**Disclaimer**
This syllabus is to be used as a guideline only. The information provided is a summary of topics to be covered in the class.
Information contained in this document such as assignments, grading scales, due dates, office hours, required books and materials may be from
a previous semester and are subject to change. Please refer to your instructor for the most recent version of the syllabus.
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Note: this syllabus is not a contract. It is subject to further change or revision, to best realize the educational goals of
the course. Revisions will be announced in class or in course materials online with appropriate prior notice.
ASB 210
Human Sexuality – Anthropological Perspectives
Spring 2021 (Session B)
Line Numbers 33155 & 33156
Instructor: Dr. Laura Bidner (she/her)
Contact Info: lbidner@asu.edu
Office Hours: Wednesdays 9am – 11am on Zoom
Please email me anytime to ask questions (or to set up an online meeting if you cannot come to my office hours)!
Teaching Assistants:
For students whose last name/surname begins with:
A-D: Asad Assaduzzaman (masaduzz@asu.edu)
E-N: Caitlin Wichlacz (caitlin.wichlacz@asu.edu)
O-Z: James Zerbe (jgzerbe@asu.edu)
Please email your assigned TA (from your ASU email account) with questions or to set up an online meeting!
Course Description:
This course examines behavioral and physiological aspects of human sexuality from an anthropological perspective.
Content Disclaimer:
The material in this class includes assigned readings, videos, and online discussions related to sexuality, which might
involve language that some students find uncomfortable or personally objectionable. Learning about human sexuality
requires examining sensitive topics and engaging in discussions in a respectful, inclusive manner. If this will pose a
significant problem, please consider taking a different course.
Course Goals and Learning Outcomes:
This course surveys contemporary understanding of human sexual behavior and biology from diverse anthropological
perspectives. The study of human sexuality involves confronting complex academic problems that are also issues we
may navigate and negotiate in our daily lives. Improving one’s theoretical and practical knowledge about sexuality in
a biocultural context can provide a solid basis from which to make better decisions, from those that affect policy or
health intervention, to those in our personal lives.
This course challenges students to (1) think critically about how social scientists produce and evaluate information
and (2) more closely examine our own beliefs and assumptions about human sexuality.
By the end of this course, each student will have:
• Articulated how sex research is situated within and beyond anthropology and explain how anthropological
approaches can contribute to important contemporary debates about sexuality and sexual behavior.
• Applied diverse theoretical approaches to examining human sexuality – especially evolutionary, comparative
(cross-cultural), and biocultural – and described the value of applying theoretical plurality to the study of
complex human phenomena such as our sexuality.
• Demonstrated an ability to weigh and interpret data using examples from the domain of human sexuality.
• Considered the viewpoints of non-Western individuals and non-binary individuals regarding sexuality, and
expanded their own perceptions of human sexuality.
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Pre-requisites: None.
Required Course Readings:
There is NO TEXTBOOK for this course.
Required readings include short articles and book sections, and are available via the Canvas course site. A complete
reference list of course readings can be found on the last page of the syllabus.
Course Format:
This 3-credit lower division course is taught online in a modular format to be completed in sequence. The course
consists of 7 learning modules that explore different aspects of human sexuality. Each module consists of readings,
lectures, and/or videos, quizzes, and discussion boards. See the table of what is covered in each module below:
MODULE (+ a key question) Lecture & Media Assigned Readings Coursework Due
1: Introduction: Sex & Introductory Lecture hooks, 1994 Friday, March 12:
Anthropology Theoretical Perspectives Hyde & DeLamater, M1 Discussion
Sex Research 2013 Sunday, March 14:
(How do we know what we know (Video) This is Sex Quiz 1
about human sex?) Response Posts
2: Sex & Evolution Primate Diversity Boyd & Silk, 2000 Friday, March 19:
Primate Sexuality Levay & Baldwin, M2 Discussion
(Video) Maned lionesses 2012 Sunday, March 21:
(Video) Bonobo sexuality Monk et al, 2019 Quiz 2
(Why did sex differences evolve?) Response Posts
3: Sex & Human Biology Human female anatomy Jolly, 1999 Friday, March 26:
Human male anatomy Roughgarden, 2013 M3 Discussion
Sex Determination Sunday, March 28:
(Video) Growing Up Intersex Quiz 3
(How do sex and gender differ?) Response Posts
4: Sexual Behavior Sexual Behavior Portner, 2008 Friday, April 2:
Sexual Response Belous and Bauman, M4 Discussion
Sexual Orientation 2017 Sunday, April 4:
(Video) Cliteracy Quiz 4
(How variable is human sexuality?) (Video) Consent Response Posts
5: Sex & Culture Gender Identity deVries, 2012 excerpt Sunday, April 11:
Sexual Behavior Cross- Roscoe, 1991 Writing Assignment
Cultural Perspective Quiz 5
Human attraction &
mating patterns
(Video) TRANSformational
(Is our concept of gender cultural?) Healthcare
6: Sex in Human History Historical Perspective Gaudio, 2014 Friday, April 16:
Archaeological Perspective Karras, 2005 M6 Discussion
(Video) Greek sexuality Weismantel, 2004 Sunday, April 18:
(Has human sexuality changed over Quiz 6
time?) Response Posts
7: Sex & Its Wider Impacts Safe Sex & STI’s Ismail et al., 2015 Friday, April 23:
Human Fertility I Mulumeoderhwa, M7 Discussion
Human Fertility II 2018 Sunday, April 25:
(Video) PrEP & HIV Quiz 7
(What are the biological & social (Video) Nepal: Women Take Response Posts
impacts of human sexuality?) Charge of Family Planning
NOTE: It is important that you check Canvas and your ASU email account regularly (daily is best!) for
announcements about any changes to the course schedule!
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Read this section of the syllabus carefully!
Coursework:
The graded portions of this class are as follows:
1. Seven quizzes (5 points each, totaling 35% of your final grade)
2. Contributions to six module Discussion Boards (8 points each, totaling 48% of your final grade),
3. One writing assignment (17 points, totaling 17% of your final grade)
1. Quizzes
There are 7 quizzes to take in this course with one due every Sunday. These quizzes are composed of multiple
choice and true/false questions based on the corresponding module’s lectures, readings, and videos. Each quiz will
consist of 10 randomly selected questions from a much larger selection for that module. You will have 30
minutes to take each quiz. Quizzes will not be available after the due date without an instructor-granted extension.
Notes about taking course quizzes online:
BEFORE you start the quiz, plan to prepare by:
• viewing/reading, taking notes on, and studying* all module materials
• checking your internet and computer stability**
• closing all programs and all other windows/tabs in your browser other than the course site
• ensuring that you can devote your full attention to completing the quiz
• double-checking that you are on the page for the module quiz that you intend to take
* Do this actively (e.g., use flashcards or quiz yourself) rather than passively (e.g. skim/read your notes).
** If either are not stable, wait to take the quiz and email to ask for an extension if you’re near the deadline.
Once you begin a quiz:
• Continue to work through and answer the quiz questions in one sitting without starting other tasks.
• Only use the navigation buttons within the quiz itself (avoid your browser’s navigation/reload buttons).
• Submit the quiz when you are finished and then go to the “Grades” tab to make sure that it submitted
correctly and on time.
• If an error does occur, take a screen shot of the message or issue. If this error prevents you from
completing the quiz, please email your instructor/TA to ask for help and include the screenshot of the error.
2. Discussion Board Posts
For all modules except Module 5 (due to the writing assignment) you will need to contribute to the class discussion
board by making a post that addresses that module’s prompt and then replying to two classmates about their posts.
To do this, it is important that you have (1) read through the prompt carefully, and (2) already worked through
lectures, readings, and videos for the module. Your initial post is always due on Friday with replies due on Sunday.
Discussion Board contributions will be based on 3 criteria (point allocations given in parentheses):
1. The relevance of the content and appropriateness of the contribution (5 pts)
• Your contribution should fully address the discussion prompt, including all questions, suggestions, and/or
descriptions required in a clear, thoughtful, and concise manner.
• Your post must adhere to COURSE POLICIES (below) regarding appropriate student conduct.
2. Length, writing and grammar (1 pt)
• Your discussion board posts should be 3 to 6 sentences in length. (Please plan and edit before posting.)
• Your discussion board content should be written in a professional manner using complete sentences.
3. Two reply posts (2 pts; required on all but the last discussion on which the initial post has an added requirement)
• Contribute a brief (25-75 words) but thoughtful reply/comment on 2 different posts by your classmates.
• Each of your 2 total reply posts is worth 1 point each.
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3. Writing Assignment – Considering African Queer Voices
For this assignment you will consider the point of view of individuals from various countries in Africa who identify as
queer (that is, not heterosexual) and/or transgender/genderqueer based on films and readings composed by African
writers and directors. You will choose two works to compare in a short paper that examines how societal
expectations are depicted and how queer or transgender/genderqueer individuals assert their personal agency (the
ability to speak and decide for themselves). Instructions for this assignment are provided in Module 5, but you are
encouraged to review the information early so you will have ample time to access and review the materials needed to
complete your assignment. The writing assignment is due by Sunday, April 11th at 11:59pm.
Online submissions
For your own protection, you should always double-check your online submissions immediately to make sure that
they went through successfully and on time. Please plan to check your quiz, discussion, and assignment*
submissions in the Grades page on Canvas for this even though the grades will not be posted yet in most cases.
Also, please keep back-up copies of your assignment and even your discussion posts while you are working on them
(and plan to keep these on file at least until the end of the semester as well!).
*Note: Your writing assignment MUST be submitted to the designated area of Canvas. Please do not submit an
assignment via email. File formats are limited, so ensure that you are using an accepted file format before submitting
as unsupported file submissions will not be graded.
Extra Credit
Extra credit in this course is granted to all students based on the number of points earned on their highest scoring
module quiz. The equivalent number of points to this score will be added as extra credit points into each student’s
overall grade at the end of the course. Note that the overall grade will still be calculated out of 100 total possible
points as indicated below.
Final Grades: There are 100 total possible points to earn in this class. Final grades for the course will be
determined based on the following grading schedule.
A 89.5-100 Excellent
B 79.5-89.4 Good
C 69.5-79.4 Average
D 59.5-69.4 Passing
E <60 Failure
XE Failure due to Academic Dishonesty
EN Failure due to never participating in the course
EU Failure due to ending course participation during the session
Incompletes
I will consider giving a mark of "I" (incomplete) when you have completed approximately 80% of the course and are
otherwise doing acceptable work but are unable to complete the course because of conditions beyond your control.
You are required to arrange with me how you will complete the course requirements. This arrangement must be
recorded on the Request for Grade of Incomplete form (http://students.asu.edu/forms/incomplete-grade-request).
Late Work
Assignments, discussion boards, and quizzes are due by 11:59 pm (Arizona time**) on the dates indicated in the
course schedule. If you experience extenuating circumstances that affect your ability to meet a due date, you must
request an extension from Dr. Bidner via email (sent to lbidner@asu.edu) to submit and receive credit for late work.
Requests will be considered on a per-case basis, and should be made before the original due date whenever
possible.
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**Please note that Arizona does not follow daylight savings time. Be sure to double-check the “Time in AZ” tab on
Canvas for current time if you do not reside in Arizona to ensure on-time assignment submissions.
Grade Appeals
If you feel that a quiz, discussion board, or assignment grade needs to be reviewed, you must contact the TA and
instructor within 7 days of the quiz deadline or of grade posting for discussion and assignment submissions. In
order for any change of grade to be considered, you must include exact wording of quiz question and answers (if
requesting a quiz review) and detailed reasoning of your review request that includes citations from course readings,
lectures, instructions, and/or videos upon which your work was based.
For final course grades, ASU has formal and informal channels to appeal a grade. If you wish to appeal any grading
decisions, please see http://catalog.asu.edu/appeal.
Student Standards
ASU expects and requires its students to act with honesty, integrity, and respect. Required behavior standards are
listed in the Student Code of Conduct and Student Disciplinary Procedures, Computer, Internet, and Electronic
Communications policy, ASU Student Academic Integrity Policy, and outlined by the Office of Student Rights &
Responsibilities. Anyone in violation of these policies is subject to sanctions.
The Office of Student Rights and Responsibilities accepts incident reports from students, faculty, staff, or other
persons who believe that a student or a student organization may have violated the Student Code of Conduct.
Students are required to read and act in accordance with university and Arizona Board of Regents policies, including:
The ABOR Code of Conduct: Arizona Board of Regents Policies 5-301 through 5-308: https://students.asu.edu/srr
Expected classroom behavior
While this is an online class, we are still gathering together in a virtual classroom on Canvas. In our virtual classroom,
you are expected to exhibit appropriate online behavior (also known as netiquette). This is defined by the instructor
and includes keeping course discussion posts respectful and focused on the assigned topics. Students must maintain
a cordial atmosphere and use tact in expressing differences of opinion. Inappropriate Discussion Board posts
may be deleted by the instructor.
Students are entitled to receive instruction free from interference by other members of the class. An instructor may
withdraw a student from the course when the student's behavior disrupts the educational process per Instructor
Withdrawal of a Student for Disruptive Classroom Behavior.
Communication
Hallway Conversations Discussion Board: Please use this discussion board for general questions about the course.
Prior to posting a question, please check for the answer in the syllabus, announcements, and existing posts. If your
question relates to a personal grade or issue of a personal matter, please email your instructor or TA rather than
posting it in this forum.
ASU email account: ASU email is an official means of communication among students, faculty, and staff. Please
ensure that you check your ASU-assigned email account regularly as all university information, course
announcements, and correspondences from your instructor and/or TA will be sent to this account.
Additionally, please use your ASU email address rather than another account or the Canvas messaging service to
contact your TA or instructor on course matters. For help with your email contact the help desk.
All email communications should be professional and succinct. In the subject line, please include the course name or
number along with a brief subject. Please also use proper salutation (e.g., “Dear Dr. Bidner,”), include your full,
preferred name, and give specifics such as the module and/or title for any coursework or materials you mention. Your
instructor and TAs will aim to respond to all student emails within two days of receipt.
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Policy against threatening behavior
All incidents and allegations of violent or threatening conduct by an ASU student (whether on-or off campus) must be
reported to the ASU Police Department (ASU PD) and the Office of the Dean of Students. If either office determines
that the behavior poses or has posed a serious threat to personal safety or to the welfare of the campus, the student
will not be permitted to return to campus or reside in any ASU residence hall until an appropriate threat assessment
has been completed and, if necessary, conditions for return are imposed. ASU PD, the Office of the Dean of
Students, and other appropriate offices will coordinate the assessment in light of the relevant circumstances.
Academic Integrity
Academic honesty is expected of all students in all examinations, papers, laboratory work, academic transactions
and records. The possible sanctions include, but are not limited to, appropriate grade penalties, course failure
(indicated on the transcript as a grade of E), course failure due to academic dishonesty (indicated on the transcript as
a grade of XE), loss of registration privileges, disqualification and dismissal. For more information,
see http://provost.asu.edu/academicintegrity.
If you fail to meet the standards of academic integrity in any of the criteria listed on the university policy website,
sanctions will be imposed by the instructor, school, and/or dean. Academic dishonesty includes borrowing ideas
without proper citation, copying others’ work (including information posted on the internet), and failing to turn in
your own work for group projects. Please be aware that if you follow an argument closely, even if it is not directly
quoted, you must provide a citation to the publication, including the author and date. If you directly quote a source,
you must use quotation marks and provide the same sort of citation for each quoted sentence or phrase, and include
the page number from the cited work. You may work with other students on assignments, however, all writing that
you turn in must be done independently. If you have any doubt about whether the form of cooperation you
contemplate is acceptable, ask the TA or the instructor in advance of turning in an assignment. Please be aware
that the work of all students submitted electronically will be scanned using TurnItIn, which compares them
against everything posted on the internet, online article/paper databases, newspapers and magazines, and papers
submitted by other students (including yourself if submitted for a previous class).
Note: Turning in an assignment (all or in part) that you completed for a previous class is considered self-plagiarism
and falls under these guidelines. Any infractions of self-plagiarism are subject to the same penalties as copying
someone else’s work without proper citations. Students who have taken this class previously and would like to use
the work from previous assignments should contact the instructor for permission to do so.
Sexual Violence/Harassment
Title IX is a federal law that provides that no person be excluded on the basis of sex from participation in, be denied
benefits of, or be subjected to discrimination under any education program or activity. Both Title IX and university
policy make clear that sexual violence and harassment based on sex is prohibited. An individual who believes they
have been subjected to sexual violence or harassed on the basis of sex can seek support, including counseling and
academic support, from the university. If you or someone you know has been harassed on the basis of sex or
sexually assaulted, you can find information and resources at https://sexualviolenceprevention.asu.edu/faqs.
As a mandated reporter, I am obligated to report any information I become aware of regarding alleged acts of sexual
discrimination, including sexual violence and dating violence. ASU Counseling Services,
https://eoss.asu.edu/counseling is available if you wish to discuss any concerns confidentially and privately.
ASU online students may access 360 Life Services, https://goto.asuonline.asu.edu/success/online-resources.html.
Prohibition of Commercial Note Taking Services
All course content is copyrighted and any and all notes from in-person and/or online lectures may not be reproduced
nor sold without explicit written permission from the instructor. Students should consult the ACD 304-06 Commercial
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Note Taking Services policy before written permission is sought from the official instructor of the class. If permission
to reproduce notes is granted, students may not use Blackboard email or discussion boards to advertise services to
other students.
Student Support and Disability Accommodations
In compliance with the Rehabilitation Act of 1973, Section 504, and the Americans with Disabilities Act of 1990,
professional disability specialists and support staff at ASU’s Student Accessibility and Inclusive Learning Services
(SAILS) facilitate a comprehensive range of academic support services and accommodations for qualified students
with disabilities. Qualified students with disabilities may be eligible to receive academic support services and
accommodations. Eligibility is based on qualifying disability documentation and assessment of individual need.
Students who believe they have a current and essential need for disability accommodations are responsible for
requesting accommodations and providing qualifying documentation to SAILS. Every effort is made to provide
reasonable accommodations for qualified students with disabilities.
Qualified students who wish to request an accommodation for a disability should contact their campus SAILS office
at: http://www.asu.edu/studentaffairs/ed/drc/. If you are a student in need of special arrangements for we will do all
we can to help, based on the recommendations of these services. For the sake of equity for all students, we cannot
make any accommodations without formal guidance from these services.
Drop and Add Dates/Withdrawals
Please refer to the academic calendar for the deadlines to drop/withdraw from this course as they tend to come up
quickly (e.g., week 3 for 7 ½ week A/B session courses and week 11 for 15 week C session courses). Consult with
your advisor and notify your instructor if you are going to drop/withdraw this course. If you are considering a
withdrawal, review the following ASU policies: Withdrawal from Classes, Medical/Compassionate
Withdrawal and Drop/Add and Withdraw.
Letters of Recommendation:
If you plan to request a letter of recommendation from me, please note that I am most likely to be open to writing
letters for students who have taken more than one course from me, contributed excellent coursework in these
courses, and with whom I have corresponded directly via email prior to the request. When asking for a letter of
recommendation, please plan to do so at least two weeks before the letter’s deadline. Your request should include:
• details about the program to which you are applying (including deadlines)
• specific information regarding letter submission (including due date if it differs from above)
• your own background details pertinent to the program that will help me compose my letter
Campus Resources
As an ASU student you have access to many resources on campus. This includes tutoring, academic success
coaching, counseling services, financial aid, disability resources, career and internship help and many opportunities
to get involved in student clubs and organizations.
• Tutoring: http://studentsuccess.asu.edu/frontpage
• Counseling Services: http://students.asu.edu/counseling
• Financial Aid: http://students.asu.edu/financialaid
• Student Accessibility and Inclusive Learning Services: http://www.asu.edu/studentaffairs/ed/drc/
• Major/Career Exploration: http://uc.asu.edu/majorexploration/assessment
• Career Services: http://students.asu.edu/career
• Student Organizations: http://www.asu.edu/studentaffairs/mu/clubs/
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For more information about the School of Human Evolution and Social Change, including our degree programs,
research opportunities and advising information, please go to: https://shesc.asu.edu/undergraduate-
experience/undergraduate-advising. Our advisors are always willing to discuss career and guidance options with
you.
Course Reading List (all available as .pdf files on Canvas):
Arac De Nyeko, M. 2008. Jambula Tree. In: Jambula Tree: a selection of works from the Caine Prize for African
Writing 2008. Oxford: New Internationalist, pp. 9-19.
Barnes, E. 2007. Chapter 12: Syphilis: the great change artist. Diseases and Human Evolution. Albuquerque:
University of New Mexico Press, pp. 201-219.
Belous, C.K., Bauman, M.L. 2017. What's in a Name? Exploring Pansexuality Online. Journal of Bisexuality, 17:58-
72.
Boyd, R., Silk, J. 2000. Chapter 1: Adaptation by Natural Selection. How Humans Evolved 2nd edition. New
York: W.W. Norton, pp. 2-23.
deVries, K.M. 2012. Intersectional Identities and Conceptions of the Self: The Experience of Transgender
People (Excerpt). Symbolic Interaction, 35:60–67
Gaudio, R. 2014. Trans-Saharan trade: the Routes of ‘African sexuality’. Journal of African History 55:317-330.
Hatchuel, M. 2013. Pinch. In: Queer Africa: new and collected stories. Martin, K., Xaba, M. (Eds.). Braamfontein,
South Africa: MaThoko’s Books, pp. 165-176.
hooks, b. 1994. Chapter 13: Eros, Eroticism, and the Pedagogical Process. In: Teaching to Transgress: Education as
the Practice of Freedom. New York: Routledge, pp. 191-200.
Hyde, J.S., DeLamater, J.D. 2013. Chapter 3: Sex Research. Understanding Human Sexuality, 13th edition.
New York: McGraw Hill Education, pp. 42-66.
Ismail et al. (2015) Adolescent Sex Education in India: Current Perspectives. Indian Journal of Psychiatry 57:333-
337.
Jolly, A. 1999. Ch 11: A Gendered Body. In: Lucy’s Legacy: Sex and Intelligence in Human Evolution. Cambridge,
MA: Harvard University Press, pp. 234-256.
Lamwaka, B. 2013. Chief of the Home. In: Queer Africa: new and collected stories. Martin, K., Xaba, M. (Eds.).
Braamfontein, South Africa: MaThoko’s Books, pp. 159-164.
Levay, S., Baldwin, J.I. 2012. Chapter 2: Sex and evolution, Human Sexuality 4th edition. Underland,
Massachusetts: Sinauer Associates, Inc., pp. 28-57.
Molefhe, W. 2008. Love is like Botswana Rain. In: Jambula Tree: a selection of works from the Caine Prize for
African Writing 2008. Oxford: New Internationalist, pp.141-147.
Monk, JD, Giglio E, Kamath A, Lambert MR, McDonough CE. 2019. An alternative hypothesis for the evolution of
same-sex sexual behaviour in animals. Nature Ecology & Evolution 3:1622-1631.
Mulumeoderhwa, M. (2018) ‘It’s not good to eat a candy in a wrapper’: male students’ perspectives on condom use
and concurrent sexual partnerships in the eastern Democratic Republic of Congo. Journal of Social Aspects
of HIV/AIDS 15:89–102.
Nkutha, L. 2013. Rock. In: Queer Africa: new and collected stories. Martin, K., Xaba, M. (Eds.). Braamfontein,
South Africa: MaThoko’s Books, pp. 185-199.
Roscoe, W. 1991. Prologue: A death that caused universal regret. The Zuni man-woman. Albuquerque:
University of New Mexico Press, pp. 1-6.
Roughgarden, J. 2013. Chapter 2: Sex vs. gender. Evolution’s Rainbow: diversity, gender, and sexuality in nature
and people. Berkeley: University of California Press, pp. 33-39.
Portner, M. 2008. The orgasmic mind. Scientific American Mind, April/May 2008, 66-71.
Weismantel, M. 2004. Moche sex pots: reproduction and temporality in ancient South America. American
Anthropologist, 106, 495-505.
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