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Dr. Susan Sage Heinzelman, Director 2505 University Avenue, A4900, Burdine Hall 536, Austin Texas 78712 • 512-471-5765

Laurie B. Green

Core Faculty Ph.D., 1999, University of Chicago

Associate Professor
Laurie B. Green

Contact

Biography

Research interests

Her central research areas include the politics of race and gender in the twentieth-century U.S.; social movements; cultural studies. Her research was featured on the University of Texas Home Page in January 2006: Marching on Memphis.

Courses taught

She teaches modern U.S. history, with concentrations on women and gender in twentieth-century America, the Civil Rights Movement, the South, African-American history and comparative race and ethnicity.

Honors/Awards

Winner of 2008 Philip Taft Labor History Book Award for Battling the Plantation Mentality: Memphis and the Black Freedom Struggle
Finalist for 2008 OAH Liberty Legacy Foundation Award, also for Battling the Plantation Mentality

WGS 393 • Gender/Race/Natl Id In Us Hist

48045 • Fall 2014
Meets M 200pm-500pm GAR 1.122
(also listed as AFR 381, AMS 391, HIS 389, MAS 392 )
show description

Problems of race, gender, and national identity continue to preoccupy Americans, both inside and outside of the academy. These subjects and their interrelatedness have become central to much historical inquiry among U.S. scholars, particularly in the last twenty-five years. Such work has profoundly influenced the ways in which many historians approach their research. This graduate research seminar offers students the opportunity to critically discuss major works in the recent historiography of gender, race and national identity in the 20th-century U.S., and to write a research paper on a related topic of their own choosing, preferably based on one of the archival repositories at the University of Texas at Austin. The course will pay particular attention to methodologies by which historians have approached these complex subjects. Our discussion of methodologies will address three core questions: 1) How did these ideas shape and, in turn, were shaped by historical social, economic, cultural and political developments? In other words, in what ways were they historical? 2) How did ideas about gender, race and national identity influence each other. Why, for example, has race frequently been elaborated in gendered terms of manhood and womanhood? Why have understandings of national identity and citizenship been so frequently bound up with ideas of race and gender, and with what consequences? 3) What methodologies have best allowed historians to grapple with the complexity of these ideas and their interrelations? Why does one element or another (e.g., gender), frequently drop out in the actual analysis? Conversely, why do some well-intentioned historians wind up with a “gender chapter” (i.e., a chapter on women), rather than showing its integrality to the entire project?

Course Structure

During the first part of the course we will assess various methodological approaches. We begin with a set of theoretical pieces, and then examine significant monographs that address gender, race and national identity in the context of specific thematic problems. In the early weeks of the course, students also develop ideas for research projects, identify sources, and write a brief proposal. We will visit research libraries on campus. During the middle part of the course, we suspend class meetings while students work independently and attend office hours with the professor. In the final three classes, we reconvene for students to read and comment on each others' drafts.

Texts:

Arredondo, Gabriela. Mexican Chicago: Race, Identity, and Nation, 1916-1939 (2008)

Baldwin, Davarian L. Chicago's New Negroes: Modernity: The Great Migration, & Black Urban Life. Chapel Hill: University of North Carolina Press, 2007.

Greene, Julie. The Canal Builders: Making America's Empire at the Panama Canal. New York: Penguin Press, 2009.

Holt, Thomas. The Problem of Race in the 21st Century. Cambridge: Harvard University Press, 2000.

Lui, Mary Ting Yi.  The Chinatown Trunk Mystery: Murder, Miscegenation, and Other Dangerous Encounters in Turn-of-the-Century New York City. Princeton: Princeton University Press, 2005. 

Ngai, Mae. Impossible Subjects: Illegal Aliens and the Making of Modern America. Princeton: Princeton University Press, 2004.

Reverby, Susan. Examining Tuskegee: The Infamous Syphilis Study and its Legacy. Chapel Hill: University of North Carolina Press, 2009.

Grading:

1) Regular class attendance, completion of readings, and thoughtful participation in class discussion, including submission of 1-3 questions on reading for that week. These questions/comments will be due by 11 a.m. on the class meeting day.  (20%)

2) Presentation of 15-20 minutes on 1-3 archival documents you are using in your project (10%)

3) Proposal and bibliography (10%)

4) Penultimate draft of research essay, due the Monday before class for discussion either Week 13, 14, or Week 15

6) Final essay, 20-25 pages, due Thursday, May 13, 4:00 p.m., at my office, GAR 2.116. Grade for final paper includes assessment of revisions from original draft. (60%)

WGS 345 • Women In Postwar America

47880 • Fall 2013
Meets W 300pm-600pm PAR 210
(also listed as AMS 370, HIS 350R )
show description

This course intensively examines U.S. women's history between World War II and the 1970s. In doing so, it also explores popular perceptions of womanhood, manhood and sexuality that became central to the cultural politics and social conflicts of the postwar period. By weaving together these topics – women’s history, popular culture, and postwar social movements – we raise fresh questions about well-known episodes of U.S. history. Why, for example, do most Americans remember Rosa Parks only as a demure seamstress who initiated the Montgomery Bus Boycott because she was too tired to give up her seat to a white? If every young woman hoped to be like Donna Reed or June Cleaver in the fifties, then where did the sixties movements come from? We also explore how various groups (e.g., suburban girls, working-class women, civil rights activists, immigrants, and others) negotiated ideas of family, work and sexuality. In doing so, we examine roots of issues that continue to have political purchase today, such as reproductive rights, sexuality, job equity, welfare, race, and ethnicity.

Course Activities:This is primarily a discussion seminar, but class will occasionally include short lectures and films. Readings include historical documents, memoirs, scholarly articles and full-length historical studies. The course has a writing flag, and is designed to help you develop skills in historical writing and analysis. Students will write regularly to encourage critical thinking and class discussion of readings. Graded assignments include weekly reading summaries, a short media research paper based on popular magazines of the postwar era; and a “Postwar Women’s Memoir Project” based on interviews with women who came of age between World War II and the 1970s.

Texts:

* Bailey, Beth. Sex in the Heartland

* Douglas, Susan J. Where the Girls Are: Growing Up Female with the Mass Media 

* Gilmore, Stephanie, ed. Feminist Coalitions: Historical Perspectives on Second-Wave Feminism in the United States

* Grace, Nancy M. and Ronna C. Johnson, eds., Breaking the Rule of Cool: Interviewing and Reading Women Beat Writers

* Lee, Chana Kai. For Freedom’s Sake: The Life of Fannie Lou Hamer

* Meyerowitz, Joanne, ed. Not June Cleaver: Women and Gender in Postwar America, 1945-1960 (noted as NJC on syllabus)

* Santiago, Esmeralda. Almost a Woman

* Shakur, Assata. Assata: An Autobiography

Grading:

10% Attendance, promptness, class participation

30% 350-word weekly analyses of readings (6 essays, 5% each)

20% Media research essay, 5 pages 

35% Final Postwar Women’s Memoir Project essay, 8-10 pages

5%  Group Presentation on Memoir Projects

WGS 340 • Women/Socl Movements In The Us

47325 • Spring 2013
Meets TTH 200pm-330pm UTC 4.134
(also listed as AMS 321, HIS 365G )
show description

This upper-division lecture course examines women’s participation in well-known and lesser-known social movements during the twentieth century, more deeply than is possible in a U.S. history survey course. Throughout, we explore women’s activism in movements they initiated, such as the woman suffrage movement, the women’s movement in the black Baptist Church, the birth control movement, Mexican American women’s unionization, the women’s liberation movement, and the conservative women’s movement. However, we also consider women’s participation in movements initially organized by men, such as union movements in which they formed ladies’ auxiliaries, or jointly by men and women, such as the Montgomery Bus Boycott, or the Chicano movement. In addition to exploring the scope and contours of women’s activism, a central concern will be the significance of historical understandings of gender in these movements. In what ways did the forms of women’s activism reflect contemporary understandings of womanhood? In what ways did women’s participation reshape these cultural perceptions?

 

This is primarily a lecture course, but we will regularly hold short discussions and conduct work in small groups. Both during and outside of class, we will work with copies of original historical documents made available through Women and Social Movements in the United States, 1600-2000, an online resource. We will also screen and analyze short films and film clips. Weekly readings will include a range of materials, from original historical documents and autobiographies to scholarly essays and longer studies.

WGS 393 • Gender/Race/Natl Id In Us Hist

47220 • Spring 2012
Meets M 300pm-600pm GAR 1.122
(also listed as AFR 381, AMS 391, HIS 389 )
show description

Problems of race, gender, and national identity continue to preoccupy Americans, both inside and outside of the academy. These subjects and their interrelatedness have become central to much historical inquiry among U.S. scholars, particularly in the last twenty-five years. Such work has profoundly influenced the ways in which many historians approach their research. This graduate research seminar offers students the opportunity to critically discuss major works in the recent historiography of gender, race and national identity in the 20th-century U.S., and to write a research paper on a related topic of their own choosing, preferably based on one of the archival repositories at the University of Texas at Austin. The course will pay particular attention to methodologies by which historians have approached these complex subjects. Our discussion of methodologies will address three core questions: 1) How did these ideas shape and, in turn, were shaped by historical social, economic, cultural and political developments? In other words, in what ways were they historical? 2) How did ideas about gender, race and national identity influence each other. Why, for example, has race frequently been elaborated in gendered terms of manhood and womanhood? Why have understandings of national identity and citizenship been so frequently bound up with ideas of race and gender, and with what consequences? 3) What methodologies have best allowed historians to grapple with the complexity of these ideas and their interrelations? Why does one element or another (e.g., gender), frequently drop out in the actual analysis? Conversely, why do some well-intentioned historians wind up with a “gender chapter” (i.e., a chapter on women), rather than showing its integrality to the entire project?

Course Structure

During the first part of the course we will assess various methodological approaches. We begin with a set of theoretical pieces, and then examine significant monographs that address gender, race and national identity in the context of specific thematic problems. In the early weeks of the course, students also develop ideas for research projects, identify sources, and write a brief proposal. We will visit research libraries on campus. During the middle part of the course, we suspend class meetings while students work independently and attend office hours with the professor. In the final three classes, we reconvene for students to read and comment on each others' drafts.

 

Course Requirements

1) Regular class attendance, completion of readings, and thoughtful participation in class discussion, including submission of 1-3 questions on reading for that week. These questions/comments will be due by 11 a.m. on the class meeting day.  (20%)

2) Presentation of 15-20 minutes on 1-3 archival documents you are using in your project (10%)

3) Proposal and bibliography (10%)

4) Penultimate draft of research essay, due the Monday before class for discussion either Week 13, 14, or Week 15

6) Final essay, 20-25 pages, due Thursday, May 13, 4:00 p.m., at my office, GAR 2.116. Grade for final paper includes assessment of revisions from original draft. (60%)

Possible Texts (subject to change)

Arredondo, Gabriela. Mexican Chicago: Race, Identity, and Nation, 1916-1939 (2008)

Baldwin, Davarian L. Chicago's New Negroes: Modernity: The Great Migration, & Black Urban Life. Chapel Hill: University of North Carolina Press, 2007.

Greene, Julie. The Canal Builders: Making America's Empire at the Panama Canal. New York: Penguin Press, 2009.

Holt, Thomas. The Problem of Race in the 21st Century. Cambridge: Harvard University Press, 2000.

Lui, Mary Ting Yi.  The Chinatown Trunk Mystery: Murder, Miscegenation, and Other Dangerous Encounters in Turn-of-the-Century New York City. Princeton: Princeton University Press, 2005.  

Ngai, Mae. Impossible Subjects: Illegal Aliens and the Making of Modern America. Princeton: Princeton University Press, 2004.

Reverby, Susan. Examining Tuskegee: The Infamous Syphilis Study and its Legacy. Chapel Hill: University of North Carolina Press, 2009.

WGS 345 • Women In Postwar America

47075 • Fall 2011
Meets TTH 330pm-500pm GAR 0.120
(also listed as AMS 370, HIS 350R )
show description

Course Overview: This course intensively examines U.S. women's history between World War II and the 1970s. In doing so, it also explores popular perceptions of womanhood, manhood and sexuality that became central to the cultural politics and social conflicts of the postwar period. By weaving together these topics – women’s history, popular culture, and postwar social movements – we raise fresh questions about well-known episodes of U.S. history. Why, for example, do most Americans remember Rosa Parks only as a demure seamstress who initiated the Montgomery Bus Boycott because she was too tired to give up her seat to a white? If every young woman hoped to be like Donna Reed or June Cleaver in the fifties, then where did the sixties movements come from? We also explore how various groups (e.g., suburban girls, working-class women, civil rights activists, immigrants, and others) negotiated ideas of family, work and sexuality. In doing so, we examine roots of issues that continue to have political purchase today, such as reproductive rights, sexuality, job equity, welfare, race, and ethnicity.

 

Course Activities: This is primarily a discussion seminar, but class will occasionally include short lectures and films. Readings include historical documents, memoirs, scholarly articles and full-length historical studies. The course has a substantial writing component, and is designed to help you develop skills in historical writing and analysis. Students will write regularly to encourage critical thinking and class discussion of readings. Graded assignments include weekly reading summaries, a short media research paper based on popular magazines of the postwar era; and a “Postwar Women’s Memoir Project” based on interviews with women who came of age between World War II and the 1970s.

 

Possible Readings:

* Bailey, Beth. Sex in the Heartland

* Douglas, Susan J. Where the Girls Are: Growing Up Female with the Mass Media 

* Gilmore, Stephanie, ed. Feminist Coalitions: Historical Perspectives on Second-Wave Feminism in the United States

* Grace, Nancy M. and Ronna C. Johnson, eds., Breaking the Rule of Cool: Interviewing and Reading Women Beat Writers

* Lee, Chana Kai. For Freedom’s Sake: The Life of Fannie Lou Hamer

* Meyerowitz, Joanne, ed. Not June Cleaver: Women and Gender in Postwar America, 1945-1960 (noted as NJC on syllabus)

* Santiago, Esmeralda. Almost a Woman

* Shakur, Assata. Assata: An Autobiography

 

Evaluation and Requirements:

10% Attendance, promptness, class participation

20% 350-word weekly analyses of readings (6 total)

20% Media research essay, 5 pages 

35% Final Postwar Women’s Memoir Project essay, 8-10 pages

 

This course partially fulfills the legislative requirement for American history. 

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