SEX TRAFFICKING
L L77 WGSS 323A 01
Spring 2020
Instructor: Dr. Andrea J. Nichols
E-mail: ajnichols@wustl.edu; andreanichols@outlook.com
Meets: T-R--- 4:00PM 5:20PM
Room: Louderman 461
Office: 212 McMillan Hall
Office Hrs: By Appointment. Before or after class is most convenient for me.
COURSE DESCRIPTION
Sex trafficking is a complex social problem with multiple contributing factors largely rooted in intersecting inequalities. Both in the United States and on a global level, interrelated inequities in gender, sex, sexual orientation, gender identity, power, class, opportunity, education, race, ethnicity, culture, and politics are among the social phenomena that contribute to sex trafficking/CSE victimization. In this course, we will examine the dynamics of sex trafficking on a local and global level from various feminist and political perspectives, with particular attention given to the sexed and gendered social and structural conditions that impact sex trafficking. This course will cover the extent and nature of the problem; including prevalence, experiences of survivors, types of sex trafficking and exploitation, methods of traffickers, the role of weak social institutions, cultural dynamics, and global power dynamics. The course will also examine international, federal, and state legislation as well as organizational and grassroots efforts to prevent and respond to sex trafficking victimization. The aim of this course is to provide students with a holistic understanding of sex trafficking drawing from interdisciplinary sources and presenting a variety of perspectives.
COURSE OBJECTIVES
In completing this course, students will be expected to:
· Research the extent and nature of sex trafficking.
· Examine the relationship and distinctions between sex trafficking, sex work, and commercial sexual exploitation.
· Synthesize understandings of culture, sex, gender, race, sexual orientation, politics, economics, and militarization in the context of sex trafficking.
· Analyze and apply various feminist perspectives, including but not limited to: intersectional feminism, liberal feminism, radical feminism, and transnational feminism to explain and examine sex trafficking.
· Analyze and apply various political perspectives, including but not limited to: neoliberalism and abolitionism to explain and examine sex trafficking.
· Compare and contrast state, federal, and international sex trafficking laws and the impact on survivors/victims.
· Research and analyze weak social institutions and their impact on sex trafficking vulnerability, with an emphasis on prevention
· Examine advocacy, grassroots activism, community based responses, and justice system responses
READINGS
Please note that all of the readings are carefully selected for varying purposes: to illustrate a particular perspective or important socio-political area, for general or specific knowledge, or sometimes even for critique purposes. The required readings for this course include:
1. Nichols, A. Sex Trafficking in the United States: Theory, Research, Policy and Practice. New York, NY: Columbia University Press.
2. *Supplementary Journal Articles will compose much of the assigned reading material, and will be provided throughout the course of the semester on Canvas.
Recommended/Optional books include:
1. Lloyd, Rachel. (2011). Girls Like Us: Fighting for a World Where Girls Are Not For Sale. Harper Perennial.
2. Kempadoo, Kamala. (2011). Trafficking and Prostitution Reconsidered: New Perspectives on Migration, Sex Work, and Human Rights. Second Edition. Paradigm Publishers.
3. Showden, C. & Majic, S. (Eds.; 2014). Negotiating sex work: Unintended consequences of policy and activism. University of Minnesota Press
4. Holly Austin Smith (2014). Walking Prey. St. Martin’s Press
5. Lutnick, A. (2016) DMST Beyond Victims and Villains. Columbia University Press.
6. Heil, E. & Nichols, A. (1st ed 2015). 2nd ed (2019) Human Trafficking in the Midwest: A Case Study of St. Louis and the Bi-State Area. Carolina Academic Press.
CANVAS
All of your grades will be posted on Canvas throughout the semester. I also use canvas to post rubrics, resources for your research paper/project, and some of the required readings. I will always have a copy of the syllabus posted as well, so no need to print.
GRADING SCALE
94-100 A
90-93 A-
88-89 B+
84-87 B
80-83 B-
78-79 C+
74-77 C
70-73 C-
69 and below F
GRADING
The grades are weighted. Grading will be based on 100 total percentage points divided accordingly:
Article Analysis/ Discussion Assignments: 25%
Writing Assignments: 25%
Essay Exams: 25%
Research Paper/Service Learning Project/ Research Project: 25%
1. Article Analyses/ Discussion Assignments:
I will give you critical thinking questions over assigned readings each week. We will discuss your responses with the group or sometimes in small groups. Sometimes you will turn in written responses to the questions (those that are particularly related to your exams, i.e., for exam prep), other times the questions will be used solely for class discussion. Level of class participation and exam prep will guide this decision making. This aims at critical thinking, analytical ability, and problem solving skills. You are expected to participate in the class discussion, and must be prepared for each class by completing your reading assignments. In the case that written responses are required, you are to submit your discussion assignments on Canvas under the Assignments Button. Unfortunately, I had to change some of my classroom practices, as students have begun to take advantage of/disrespect my kind nature. If you are absent, you are expected to complete related discussion questions on your own and submit to me either before or after your absence, depending on the circumstance. I will also take attendance each class period.
2. Writing Assignments (A Rubric for Essays is posted on Canvas
a. Film Response Essay: I will show in class and also provide a list of several documentary films, of which you will choose one to write a 3-5 page response to the information provided in the film, 1) summing up key points, 2) providing any critiques, and 3) incorporating/relating it to other information learned in the class. You are to submit your assignments on Canvas under the Assignments Button. These are due within a week following the film. Since the film dates/ as shown in class vary, there is no standardized due date. If you choose a film from the list of film recommendations or another that you’ve discovered on your own that you vet through me, the paper is due at the latest by April 30th.
b. Event Essay: There will be trafficking related events on campus and in the community, and two guest speakers in class this semester. You may attend one of these events (or choose one of the guest speakers) and write a 3-5 page response paper. The events and speakers can be viewed at the end of this syllabus, and I may add more as information becomes available. These are due within a week following the event. Since the event dates vary, there is no standardized due date. However, the last possible day to turn one in is the week before classes end.
c. Policy Essay: This will be a group effort. As we progress through the class, you will regularly be working in small discussion groups of 3-5 students. Each group will be tasked with analyzing a legislation that is no more than 5 years old and its relationship to trafficking. These will include, and you will sign up for, 1) TVPA reauthorizations, 2) JVTA 3) Immigration-related Policy 4) Regulations within the Pornography Industry (US), 5) SESTA/FOSTA. The group essay will be 10 pages, plus references, and you will present your findings to the class. Your group may divide the work however you wish—if someone has anxiety related to public speaking, for example, that person may offer to do more of the literature review/background research—however, I would like everyone to be involved in some aspect of the writing. Peer reviews and gray literature are both permissible for the purposes of this essay. Due date: March 26th, when the presentations are scheduled.
3. Exams: You will be required to write an essay in class, in which you compare and contrast or synthesize two or more key readings. The specific question and readings will be provided a week or more prior to the exam. There will be three in-class Essay Exams throughout the course. I strongly recommend preparing ahead of time, studying your written notes/ responses, and coming in very prepared. Discussions over the readings will also assist in the exam prep. You may bring in a copy of each reading to refer to, but you may not use my lecture notes, my chapters, or your own notes or related discussion assignments (highlighting in the article(s) is ok). Students typically do well who are prepared.
4. Research Paper, Service Learning Project, OR Research Project:
Research paper: The research paper will follow the related theme of Sex Trafficking. You will be required to write a 10-12 page research paper, plus references. You must use at least 10 professional sources, which may include books, professional/peer reviewed journal articles, and website material from recognized academic or professional organizations (see me if you are unsure). A detailed rubric of the requirements/ structure of the paper is available on Canvas under the Submit Assignments button. This will be due the last class session. I will provide a link for you to submit it on Canvas. Please do not plagiarize and beware of over –quoting (I can read the articles myself—I’m interested in your interpretation and analysis).
All papers should include a title page, outline, introduction, body with subheadings of the key themes, conclusion, and references page. See Rubric as well.
Papers will follow the APA style guide. (see Purdue Owl APA citation style if you are not familiar with this style).
Research project: I’m going to provide some options related to involvement in some type of research that will benefit the larger anti-trafficking community in the state of Missouri. Think of it as a form of community activism and engagement. I will evaluate your work simply by accepting your completed work. This may include 1) Data entry into excel drawing from county resource guides 2) Using GIS and department of secondary and elementary education data to document and visualize high risk school districts 3) Quantifying county resource guides (e.g., service inventory 4) Comparing substance use disorder service availability to rates of overdose and a recent needs assessment (using county resource guides, a recent needs assessment, and the site All Things Missouri (UM Columbia). You make work in groups on any of these, and I may develop more options.
Service Learning Project: If you would rather do a service learning project instead of a research paper or project, you are encouraged to do so. This would entail developing a project and project plan to benefit local organizations Healing Action or The Covering House. Healing Action is a survivor-led survivor-founded organization that serves adults who experience or have experienced sex trafficking or commercial sexual exploitation. They have a food panty and list of other needs of their service population that you can access from their website, or call their organization to make inquiries. The Covering House is a local organization that serves children and adolescents who experience trafficking/ exploitation. They also have a wishlist posted on their website, or you can call to get their most current list. You can develop an event or collection drive in your community, neighborhood, apartment building, dorm, classes, gym, religious institution/ ethical society, or any other group or organization you may belong to. You may work collaboratively with others in the class if you would like to. The “evidence” of participation will be the items you collect for the organization, your organizational plan, and write-up (see Canvas for Rubric/instructions).
ACADEMIC INTEGRITY
Any work submitted in the course must be your own original work. Plagiarism will not be tolerated. Resources and information on proper citation, as well as a tutorial on plagiarism, are provided on Canvas. All students will be required to submit research papers through a plagiarism-detection site, also available on Canvas. Any other form of academic dishonesty, including cheating or unapproved collaboration is not acceptable. Plagiarism and cheating in any form will result in a “0” grade, and the case will be forwarded to the appropriate administrator.
PARTICIPATION AND ATTENDANCE
All reading assignments should be completed by the due date, as lectures, discussion, and assignments require you to be prepared with the reading assignments completed. The lectures and group discussions will build upon and synthesize the assigned readings and previous class discussions. In order to participate in a meaningful way, you must be prepared by having read the assigned readings. You should be prepared to both ask and answer questions over the reading materials. You should bring a hard copy of the assigned reading to class with you, along with relevant notes and your responses to the discussion questions, to refer to in class. You are encouraged to bring “green” materials— such as your laptop or tablet with the readings on it. Participation is synonymous with the discussion grade. Attendance is important, because the discussion of the assigned readings will take place in class, and accounts for a large percentage of your grade. Further, you will be prepared for your essay exams by gaining the information from the presentations, lectures, films, analysis activities, and speakers.
LATE WORK AND EXTRA CREDIT
NO LATE WORK WILL BE ACCEPTED. All the due dates for assignments and activities are provided on this syllabus. All work is due at the beginning of the class period, submitted on Canvas. I do not accept e-mailed assignments, unless previously approved. If you plan on being absent, I am happy to accept your work early. If you have a valid documented excuse, you will be allowed to turn in your completed work within a week of the class period that you are able to return, this is considered make up work, not late work. Extra credit will not likely be offered, but if something comes up, I will post an announcement on Canvas.
ADA STATEMENT
If you have a disability and require accommodations for this class, please contact me as soon as possible to discuss your accommodation needs. I will hold any information you share with me in strictest confidence, and will be happy to assist you with your learning.
CAMPUS SERVICES
Accommodations based upon sexual assault:
The University is committed to offering reasonable academic accommodations to students who are victims of sexual assault. Students are eligible for accommodation regardless of whether they seek criminal or disciplinary action. Depending on the specific nature of the allegation, such measures may include but are not limited to: implementation of a no-contact order, course/classroom assignment changes, and other academic support services and accommodations. If you need to request such accommodations, please direct your request to Kim WeCanvas (kim_weCanvas@wustl.edu), Director of the Relationship and Sexual Violence Prevention Center. Ms. WeCanvas is a confidential resource; however, requests for accommodations will be shared with the appropriate University administration and faculty. The University will maintain as confidential any accommodations or protective measures provided to an individual student so long as it does not impair the ability to provide such measures.
If a student comes to me to discuss or disclose an instance of sexual assault, sex discrimination, sexual harassment, dating violence, domestic violence or stalking, or if I otherwise observe or become aware of such an allegation, I will keep the information as private as I can, but as a faculty member of Washington University, I am required to immediately report it to my Department Chair or Dean or directly to Ms. Jessica Kennedy, the University’s Title IX Coordinator. If you would like to speak with the Title IX Coordinator directly, Ms. Kennedy can be reached at (314) 935-3118, jwkennedy@wustl.edu, or by visiting her office in the Women’s Building. Additionally, you can report incidents or complaints to Tamara King, Associate Dean for Students and Director of Student Conduct, or by contacting WUPD at (314) 935-5555 or your local law enforcement agency.
You can also speak confidentially and learn more about available resources at the Relationship and Sexual Violence Prevention Center by calling (314) 935-8761 or visiting the 4th floor of Seigle Hall.
Bias Reporting:
The University has a process through which students, faculty, staff and community members who have experienced or witnessed incidents of bias, prejudice or discrimination against a student can report their experiences to the University’s Bias Report and Support System (BRSS) team. See: brss.wustl.edu
Mental Health:
Mental Health Services’ professional staff members work with students to resolve personal and interpersonal difficulties, many of which can affect the academic experience. These include conflicts with or worry about friends or family, concerns about eating or drinking patterns, and feelings of anxiety and depression. See: shs.wustl.edu/MentalHealth
Please note that if you are a survivor of sex trafficking, rape or sexual assault or abuse, or intimate partner violence, this class may be emotionally challenging for you. Please consider this when deciding whether or not to take this course.
USE OF ELECTRONIC EQUIPMENT IN CLASS
Please put your phones in vibrate or silent mode upon entering the class. Laptops are acceptable to pull up the assigned readings during class discussion. However, laptops are not to be used for other purposes unrelated to the class. Please note that research indicates taking notes by hand shows better outcomes than taking notes via electronic means. Texting in class is also prohibited-- you can wait an hour and a half to text or check your facebook.
COURSE SCHEDULE
(Subject to change if necessary due to inclement weather or other unforeseen events. Any changes will be posted on the announcements)
PART I. INTRODUCTION AND THEORETICAL/POLITICAL BACKGROUND
Week 1 Intro to Sex Trafficking
Jan 14- Review of Syllabus, Introduction to Course
Lecture on Sex Trafficking: The Basics
(Read Chapter 1 Sex Trafficking in the United States: Theory, Research, Policy and Practice)
Jan 16-Lecture on Feminist Perspectives and Politics of Sex Trafficking/ Policy
(Read Chapters 2 and 4, Sex Trafficking in the United States: Theory, Research, Policy and Practice)
Week 2 Feminist Perspectives and The Politics of Sex Trafficking, Neoliberalism, Liberal Feminism
Jan 21 Group discussion
Weitzer, R. (2008). The Movement to Decriminalize Sex Work in the United States. Journal of Law and Society, Vol. 37, Issue 1, pp. 61-84
Kempadoo, 2015. The Modern-Day White (Wo)Man’s Burden: Trends in Anti-Trafficking and Anti-Slavery Campaigns. Journal of Human Trafficking.
Jan 23 FILM: Where’s the Justice? Sex Workers’ Rights in Hungary
Week 3 Feminist Perspectives and The Politics of Sex Trafficking, Abolitionism, Radical Feminism
Jan 28 Group discussion
Gunilla, Ekberg. (2004). The Swedish law that prohibits the purchase of sexual services: Best practices for prevention of prostitution and trafficking in human beings. Violence Against Women, 10, 1187-1218.
Madden-Dempsey, M. (2011). In Defense of Feminist Abolitionism. (this is a long one).
Jan 30 Film, DEMAND
Week 4 Politics, Perspectives, and Realities
Feb. 4 group discussion Hoyle, C. Bosworth, M. and Dempsy, M. (2011). Labeling the victims of sex trafficking: Exploring the Borderland between Rhetoric and Reality. Social and Legal Studies, 20, 313.
Doezema J (2005) ‘Now you see her, now you don’t’: Sex workers at the UN trafficking protocol negotiations. Social & Legal Studies 14(1): 61–89.
Feb 6 Exam 1
PART II. DOMESTIC SEX TRAFFICKING
Week 5: Domestic Sex Trafficking
Feb 11 Documentary: Very Young Girls
Feb 13 Group discussion, possible mini-lecture
Chapter 5 Sex Trafficking in the United States: Theory, Research, Policy and Practice
Raphael, Richert, & Powers. (2010). Domestic Sex Trafficking of Chicago Women and Girls.
Ch. 3 Human Trafficking in the Midwest, A Case Study of St. Louis and the Bi-State Area (on Canvas)
Week 6: Trafficking: LGBTQ Identities, CSEC, and Sex Trafficking
Feb 18 Lecture on Trafficking risks re: LGBTQ+ youth and adults.
Feb 20 Excerpts from Murphy, L. 10 city trafficking analysis.
Egyes, Borders and Intersections. Chapter from Broadening the Scope of Human Trafficking Research. (on Canvas)
Week 7: Domestic Sex Trafficking: LGBTQ Identities, CSEC, and Sex Trafficking
Feb 25 Excerpts from Dank, M. (2015). Urban Institute Study. Surviving the Streets, CSEC in New York.
Feb 27 Excerpts from Dank, M. (2015). Locked In: Interactions with the CJ and Child Welfare Systems for LGBTQ Youth...
Week 8: Pimps/ Traffickers
March 3: Chapters 6, 7, 8 Sex Trafficking in the United States.
Williamson, Kathleen & Anthony Marcus. 2017. “Black Pimps Matter: Racially Selective Identification and Prosecution of Sex Trafficking in the United States” in Third party sex work and pimps in the age of anti-trafficking, Amber Horning & Anthony Marcus eds. New York: Springer, pps 177-196.
Raphael, J. & Myers-Powell. (2010). From Victims to Victimizers: Interviews with 25 ex-pimps in Chicago. DePaul College of Law.
March 5: Exam 2
Week 9: March 9-15
NO CLASS Spring Break
PART III. SEX TRAFFICKING IN INTERNATIONAL CONTEXT
Week 10: Global Systems of Sex Trafficking
March 17 Mini-Lecture Transnational Feminism. Rest of class to work on policy papers.
March 19
DEMAND: A Comparative Examination of Sex Tourism and Trafficking in Jamaica, Japan the Netherlands, and the United States. (This is a long one, only read the sections on Japan and Jamaica). Use your transnational feminist lenses. This is an exercise in applying the perspective. Be Critical.
Week 11: Global Systems of Sex and Labor Trafficking
Mar 24 Film Invisible Hands
Mar 26 Group Policy Essay Presentations
Week 12 Global Systems of Sex and Labor Trafficking
March 31 Broken global explorations - The lived experience of Korean women working in the entertainment and sex industries in Sydney
Sex Trafficking Captivity and Narrative....Cojocaru.
April 2 Exam 3
PART IV. RESPONSES TO SEX TRAFFICKING
Week 13: Justice System Responses to Sex Trafficking
April 7 Lecture on International and Federal Sex Trafficking Legislation
Read Chapter 9, Sex Trafficking in the United States: Theory, Research, Policy & Practice
April 9 NO CLASS. This day is intended for you to use to work on your service learning or research projects.
Week 14: Social Service Responses to Sex Trafficking
April 14 Lecture: Promising Practices with sex trafficked/exploited people
chapter 10, Sex Trafficking in the United States: Theory, Research, Policy & Practice
April 16 Guest Lecturer
Week 15: Grassroots Activism and Survivor-Led Advocacy
April 21 Lecture on The Anti-Trafficking Movement in the United States
Chapters 11-12, Sex Trafficking in the United States: Theory, Research, Policy & Practice
April 23 Lecture on Community Based Responses
Final Exam Week:
Research Papers, Service Learning Projects, or Research Projects Due, submitted online by Tues. May 5 at 4:00pm.
*I might work in a lecture on prevention in here somewhere.