Gender and Ethnicity
Code: 101143Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Sociology | OB | 2 |
Contact lecturer
- Name :
- Enrico Mora
- Email :
- enrico.mora@uab.cat
Teaching staff
- Enrico Mora
- Sonia Parella Rubio
- Michela Mariotto
- Arnau Poy Renau
Group languages
You can consult this information at the end of the document.
Prerequisites
Students must have followed the course “Les classes socials i l’estratificació”
Objectives
This course intends to introduce the students in the analysis of social inequality according to gender and ethnic relations, by providing the main conceptual tools to identify and explain them. The learning objectives are:
Training the students in the analysis of the social structure according to gender relations and ethnic relations.
Providing a historical contex of social inequalities due to gender and ethnicity
Understanding the different analytical approaches to the concepts of sex and gender.
Understanding the different analytical approaches to the concepts of race and ethnicity.
Understanding the different models of analysis of gender and gender inequality and knowing how to apply them to the social reality of Spain and Catalonia.
Understanding the different models of analysis of inequality based on race, ethnicity and place of origin and knowing how to apply them to the social reality of Spain and Catalonia.
Understanding the main interrelations between gender and ethnic inequalities on one side and class inequalities on the other
Learning outcomes
- Students must be capable of assessing the quality of their own work.
- Demonstrating a comprehension of the analysis of social phenomena presented in English, as well as observing their strengths and weaknesses.
- Effectively communicating the basic analysis of social phenomena in an elementary level of English.
- Students must be capable of managing their own time, planning their own study, managing the relationship with their tutor or adviser, as well as setting and meeting deadlines for a work project.
- Searching for documentary sources starting from concepts.
- Developing critical thinking and reasoning and communicating them effectively both in your own and other languages.
- Developing self-learning strategies.
- Respecting the diversity and plurality of ideas, people and situations.
- Defining the necessary concepts in order to understand the social structure.
- Comparing the different theoretical approaches about social structure.
- Defining the involvement of the main sociological debates about social structure.
- Identifying the involvement of these approaches in order to understand the social structure.
- Expressing the debates regarding these approaches, that refer to the social structure.
- Defining the most common concepts used to explain inequalities.
- Identifying their validity to explain the social reality of Spain and Catalonia.
- Comparing these explanations in different countries.
- Identifying the underlying inequalities of specific policies or conflicts.
- Comparing different ideological readings of the inequalities in Spain and Catalonia.
- Apply the variety of ideological readings of inequality to a country other than Spain.
- Relating the definitions and explanations of inequality with general theoretical and methodological debates.
- Relating these general debates with their epistemological and ethical assumptions.
- Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
Contents
INTRODUCTION 1. The analysis of social inequality from a multidimensional perspective SECTION I: Gender relations 1. Sex, gender and gender relations. A conceptual and terminological clarification 2. The sex / gender system. From biologism to performativity 3. Social relations and producers of life. Patriarchy and capitalism 4. Dynamics and key indicators of social inequalities and social exclusion in Spain and Catalonia based on sex and gender categories SECTION II: Ethnic relations 1. Race, ethnicity and ethnic relations. A conceptual and terminological clarification 2. Processes of historical formation of prejudice and racism 3. The causes of social inequality of ethnic groups in access to resources 4. Dynamics and key indicators of social inequalities and social exclusion in Spain and Catalonia based on racial, ethnic and place of origin categories CONCLUSIONS Gender, social class and ethnicity as interconnected categories: the feminist theory of intersectionality |
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Tutorials | 4 | 0.16 | |
| Training classes and seminars | 53 | 2.12 | |
| Reading texts, studying, individual report | 91 | 3.64 |
| Master classes | Comments of texts in the classroom | Reading texts (in Spanish and in English) | Individual report |
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Face-to-face participation | 20% | 0 | 0 | 2, 3, 6, 8, 10, 11, 12, 13, 15, 16, 17, 18, 19, 22 |
| Individual written work for oral evaluation | 30% | 0 | 0 | 1, 2, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15, 20, 21 |
| Individual written examinations: two exams and the compensatory exams (if necessary) | 25%, 25% | 2 | 0.08 | 2, 6, 9, 10, 11, 12, 14, 20, 21 |
Students will be required to submit the following evidence:
I) Continuous Assessment
1) Individual Work. Completion of an exercise during the course.
Completion of an individual exercise, submitted via the virtual campus, which will be assessed orally. At the beginning of the course, appropriate guidelines will be provided on how to complete the exercise, the conditions under which AI may be used, and the transparency of its use in preparing documentation. No study materials, electronic devices, or any type of AI may be used during the oral exam. Any detection of AI use during the oral exam will automatically result in a grade of 0.
- Individual activity
- The exercise is worth 30% (averaged with written exams starting at 4)
2) Individual Written Exams. Completion of two exams during the course.
- Individual activity
- Each exam is worth 25% (the average grade of both exams must be at least 4 to be averaged with the other evidence). - During exams, no study materials, electronic devices, or any type of AI are permitted. Any detection of their use during the exam will automatically result in a grade of 0. After the exam, if during grading the exam the instructors suspect that it may have been answered dishonestly (copying, plagiarism, use of study materials, electronic devices, AI during the exam, etc.), they will conduct an alternative assessment to verify the effective acquisition of knowledge and skills, and therefore the validity of the exam taken by the students, and to determine the final grade.
3) In-person participation. During the course:
- Individual or group activity
- Participation accounts for 20% of the grade (10% for the Gender Module and 10% for the Ethnicity Module)
- For each in-class activity, the instructors will indicate whether the use of AI is permitted and under what conditions and limitations.
II) Single Assessment
1) Individual work. Completion of an exercise during the course.
1) Individual assignment, submitted via the virtual campus, which will be assessed orally. At the beginning of the course, you will receive guidance on how to complete the assignment, the conditions under which AI may be used, and the transparency of its use in preparing the documentation. No study materials, electronic devices, or any type of AI may be used during the oral exam. The use of AI detected during the oral exam will automatically result in a grade of 0.
- Individual activity
- The assignment is worth 40% (averaged with written exams, starting at a score of 4).
2) Individual written exams. Two exams.
- Individual activity
- Each exam is worth 30% (the average grade of both exams must be at least 4 to be averaged with the other assessments).
- No study materials, electronic devices, or any type of AI may be used during the exams. If the use of electronic devices is detected during the exam, it will automatically result in a grade of 0. Once the exam has been administered, if, during the grading process, the instructors suspect that the exam may have been answered dishonestly (copying, plagiarism, use of study materials, electronic devices, AI during the exam, etc.), they will verify the effective acquisition of knowledge and skills, and therefore the validity of the exam taken by the students, in order to determine the final grade.
Delimitation of compensatory activities: Students may retake the individual exam(s) during the compensatory period. To do so, they must have submitted the individual assignment and participated in the oral exam.
Individual assignments that are assessed orally cannot be retaken.
Participation cannot be retaken.
Instructions on the weighting of evidence for the course assessment and compensatory assessment:
The average grade of the two written exams must be equal to or higher than 4 to be averaged with the other evidence.
The grade for the individual assignment assessed orally must be 4 or higher to be included in the average with the other assessments. A makeup exam may be taken for any of the written tests with a grade lower than 5. A makeup exam cannot be taken for a written test with a grade higher than 5.
Definition of "Not Present": Failure to attend the written exams, failure to submit the individual assignment assessed orally, and failure to attend the oral exam.
Uses of AI: Any irregularity in an assessment (academic fraud, plagiarism, or misuse of AI, unless expressly authorized in the course syllabus) that could lead to a significant change in the grade will result in a grade of 0. If the course syllabus stipulates that failing an assessment requires a grade of 0, or if several irregularities occur in the assessments of the same subject, the final grade for that subject will be 0. Furthermore, disciplinary proceedings may be initiated against any student who commits any of these irregularities. The teaching staff reserves the right to conduct oral interviews or an alternative assessment to verify the effective acquisition of knowledge and skills and, therefore, the validity of the assessments completed by the students.
Regarding the assessment of repeat students, in accordance with Article 117.2 of the UAB Academic Regulations, the assessment may consist of a single synthesis exam. Students repeating a year who wish to take advantage of this option should contact the teaching staff at the beginning of the course.
Bibliography
Compulsory Bibliography
When beginning the course the list of readings will be provided on line.
Recommended Bibliography
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Cornwall, A., Lindisfarne, N. (eds.) 1994. Dislocating Masculinity: Comparative Ethnographies.London: Routledge.
De Beauvoir 1977. El segundo sexo. Los hechos y los mitos. Vol.I Madrid: Cátedra. Feminismos,51.
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Hall, C. 1992. White, Male and Middle-class: Explorations in Feminism and History. Cambridge, England: Polity Press.
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Oakly, A. 1972. Sex, Gender and Society.London: Temple Smith.
Parsons, T. 1954. «Age andSexinthe Social Structure of the United States». A: Essays in Sociological Theory. Glencoe: The Free Press.
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Stoller, R. 1978, Recherches sur l’identité sexuelle.París: Gallimard.
Rubin, G. 1978. «The Traffic in Women: Notes on the 'Political Economy' of Sex». A: R. Reiter(comp.) Towards an Antropology of Women.New York: Monthly Review Press. P. 157-210.
Sedgwick, E. K. 1990. Episteology of the Closet.Berkeley: University of California.
Sherwin, S. et altri. 1998. The Politics of Women’s Health.Philadelphia: Temple University Press.
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Walby, S. 1994. Theorizing Patriarchy. Oxford: Blackwell.
Walby, S. 1986. Patriarchy at Work, Patriarchal and Capitalist Relations in Employment. Cambridge: Polity Press.
Valcarcel, A. 2000.«La memoria colectiva y los retos del feminismo». A: A. Valcárcel, D. Renau y R. RomerLos desafíos del feminismo ante el siglo XXI.Sevilla: Instituto Andaluz de la Mujer.
Fox, R., Tiger, L. 1973. L’animal impérial.París: Robert Laffont.
Wilson, E. 1977. Women and the Welfare State.London: Tavistock.
BIBLIOGRAPHYon inequality and ethnic relations
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Allport, G. W. 1954. The Nature of Prejudice. Boston: Bacon Press.
Anthias, F: “Género, etnicidad, claseymigración: inteseccionalidad y pertenencia transnacional”. A: P. Rodríguez (ed.), Feminismos periféricos. Granada, Ed. Alhulia, 2006.
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Software
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Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 1 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 1 | Catalan | second semester | morning-mixed |
| (TE) Theory | 51 | Spanish | second semester | afternoon |
| (SEM) Seminars | 51 | Spanish | second semester | afternoon |