University of Western Ontario

Department of Women’s Studies and Feminist Research

The Department of Women’s Studies and Feminist Research recognizes that we are located
on the traditional land of the Anishinaabeg, Haudenausaune, Lenape and Attawandaron
peoples.

Women’s Studies 2260: Women, Law, and Social Change

Fall/Winter 2019-2020
Meets: Tuesdays 1:30 pm – 4:30 pm or by appointment
Location: Social Science Center 3024

Instructor: Tuğçe Ellialtı-Köse

Email address: tellialt@uwo.ca
Office hours: Tuesdays 11:00 am-1 pm, or by appointment
Location: Lawson Hall 3249

Teaching Assistants (Winter 2020)

Kelly McGillivray: kkmcgill@uwo.ca, Office hours: Mondays, 1-2pm, or by appointment,
Lawson Hall 3270E
TBA

COURSE DESCRIPTION

This course is designed to introduce students to the key issues, theories and debates concerned
with the workings of the law and legal institutions in relation to gender with a primary focus
on Canada. The purpose of this course is twofold: first, to explore how notions of sex and
gender shape, and are shaped by, the laws and public policies, and second, to examine how
gender is embedded in the politics of law making, by looking specifically at the behaviors of
legal, political and social actors, the organization of public and legal institutions, and the
political discourses employed in these processes. Within the scope of this course, the law is
understood and analyzed as both a tool of monitoring, classifying, regulating and constraining
the living conditions, bodies, and sexualities of women and LGBTs, racialized, indigenous or
otherwise, and their everyday experiences in households, markets, and communities, as well
as a site of feminist struggle and emancipatory practice.

The course will begin with an examination of feminist and intersectional theories that inform
the engagements of feminists with the state in order to influence laws and that have shaped
the main issues and debates in the field of feminist legal studies. By drawing from a range of
disciplines and fields of study including sociology, political science, law, gender studies and
public policy, the course will continue with a survey of some of the key topics that gender and
feminist legal scholars have substantially studied, such as gender and sexual violence, LGBT
identities, employment, care work, family and parenting, the regulation of intimate
relationships, and reproductive rights and justice, sex work/prostitution, colonized and
racialized women, and immigration.

In the course, we will probe the explicit and implicit assumptions about gender, race, class,
sexuality and other axes of social differentiation that influence and are built into law. While

Women, Law and Social Change 1

the focus of the course is on women as a group, we recognize that women differ on many
other dimensions, such as class, race, ethnicity, sexual orientation, age, religion, geography,
etc. to name a few, and that these factors impact law making and policy and legal decisions
significantly. The course will wrap up with a discussion of the recent developments and
debates in the field of international laws with respect to women’s rights.

LEARNING OBJECTIVES

Course readings and assignments are geared toward helping students achieve the following
objectives.

1. Develop a sociological understanding of the law both as a tool of regulation and control as
well as a site of dissent and contestation,
2. Develop a comprehension of the major theoretical approaches elaborated and adopted by
gender and feminist scholars in socio-legal studies,
3. Better understand inequities based on sex and gender, their sources, and attempts to reduce
them through political and legal means.
3. Have an in-depth grasp of the key topics, methodologies, and debates that animate the
literature,
5. Clearly articulate in both speaking and writing their theoretically informed and empirically
supported arguments on those issues and debates.
5. Develop the ability to understand the extent to which gender matters with respect to law
with a particular focus on how states and governments regulate relationships and axes of
social differentiation (i.e., gender, race, ethnicity, class, sexual orientation, citizenship status,
etc.) through the making and implementation of laws and their interpretation by various
institutions, and read and critique feminist social science research and theory.

Course Organization: The course is structured as a combination of an interactive lecture and

student discussion. Students are expected to have completed the readings and participate
actively in class discussions.

COURSE EXPECTATIONS & EVALUATION

Course grades are determined by the following criteria:

Type of Assignment Weighting Due Date(s)

Participation 10% On-going
Five Reflection Papers 5% each Oct. 1, Oct. 29, Dec. 3,
(25% in total) Feb. 4, March 10
Two Midterm Exams (in-class) 20% each 1st midterm on Nov. 12
(40% in total) 2nd midterm on Feb. 25
Final Exam 25% TBA

1. Class Participation and Attendance (%10): Class participation will be worth 10% of the
final grade. Class participation includes: 1) attendance and 2) students’ familiarity with the
readings and concepts covered in the course as demonstrated by class discussion.

The instructor will pass around attendance sheets every lecture and ask you to put both your
name and your signature. It is expected that students participate to class discussions and
demonstrate their familiarity and engagement with the assigned readings and concepts,

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arguments and debates covered in the course. Please consider this class as an opportunity to
develop both your oral and written verbal skills as well as learn to think analytically and ask
critical questions.

2. Reflection Papers (each %5, in total %25): Students will write and submit five reflection
papers (two pages long, Times New Roman, double-spaced, standard margins). You can find
the deadlines for each reflection paper above. For these short papers, you will draw on the
course materials (readings, documentaries, etc.) and class discussions to analyze a written
and/or visual material (news, newspaper and magazine articles, ads, video clips, brochures,
booklets, posters, TV programs, films, etc.) of your choice. Reflection papers must be
submitted online through the course’s OWL website by 11:59 pm. Please also submit a copy
of the material—or a link to it if it is online—that you are using along with your paper.
Emailed submissions will only be accepted in exceptional circumstances. Hardcopies are not
required.

3. Two midterm exams (%20 each, %40 in total): Two 2-hour midterm exams will be held
in class throughout the academic year. The first will take place on November 12, 2019, and
the second on February 25, 2020, respectively. Both exams will start at 1:30 pm. You will be
responsible for all material covered in class until that date. The exams will include long-essay
and short-answer questions and each will be worth 20% of your final grade. More information
will be provided before the exams.

4. Final exam (%25): A 3-hour final exam will be held in class during the April 2020
examination period. The format will be the same as the midterm exams. The exact date/time
and other details will be announced in March 2020.

Course Materials: There are no books to purchase for the class; course readings are all freely
available online, via OWL or hyperlinks in the e-reading list. Readings will be supplemented
by films and documentaries throughout the year.

WEEKLY LECTURE SCHEDULE AND READINGS

September 10: Organizational Meeting & Introduction to the Course

Review of course logistics and expectations, syllabus, and course website followed by an
initial discussion of course themes and concepts, major questions, and current debates

September 17: Understanding Law and Society

Comack, E. 1999. “Introductions,” and “Theoretical Approaches to the Sociology of Law” in
Locating Law: Race/Class/Gender Connections (2nd ed.), edited by E. Comack. Halifax:
Fernwood Publishing, pp. 11-16 and 19-44.
Arthurs, H. & Annie, B. 2014. “Socio-legal Scholarship in Canada: A Review of the Field.”
British Journal of Law and Society. 41 (4): 487-499.
Sterett, S. 2015. “What is Law and Society? Definitional Disputes.” In The Handbook of Law
and Society, edited by A. Sarat and P. Ewick. Chichester, England: Wiley-Blackwell, pp. 3-
17.

Women, Law and Social Change 3

September 24: Understanding Sex/Gender, Feminism, and the State: An Overview
Scott, J. 1986. “Gender: A Useful Category in Historical Analysis.” American Historical
Review 91: 1053-1075.
Orloff, A. 1996. “Gender in the Welfare State.” Annual Review of Sociology 22: 51-78.
Guppy, N., & Luongo, N. 2015. “The Rise and Stall of Canada’s Gender-Equity Revolution.”
Canadian Review of Sociology 52(3): 241-265.

October 1: Feminist Legal Theory I: Liberal and Radical Theories

Comack, E. 1999. “The Feminist Frameworks” in Locating Law: Race/Class/Gender
Connections (2nd ed.), edited by E. Comack. Halifax: Fernwood Publishing, pp. 44-54.
Conaghan, J. 2000. “Reassessing the Feminist Theoretical Project in Law.” Journal of Law
and Society 27(3): 351-385.
MacKinnon, C. 1989. Toward a Feminist Theory of the State. Boston, MA: Harvard
University Press. (“The Liberal State”)
Rhode, D. 1990. “Feminist Critical Theories.” Stanford Law Review 42(3): 617-638.

October 8: Feminist legal theory II: Post-structuralist and Post-colonial Theories and
Current Perspectives
Mohanty, C. T. 1988. “Under Western Eyes: Feminist Scholarship and Colonial Discourses.”
Feminist Review 30: 61-88.
Sutherland, K. 2003. “From Jailbird to Jailbait: Age of Consent Laws and the Construction of
Teenage Sexualities.” William and Mary Journal of Women and the Law 9(3): 313-349.
Dietz, M. G. 2003. “Current Controversies in Feminist Theory.” Annual Review of Sociology
6: 399-431.
Chambers, L. & Roth, J. 2014. “Prejudice Unveiled: The Niqab in Court.” Canadian Journal
of Law and Society. 29(3): 381-395.

October 15: In-class Documentary Screening

October 22: Legal and Policy Responses to Gender and Domestic Violence
MacKinnon, C. 1991. “Reflections on Sex Equality under Law.” The Yale Law Journal
100(5): 1281-1328.
Schneider, E. 2000. Battered Women and Feminist Lawmaking. New Haven: Yale University
Press. (Part I: Ch. 1 & 2)
Gotell, L. 2007. “The Discursive Disappearance of Sexualized Violence: Feminist Law
Reform, Judicial Resistance and Neoliberal Sexual Citizenship,” in Feminism, Law and Social
Change: (Re)action and Resistance, D. E. Chunn, S. B. Boyd, & H. Lessard, eds. Vancouver,
BC: UBC Press, pp. 127-163.

October 29: Theorizing Sexual Violence, Rape and Law Reform

Randall, M. 2010. “Sexual Assault Law, Credibility, and ‘Ideal Victims’: Consent,
Resistance, and Victim Blaming.” Canadian Journal of Women and the Law 22(2): 397-434.

Women, Law and Social Change 4

Mardorossian, C. M. 2002. “Toward a New Feminist Theory of Rape.” Signs: Journal of
Women in Culture and Society 27(3): 743-775.
Busby, K. 1999. “’Not a Victim until a Conviction is Entered’: Sexual Violence Prosecutions
and Legal ‘Truth’”, in Locating Law: Race/Class/Gender Connections, edited by E. Comack.
Halifax: Fernwood Publishing, pp. 260-288.

November 5: Reading Week – No Class

November 12: In-class Midterm Exam

November 19 – Rape Myths, Feminist Engagements with the Law, and Current Debates
Joanne Conaghan & Yvette Russell. 2014. “Rape Myths, Law, and Feminist Research:
‘Myths about Myths’? Feminist Legal Studies 22: 25-48
Reece, H. 2013. “Rape Myths: Is Elite Opinion Right and Popular Opinion Wrong?” Oxford
Journal of Legal Studies 33(3): 445-473.
Gruber, A. 2009. “Rape, Feminism and the War on Crime” Washington Law Review 84: 581-
658.

November 26: Women’s Employment and Job Markets

Reskin, B. 1993. “Sex Segregation in the Workplace.” Annual Review of Sociology 19: 241-
270.
Lens, V. 2003. “Reading between the Lines: Analyzing the Supreme Court’s Views on
Gender Discrimination in Employment, 1971-1982.” The Social Science Review 77(1): 25-50.
Gorman, E. 2005. “Gender Stereotypes, Same-Gender Preferences, and Organizational
Variation in the Hiring of Women: Evidence from Law Firms.” American Sociological
Review 70: 702-728.

December 3: Caring, Gender, and Work-Family Reconciliation Policies

Budig, M. J., J. Misra & I. Boeckmann. 2012. “The Motherhood Penalty in Cross- National
Perspective: The Importance of Work-Family Policies and Cultural Attitudes.” Social Politics
19(2): 163-193.
Ray, R., J. C. Gornick & J. Schmitt. 2010. “Who Cares? Assessing Generosity and Gender
Equality in Parental Leave Policy Designs in 21 Countries.” Journal of European Social
Policy 20(3): 196-216.
Stalker, G. & M. Ornstein. 2013. “Quebec, Daycare, and the Household Strategies of Couples
with Young Children.” Canadian Public Policy 39(2): 241-262.

WINTER BREAK

Women, Law and Social Change 5

January 7: Family, Parenting, and the Legal Regulation of the Intimate
Boyd, S.B. & C. F. L. Young. 2006 “Losing the Feminist Voice? Debates on The Legal
Recognition of Same Sex Partnerships in Canada.” Feminist Legal Studies 14(2): 213–240.
Lind, A. 2004. “Legislating the Family: Heterosexist Bias in Social Welfare Policy.” Journal
of Sociology & Social Welfare 31(4): 21-35.
Kelly, F. 2009. “(Re)forming Parenthood: the Assignment of Legal Parentage within Planned
Lesbian Families.” Ottawa Law Review 40(2): 185-222.

January 14: Law and LGBT Bodies and Sexualities

Warner, M. 1999. “Normal and Normaller: Beyond Gay Marriage.” GLQ: A Journal of
Lesbian and Gay Studies 5(2): 119-171.
Spade, D. 2003. “Resisting Medicine/Remodeling Gender.” Berkeley Women’s Law Journal
15-37.
Kirkup, K. 2009. “Indocile Bodies: Gender Identity and Strip Searches in Canadian Criminal
Law.” Canadian Journal of Law and Society 24(1): 107-125.

January 21: Toward Reproductive Justice and Contemporary Debates on Abortion

Smith, A. 2005. “Beyond Pro-choice Versus Pro-life: Women of Color and Reproductive
Justice.” NWSA Journal 17(1): 119-140.
Beisel, N. & T. Kay. 2004. “Abortion, Race, and Gender in Nineteenth-Century America.”
American Sociological Review 69: 498-518.
Norrander, B. & C. Wilcox. 1999. Public Opinion and Policymaking in the States: The Case
of Post-Roe Abortion Policy.” Policy Studies Journal 27: 707-722.
Ordolis, E. 2008. “Lessons from Colombia: Abortion, Equality, and Constitutional Choices.”
Canadian Journal of Women and the Law 20(2): 263-288

January 28: In-class Documentary Screening

February 4: Reproductive Autonomy: New Reproductive Technologies, Surrogacy, and

Debates Around Choice vs. Exploitation
Hovav, A. 2019. “Producing Moral Palatability in the Mexican Surrogacy Market.” Gender &
Society 33(2): 273-295.
Harris, J. 2005. “Lesbian Motherhood and Access to Reproductive Technology.” Canadian
Woman Studies: Lesbian, Bisexual, Queer, Transsexual/Transgender Sexualities 24(2/3) 43-
49.
Subramanian, S. July 2, 2007. “Wombs for Rent: Is Paying the Poor to have Children Wrong
when Both Sides Reap Such Benefits?” Maclean’s 120(5): 40-47.

February 11: (De)Criminalizing Sex Work/Prostitution

Short Film Screening

Women, Law and Social Change 6

Freeman, J. 1996. “The Feminist Debate over Prostitution Reform: Prostitutes’ Rights
Groups, Radical Feminists, and the (Im)possibility of Consent,” in Applications of Feminist
Legal Theory to Women’s Lives: Sex, Violence, Work and Reproduction, edited by D. K.
Weisberg. Philadelphia: Temple University Press, pp. 237-249.
Scoular, J. 2010. “What's Law Got to Do With it? How and Why Law Matters in the
Regulation of Sex Work.” Journal of Law and Society 37(1): 12–39.

February 18: Reading Week – No Class

February 25: 2nd Midterm Exam

March 3: Gender, Settler Colonialism and Race: Intersectionality and Institutions

Crenshaw, K. 1991. “Mapping the Margins: Intersectionality, Identity Politics and Violence
Against Women of Color.” Stanford Law Review 43: 1241-1299.
Green, J. 2001. “Canaries in the Mines of Citizenship: Indian Women in Canada.” Canadian
Journal of Political Science 34(4): 715-738.
Razack, S. 2002. “Gendered Racial Violence and Spatialized Justice: The Murder of Pamela
George,” in Race, Space and the Law: Unmapping White Settler Society, edited by S. Razack,
pp. 122-156.

March 10: Gender, Law, and Migration: Across Borders

Luibheid, E. 2008. “Sexuality, Migration, and the Shifting Line between Legal and Illegal
Status.” GLQ: A Journal of Gay and Lesbian Studies 14(2/3): 289-315.
Chapkis, W. 2003. “Trafficking, Migration, and the Law: Protecting Innocents, Punishing
Immigrants.” Gender and Society 17(6): 923-937.
Franke, K. 2001. “Theorizing Yes: An Essay on Feminism, Law, and Desire.” Columbia Law
Review 101(1): 181-208.

March 17: Women’s Rights and International Laws

Charlesworth, H. 1999. “Feminist Methods in International Law.” The American Journal of
International Law 93(2): 379-394.
Merry, S. E. 2006. “Transnational Human Rights and Local Activism: Mapping the Middle.”
American Anthropologist 108(1): 38–51.

March 24: In-class Documentary Screening

March 31: Documentary Discussion and Course Review

Conclusions and wrapping up the course
Date TBA: Final Exam

Women, Law and Social Change 7

COURSE POLICIES
Electronic Communication and Email Policies:
• Emails sent to the course instructor or to a TA through OWL or by email will receive
replies within two business days. If you have not received a response within that time
period, please contact us again. Please observe professional email etiquette when
communicating online.
• Both the course instructor and the TAs will be available for consultation with students
during their office hours. If you need to see any of us outside of regularly scheduled
office hours, please e-mail us to set up an appointment.
• When sending emails to your instructor or TA, please use your Western email account
to ensure your message is not mistakenly labelled as spam.
• Check your Western email regularly for updates about the course. Failure to check
your email regularly is not a valid reason for not completing an assignment or not
completing it according to specified directions.
OWL Website: All course information, including assignments, will be posted on the course
website. Go to https://owl.uwo.ca/portal. Students should check the course website regularly
for class announcements as it will be the main source for class updates and general
announcements.
Assignment Submission: Assignments must be submitted through the course’s OWL
webpage. Emailed submissions will only be accepted in exceptional circumstances.
Hardcopies are not required.
Late Submission Policy: The deadlines for each assignment are clearly indicated in multiple
places—when in doubt, please check the syllabus. Late assignments will be deducted a
penalty of 2% per day (including weekends) for late work, unless prior arrangements are
made (i.e., if your assignment is 5 days late, then you will be penalized 10% on that
assignment). Because submission takes place online, this rule applies equally to weekdays and
weekends. In the case of emergencies due to sudden illness or other circumstances, extensions
of deadlines will be solely at the TA’s discretion. Should you require an extension, please
contact your TA a minimum of 24 hours in advance of the due date.
Accommodation and Accessibility: Students seeking academic accommodation on medical
grounds for any missed tests, exams, participation components and/or assignments must apply
to the Academic Counselling office of their home Faculty and provide documentation.
Academic accommodation cannot be granted by the course instructor alone. Please contact
ws-ugrad@uwo.ca if you require any information in plain text format, or if any other
accommodation can make the course material and/or physical space accessible to you.
Missed Assignment and Medical Policy: A missed midterm or exam will result in a grade of
0 on that midterm or exam, unless you have medical or compassionate grounds for
accommodation. This accommodation is granted by the Academic Counsellor in your home
faculty. Academic accommodation must be requested within 28 days of the missed
assignment.
Students seeking academic accommodation on medical grounds for any missed tests, exams,
participation components and/or assignments worth 10% or more of their final grade must
apply to the Academic Counselling office of their home Faculty and provide documentation.

Women, Law and Social Change 8

Academic accommodation cannot be granted by the instructor or department. For UWO
Policy on Accommodation for Medical Illness see the online Academic Calendar; information
can also be found here: (https://studentservices.uwo.ca/secure/index.cfm.)
Requests for Academic Consideration Using the Self-Reported Absence Form (from
https://www.uwo.ca/univsec/pdf/academic_policies/appeals/Academic_Consideration_for_ab
sences.pdf): Students who experience an unexpected illness or injury or an extenuating
circumstance (48 hours or less) that is sufficiently severe to temporarily render them unable to
meet academic requirements (e.g., attending lectures or labs, writing tests or midterm exams,
completing and submitting assignments, participating in presentations) should self-declare
using the online Self-Reported Absence portal. This option should be used in situations where
the student expects to resume academic responsibilities within 48 hours or less.
Students who are seeking academic consideration for missed work during the semester may
submit a self-reported absence form online provided that the absence is 48 hours or less and
the other conditions specified in the Senate policy at
https://www.uwo.ca/univsec/pdf/academic_policies/appeals/Academic_Consideration_for_ab
sences.pdf are met. Students whose absences are expected to last longer than 48 hours, or
where the other conditions detailed in the policy are not met (e.g., work is worth more than
30% of the final grade, the student has already used 2 self-reported absences, the absence is
during the final exam period), may receive academic consideration by submitting a Student
Medical Certificate (for illness) or other appropriate documentation (for compassionate
grounds). The Student Medical Certificate is available online at
https://www.uwo.ca/univsec/pdf/academic_policies/appeals/medicalform.pdf.
All students pursuing academic consideration, regardless of type, must contact their
instructors no less than 24 hours following the end of the period of absence to clarify how
they will be expected to fulfill the academic responsibilities missed during their
absence. Students are reminded that they should consider carefully the implications of
postponing tests or midterm exams or delaying submission of work, and are encouraged
to make appropriate decisions based on their specific circumstances.
Note for Students with Disabilities: Please contact ws-ugrad@uwo.ca if you require any
information in plain text format, or if any other accommodation can make the course material
and/or physical space accessible to you. You may also contact ssd@uwo.ca to find out the
full range of services available to you.
Plagiarism and Other Scholastic Offenses: Western treats plagiarism very seriously.
Plagiarism is the copying or stealing of another’s work, in part or in full, without proper
attribution. Suspected plagiarism can result in: a grade of 0 on the assignment, a grade of 0 in
the course, and/or a permanent entry on your record of conduct. Other scholastic offences
include (but are not limited to): re-submitting work you have previously submitted for another
class (in part or in full) as “original” work in this class, cheating on a midterm or exam,
submitting false records or documentation, and aiding or abetting another student doing these
things.
Western University’s official policy on academic offences is: Scholastic offences are taken
seriously and students are directed to read the appropriate policy, specifically, the definition
of what constitutes a Scholastic Offence, at the following web site:
https://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.
pdf
Turnitin: To ensure your reports are entirely your original work, assignments will be
assessed through Turnitin. Western University’s official policy regarding TurnItIn is that: All
required papers may be subject to submission for textual similarity review to the commercial

Women, Law and Social Change 9

plagiarism detection software under license to the University for the detection of plagiarism.
All papers submitted will be included as source documents in the reference database for the
purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the
service is subject to the licensing agreement currently between the University and
Turnitin.com.
Grade Negotiation: Students must wait 24 hours before appealing any grades they receive
on assignments or tests. Emails received before this point will be disregarded. If you believe
your work has been marked unfairly, you must submit an explanation of exactly how you
believe this to be the case. If your work has been marked by a TA, you must attempt to
discuss your grade and submit your explanation for appeal to them before contacting the
course instructor.
Class Content: Students should be respectful of each other’s opinions and positions. While
free speech and discussion are always encouraged, comments deemed hateful towards a
specific person or group will not be tolerated in the classroom. While you are expected to
strive toward make the learning environment as comfortable as possible for everyone
involved, a “safe space” cannot be guaranteed. If you choose to share personal or sensitive
information, please keep in mind that the privacy of the classroom cannot always be ensured.
Should the nature of any class content make you feel distressed or uncomfortable to the point
you cannot attend or remain in the classroom, please feel free to excuse yourself from the
room for part or all of the lecture period. Contact the instructor as soon as possible to ensure
you receive appropriate accommodation for any missed class time.
Policy on Use of Personal Electronic Devices During Class Time: Please turn off or silence
the ring tone and stow away all electronic devices, such as cell phones, PDAs, text
messengers, iPods, pagers, etc. at the beginning of class. During class time, laptop computers,
iPads, and other electronic devices are to be used only for note-taking. Surfing the Internet,
checking email, Facebook or Twitter, viewing photos, etc. are distracting and disrespectful to
other students and to your instructor/TAs. You are expected to refrain from engaging in these
activities during lectures.
Electronic devices in tests and exams: Electronic devices such as tablet, phones or laptops
will not be permitted during tests and exams.
Support Services: All Western students have the following services available to them
through the Student Development Centre: Psychological Counselling, Career Services,
Learning Skills, Effective Writing Program, Employment Services, International Student
Services, Services for Students with Disabilities, and First Nations Services. Visit
http://www.sdc.uwo.ca for details. If you are in emotional/mental distress, refer to Mental
Health@Western http://www.uwo.ca/uwocom/mentalhealth/ for a complete list of options
about how to obtain help. If you are unsure about where to go, the Wellness Education Centre
(room 76 in the lower level of the University Community Centre) has a “no wrong door”
policy, meaning that they will direct you to the appropriate service or person for any and all
questions or concerns about your overall well-being (whether academic, psychological,
physical, financial, or otherwise).

Women, Law and Social Change 10