January 10, 2009

OLGA MAGDALENA LAZIN

UCLA VISITING SCHOLAR, 2006-2010

UCLA POST-DOCTORAL FELLOW, 2001-2006

PROFMEX DIRECTOR OF WORLDWIDE STUDIES

Status: Married

PROFMEX (Worldwide Consortium for Research) Tel. (310) 208 2244

www.profmex.com

440 Vetera n Ave, Suite 207

Los Angeles, CA 90024
E-mail: olazin@ucla.edu & drlazin@verizon.net
Cell: (310) 488 0061

Citizenship: USA

Education

2009 - Visiting Professor at UCLA

2001 Ph.D. in History, UCLA
1996 M.A. in History, UCLA
1990 B.A. in Philology, Everest College
Professional Service:

PROFMEX (Worldwide Consortium for Research) Director, Grand Los Angeles Area

1998 -- Director, Worldwide Research and Teaching at UCLA, Program

on Mexico

2004 Program Coordinator, PROFMEX Initiative to Develop Teaching and

` Research on North America at the University of Baja California, Tijuana

1997-- Managing Editor, PROFMEX Web Journal, Mexico and the World
<www.profmex.org>

1994-- PROFMEX Director, NAFTA-European Studies

1991-1992 PROFMEX Director, European Integration Studies

1989-- Programs Director for Modern Latin American Studies

UCLA Program on Mexico

1995-1999 Director of Globalization Studies

Articles

2009 Femicide in Ciudad Juárez (http://www.olgalazin.net/articles)

2006 Sole Author:

“Revising Wilkie’s Concept of Greater Mexican Los Angeles “
(Bounded by Oxnard-Ve ntura, Riverside, and Tijuana-Ensenada).
Mexico and the World, 10:5 (Fall 2006) forthcoming

2004a Sole Author:

"La carrera mundial hacia los bloques de libre comercio”, pp. 34-57 en
Globalización y Cambio Tecnoló gico: México en el Nuevo Ciclo Industrial
Mundial, Eds. Alejandro Dabat, Miguel Ángel Rivera Ríos y James W.
Wilkie (México, D.F., Guadalajara, Los Ángeles: Universidad de Guadalajara,
Universidad Nacional Autónoma de México, UCLA Program on Mexico,
PROFMEX / Juan Pablos Editor, 2004). [See also 2003.]

2003 Sole Author:

"L a carreramundial hacia los bloques de libre comercio”, en
Publicationesde UNAM, Número 24, pp. 8-20. [See a l so 2004a]

2001b Sole Author:

“ Rise Of The U.S. Decentrali zed Model For Philanthropy: George Soros’
Open Society and National Foundations In Eastern Europe,”
Mexico and the World 6:1 (Winter 2001),
http://www.isop.ucla.edu/profmex/volume6/1winter01/01lazin1.htm

2001a Sole Author:

“ History and Components of Globali zation,” Statistical Abstract of La
tin
America37 (Los Angeles: UCLA Latin American Center Publications),
pp. xxiv-xxvii .
2000 Sole Author
Book Review: “Joseph Love; Crafting the Third World: Theorizing
Under-development in Romania and Brazil.” (Stanford University
Press, 1996), in Mexico and the World 5:2, web reprint in Mexico and the
World
<www. isop.ucla.edu/profmex/volume5/2spring00/00Lazin1.htm>.
[See also 1999.]

1999c Sole Author:

Book Review: “Joseph Love; Crafting the Third World: Theorizing
Under-development in Romania and Brazil.” (Stanford University
Press, 1996), also in UCLA Historical Journal Vo l. 19, pp. 89 to 93.
[See also 2000.]

1999b Sole Author:

“Mexico and Romania Compared,” in Mexico and the World,
edited by James W. Wilkie (México, D.F.: PROFMEX-ANUIES),
pp. 206-233. Also in Web Journal Mexico and the World 6:1
<www. isop.ucla.edu/profmex/volume6/1winter01/01lazin1.htm>

1999a Joint Author:

"Globalización Fast-Track y el Surgimiento de Áreas de Libre
Comercio (ALC) y Corporaciones Transglobales (CTG) Virtuales", pp. 307-359
en México Frente a la Modernización de China, ed. Oscar M. González Cuevas
(México, D.F.: Universidad Autónoma Metropolitana-Unidad Azcapotzalco). Co-
authored with James W. Wilkie.

1996b Sole Author:

“Bloques Emergentes de Comercio Internacional:
Comparación Entre el Área de Libre Comercio de América del
Norte y la Unión Europea,” Carta Económica Regional,
Universidad de Guadalajara, No. 48, May-June, pp. 29-36.
1996a Joint Author:
“Mexico as a Linchpin for Free Trade in the Americas,”
Mexico & the World, Vo l. 31, Part 2 (Fall 1996).
Co-author James W. Wilkie. [See also 1994 and 1995a.]
<www. isop.ucla.edu/profmex/volume1/4fall96/mexico_nafta_freetrade.htm>

1995b Sole Author:

“NAFTA and The European Union Compared,” Statistical Abstract of Latin
America, Vo l. 31, Part 2, pp. 1205-1230;
Reprinted in Web Journal Mexico & the World 2.2 (1997)
<www. isop.ucla.edu/profmex/webjournal.htm>.

1995a Joint Author:

“México Como Punta de Lanza para el Libre Comercio en las Américas,” pp. 47-
112 en Ajustes y Desajustes Regionales, eds. Jesús Arroyo Alejandre y David E.
Lorey (Guadalajara y Los Angeles: University of Guadalajara, UCLA Program
on Mexico). Co-author James W. Wilkie. [See also 1994 and 1996a.]

1994 Joint Author:

“Mexico as a Linchpin for Free Trade in the Americas,” pp. 1173-1203. in
Statistical Abstract of Latin America, Vo l. 31:2,
Co-author James W. Wilkie. [See also 1995a and 1996a.]

1985b Sole Author:

“Originality and Stereotypes,” Nord, Baia Mare University, Romania, Jan, p. 3.

1985a Sole Author:

“Confessions,” in Romanian, Nord, Baia Mare University,
Department of Philology & Literature, Romania, January 1, pp. 4 to 19.
Teaching Experience: Lecturer of History

2009 UCLA, History Department, History 161, Mexican History Since Porfirio Diaz.

2008, University of Tijuana: Mexico Frente a la Globalización, History Department.

UAT.
2007 Cal State University, Dominguez Hills,
The Individual, Family, and Community in Historical Perspective.
Hist. 301.1, Spring

2006 Cal State University, Dominguez Hills,

The Individual, Family, and Community in Historical Perspective.
Hist. 301.1, Spring and Fall 2006

2005 Cal State University, Dominguez Hills

The Individual, Family, and Community in Historical Perspective.
Hist. 301.4, Winter Semester

2005 West Los Angeles College

Mexican-American History in the History of the United States Since 1863
History 44, Summer Session

2005 Calif. State University Dominguez Hills

The Individual, Family, and Community in Historical Perspective
History 301.4, Spring Semester, and Fall Semester, Hist 301.4.
2005 Cal State University, Long Beach
Women in Global Perspective
Women Studies, Winter Semester

2004 Calif. State University Dominguez Hills

The Individual, Family, and Community in Historical Perspective
History 301.4, Fall Semester

2004 UCLA,
Mexican Film Since 2000
History 170C, Summer Session
Co-taught with James Wilkie

2004 UCLA
Elitelore and Cinemalore in the 20th Century
"Hollywood's Mexico,” History 169, Winter Quarter

2004 El Camino College,

History of Mexico
History 19, Spring Semester

2004 Cerritos College,

History of the United States and Its Constitution,
History 101 (Two Sections), Spring Semester

2003 Cerritos College,

History of the United States and Its Constitution,
History 101 (Two Sections), Fall Semester
2003 UCLA,
The Mexican Films of Luis Buñuel,
History XLC 170A, Summer Session

2003 UCLA Extension

Issues in Latin American History: Globalization Since 1492,
History XL 170C, Summer Quarter

2003 UCLA Extension

Mexican Film History
History 170C, Spring Quarter
My Invited Guest: Alejandro Pelayo, Cultural Attaché of Mexico

2002 California State University, Domínguez Hills

The Individual, Family and Community in Historical Perspective:
History 301.1, Fall Semester
Spring Semester
Summer Session

2002 California State University, Domínguez Hills

History of the World,
History 121, Summer Session

2002 Santa Monica College.

The Mexican Revolution Since 1910
History 19, Spring Semester.

2002 California State University, Domínguez Hills

Women and Globalization
Women’s Studies 401-I, Spring Semester
2002 California State University, Long Beach
World History Since 1500,
History 212, Spring Semester

2001 Santa Monica College

The Mexican Revolution Since 1910
Fall Semester

2001 California State University, Domínguez Hills

Women in Wor ld History,
History 380, Fall Semester

2000 Santa Monica College

History of Mexico
Summer Quarter

2000 Santa Monica College,

History of Latin America
Summer Quarter

1999 Cerritos Coll ege

History of the Americas,
History 8.1, Winter Quarter

1999 UCLA
Many Images of Mexico
History 171, Spring Quarter
Co-taught with James W. Wil kie
UCLA Course Teaching Assistant: Department of History

2009 Women in Maquiladoras; Equity Pay

1999 Colonial Mexico (8A)
1999 Classic Travel Accounts of Latin America (History 170C)
1997-1998 Historical Statistics of Latin America (Graduate: 268A-B)
1995 Elitelore and Folklore (History 169)
1994 Leaders in World Development (169)
1993-1994 Latin American Film and Society (170A)
Course Readers Edited

2009 –Elitelore and Folklore in Latin America: History 161

2004 “Viva Zapata The Film and the Debate”, Winter 2004

2003 “Mexico’s Film History,” UCLA

2002 “Multiculturalism and Los Angeles,” Cal State Domínguez Hills.

2002 “Women in International Advocacy Movements: Globalizing

Women in History” California State University, Domínguez Hills

1999 “ Frontiers in Eli telore,” UCLA

1993 “ Issues in Eli telore and Folklore,” UCLA

1994
Research Travel Awards from UCLA International

2009 The Feminist Majority Foundation: Speaker on the Fragile Promise of

Choice in the U.S. and Mexico City. July 14-15.

1999-2001 “Reconstructing the Legal Framework For Civil Society in

Romania: The Mexican Model."

1997-1998 “Women and Civil Society in Mexico”

1996 “Latin America and Eastern Europe Compared”

Conferences, Seminars, Lectures, and Professional Activities

2007- Universidad Michoacana, Panelist “greater Los Angeles and The Digital Coasts
of California”, September 27, Morelia, Mexico.

2006 UCLA-State of Quintana Roo-Instituto de Administración Pública, Conference on

“Innovative Practices of State Governments in Mexico, Cancún, December 21-23.
Paper: “Improving the Historical Amparo System”

2006 University of Baja California, Tijuana, two-day seminar, Aug 25-25,

“The European Union as Broadly-Based Historical Model Compared to
the Narrowly-Based U.S. Free Trade Agreements.”
(The EU provides for migration as well as worker and student mobility—
provisions absent in NAFTA, a mere trade agreement)

2005 National University of Mexico, Mexico City, December 13

Invited Lecture: “Historical Theory and Oral History Methods.”

2004 University of Guadalajara, three-day seminar, April 26-27,

“The Long Collapse of Europe’s Communist Dictatorships--
First-Hand View and Continuing Research in Eastern Europe.”
2003b PROFMEX Seminar:
“Mexico’s Two Green Revolutions”
Puerto Va llarta, Mexico, December 15

2003a American Historical Association Annual Meeting, Chicago, January 3

Session 19. Modern Medicine, Science, and Technology in the
Developing Wo rld, “Health, Education, and Communications in Latin
America, 1940–2000”

2002c UCLA-UNAM Conference on Human Rights:

Paper: “Mexican Migrants in the USA and Human Rights Issues in
Latin America,” November 12, Dashew Center

2002b IEEE (Communications, Computers and Electronic Engineering)

Conference IEEE, Acapulco, paper on “The Social Impact of
E-Networking in a Globalized World,” Acapulco, October 1-6,

2002a Southwest Feminist Leadership Institute,

Chair, "International Family Planning and the Global Gag Rule,"
Los Angeles, March 1

2001b International Education Association

Conference on Latin American Literature and Education,
Paper: “The Challenge of Globalization, Civil Society in
Latin America and Canada.” Mexico City, June 17-24
2001c Conference on “Urban Poverty Wor ldwide,” Toluca, State of Mexico,
November 6-9, Paper: “Marginalization of Wo men in the Labor Force: Mexican
Women Laborers in Maquiladoras”

2001a PROFMEX Conference on Immigration Policy, UCLA, Los Angeles.

“Social Security Totalization Project Advancements”, Jan. 15th.

2000c PROFMEX-UCLA Conference on Mexico and Public Policy,

Paper: “The Mexico NGO Sector and the Role of Wo men.” Morelia,
Michoacán, Mexico, Sept. 14– 23.
TV Interview: Noticiero Canal 13, Televisa National Program
Mexico/USA coverage September 19-25

2000b Conference Organizer Technological Knowledge and Women’s

Role in the Global Advocacy Networking,” UCLA, June 4

2000a PROFMEX-UCLA Conference Organizing Committee,

“Mexico and Public Policy,” Morelia, State of Michoacán,

1999d UCLA Colloquium in European History and Culture,

Paper: "Globalization of Civil Society:
"The Open Society Fund in East-Central Europe–International Philanthropy"
October 16
1999c PROFMEX-Guanajuato Conference on Innovative Ideas for Mexico’s
Development, Paper “The Role of Transnational NGOs in Developing Civil
Society in Mexico,” Guanajuato City, April 14-19.

1999b U.S. Small Business Association Seminar at UCLA:

Chair, “Globalization and Romania's Transylvanian Region,” July 7.

1999a American-Romanian Academy

Paper: “International Advocacy Networks From Local to Global”, University of
Oradea, Romania, March 15-20.

1988b Roundtable Organizer: “Globalization and Romania’s Translyvanian Region

(Planning
without Reliable Data), UCLA, July 7. (Co=Organizer with James Wilkie.)

1998a Conference Organizer: “The Latina Woman in Film,”

UCLA, May 1998.

1997d PROFMEX-ANUIES Conference

Paper: “Mexico and the World,” Morelia, State of Michoacán,
December 8-15
www.profmex.com //mexworld/issue6/art1
1997c Romanian Civic Academy Conference on Rebuilding Civil Society,
Paper: “The Deliberate Distraction of Romania’s Civil Society after 1947
by the Ceausescu Dictatorship," Sighet, Maramures, Romania, June 22

1997b Romanian Academy Conference,

Paper: “Civic Society and the Transfer of the Mexican-U.S. Model
to Romania,” Cluj Napoca, Romania, June 15,

1997a PROFMEX-ANUIES Conference Organizing Committee,

“Mexico and the World,” Morelia, State of Michoacán,
December 8-15

1996b UCLA Colloquium in European History and Culture,

Paper: "Civil Society and the Mexican Adaptation
of the U.S. Philanthropic Model," October 16,
1996a UCLA Colloquium on Romania,
Paper: “The Emerging Romanian Informational Infrastructure,” June 17

1994c Mexico’s Federal Electoral Institute, Invitee as International

Observer of the Mexican Presidential Election, Mexico City,
August 19-22.
1995b PROFMEX Policy Seminar for Managing the Greater El Paso-
Ciudad Juárez Metropolitan Area,
Paper: “Simplifying U.S.-Mexican Visas,” El Paso, March 14-15.

1995a The American-Romanian Academy of Science Annual Meeting,

Moderator: “Session on Culture"
Paper: “Orwell's ‘1984’ and Life Under ‘Big Brothers’ Stalin & Ceausescu,”
University of Reno, January 12-17

1994 University of Guadalajara,

Lecture: “From European Community to European Union”
October 13

1994 Chief of Mission, Establishment of PROFMEX Office, Budapest, September

1993-- Organizer, NPPOs GLOBAL-Program for Legally Facilitating the Flow

of U.S. - Based Tax Exempt Funds to Not-For-Private-Profit
Organizations Worldwide. Conferences held in:

Belgium, Hungary, Romania, 1998

Hungary, Romania, Switzerland, 1994
France, Russia, Spain, 1993
1994b PROFMEX Conference on Experiences of De-statification
Paper: “NAFTA and EU Compared,” Mexico City, August 23, 1994

1994a Romanian Internet Learning Workshop.

Paper: “Ironies and Complexities of Redefining Civil Society In East-Central
Europe.” Miercurea Ciuc, Romania, April 29

1993b Mexico City University (UAM-A),

Lecture: “Accelerating the Education of Young Wo men in Mexico:
A Development Imperative,” September 18

1993a Chief of Mission, Establishment of PROFMEX Office at the Institute

of Latin American Studies, Russian Academy of Science, Moscow
June 15-26.

1992 Director NAFTA - European Integration Studies, based in

France and Mexico, February 20-December 15.

1992 Chief of Mission, Establishment of PROFMEX Office, Paris and Bordeaux,

Moscow (Russia) in April.

1991 PROFMEX Organizer, “Mission to Analyze De-statification in

Eastern Europe,” September 15 – October 12.
Memberships:

AAUP 2005—

American Historical Association 1998--

FEMU –Mexican Federation of University Wo men, 2003--

The Northern California Translators Association (NCTA), 2002 --

California Faculty Association, Latino Caucus, 2001—

CSUDH Lecturer’s Representative, 2004--

UCLA Alumni Association, Life Member, 2001--

Holmby Park Advisory Board, Beverly Hills, 2001--

Northern California Translators Association (NCTA), 2000--

Feminist Majority Foundation (Founder, Feminist Alliance, UCLA Chapter), 2000--

Conference on Latin American History (CLAH), 1998 –

PROFMEX–Consortium for Research on Mexico

Board of Directors, 1997—
Languages Spoken and Written: Freelance translations from:

English speak, read, write

Romanian speak, read, write
Spanish speak, read, write
French speak, read, write
Latin read, write
Italian speak, read, write
Hungarian speak, read, write

Research Travel by World Region and Country_______

Europe Americas

Austria: 1991 Canada: 1992, 1995

Belgium: 1995 Costa Rica: 1999
Bulgaria: 1992 Guatemala: 1999
Czech Republic: 2006 Mexico: 1992--
France: 1991-1992
USA: October 1992--
Hungary: 1991, 1992, 1995, 2003--
Romania: 1992--
Russia: June 1993
Spain: March 1992
Switzerland: June-July 1994
Turkey: July 2000
UK (England): 2001, 2006
(Scotland): 2006
References

James W. Wilkie, UCLA Professor of History and Globalization

Chair, UCLA Program on Mexico, 6299 Bunche Hall, L.A. 90095
President, PROFMEX
1242 Lachman Lane, Pacific Palisades, CA, 90272
Tel. cell (310) 454-8812, office 206-8500,
E-mail: james.wilkie@att.net

Iván T. Berend, UCLA Professor of East Central European History

Director, UCLA Center for Eastern Europe and Russian Studies
UCLA, 6343 Bunche Hall, 405 Hilgard Ave, Los Angeles, CA 90095
Tel. (310) 825 1178
E-mail: iberend @history.ucla.edu

Jesús Arroyo Alejandre, Professor of Economics and Rector

University of Guadalajara, Jalisco, Mexico
Tel: (011-52-33) 36-33-54-45
E-mail: jesusarr@cucea.udg.mx
 W/ST Women in Global Perspective
College of Liberal Arts: Women’s Studies Program

General Information

A. Course Number: W/ST 401I

B. Title: Women in Global Perspective
C. Units: 3
D. Prerequisites: Completion of GE Foundation, one or more Explorations courses, and
upper division standing.
E. Course Classification: a-1
F. Respons ible Faculty: Dr. Olga Lazin
G. Te rms Offered: Fall, Spring, 2010
H. Prepared by: Olga M. Lazin
I. Date of Submission/revision: December 27, 2009

Standard Course Outline For Women’s

Women in Global Perspective

Prerequisites: Completion of GE Foundation, one or more Explorations courses, and

upper division standing. Comparison of how different social and cultural systems have
affected gender ideologies and gender practices and how women’s social, cultural,
economic, and political roles have c hanged over time. The emphasis is on pre-
industrial and contemporary “Third World” societies where the majority of the world’s
female population lives. Draws on recent anthropological, sociological, historical,
political science and women’s studies research to understand factors related to gender
inequality and women’s empowerment.

Withdrawal Policy: Except in cases of accident, illness, or other documented

compelling reason, course withdrawals during the last three weeks of the semester are
not permitted.

Exam/Assignment Makeups: Students should not miss classes except for valid reasons,
such as illness, accidents or participation in officially approved University activities.
When students are absent from classes, it is their responsibility to inform instructors and
document the reason for the absence and arrange to make up m issed assignments
and class work insofar as this is possible.
2. Course Objectives and Outcomes

This course deals with anthropological, sociological, historical, political and women’s
studies explanations of gender ideologies and practices, particularly in pre-industrial
and “non-Western” societies.

My participation integrally, GLOBAL CONTENT

This coursequali fies forG lobal Issues designation because it “cons

ider( s) the
w orld as a w hole as i tsfield of inquiry.”Itplaces thetopic of gendersim il
arities and
difference s in a globalcontext.It hall
c enges students to underst
and genderdynam ics in
conte xtsoutside the UnitedStates and W esternEurope and tosee the inter connect ion
am ong societies (in exam ining the i m pactof Post-Cold W ar Era em erging countries,
colonialism and neocoloniali sm , for exam ple) in shaping gender ideologies and
pract ices around theworld.
 MULTIDISCIPLINARY METHODOLOGIES

As a capston e course, W /ST 401I is organized to encourage stude nts to

synthes ize the know ledge gained from the appli cation of m ethods and m odes of
analysis charact eristic of socialscience discipli nes,in part icular anthr opology,history,
sociology,poli ticalscience and wom en’s studies. Ituses the anthr opologicalm ethod to
underst and the evolution of diff erent m odes of product ion and their relationship to
gender statu s and relations; the histor ical m ethod to understan d the origins and
developm entofsocieties,institut ions,and cultura lpract ices related to gender and how
the past sh apes currentand fut ure roles of w om en; the sociological m ethod to
underst and the role of soc ial and econom ic inequali ty,racial/ethnic and reli gious
differences,and dem ographic and other fact orsin shaping genderrelations;the poli tical
m ethod to understand how the nation-state and otherinstit utions of power shape
gender roles and opportunities to transf orm them ; and the lens of conte m porary
w om en’sstudies scholarshipto place quest ions ofw om en’s subordination vs.w om en’s
em pow erm entatthecenter of h te analysis.

Studentsuse eachof theseperspect ives to underst

and and think, speak,and
w ritecriticallyaboutorigins and developm entofgender ideologies and practices across
historical periods,societies,and culture
s.
 A) Content Standards
Upon completion of W/ST 401I students will be able to:
1. Students will dwell on the concepts of Islamism, Catholicism, ethnocentrism,
cultural relativism vs. universalism, androcentrism, Eurocentrism, and the social
construction of gender as they apply to explanations of the status of women and gender
practices and ideologies across different cultures.

2. Articulate an understanding of the relationship between societal types (“modes

of production) and gender ideologies and practices, particularly the status and roles of
women.
3. Demonstrate knowledge of the factors that cause historical changes in gender
ideologies, roles, and practices and, in particular, of the social, political, economic, and
cultural factors that facilitate or discourage the subordination of women.
4. Describe the impact of colonialism and neocolonialism on gender ideologies
and practices.
5. Identify similarities and differences in women’s roles, status, and forms of
resistance in industrialized and “developing” countries as well as in capitalist, socialist
and post colonial societies.
6. Identify important problems that women in different parts of the contemporary
world face and solutions offered by different authors.
7. Articulate and expand on understanding of the diversity and complexity of
women’s experiences and social condition across cultures and historical periods.
 B) Application Standards

Upon completion of W/Studies students will be able to:

1. critically analyze, in oral and written form, assumptions underlying their views
about the causes and consequences of women’s status and gender ideologies and
practices cross-culturally and those of authors assigned in the course.
2. evaluate, in oral and written form, the logical development and factual
credibility of competing explanations of the origins of gender ideologies and gender
practices and the factors that cause them to change.
3. explain in oral and wr itten form, the “local” logic of attitudes and behaviors
characteristic of people across cultures and historical periods, especially in non-
Western regions of the world and less-developed countries.
4. critically assess the impact of industrialization, globalization, colonialism, and
neocolonialism on the political, economic, social and cu ltural structures and processes
of developed and less developed areas and countries of the world using the frameworks
of anthropology, sociology, history, political science and women’s studies.
5. demonstrate skills in anthropological, historical, sociological, political science
and feminist research and information technology by gathering and assessing
information from sources such as the following: the Internet, newspapers and
magazines, electronic media, films, academic journals, and public documents.
3. Outline of Subject Matter
With allowances for minor changes in emphasis in accordance with the particular area
of expertise of the professor, the topics covered by all sections should include (but are
not limited to) the following:

1. Ethnocentrism, Universalism vs. Cultural Relativism.

2. Androcentrism, Eurocentrism, and the Social Construction of Gender Developing
a Global Gender Perspective
3. Human Rights and Women’s Rights
4. Measuring the Status of Women Cross-Culturally
5. Understanding Gender: Social Construction, Man the Hunter
6. Hunting and Gathering Societies
7. Horticultural and Pastoral Societies
8. Agrarian Societies; Separation of Domestic and Public Spheres
9. Capitalist and Socialist Societies
10. Colonialism and Neo-Colonialism
11. The Global Economy
12. Gender and Development; Questioning “Development” and “Progress”
13. Women’s Movements and Feminisms in the Third World (Romania and Mexico)
4. Methods of Instruction

The mode of instruction will be pre dominately lecture/discussion, supplemented by

oral group presentations by students that are evaluated by the class and the instructor.

5. Extent and Nature of the use of Technology

Documentaries (videos) directly related to the subject are an important

instructional tool for th is subject matter and may be shown during the class period
(originating from Russia, Romania, Mexico, Guatemala, Chile, and Cuba).

Our students will be encouraged to critically analyze the documentaries in light of

concepts and issues studied in the course. Students will also be encouraged to use
both traditional tools of research will be used (books, magazines) and the resources of
the Internet for their research projects and oral presentations. Students may also use
computer software programs (eg. Power Point) and other audio-visual aids in their oral
presentations.

6. Instructional Requirements

While faculty members who teach this course are free to choose readings that
reflect their own emphases and to conduct the class according to the approach that they
find most agreeable and successful, it is expected that instructors will cover most of the
topics outlined above and select the lion’s share of the readings from texts similar to
those indicated below and the appended bibliography (subject to updating).
A) Required Texts
The following core texts have generally proven to be the most successful in
achieving the course objectives and the content and application standards described
above:

O’Kelly and Carney, Women and Men in Society: Cross-cultural Perspectives

Basu, Amrita. The Challenge of Local Feminisms
Beyond these core texts, instructors generally compile a packet of readings that include
up-to-date articles on a wide variety of topics and regions of the world and may assign
other books that a llow students to gain a broad understanding of the complex diversity
of gender practices and women’s experiences. (See attached syllabi.) Instructors may
also assign a reading that contains up-to-date statistics comparing women’s status
cross-culturally (such as Joni Seager’s, The State of Women in the World Atlas).

B) Assignments

Grades are based on various demonstrations of competence by the students.

These assignments require that students analyze the course materials and write
critical essays in which they d emonstrate their skills. The assignments are
spaced across the s emester so that the i nstructor can periodically monitor
students’ progress and provide feedback, suggestions and substantive
comments about the style and content. One way to accomplish this is to require
several short essays in response to i ssues related to the readings that are
defined by the instructor or the students. The midterm and final exams should
require students to demonstrate their understanding of the material and develop
their critical thinking skills (through definitions of concepts, short responses to
questions, and at l east one longer essay). Structured essay assignments can
substitute for in-class or take-home examinations as long as the skills that they
require are parallel to those described for the mi-term and final exams. Students
will receive guidelines for their written research projects and be given guidelines
prior to making their oral group presentations. The oral presentations will receive
written feedback from the class and the instructor.
 C) Advanced Skills: Writing and Critical Thinking

1) Writ
ing

This is a w riting-intens ive coursedesigned to develop students’ advanced w riting skill

s.
Instruction in advanced w riting skil ls centers on the short essays eadi
(“r
ng journals”)
due periodicall y during the sem ester, the w rittenresearch projectand the m idterm and
finalexam s. Before w riting their assigned essays,studentsare given specific criter ia
throug h w hich good w riting is achieved, including (1) coherent organiz ation, (2)
susta ined focus, (3) logicalexposition ofthem es and/orissues,(4) clarityofm eaning,
(5)correc t spelling and gram m ar,and (6)gracefu lness of expression. After tudent
s s
have w rittentheir essays,the instru ctor provides constructive feedback on their
perform ance accord ing to h
te criteria outlin
ed.

The em phasisis on expositoryand analyticalw riting inresponse to questions from the

instructoraboutthecontent, m ethods,and conclusions of theassigned texts.To this
end,studentsareasked to w rite essaysinboththe m idterm exam and the finalexam .
Those essays require studentsto show thatthey notonly have underst ood descriptive
m ater
ials, but have also learned to assess, evaluate, and criticize topics related to
gender ideologies and pract ic
es. Instruct
or comm entson the early paper w ill cover
content, organization, gram m ar and sty
le with an eye to prom pting student grow th
throughoutthesem ester.Students rea expectedtow ritea m inim um of 50 00 w ordsa
sem ester.

W riting assignm ents w ill

em phasize the appli cation of the disciplin
ary fram eworks
em ployed in anthropology,history, sociology,politicalscience, and w om en’sstudies to
the ana lysis ofissuesand problem s discussed in thecourse.
 2) Critical Thinking

Instruction in advanced critical thinking skills centers on the nature of the questions that
students are asked to address in both class discussions and in their writing
assignments, and in the tools that they learn to use when evaluating answers. In class,
the instructor will discuss general procedures for assessing the validity and significance
of alternative views of gender ideologies and practices, including the nature of
argumentation, the ch aracter of knowledge claims, the structure and role of l ogic in
argumentation, the nature of evidence and its bearing on knowledge claims, and the
role of bias and how to identify it. Students will be required to apply these skills in
several ways.

Students are encouraged to use the theoretical and analytic knowledge gained from the
readings and lectures, in particular the disciplinary approaches of anthropology, history,
sociology, political science, and women’s studies to explain global gender ideologies
and practices. Critical thinking/problem solving will also be demonstrated by students in
oral presentations, and by their responses in their written papers. Students are asked to
examine, consider, and even challenge common perceptions of global gender relations.
Written essays require that they take positions on the materials in the course. Lectures
and discussions are d esigned to p romote this sort of critical inquiry by exposing
students to conflicting views/theories of gender status and relations.

D) Suggested Types of Assessment

Short essays or reading journals: 10%

Oral presentation: 15%
Written paper: 15%
Midterm Exam: 25%
Final Exam: 25%
Participation 10%
Tota l 100%
 1. Grading System

The above weighting of it em s issuggestedonly and individualfacu lty m ay adjust this

schem a to reflecttheir own priorities.H ow ever,there m ustbe a finalexam ination [or
final essay that serves the ifunct on of a final exam ination] and at least tw o other
m easuresof evaluation. Instruct ors are encouraged to offerm ultiple assignm ents in
orderto prom ote learning and all ow assessm ent throughout the sem ester. University
policy requires that the final exam m ay count for no m ore than one third of the tota l
grade.Universitypoli cy on assignm ent ofragdes applies.Refero t thecurrentCalifornia
StateUniversity, Long Beach Catalog dergra of Unduateand GraduateStudies form ore
detailed guideli
nes.

A = 90-100 ndi
I catesmastery oftherelevantcoursestandards.
B = 80-89 ndi
I catesabove average prof iciency oftherelevantcoursestandards.
C = 70-79 Indicatessatisfactor
y prof iciency oftherelevantcoursestandards.
D = 60-69 Indicates part
ialprof
iciency of therelevantcoursestandards.
F = -
059 Indicatesli tt
le orno proficiency of the relevantcourse standards.
 E) Policies for Attendance, Withdrawal, Late Assignments, etc.

No cell phones or texting is allowed in class. Attendance at all classes is

expected. Individual faculty will set attendance and l ate assignment policies that may
result in lowering of a class grade. University policy on withdrawal applies. Refer to the
current California State University, Long Beach Catalog of Undergraduate and Graduate
Studies for more detailed guidelines.

F) Policy on reasonable accommodations for students with disabilities.

Students with disabilities who need reaso nable modifications, special assistance, or
accommodations in this course should promptly direct their request to the c ourse
instructor. If a student with a disability feels that modifications, special assistance, or
accommodations offered are inappropriate or insufficient, s/he should seek the
assistance of the Director of Disabled Student Services on campus.

G) Policy on conformity with standard course outline.

Future syllabi of this course will conform to this Standard Course Outline.
 7. Selected Bibliography

A. REFERENCE WORKS.

International Development Resource Books. (IDRB) 20 vols. (1984)

#1. Industrialization and Development.

#2. Urban development in the Third World.
#3. Tec hnology policy and development.
#4. Energy policy and third world development.
#5. Population, Environment and Resources.
#6. Health, Food, and Nutrition.
#7. Economic policy and Planning.
#8. Development policy and Planning.
#9. New international economic order.
#10. Foreign aid and third world development.
#11. Multinational corporations.
#12. Economic integration.
#13. Third world development: A basic needs approach.
#14. Appropriate technology (Powerpoint presentations are necessary for teachers).
#15. Development cooperation.
#16. International trade.
#17. Disarmament and development.
#18. Developing South Asia.
#19. Developing Latin America.
#20. Developing Africa.
The World Bank: World Development Reports. (WDR) Year ly.
WDR 1980. Poverty and human development.
WDR 1982. Agriculture and economic development.
WDR 1983. Management and development.
WDR 1984. Population change and development.
WDR 1985. International capital and economic development.
WDR 1986. Trade and pricing policies in world agriculture.
WDR 1987. Industrialization and foreign trade.
WDR 1988.Public finance in development.
WDR 1989. Financial systems and development.
WDR 1990. Poverty.
WDR 1991. The challenge of Development.
WDR 1992. Development and the Environment.
WDR 1993. Investing in Health.
WDR 1994. Infrastructure for Development.
WDR 1997. The State in a changing world.

United Nations Development Programme (UNDP) Human Development Report.(Yea rly

since 1995)
HDR 1995. The Revolution for gender equality. Decline of Women;s rights under the
Bush era.
HDR. 1996. Growth for human development interms of fertility.
HDR. 1997. Human development to eradicate poverty.
HDR. 1998. Changing today’s consumption patterns-for tomorrow’s human
development.
State of the World. (Yearly, since 1983 to present)
World watch papers. (Since 1983)
Developing world, Annual editions.
Global Issues, Annual editions.
A. GENDER IN GLOBAL PERSPECTIVE.
Online source: Feministmajority.rog

Optional Books:
Peters, Julie and Andrea Wolper, Women’s Rights, Human Rights: International
Feminist Perspectives, New York: Routledge, 1995.

West, Lois A.,ed. Feminist Nationalism, New York: Routledge, 1997.

Brettell, Caroline B.. and Barolyn F. Sargent. Gender in Cross Cultural Perspective,
Upper Saddle River, New Jersey: Prentice Hall,1997.

Bystydzienski, Jill M. and Joti Sekhon, Democratization and Women’s Grassroots

Movements, Bloomington and Indianapolis, Indiana: Indiana University Press, 1999.

Craske, Nikki, Women and Politics in Latin American, New Brunswick: Rutgers
University Press, 1999.

Daily handouts.
 REFERENCE IN MEXICO
Dr. Jesús Arroyo Alejandre
Director de la División de Economía y Sociedad
Centro Universitario de Ciencias Económico Administrativas
Universidad de Guadalajara
Periférico Norte 799, Módulo K-102
Zapopan, Jalisco, México, CP 45000
Tels. (33) 3770 3300 ext. 5188 y 5536
E-mail: jesusarr@cucea.udg.mx