Economics and Gender Inequality
Code: 106992Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Sociocultural Gender Studies | OB | 2 |
Contact lecturer
- Name :
- Alberta Toniolo
- Email :
- alberta.toniolo@uab.cat
Group languages
You can consult this information at the end of the 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
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 (Formulate your own ideas and debate on other people's ideas in a respectful, critical and reasoned way, incorporating a non-androcentric perspective.) Formulate your own ideas and debate on other people's ideas in a respectful, critical and reasoned way, incorporating a non-androcentric perspective.
- CM44 (Compare gender and age indicators in family nuclei with a potential greater risk of poverty.) Compare gender and age indicators in family nuclei with a potential greater risk of poverty.
- KM36 (Contextualise social events and legal repercussions related to gender equality from a historical perspective.) Contextualise social events and legal repercussions related to gender equality from a historical perspective.
- KM37 (Evaluate the impact of fiscal policies on matters related to inequality and poverty.) Evaluate the impact of fiscal policies on matters related to inequality and poverty.
- KM38 (Propose solutions to inequality in the workplace in public, private and non-governmental companies.) Propose solutions to inequality in the workplace in public, private and non-governmental companies.
- KM39 (Evaluate how employment equality laws are applied in public, private and non-governmental companies.) Evaluate how employment equality laws are applied in public, private and non-governmental companies.
- SM35 (Produce an organised and politically correct speech, orally and in writing, in the relevant language.) Produce an organised and politically correct speech, orally and in writing, in the relevant language.
- SM36 (Use the technical vocabulary that correctly interprets employment doctrine and case law.) Use the technical vocabulary that correctly interprets employment doctrine and case law.
Contents
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 LGTBI+ collective in the labour market. Case study (Spain, EU, USA)
4.2. Socio-economic factors of gender violence
4.3. Sexual work from the perspective of economic analysis
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Master classes with the use of ITC - Practical classroom exercises | 125.5 | 5.02 | |
| Performing puntuated practices in the classroom - Continuity in attendance and active participation in lessons | 15 | 0.6 |
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
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Subject's follow-up, attendance and participation | 15% of the final mark | 0 | 0 | CM22, SM35, SM36 |
| Four pràctical exercises in the classroom | 20% of the final mark | 6 | 0.24 | CM22, CM44, KM36, KM37, KM38 |
| Analysis exercise on a text | 20% of final mark | 1.5 | 0.06 | CM22, SM35, SM36 |
| A written exam | 45% of the final mark | 2 | 0.08 | CM22, CM44, KM36, KM37, KM38, KM39, 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 5% of the subject final mark. Not completing a practice will result in a mark equivalent to 0, with the corresponding loss of 5%. Together, the score for the 4 exercises will be equivalent to a share of 20% 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 exercise of interpretation and analysis to be carried out in the classroom, scheduled approximately in the middle of the semester, and based on the writing of a commentary of a text related to one of the questions of the program treated during the previous weeks of the course. The exercise can be carried out only in person in the classroom and cannot be reprogrammed on another date without a weight justification, duly verified with an official certificate (e.g. medical). The eventual recovery of the exercise of interpretation and analysis will be carried out on the same date and the same schedule of the recovery exam. The exercise will score out of 10 and its grade will be worth 20% of the final grade of the subject. Failure to perform the exercise will entail a grade equivalent to 0, with the loss of the corresponding 20%. At the beginning of the course, the date of the test will be communicated, which will coincide with the day and schedule of one of the weekly classes.
C. A written exam at the end of the course, based on three essay questions on any aspect of the various sections of the syllabus. Each answer will score out of 10, and the final grade of the exam will be the average of the 3 scores obtained. The final mark of the exam will be worth 45% of the final mark of the subject. The exercise can be carried out only in person in the classroom and cannot be reprogrammed on another date without a weight justification, duly verified with an official certificate (e.g. medical). Your, eventual recovery will be carried out on the same date and the same schedule of the recovery exam. During the course, and following the calendar established for the Faculty of FiL, the date of the test will be set and communicated.
D. The quality of the follow-up of the subject, measured from: 1. continuity of attendance throughout the course; 2. active participation in the sessions (counting questions, raising doubts, developing own interventions and reflections, doing the indicated exercises, etc.); 3. the realization of tutorials and review of tests, face-to-face or online. The mark relative to the quality of the follow-up will be calculated on 10 and will represent 15% of the final grade of the subject. ATTENTION: To be eligible for this quota of the final grade, attendance equal to or greater than 80% of the classes carried out during the semester must be accredited. For this reason, the list will be passed to each session.
The use of mobile phones in the classroom is not allowed, once the sessions are started.
Rating of 'Not evaluable'
The student will receive the qualification of 'Not evaluable' in the event that he has made a percentage 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 represent a minimum of two thirds of the total grade of the subject (' 67% of the total);
- have obtained a final grade of the subject between 3.5 and 4.9 out of 10.
The recovery exam will consist of 5 exercises: 4 essay questions on the whole program; and 1 comment on one of the graphs worked during the practical exercises. Each answer will be worth a maximum grade of 2.0 points. The student who passes the recovery exam will pass the subject with a grade of 5.0. Otherwise, the initial mark obtained with the continuous evaluation process will be maintained.
Single assessment
In the case of choosing this option, a student must perform:
- a written exam at the end of the course with 7 questions about the contents of the theory of the program and the practices carried out in the classroom during the course. Each answer will score out of 10, and the final grade of the exam will be the average of the 7 scores obtained. The date and time of the single assessment test will coincide with those of the final written exam of the continuous assessment (C).
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.
For this course, the use of Artificial Intelligence (AI) technologies is permitted exclusively as a support tool for tasks such as information search, style revision, or text translation, as well as for organizing ideas or structuring drafts. The use of AI to generate complete responses in assessment activities or to replace the student’s own critical and reflective work is not allowed.
Students must clearly indicate which parts have been generated using AI, specify the tools used, and include a brief reflection on how these influenced the process and the final result.
Lack of transparency in the use of AI in any graded activity will be considered a breach of academic integrity and may result in partial or total loss of the grade for that activity, or more severe penalties in serious cases.
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 |
| (PAUL) Classroom practices | 1 | Catalan/Spanish | second semester | morning-mixed |