Economics and Gender Inequality
Code: 106992 ECTS Credits: 62024/2025
| Degree | Type | Year |
|---|---|---|
| 2503878 Sociocultural Gender Studies | OB | 2 |
Contact
- Name:
- Alberta Toniolo
- Email:
- alberta.toniolo@uab.cat
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
There is no official and specific prerequisite to correctly follow the subject. Even so, in order to get the most out of the lessons, readings and exercises, it is recommended that students have a minimum base of knowledge in political and social history of the last two centuries, and in the basic terminology of economics, in addition to having taken the subject Social Analysis Tools taught within the scope of the ESCG Degree. It is also appropriate that they have a correct understanding of written and spoken English, because this competence will facilitate the access to a wider range of resources (bibliographic and audiovisual) with which to work on the different topics raised by the subject, and carry out the exercises of classroom practices.
Objectives and Contextualisation
The main objective of the subject is the acquisition of knowledge and interpretive tools to achieve:
A. identify and analyse the various aspects of the relationship between economy and gender inequality;
B. understand why and how gender inequality and discrimination also depend on asymmetries in the distribution of income and in access to work and resources.
The specific objectives are:
1. understand and use the main macroeconomic concepts, indicators and quantitative and qualitative variables that allow detecting economic phenomena linked to gender inequality;
2. adopt a multidisciplinary and intersectional analysis perspective that allows the integration of economic facts and processes with those of an institutional and sociocultural nature;
3. distinguish the socioeconomic mechanisms that, in the past as well as currently, defined and constructed gender relations, binary and non-binary;
4. identify the factors that drive the reproduction of socioeconomic gender inequality, paying special attention to cultural values, formal and informal norms and institutions that generate hierarchies based on marginalization and discrimination;
5. know what are, and can be, effective political actions to reduce economic gaps between genders, in countries with a medium-high per capita income, as well as in low-income countries (poverty levels, differentiated access to education and health, horizontal and vertical segregation, glass ceiling, sticky floor, etc.)
Learning Outcomes
- CM22 (Competence) Formulate your own ideas and debate on other people's ideas in a respectful, critical and reasoned way, incorporating a non-androcentric perspective.
- CM44 (Competence) Compare gender and age indicators in family nuclei with a potential greater risk of poverty.
- KM37 (Knowledge) Evaluate the impact of fiscal policies on matters related to inequality and poverty.
- KM38 (Knowledge) Propose solutions to inequality in the workplace in public, private and non-governmental companies.
- KM39 (Knowledge) Evaluate how employment equality laws are applied in public, private and non-governmental companies.
- SM35 (Skill) Produce an organised and politically correct speech, orally and in writing, in the relevant language.
- SM36 (Skill) Use the technical vocabulary that correctly interprets employment doctrine and case law.
Content
Introduction
The economy as a social game crossed by intersectionalities
Topic 1
1.1. Women and gender in economic theory. A historical overview
1.2. Feminist economics: beginnings, consolidation and current variants
1.3. The theory of capabilities and human development
Topic 2
2.1. The sexual division of labour: educational levels, horizontal and vertical segregation
2.2. The labour market and gender: occupation, ceilings and gaps
2.3. The scourge of non-remuneration and invisibility
Topic 3
3.1. Neoliberal policies and the globalization process
3.2. Poverty has a gender: the European and world maps of scarcity and hunger
3.3. The process of integration of markets and women's work. Case studies (Central America, Asia and Europe)
Topic 4
4.1. Discrimination of the LGTBIQ+ community in the labour market. Case studies (Spain, EU, USA)
4.2. The socioeconomic factors of gender violence
4.3. Sex work from an economic analysis perspective
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Master classes with the use of ITC - Practical classroom exercises | 125.5 | 5.02 | CM22, CM44, KM37, KM38 |
| Type: Supervised | |||
| Performing puntuated practices in the classroom - Continuity in attendance and active participation in lessons | 15 | 0.6 | CM22, CM44, KM37, SM35, SM36 |
Teaching and learning methodologies used in the subject:
Expository lessons
Classroom discussions
Carrying out practice exercises in the classroom
Attendance at seminars
Tutoring
Reading academic bibliography and reports of interest
Use of audiovisual resources (interviews, films, documentaries, podcasts, journalistic reports)
Virtual Campus of the subject
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| A written exam | 45% of the final mark | 2 | 0.08 | CM22, CM44, KM37, KM38, KM39, SM35, SM36 |
| Analysis exercise on a text | 20% of final mark | 1.5 | 0.06 | CM22, SM35, SM36 |
| Four prąctical exercises in the classroom | 10% of the final mark | 6 | 0.24 | CM44, KM37, KM39, SM36 |
| Subject's follow-up, attendance and participation | 25% of the final mark | 0 | 0 | CM22, SM35, SM36 |
The activities subject to evaluation will consist of the INDIVIDUAL REALITZATION of 3 types of tests (A-B-C) and the personal monitoring modality of the subject (D):
A. Four practical exercises in the classroom, distributed throughout the course and focused on issues raised by the various topics of the program. Each main section of the program will correspond to a practice. The practices can only be carried out in person in the classroom and cannot be rescheduled without a compelling justification, duly verified with an official certificate (e.g. medical). Each exercise will score out of 10 and its mark will be worth 2.5% of the subject final mark. Not completing a practice will result in a mark equivalent to 0, with the corresponding loss of 2.5%. Together, the score for the 4 exercises will be equivalent to a share of 10% of the subject final mark. At the beginning of the course, will be communicates the calendar with the dates of the 4 tests.
B. An interpretation and analysis exercise in the classroom, scheduled for approx. in the middle of the semester, and based on the writing of a comment on a text related to one of the program issues discussed during the previous weeks of the course. The exercise can only be carried out in person and cannot be rescheduled to another date without compelling justification, duly verified with an official certificate (e.g. medical). The exercise will score out of 10 and its mark will be worth 20% of the subject final mark. Failure to complete the exercise will result in a mark equivalent to 0, with the corresponding loss of 20%. At the beginning of the course, will be announced the date of the test, which will coincide with the day and time of one of the weekly classes.
C. A written exam at the end of the course, based on four essay questions on any aspectof the various sections of the program. Each answer will score out of 10, and the exam final mark will be the average of the 4 scores obtained. The exam final mark will be worth 45% of the subject final mark. During the course, and following the calendar established by the Faculty of Philosophy and Letters, will be set and communicated the date of the test.
D. The quality of the subject's follow-up, measured with: 1. the continuity of attendance throughout the course; 2. active participation in the sessions (answering questions, raising doubts, developing one's own interventions and reflections, doing the indicated exercises, etc.); 3. intervention in tutoring and test review. The mark related to the quality of monitoring will be calculated out of 10 and will represent 25% of the subject final mark.
Rating of 'Not evaluable'
The student will receive the grade of 'Not evaluable' in the event that he or she has completed a percentage of less than two thirds of the evaluation activities (< 67%).
Recovery exam
To have access to the recovery exam, a student must:
- has been evaluated in a set of activities that represents a minimum of two thirds of the total subject mark (> 67% of the total);
- has obtained a subject final mark between 3.5 and 4.9 out of 10.
The recovery exam will consist of 5 exercises: 4 essay questions on the entire program; and 1 comment on one of the graphs worked during the practice exercises. Each answer will be worth a maximum mark of 2.0 points. The student who passes the recovery exam will pass the subject with a mark of 5.0. Otherwise, will be maintained the initial mark obtained with the continuous evaluation process.
Single evaluation
In this option, a student will have todo:
- an individual work of analysis and reflection (text of approximately 20 pp.) based on mandatory readings and the contents of the subject developed in classes (40% of the subject final mark);
- oral presentation and discussion of the work with pertinent reflections (10% of the final mark);
- a multiple choice exam with 20 questions on the contents of the program and the practices carried out in the classroom during the course (50% of the final mark). The test will score out of 10 and incorrect answers will have a penalty.
The text of the work will have to be delivered prior to the other two tests, within the deadline of May 31, 2025. All students involved in this type of test will have to carry out the respective presentations and the multiple choice exam in a single session. Their dates and times will be scheduled and published on the Virtual Campus during the course.
Review of qualifications
Prior to each evaluation activity, the teacher will inform the students (via Virtual Campus) of the procedure and the date of review of the marks.
In the event that the tests cannot be taken in person due to force majeure, their format will be adapted (maintaining the 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 students can access or offer alternative means that are accessible to everyone.
In the event that a student commits any irregularity that could lead to a significant variation in the mark of an evaluation act, the latter will be puntuated with a mark of 0, regardless of the disciplinary process that may be instituted.
In the event that several irregularities occured in the evaluation acts of the same subject, the subject final mark will be 0.
Evaluation acts in which there have been irregularities (copy, unauthorized use of AI, mobile phone and other digital devices, etc.) are NOT recoverable.
Bibliography
Bibliography and other guiding resources
Agenjo Calderón, A. (2021), Economía política feminista. Sostenibilidad de la vida y economía mundial, Catarata: Madrid.
Akelorf, G.A. - Kranton, R.E. (2010), Identity Economics. How ours Identities Shape our Work, Wages, and Well-Being, Princeton University Press: Oxfordshire.
Becchio, G. (2019), A History of Feminism and Gender Economics. Routledge: Oxfordshire.
Becker, G. (1987), Tratado sobre la familia. Alianza Universidad: Madrid, p. 9-16 i 128-152.
Benería, L. y Sarasua, C. (2010), "¿A quién afecta el recorte del gasto?", El País, 28/10/2010.
Benería, L. - Berik, G. - Floro, M.S. (2018), Género, desarrollo y globalización. Una visión desde la economía feminista. Edicions Bellaterra: Barcelona.
Blau, F. - Ferber, M. - Winkler, A. (2016), The Economics of Women, Men and Work, Oxford University Press: Oxford.
Blossfeld, H.P. - Skipek, J. - Triventi, M. - 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. - Wolf, A. (2016), Magnitude and Impact Factors on the Gender Pay Gap in EU Countries. European Commission: Luxemburg.
Butler, J. - Fraser, N. (2017), ¿Reconocimiento o redistribución? Un debate entre marxismo y feminismo, Traficantes de Sueños: Madrid.
Cook, J. - Roberts, J. - Waylen, G. (2000), Towards a Gendered Political Economy. Palgrave Macmillan: London.
Corriveau, P. - Roth, K. (2011), Judging Homosexuals: A History of Gay Persecution in Quebec and France, UBC Press, Vancouver.
Craven Nussbaum, M. (2012), Las mujeres y el desarrollo humano. Herder Editorial: Barcelona.
Cunningham, S. - Shah, M. (2016), The Oxford Handbook of Economics of Prostitution. Oxford University Press: Oxford.
Daly, H.E. - Farley, J. (2004), Ecological Economics: Principles and Practice, Island Press: Washington D.C..
Dugard, J. - Porter, B. - Ikawa, D. - Chenwi, L. (2020), Research Handbook on Economic, Social, and Cultural Rights as Human Rights, Edward Elgar Publishing: Northampton, Massachusetts.
Ekman, K.E. (2021), El ser y la mercancía. Prostitución, vientres de alquiler y disociación, Bellaterra ed.: Barcelona.
Feci, S. - Schettini L. (2017), "La violenza contro le donne nella storia", Volum 8 of Storia delle donne e del genere, Viella Libreria Editrice: Roma.
Ferber, M.A. - Nelson, J.A. eds. (2004), Más allá del hombre económico. Economía y teoría feminista, Ediciones Cátedra: Valencia.
Fraser, N. (2022), Capitalisme caníbal. Com el nostre sistema devora la democràcia, les cures i el planeta, i què hi podem fer al respecte, Tigre de Paper: Manresa.
Gálvez, L. - Torres, J. (2010), Desiguales, Icaria: Madrid.
Goldin, C. (2006), "The quiet revolution that transformed women's employment, education and family", NBER Working Papers, 11953 https://www.nber.org/papers/w11953
González Luna, L. (2021), El movimiento del feminismo independiente. 1980-1986, Editorial Victoria Sau: Barcelona.
Heberer, E.M. (2014), Prostitution. En Economic Perspective on its Past, Present, and Future. Springer: Berlin.
Herrero, Y. (2023), Ecofeminismos, Icaria: Barcelona.
Herrero, Y. et al. (2019), La vida en el centro. Voces y relatos ecofeministas, Madrid: Libros en Acción: Madrid.
Illouz, E. - Kaplan, D. (2020), El capital sexual en la Modernidad tardía, Herder: Barcelona.
Jackson, T. (2022), Postcreixement. La vida després del capitalisme, Arcàdia: Barcelona.
Lynch, K. -Feeley, M. (2009): Gender and Education (and Employment). Gendered Imperatives and their implications for Women and Men. Lessons for Research for Policy Makers. NESSE and European Commission.
Lee, R. (2003), "The demographic transition: three centuries of fundamental change", Journal of Economic Perspectives,17, 4, pp. 167-190.
Lee, R. i altres (2014), "Is low fertility really a problem? Population aging, dependency, and consumption", Science, 20, pp. 346, 229: http://www. Sciencemag.org
Matías Cortes, G. - Jaimovich, N. - 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
Meyer, D. (2015), Violence against Queer People. Rutgers University Press: New Brunswick, New Jersey.
Morini, C. (2014), Por amor o a la fuerza. Feminización del trabajo y biopolítica del cuerpo, Traficantes de Sueños: Madrid.
Nelson, J. (1995), "Feminism and Economics", The Journal of Economic Perspectives, 9, 2, pp. 131-148. www.jstor.org/stable/2138170
Nussbaum,M.C. (2000), Women and Human Development: The Capabilities Approach, Cambridge University Press: Cambridge.
Oster, E.F. (2004), "Witchcraft, Weather and Economic Growth in Renaissance Europe", Journal of Economic Perspective, Availableat SSRN: https://ssrn.com/abstract=522403
Pazos, Morán, M. (2016), "Roles de género y políticas públicas", ST73, pp. 5-23: 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.
Pérez de Eulate, E. (2016), Excluidas del paraíso, documental.
Pérez-Orozco, A. (2014), Subversión feminista de la economía, Traficantes de Sueños: Madrid.
Sampietro, J.L. (2009), Economía humanista. Algo más que cifras. Penguin Random House: Barcelona.
Sarasua, C. (2014), "Por un reenfoquedel análisis feminista de la crisis": http://www.carmensarasua.es/descargas/articulosprensa_pressarticles/Revista%20digital%20Con%20la%20A%20Economia%
Sen, A.K. (2000), Desarrollo y libertad. Planeta: Barcelona.
Sen, A.K. (2001), La desigualdad económica. Fondo de Cultura Económica: México D.F.
Smakov, A. (2018), "Economic Origins of Witch Hunting", Studies in Business and Economics, 13 (3), pp. 214-229.
Truzzoli, C. (2020), Desbordando sexo y género. El amplio abanico de las identidades. Edicions Bellaterra: Barcelona.
Software
Word, PowerPoint, and Office software; Adobe Acrobat and Microsoft Teams. At the beginning of the course, more specific instructions will be given about: 1. other software tools to use for monitoring and preparing the subject; 2. online research coordination to obtain documentation, audiovisuals and data relevant to the contents of the various topics discussed.
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Catalan | second semester | morning-mixed |
| (TE) Theory | 1 | Catalan | second semester | morning-mixed |