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Gender Sociology

Code: 105807 ECTS Credits: 6
Degree Type Year Semester
2500000 Sociocultural Gender Studies OB 2 2


Nuria Alcaraz Coca

Teaching groups languages

You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.



Objectives and Contextualisation

This subject intends to introduce students into the main currents of Sociology focusing on gender analysis, understanding how gender inequality is reflected in life in society and how public powers promote positive changes and actions to promote gender equity.


The training objectives are:


  • To train students in the main currents of Sociology that focus on the social approach to gender;
  • Get to know the most relevant concepts that allow the analysis of the relationships of gender inequality from the sociological perspective;
  • Problematize social inequalities from a gender perspective;
  • Get in contact with the specific indicators that allow an evaluation of gender inequality, at both a global and a local level;
  • Apply the theoretical frame to the construction of gender indicators;
  • Historically systematize gender equality policies from a Global and local perspective;
  • Analyse public policies for the promotion of gender equality;
  • Bring students closer to a feminist perspective of public policies;
  • Point out examples of gender equality plans at a municipal level;
  • Deepen the knowledge about gender bias in public policies;

Know the elements for the design of public policies of gender equality.


  • Express correctly and in a non-sexist or homophobic manner both orally and in writing.
  • Formulate, argue and discuss your own and others' ideas in a respectful, critical and reasoned way.
  • Incorporate the non-androcentric perspective in the work carried out.
  • Interpret and explain the history of gender relations, the significance of differences and the processes of generating inequalities in a context of globalization. 
  • Interpret gender inequalities in relation to sexuality, class, ethnicity and territory based on the concepts and approaches of sociocultural analysis. 
  • Propose and analyze the results of gender policies and plans of equality and equity in institutions, companies, public, private and non-governmental organizations.
  • Proposing corrective actions of the violences tha ttrigger the types and degrees of discrimination on the basis of sex, gender and sexual orientation.
  • Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
  • Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.

Learning Outcomes

  1. Analyze the impact of the application of social policies with a gender perspective.
  2. Analyze theoretically ethnographic examples of cultural diversity in the fields of education, gender and inclusion-exclusion systems.
  3. Compare the different theoretical approaches on the social structure with a gender perspective.
  4. Define the concepts necessary to understand the social structure in terms of gender.
  5. Distinguish the effects of the sex and gender variables in the empirical analyzes.
  6. Identify situations of gender inequality in different areas (legal, labor, educational, family) and provide proposals for action to combat them.
  7. Make an inclusive use of language.
  8. Prepare an organized and correct speech, orally and in writing, in the corresponding language.
  9. Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
  10. Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
  11. Use the specific technical vocabulary and own interpretation of the required disciplines.


Block 1 – Introduction to Sociology of gender: Key concepts and main sociological currents

a) Key concepts

  1. The construction of femininity and masculinity
  2. Gender, body and sexuality
  3. Socialization in gender
  4. Gender roles: work and family


b) Main sociological currents

  1. Functionalist perspective
  2. Symbolic interactionism
  3. Conflict theory
  4. Feminist sociological theory


Block 2 – Gender inequality and public policies

a)     Social Indicators of gender inequality

  1. Introduction social inequalities from a gender perspective: access, quality and results in health, education, employability, participation, economy and uses of time;
  2. Gender indicators: Conceptualization, construction and scope;
  3. Construction of gender indicators: from the World Bank to the European Institute for Gender Equality;
  4. The Index of gender inequality and inequality at the Global level
  5. Global indicators, in Europe, in Spain and in Catalonia

b)     Brief history of gender equality public policies

  1. The Beijing Conference
  2. Equality Policies around the World: Equality Act; the Nordic countries and the Mediterranean countries;
  3. The construction of the European social model and the role of women;
  4. Development of equality policies in Spain and Catalonia

c)     Analysis of  gender equality public policies

  1. The need for Gender Equality policies and the integration of Gender mainstreaming into policies;
  2. Gender mainstreaming - Regulatory framework
  3. Feminist Approach to the Development of Public Policies in Europe
  4. The Welfare State and the Equality Policies
  5. Municipal Equality Plans

d)     Analysis of gender bias in  equality public policies

  1. The invisibility of women's problems
  2. The duality between public and private
  3. Care work and invisible markets
  4. Gender bias in the policies for employment
  5. Gender bias in health policies

e)     Elements for the design of equality public policies

  1. Implementation phases of equality policies: Diagnosis, design, monitoring and evaluation of indicators
  2. Design of local policies for Gender Equality in the health field
  3. Design of policies of gender equality in the educational field



Master classes

Discussions and comments of texts in the classroom

Readings (in Spanish, Catalan and English)

Group projects

Individual papers

Reflection jounals


Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Title Hours ECTS Learning Outcomes
Type: Directed      
Lessons and seminars 50 2
Type: Supervised      
Tutorial 10 0.4
Type: Autonomous      
Reading and comprehension, study, team work 90 3.6


General considerations of the evaluation
											The student will receive the grade of "Not assessable" as long as he has not delivered more than 1/3 of the assessment activities.
											If the tests cannot be taken in person, their format will be adapted (maintaining their weighting) to the possibilities offered by the UAB's virtual tools. Homework, activities and class participation will be done through forums, wikis and/or exercise discussions through Teams, etc. The teacher will ensure that the student can access it or will offer him alternative means, which are within his reach.
											In the event that the student commits any irregularity that could lead to a significant variation in the grade of an assessment act, this assessment act will be graded with 0, regardless of the disciplinary process that may be instituted. In the event that several irregularities occur in the evaluation acts of the same subject, the final grade for this subject will be 0.
											Continued avaluation
											Students must provide the following evidence:
											1) Individual work on block 1 (30%)
											2) Work in pairs on block 2 (30%)
											2) Group work in seminar format (Total 20%)
											Presentation of readings and dynamism of debate in seminar (10%)
											Reading and analysis around a theme of the seminars (10%)
											3) Participation in class - (Total 20%)
											Attendance at mandatory seminars (10%)
											Participating in debates, answering questions and participating in moments of reflection (10%)
											Unique assessment
											Students will be able to take the single assessment by showing the following evidence by the agreed deadline:
											- Individual work on block 1 (40%)
											- Individual work on block 2 (40%)
											- Individual answers around a theme of the seminars (20%)
											To take part in the recovery, the student must have previously been assessed in a set of activities whose weight is equivalent to a minimum of 2/3 parts of the total qualification (CONTINUOUS ASSESSMENT) or hand in all the scheduled tests (SINGLE EVALUATION).
											To participate in the recovery process, the teacher may require the student to have obtained a final average grade of 3.5.


Icona de Validada per la comunitat

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Classroom participation 20 0 0 1, 2, 3, 4, 5, 8, 7, 6, 10, 9, 11
Individual work 30 0 0 1, 2, 3, 4, 5, 8, 7, 6, 10, 9, 11
Team woks 20 0 0 1, 2, 3, 4, 5, 8, 7, 6, 10, 9, 11
Work in pairs 30 0 0 1, 2, 3, 4, 5, 8, 7, 6, 10, 9, 11


Compulsory bibliography


At the beginning of the course, a list of compulsory readings will be offered.


Recomended bibliography




Acker, J. (1990), Hierarchies, jobs, bodies: A Theory of Gendered Organizations, Gender & Society, 4(2), 139–158. https://doi.org/10.1177/089124390004002002


Alvarez, Ana de Miguel. La sociología olvidada: género y socialización en el desarrollo de la perspectiva sociológica. Política y sociedad, ISSN 1130-8001, Nº 32, 1999, págs. 161-172


Arango, L. G. (2005) ¿Tiene sexo la sociología? Consideraciones en torno a la categoría género. Revista Sociedad y Economía, núm. 8, pp. 1-24.


Barrio, C. (2016), Cuerpo y feminidad los posicionamientos de las mujeres jovenes de las clases populares obreras, Comunicación oral, Congreso Español de Sociologia.


Bird, Chloe & Rieker, Patricia. (1999). Gender matters: An integrated model for understanding men's and women's health. Social Science & Medicine. 48. 745-755. 10.1016/S0277-9536(98)00402-X


Butler, J. (2006). El Género en Disputa. Paidós Ibércia S.A., Barcelona


Connell, R. W. (1985). Theorising gender. Sociology, 19(2), 260 – 272


Connell, R. W., & Messerschmidt, J. W. (2005). Hegemonic masculinity: Rethinking the concept. Gender& society, 19(6), 829-859.


Connell, R.W. 2004. Gender and Power: Society, the Person and Sexual Politics. 2 nd edition. Stanford: Stanford University Press

Córdova, R. (2003). El concepto de habitus de Pierre Bourdieu y su aplicación a los estudios de género. Colección Pedagógica Universitaria 40: 1-10.

Díaz Martínez. C., Dema Moreno, S. (ed.), (2013). Sociologia y Género. Editorial Tecnos. Madrid

Edin, K. (2000). What Do Low-Income Single Mothers Say about Marriage? Social Problems, 47(1), 112-133. doi:10.2307/3097154


Holmes, M. (2007). Introduction to the sociology of gender. In: M. Holmes. What is gender? Sociological approaches. London: Sage publication, pp. 1-15.


Johansson, Thomas & Klinth, Roger. (2008). Caring FathersThe Ideology of Gender Equality and Masculine Positions. Men and Masculinities - MEN MASC. 11. 42-62. 10.1177/1097184X06291899.


Katz, J.N. (2005). The Invention of Heterosexuality In Sex, Self, and Society: The Social Context of Sexuality. Ed. Tracey L. Steele. Thomson. p. 50-61


Leek, Cliff & Kimmel, Michael. (2013). Conceptualizing Intersectionality in Super-ordination: Masculinities, Whitenesses, and Dominant Classes. Routledge International Handbook of Race, Class, and Gender. Routledge

Lorente, M. (2009). Los nuevos hombres nuevos. Los miedos de siempre en tiempos de igualdad. Barcelona: Ediciones Destino;

March, A. (1982). Review Essay: Female Invisibility in Androcentric Sociological Theory. Insurgent Sociologist, 11(2), 99–107


Sayer, L. 2005. Gender, Time and Inequality. Social Forces 84, 1: 285-303


Simon, R. 2002. Revisiting the Relationships among Gender, Marital Status, andMental Health. The American Journal of Sociology 107(4):1065. 


Stone, P. (2011) Getting to Equal: Progress, Pitfalls, and Policy Solutions on the Road to Gender Parity in the Workplace. The Inequality Reader. Ed. David B. Grusky and Szonja Szelényi. 2nd ed. Boulder, CO: Westview,  337-44.


West, C. and D. H. Zimmerman. Doing Gender. Gender and Society, Vol. 1, No. 2, 1987, pp. 125-151;


Wingfield, A. (2009). Racializing the glass escalator: Reconsidering Men's Experiences with Women's Work. Gender and Society, 23(1), 5-26.






Abril, P. (2009) Per què són necessàries les polítiques d’igualtat de gènere adreçades als homes?, Revista Barcelona Societat, Ajuntament de Barcelona


Alberdi, I. (2003). El feminismo y la familia. Influencia del movimiento feminista en la transformación de la familia en España. Arbor, CLXXIV(685), 35–51.


Alcaniz Moscardó, M. (2015) Género con clase: la conciliación desigual de la vida laboral y familiar. RES. Revista Española de Sociología, no 23, p. 29-55.


Alfama, Eva. (2015). Género, poder y Administraciones públicas: sobre la (im)posibilidad del cambio hacia una mayor igualdad. Una revisión de la literatura. Revista Espanola de Ciencia Politica. 263.


Artacoz,L., Cortès, I., Borrell, C., (2009) Les desigualtats de gènere en la salut a  Barcelona,  Revista Barcelona Societat, Ajuntament de Barcelona


Astelarra, J. (2005) Políticas públicas de igualdad en España y Europa, a M. De la Fuente (dir.) Repensar les polítiques de gènere des de l'àmbit local. Barcelona: Institut de Ciències Polítiques i Socials, Col. Ciutats i Persones.


Borrell C, García-Calvente MM, Martí-Boscà JV, (ed.). (2004) Informe de la Sociedad Española de Salud Pública y Administración Sanitaria (SESPAS) 2004. La salud pública desde la perspectiva de género y clase social.; 18 (Suppl 1)


Bustelo, M.; Lombardo, E. (2005) "Mainstreaming" de género y análisis de los diferentes "marcos interpretativos" de las políticas de igualdad en Europa: el proyecto MAGEEQ", Aequalitas: Revista jurídica de igualdad de oportunidades entre mujeres y hombres, núm. 17, pp. 15-26.


Carrasco, C. (2007), Estadísticas sota sospita: proposta de nous indicadors des de l’experiència femenina. Barcelona: Institut Català de les Dones;


Comisión Europea (2007) Guía de integración de la dimensión de género en las políticas de empleo (online)


Consejo de Europa, (1999) Mainstreaming de género. Marco conceptual, metodología y presentación de “buenas prácticas”. Informe final de las actividades del Grupo de especialistas en mainstreaming (EG-S-MS), (versión español e inglés), Instituto de la Mujer, Ministerio de Trabajo y Asuntos Sociales, Serie documentos, número 28, Madrid, pp. 26.


Dávila Díaz, M. (2004) Indicadores de Género, Guía Practica, Sevilla: Instituto Andaluz de la Mujer (online)


Dávila, M. (2004), “Indicadores de género”, Jornadas de la Unidad de Igualdad y Género, “Mainstreaming de género: conceptos y estrategias políticas y técnicas”, 26 y 27 de octubre de 2004, Sevilla


De la Fuente, M (dir.) (2005) Repensar les polítiques de gènere des de l'àmbit local. Barcelona: ICPS.


De la Fuente, M (dir.) (2008) Polítiques locals dels temps. Gènere, ciutat i benestar quotidià. Barcelona: ICPS


Durán Heras, M. Angeles: El valor del tiempo ¿cuántas horas te faltan al día?, Madrid, Espasa-Calpe, 285 págs.


Federación Española de Municipios y Provincias: area de Igualdad, (2006),  Documento marco para la gestión de las políticas locales de igualdad, Madrid (online)


Mcdaniel, Susan. (2010). Gøsta Esping-Andersen, Incomplete Revolution: Adapting Welfare States to Women’s New Roles. The Canadian Journal of Sociology. 35.


Gregory, J.(1999) Gender Mainstreaming: closing the gap between theory and practice, ponencia presentada a la conferencia sobre ‘Women and Political Action: debating ways forward for feminists’. Middlesex University, 18 y 19 Junio 1999.


Institut Català de les Dones (2006)  Guia per al disseny i la implantació d’un pla d’igualtat d’oportunitats a les universitats, Col·lecció: Eines (online)


Instituto Europeo de la Igualdad de Género, (2017) Sintesis para 2017, Luxemburgo (online)


Instituto Vasco de la Mujer, Guía para la medición de los impactos de las políticas de empleo y reactivación economica en las mujeres (online)


Jacquot, S. (2015). Transformations in EU Gender Equality: From Emergence to Dismantling. London: Palgrave.


Lewis. J. (2009) Work-Family balance, gender and policy. Chetelhamp: Edward Elgar


Llei 17/2015, del 21 de juliol, d'igualtat efectiva de dones i homes.


Lombardo, E. (2003): “El mainstreaming de género en la Unión Europea”, Aequalitas. Revista Jurídica de Igualdad de Oportunidades entre Mujeres y Hombres, vol. 10-15, Mayo-Diciembre 2003, pp. 6-11


Macias, M., Cuentas, S., Pino, E. (2018), Guia per elaborar un pla de polítiques d’igualtat de gènere de les administracions locals, Associació Catalana de Municipis (online)


Observatorio de Género sobre Economía, Política y Desarrollo (2018) Guia de Género para Politicas públicas más transformadoras (online)


Programa de las Naciones Unidas para el Desarrollo (2018), Índices e indicadores de desarrollo humano, Actualización estadística de 2018


Rico, M., Gómez-Limón, J.A., (2011)  Propuesta metodológica para la construcción de indicadores sintéticos de igualdad de género. El caso del mediorural deCastilla y León,  Vol 69, No 1


Ruiz Cantero, M. T. (2009) Sesgos de género en la atención sanitaria. Escuela Andaluza de Salud Pública, Consejería de Salud, Junta de Andalucía


Tobío, C.(2012) Cuidado e identidad de género. De las madres que trabajan a los hombres que cuidan. Revista Internacional de Sociología, [S.l.], v. 70, n. 2, p. 399-422


Valarino, I., (2018) El techo de cristal en el sector público: Acceso y promoción de las mujeres a los puestos de responsabilidad, in Revista Española de Sociología, Vol. 27, Número 3, Septiembre 2018


World Bank. (1995). Toward gender equality : the role of public policy : an overview. Development in Practice. Washington, D.C.


Teams will be used to install on personal computers and in classrooms