Degree | Type | Year | Semester |
---|---|---|---|
2503878 Sociocultural Gender Studies | OB | 2 | 2 |
There are no formal pre-requisites for this course but is highly recommended that students make an effort to get familiarized with basic economic analysis through accessible sources, such as for instance the economic media.
The general objective of the course is that students understand the relation between the Economy and gender inequality, and to what extent gender inequality is the result of economic inequalities between women and men.
Concrete objectives are:
1. Introduction. Feminist Economics and its antecedents.
2. Quantitative and qualitative sources to understand the economic basis of Gender Inequality
a. Participation rate, employment rate, unemployment rate.
b. Horizontal and vertical segregation: glass ceilings, sticky floors.
c. The wage gap.
d. 'Economic inactivity': unpaid domestic labor. Gender inequality in the organization of care.
3. The economy, family and inter-generational transfers.
a. The evolution of the family and changes in the use of time of women and men.
b. How do economic changes affect marriage, formation of new households, and fertility?
c. Household composition, by age and gender, and poverty.
d. Gender differences in demand and supply services to the dependent populations.
e. Demographic planning and the demand of goods and services.
f. Violence within the family and its relation to economic inequality.
4. Gender Responsive Budgeting.
a. Public Income: the fiscal system and gender inequality in taxes.
b. Public expenditure: demand and supply of public services.
c. Mainstreaming: Gender Responsive Budgeting as an instrument to reduce gender inequality.
5. Education and labor markets
a. An historical overview until the present day.
b. Post-compulsory education: the origin of labor market segmentation.
c. Gender differences in the transition to the labor market
d. Gender differences in the development of a professional career: the problem of discontinuity.
e. Future perspectives.
6. The feminization of poverty: causes and policies to reduce it
a. Quantitative and qualitative indicators.
b. Causes of the feminization of poverty.
7. Economic policies to reduce/eliminate gender inequality
a. Fiscal and public expenditure policies: public services.
b. Equal share of unpaid domestic work: equal and non-transferable parental leave.
c. Part-time work for women only is not the solution.
Four complementary learning activities:
1. Lectures.
2. In-class discussion
3. Individual work by the students (reading and information search)
4. Tutorials
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Classes | 48 | 1.92 | 5, 1, 2, 3, 8, 7, 10 |
Type: Supervised | |||
Tutorials | 10 | 0.4 | 5, 1, 2, 3, 7, 10 |
Type: Autonomous | |||
A written essay based on recommended readings, to be presented in class. | 43 | 1.72 | 5, 1, 2, 3, 8, 10, 9 |
Reading and studying | 49 | 1.96 | 5, 8, 7, 10 |
The assessment of the course is composed of one short essay worth 10% of the final course mark, a midterm exam and a final exam. The midterm exam weights 40% of the final mark. The final exam weights 50% of the course mark. The written essay will be based on recommended readings, and will be presented in class.
Re-sitting exam. Those students with a final mark between 4 and 4.9 can re-sit. The maximum mark for this exam will be 5.
Students will get a NO PAPER only if and when they have done no midterm exam.
In the event that tests or exams cannot be taken onsite, they will be adapted to an online format made available through the UAB’s virtual tools (the original weighing will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Instructors will ensure that students are able to access these virtual tools, or will offer them feasible alternatives.
In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities, the student will receive a zero as the final grade for the class.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
A written essay based on recommended readings, to be presented in class. | 10% of the final mark | 0 | 0 | 5, 1, 2, 3, 6, 7, 10, 9 |
Exercises | 20% of the final grade | 0 | 0 | 5, 1, 2, 3, 6, 7, 10, 9 |
Final exam | 40% of the final mark | 0 | 0 | 5, 1, 2, 3, 10, 9 |
Mid-term exam | 30% of the final mark | 0 | 0 | 5, 1, 2, 3, 4, 6, 8, 7, 10, 9 |
BECKER, G. 1987. Tratado sobre la familia. Madrid. Alianza Universidad, pp: 9-16 i 128-152.
Benería, L. y Sarasua, C. (2010) ¿A quién afecta el recorte del gasto?, El País, 28/10/2010
Blau, F., Ferber, M., Winkler, A. (2014), The Economics of Women, Men and Work (7ª ed.).
Blossfeld, H-P; Skipek, J.; Triventi, M. and Buchholz, S. (Eds) (2015): Gender, Education and Employment. An International Comparison of School-to-Work Transitions. Edward Elgar: Cheltenham.
Boll, C.; Leppin, J.; Rossen, A. and Wolf, A. (2016): Magnitude and Impact Factors on the Gender Pay Gap in EU Countries. European Commission: Luxemburg.
Cook, J.; Roberts, J. and Waylen, G. (2000): Towards a Gendered Political Economy. Palgrave Macmillan: London.
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Matías Cortes, G.; Jaimovich, N. and Siu, H.E. (2016): “The End of Men and Rise of Women in the High-Skilled Labor Market.” Working Paper http://www.econ.quensu.ca/files/other/Siu%20paper%20endofmen20160920.pdf
Nelson, J. (1995), “Feminism and Economics”, The Journal of Economic Perspectives, 9, 2, pp. 131-148. www.jstor.org/stable/2138170
Pazos, M. Roles de género y políticas públicas https://recyt.fecyt.es/index.php/sociologiatrabajo/article/view/55571
Pazos Morán, M. (2008): ‘Género, orientación del presupuesto y eficiencia económica’. En María Pazos-Morán (ed.): Economía e igualdad de género: retos de la hacienda pública en el siglo XXI. Instituto de Estudios Fiscales.
Sarasua, C. (2014), "Por un reenfoque del análisis feminista de la crisis", http://www.carmensarasua.es/descargas/articulosprensa_pressarticles/Revista%20digital%20Con%20la%20A%20Economia%20y%20Trabajo%2031%202014.pdf