes information about a resource -- i.e., tool, web site, expert, other research.
• A score of 2 is very good, thoughtful, and responsive to other comments.
• A score of 1 is satisfactory posting or a very good reflection submitted late.
• A score of 0 is for no posting.

Oral and Written Report of Additional Reading

All members of the class are expected to read one article or book chapter on Women and Social Policy in addition to the other required reading.  You will be asked to sign up to find articles on topics in the "Schedule of Topics" in the syllabus.

A sign-up sheet for the topics will be circulated the first class session.  In addition to giving a 15-minute presentation on the information you retrieved you will also need to write a one to two-page report on what you learned from the article/book chapter.  Be sure to demonstrate your critical thinking skills by including a short discussion of your personal view of the authors’ perspectives and how their views affect the way the information is presented. These presentations and papers are required throughout the semester as they appear in the "Schedule of Topics" in the syllabus.

Participation in Women-Focused Activities, Paper and Report to Class

You are expected to participate in one women-focused activity outside of class.  This may be on-campus or in the wider community.  You will need to write a two to three-page paper on what you learned about women and social policy by participating in the event. You will also share this information in a brief 15-minute presentation to the class. These papers and presentations are the last three weeks of the semester.

End of the Semester Five-page Paper

You will need to produce a five-page paper that synthesizes what you learned about women and social policy from the readings, guest speakers, activities, web-postings and community activities. Give an example of a policy you observed over the course of the semester that impacts women. Explain how this policy affects women at the micro, mezzo and macro levels.

Contracting for Grade

In this class you will contract for your grade. For a grade of "B" you must do all of the assignments listed above. For a grade of "A" you must also do a term paper and present the term paper to the class during the last three classes of the semester. Regardless of what you contract for the quality of the work must be worthy of the grade to receive the grade. In other words, if you contract for a grade of "B" the quality of your work should be above average. For an "A" the quality of your work must be superior.

Term Paper

Students are asked to select a policy related to a problem which negatively impacts the well-being of women more than men. The problem and policy area you select for your term paper should be submitted in written form at the beginning of the third class session. Some of the policy areas students have used for their term papers in previous courses are: sexual harassment, rights in same sex relationships, feminization of poverty, unequal employment, Family and Medical Leave Act, and child support. The text of your paper should be approximately 8-10 pages long. Please read the section of the syllabus on guidelines for written work. The term paper should:

• Clearly identify the problem using documented facts from the literature
• Examine one policy related to the problem
• Briefly describe the history of the programs developed to address the problem
• Create suggestions for changing the policy to reduce the problem
• Explain when and why the policy was created
• Explain how this policy affects women

Oral Presentation of Term Paper

Oral presentations will be scheduled to be given in class toward the end of the semester.  The presentations should be about 15 minutes long and should cover the information in the term paper.  This will be an opportunity for students to learn from each other so it is important that the presentations be well done, with an introduction, a main body of the presentation, and a summary.  The presentations will be graded on content and delivery.  You are encouraged to use media and technology in your presentations. The presentations will be given the last three weeks of the semester. See the presentation grading criteria at the end of the syllabus.

Guidelines for ALL written assignments

All written assignments should be typed, double-spaced, have a one-inch margin and be printed in a 12-point font.  They are to have page numbers and be stapled together.  Check your papers for errors in spelling and grammar.  Be sure to cite your text and the other readings in the body of your paper using the American Psychological Association format.  Also, include a complete list of references.  Written work with errors will lose points.

Please make sure that your paper has the following elements:

• An introduction (where you explain the focus and importance of your paper)
• The main body of your paper (where you present your ideas and the supporting evidence)
• A summary (where you review the main points of your paper)
• Smooth transitions between paragraphs so that the paper flows logically 

The instructor is willing to read first drafts of papers and give feedback up to (but not after) five days before the due date.  Late papers are not accepted unless special arrangements have been made with the instructor.  Requests for an extension on papers must be submitted in writing at least five days before the assignment is due.

Written reports will be graded according to the following:

Attendance and Class Participation

Class participation is important because the exchange of ideas is necessary in the quest for knowledge.  Active class participation facilitates learning not only for the individual participating but for the other class members as well.  In order to obtain full credit for participation students need to attend all classes.  Of course if you are not in class, you will not receive credit for participation during that period. 

Developing the ability to participate in a group discussion is essential in the social work field. In class students are expected at all times to demonstrate courteous listening skills.  In other words, when someone is speaking, others are quiet and attentive. 

Class participation will be graded as follows:

A = Excellent Participation includes frequent and appropriate contributions which:

1. Pose good questions for the group
2. Use relevant reading material to answer particular questions
3. Invite others to contribute information or interpretations to the discussion
4. Build on the comments of others
5. Admit confusions, and ask for clarifications
6. Give interpretations, explanations, and opinions (sometimes personal)

B = Regular contributions that are not so integrative or interpretive such as:

1. Offering discrete facts and some new information
2. Single sentences or phrases, rather than more complex formulations
3. Less connection with other participants in discussion

C = Little contribution such as:

1. Speaking only a few times
2. Offering just a little information
3. Offering ideas that are vague or relatively unformulated
4. Stating unsubstantiated opinions or educated guesses.

D = Minimal participation such as:

1. Usually saying nothing
2. Making irrelevant or distracting comments
3. Disrespectful behavior such as speaking while another person has the floor

F = No participation.

Disabilities

My highest priority is for our classroom and course work to facilitate participation and exchange. I am eager to make accommodations to guarantee to students with disabilities access to class sessions, course material, and the activities of the class. You are encouraged to contact the Access Center-Disability Services to discuss and arrange reasonable accommodations. In addition, please let me know as soon as possible if you have a disability for which accommodations will be requested.

Ground Rules for Class Discussion

We can assume that discrimination exists in many forms (e.g. sexism, racism, classism, ageism, homophobia, anti-Semitism, ableism, etc.).  Any critical understanding of these various -isms means that we need to recognize that we have been taught misinformation about our own group as well as about members of other groups.  This is true for dominant (e.g., white, male, upper class, heterosexual, able-bodied, etc.) and subordinated (e.g., people of color, women, poor, working class, gay/lesbian, disabled, Jew, etc.) group members.  Based on these assumptions, then, let us agree that we cannot be blamed for misinformation we have learned, but we will be held accountable for repeating information after we have learned otherwise.  People and groups are not to be blamed for their subordinate positions.  Let us assume that people are always doing the best they can.  Let us actively pursue information about our own groups and those of others.  Let us share information about our own group with other members of the class but never demean, devalue, or in any other way put down people for their own experiences.  We each have an obligation to actively combat myths and stereotypes about our own groups so that we can break down the walls which prohibit group cooperation and group gain. Real learning often requires risk. In this class it is important that all questions are honored. Let us agree to create a space where difficult and emotionally charged issues can be surfaced and discussed without fear of judgment or rejection. Let us create a learning environment that welcomes divergent points of view and respectful discussion.

Course Requirements For a Grade of "B"

Schedule of Topics and Reading Assignments

Selected Bibliography

Compiled by Jessica Dickau and Lynn Bye

Albelda, R. (1997).  Glass ceiling and bottomless pits:  Women’s work, women’s poverty.  Boston, MA: South End Press.

Bergen, R. K. (1998).  Issues in intimate violence.  Thousand Oaks, CA:  Sage.

Barnett, O.W., & LaViolette, A. D. (1993).  It could happen to anyone:  Why battered women stay.  Thousand Oaks, CA: Sage.

Broughton, C. (1999).  Glass ceilings and bottomless pits: women's work, women’s poverty. Social Service Review, 73 (2), 267.

Butler Flora, C. (1998).  Unequal burden:  Economic crises, persistent poverty, and women’s work.  Latin American Research Review, 33 (2), 245-258.

Cole, P. & Buel, S. (2000).  Safety and financial security for battered women: necessary steps for transition from welfare to work. Georgetown Journal on Poverty Law & Policy, 7 (2), 307-345.

Diamond, I. (1983).  Families, politics, and public policy:  A feminist dialogue on women and the state.  New York:  Longman.

Engle, E. (2000).  Domestic violence exacts a high price for victims.  Journal of Economic Literature, 39, 4 p. 155-158.

Faludi, S. (1991).  Backlash:  The undeclared war against American women.  New York: Crown.

Fenster, T. (1999).  Gender, planning, and human rights.  New York:  Routledge.

Fineman, M. & Mykitiuk, R. (1994). The public nature of private violence:   The discovery of domestic abuse.  New York:  Routledge.

Gelles, R. J. (1997).  Intimate violence in families (3rd ed.). Thousand Oaks, CA:  Sage.

Gillette, B. (2000).  Mississippi ranks low on status of women.  Mississippi Business Journal, 22 (49), 1.

Gualt, B., Hartmann, H & Hsiao-Ye, Y. (1998). Prospects for low-income mothers' economic survival under welfare reform.  Publius, 28 (3) 175

Hakim, Catherine.(2003). The Search for Equality. Work & Occupations, 30, 4, p401-412.

Haynie, D. & Gorman, K. (1999). A gendered context of opportunity: Determinants of poverty across urban and rural labor markets. The Sociological Quarterly, 40 (2), 177.

Hays, Sharon. (2003). Studying the Quagmire of Welfare Reform. Chronicle of Higher Education, 50, 8, pB7-10.

Handler, J. & White, L. (1999).  Hard labor:  Women and work in the post-welfare era.  Armonk, New York: M.E. Sharpe.

Hoover, K.  (2001). OMB asked to ensure women get contracts.  Memphis Business Journal. 23, (27), 21.

Jackson, C. (1998). Women and poverty or gender and well-being? Journal of International Affairs, 52 (1), 67

Kendrigan, M. (1991). Gender differences:  Their impact on public policy.  New York:  Greenwood press.

Lorde, A. (1984).  Sister outsider: Essays and speeches by Audre Lorde.  Trumansburg, New York:  The Crossing Press.

Magid, C. (1997).  “Male-order” brides:  immigrant women, domestic violence, and immigration law. In P. DiQuinzio and I. M.Young (Eds.) Feminist ethics and social policy.  Bloomington, Indiana:  Indiana University Press.

Marcoux, A. (1998). The feminization of poverty: claims, facts, and data needs. Population and Development Review, 24 (1) 131-140

Moss, K. (1996).  Man-made medicine:  Women’s health, public policy, and reform.  Durham, NC: Duke University Press.

National Conference of State Legislatures.  (2001). Some are more equal than others.  State Legislatures, 27 (2), 11.

Milgram, L.  (2001). Operationalizing microfinance:  Women and craftwork in Ifugao, Upland Philippines.  Human Organization, 60 (3), 212.

Narayan, U. Intimate danger: the case for preemptive self-defense.  In P. DiQuinzio and I. M. Young (Eds.) Feminist ethics and social policy.  Bloomington, Indiana:  Indiana University Press.

Negrey, C., Um’rani, A., Golin, S. & Bault, B. (2000). Job training under welfare reform: opportunities for and obstacles to economic self-sufficiency among low-income women. Georgetown Journal on Poverty Law & Policy, 7 (2), 347-362

Rice, J. (2001).  Poverty, welfare, and patriarchy:  how macro-level changes in social policy can help low-income women. Journal of Social Issues, 57 (2), 355.

Roth, R. (2000).  Making women pay:  The hidden costs of fetal rights.  Ithaca, NY:  Cornell University Press.

Sen, G. & Snow, C. (1994).  Power and decision:  The social control of reproduction.  Boston, MA:  Harvard Center for Population and Development Studies, Dep. Of Population and International Health, Harvard School of Public Health: Distributed by Harvard University Press.

Sidel, R. (1996).  Keeping women and children last:  America’s war on the poor.  New York: Penguin Books.

Tolleson-Rinehart, S. & Josephson, J. (2000).  Gender and American politics:  women, men, and the political process.  Armonk, New York:  M.W. Sharpe.

United States. Congress. Senate. Committee on Health, Education, Labor and Pensions.  Subcommittee on Public Health. (2000)  Health disparities: bridging the gap:  hearing before the Subcommittee on Public Health of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Sixth Congress, second session, on examining health care disparities among women, minorities, and rural under-served populations, and the actions of the National Institutes of Health to address these disparities, as well as review any relevant legislation designed to address the issues of health disparities.  Washington, DC: U.S. G.P. O.

United States. Congress. Senate.  Special Committee on Aging. The impact of Social Security reform on women: hearing before the special Committee on Aging, United States Senate, One Hundred Sixth Congress, first session.  Washington, DC: U.S. G.P. O.

Vernez, G. (1999).  Immigrant women in the U.S. workforce:  Who struggles? Who succeeds? Lanham, MD: Lexington Books.

Vogel, L.  (1993). Mothers on the job:  maternity policy in the U.S. workplace.  New Brunswick, NJ: Rutgers University Press.

Helpful web sites

www.stw.org United for a Fair Economy/Share the Wealth

www.cbpp.org Center on Budget and Policy Priorities

http://www.census.gov/population/www/socdemo/ms-la.html Census Bureau

http://www1.umn.edu/humanrts/links/women.html

www.womenstreaty.org

www.safehavenshelter.org

http://www4.od.nih.gov/orwh/overview.html

www.ifwomen.org

http://www.bayswan.org/FoundTraf.html

http://www.bayswan.org

www.equalrightsamendment.org

www.aauw.org

http://www.aflcio.org/yourjobeconomy/women/equalpay/

http://www.now.org

EXPLAINING THE GENDER GAP IN PAY
Biases beyond sex may be important factors for why female
professors earn less, new study suggests.
http://insidehighered.com/news/2006/04/13/gender

Women and Social Policy

Presentation Critique

Presenter Name_______________________________________________

Topic_______________________________________________________

Each presenter will receive peer feedback on his or her presentation.  Students will use the following rating scale and also make comments as appropriate. (3=great; 2=good; 1=could be improved).

Please rate how the presenter did in the following:

1. ___Gave an overview of what would be covered in the presentation.
2. ___Captured your attention with opening remarks.
3. ___Backed what was reported by citing the literature.
4. ___Provided a clear description of the policy and the issue it is seeking to address.
5. ___Gave an explanation of when and why the policy was created.
6. ___Explained how this policy affects women.
7. ___Highlighted the policy’s strengths and weaknesses in addressing the identified issue.
8. ___Did the presentation give you a sense of the policy’s effect on all levels (from policy maker’s intent to actual practice)?
9. ___Did the presentation outline possible changes or improvements which could be made to the policy?
10. ___Did the presenter demonstrate his or her depth of understanding of the issues/policy?
11. ___Summarized what was covered in the presentation.
12. ___Did you learn something new through the presentation?
13. ___Did it cause you to think differently?
14. ___Any comments for the presenter on presentation style, clarity or other suggestions?
15. ___How would you rate this presentation overall?