For 30 years, women have earned college degrees at a higher rate than men. Why, then, does the average woman still earn $500,000 less over her lifetime than the average man? What accounts for the fact that only a handful of Fortune 500 CEOs are women? And what should we do about it? In this seminar-style course, we will address these questions with the help of Hampshire alumnae who have successfully navigated the challenges of the business world. Discussions with these women will provide first-hand insight into why the glass ceiling still exists and how it might be--and has been--broken.

Is the United States committed to promoting democracy and human rights abroad or just advancing its own strategic and domestic corporate interests? What influence does the United States have on the development of democracy around the world and the emergence of--and compliance with--international human rights conventions, protocols and laws? This seminar begins with an historical overview of American democracy and human rights rhetoric and policies and seeks to uncover the range of political, economic, cultural and geostrategic motivations underlying U.S. behavior.

Students will learn Lacanian psychoanalysis through several experiences of working in small groups or pairs. We'll read primary and secondary literature on Lacanian psychoanalysis, including cases by Freud. Students will work in groups to create scenes in which Lacan visits Freud and advises him on a case, and perform that scene. We'll also explore Lacan's concept of desire and the Other of language through a work of literature.

In this advanced seminar we use poetry as a site of thinking about children and childhood in the U.S. We will consider questions of power, perspective, and experience regarding children and adults, examine works in 20th century American poetry, engage with ideas about children and childhood, and explore poetry-writing in relation to thinking about children and childhood. Our goal will be to balance attention to questions about ideas with a consideration of questions about creative form.

In this advanced seminar-designed for students in Division II or Division III-we will critically examine ideas about children and youth through readings primarily in childhood studies, sociology of childhood, and critical developmental psychology. An important component of students' work in this course is to critically evaluate ideas, practices, and methodologies related to childhood and youth in their own academic studies, including areas not listed above such as youth and the arts, education, literature, and history.

This course is for Division III students who are in their final semester and whose projects are based on ethnography, interviewing, oral history, community-engaged research, and other participatory methodologies. The course will be organized around students' Division III projects and will focus on writing as a critical juncture in the research process when questions of interpretation and representation loom large.

This seminar is designed for advanced Division II and Division III students who are interested in the study of mental illness and culture. The course will focus on two major debates in clinical psychology: the nature vs. nurture controversy and the tension between the individual-and- society. The course is part of a series of seminars exploring the epistemological, theoretical, and methodological implications of our modern concept of the mental illness.

Designed for advanced Division II and Division III students, this course will critically look at the relationship between the environment (natural and built) and communities. Issues of culture, history, economics and politics will be considered as students explore the meanings of the concepts of environment, environmentalism, community, and others. Students must be working on a major research project related to the topic of the course, or propose a research topic.

This is a Critical Social Inquiry Division III seminar designed to provide a scholarly community of students who are finishing up their Division III projects. The seminar will have common readings in the beginning of the semester based on student interests. While each student's project will have a different focus, we will be examining a set of common intellectual focus on historical, social, cultural, and political experiences of diverse subjects.

This course will be an in depth examination, from a social psychological perspective, of how stereotypes are formed, how stereotypes influence our perceptions, and how these perceptions influence our relationship with others. Classic and contemporary research will be examined. Students will be expected to write brief reaction papers to weekly readings, as well as complete a final paper and presentation on a topic of their choosing.