Gender and Social Structure
Code: 106995Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Sociocultural Gender Studies | OB | 2 |
Contact lecturer
- Name :
- Michela Mariotto
- Email :
- michela.mariotto@uab.cat
Teaching staff
- Roberta Rutigliano
Group languages
You can consult this information at the end of the document.
Prerequisites
No prerequisits
Objectives
- Understand capitalist, patriarchal and colonial domination structures and their evolution
- Understanding the stratification of society according to gender, class, race, sexuality and more through intersectionality
- Know and know how to use the main theoretical contributions of feminism for the analysis of the social structure
- Develop critical skills and arguments for the analysis of social structure and the transformation of social inequalities
- Know how to build indicators to measure social inequalities
Learning outcomes
- CM23 (Apply, in the activities carried out, criteria that promotes sustainable values, behaviour and practices, which take gender equality, equity and respect for human rights into account.) Apply, in the activities carried out, criteria that promotes sustainable values, behaviour and practices, which take gender equality, equity and respect for human rights into account.
- CM24 (Develop basic indicators to evaluate public policies from a gender perspective.) Develop basic indicators to evaluate public policies from a gender perspective.
- KM40 (Contrast the different theoretical and empirical approaches to social structure and structural gender inequality.) Contrast the different theoretical and empirical approaches to social structure and structural gender inequality.
- KM43 (Identify the structural factors that explain the production and reproduction of social inequality, especially gender inequality.) Identify the structural factors that explain the production and reproduction of social inequality, especially gender inequality.
- SM02 (Use technical and interpretative vocabulary specific to the disciplines required in a given project, presentation or assignment, making use of inclusive language.) Use technical and interpretative vocabulary specific to the disciplines required in a given project, presentation or assignment, making use of inclusive language.
- 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.
- SM37 (Use social inequality indicators, especially gender inequality indicators, to draw up intersectional studies and diagnoses for the purpose of intervention.) Use social inequality indicators, especially gender inequality indicators, to draw up intersectional studies and diagnoses for the purpose of intervention.
- SM38 (Analyse examples of gender inequality in different spheres (legal, workplace, education, family).) Analyse examples of gender inequality in different spheres (legal, workplace, education, family).
- SM40 (Base your statements on academic publications and/or empirical evidence.) Base your statements on academic publications and/or empirical evidence.
Contents
- The social structure and social inequalities from a gender perspective
- The division of labor: capitalism, colonialism and patriarchy
- Intersectionality and the axes of social inequality of gender, sexuality, social class, race, etc.
- The relationship between structure and action: evolutions, transformations and resistances
- Between the macro and the micro: inequal institutions, gender regimes and its reproduction
- Analysis of stratification and social mobility with a gender perspective
- Indicators to measure social inequalities
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Debates | 16 | 0.64 | SM35, SM40 |
| Read literature | 24 | 0.96 | KM40, KM43, SM02, SM35 |
| Master classes | 40 | 1.6 | KM40, KM43, SM02, SM35 |
| Group essays and seminars | 10 | 0.4 | CM23, SM35, SM37, SM38, SM40 |
Master classesReading texts (in Spanish, Catalan and English)Accompanying the reading of texts in the classroom through seminarsClassroom discussions through seminarsSupport for the preparation of group work
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Seminars | 20% | 20 | 0.8 | KM40, KM43, SM02, SM35 |
| Participation in class | 10% | 10 | 0.4 | CM23, KM43, SM02, SM35, SM38, SM40 |
| Oral Exam | 40% | 10 | 0.4 | CM24, KM40, SM02, SM35, SM37, SM38, SM40 |
| Written Exam | 30% | 20 | 0.8 | KM40, KM43, SM35, SM40 |
Bibliography
Acker, Joan (1992). From Sex Roles to Gendered Institutions, American Sociological Association 21(5), 565–569
Acker, Joan (2006). Inequality regimes: Gender, class, and race in organizations, Gender and Society, 20(4), 441–464.
Connell, R.W (2003) La organización social de la masculinidad ¿Todos los hombres son iguales?: identidades masculinas y cambios sociales / coord. por Carlos Lomas García, 2003, ISBN 84-493-1460-7
Connell, R.W. (2004) Gender and Power: Society, the Person and Sexual Politics. 2 nd edition. Stanford: Stanford University Press
Crenshaw, Kimberle (1989) “Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics”. The University of Chicago
Delphy, Christine (1985) El enemigo principal. El enemigo principal y otros textos. Barcelona: LaSal
De Miguel Álvarez, Ana (2005) La articulación clásica del feminismo y el socialismo: el conflicto clase-género, Teoría feminista: de la ilustración a la globalización, de Miguel Álvarez, A. y Celia Amorós Puente, C. (Coord.) Vol. 1, págs. 295-332.
Fausto-Sterling, Anne (2006). Duelo a los dualismos, a: Cuerpos sexuados. Barcelona: Melusina. P. 15-46. 2000.
Florio, Eleonora, Caso, Letizia; Castelli, Ilaria (2020) The Adultcentrism Scale in the educational relationship: Instrument development and preliminary validation. New Ideas in Psychology, Vol. 57.
Hagan, J., Simpson, J. H., & Gillis, A. R. (1979). The Sexual Stratification of Social Control: A Gender-Based Perspective on Crime and Delinquency. The British Journal of Sociology, 30(1), 25–38. https://doi.org/10.2307/589499
Lutz, H., Vivar, M.T.H., & Supik, L. (Eds.). (2011). Framing Intersectionality: Debates on a Multi-Faceted Concept in Gender Studies (1st ed.). Routledge. https://doi.org/10.4324/9781315582924
Mergaert, Lut i Lombardo, Emanuela (2014). ‘Resistance to implementing gender mainstreaming in EU research policy’, in: Weiner, Elaine and Heather MacRae (eds): ‘The persistent invisibility of gender in EU policy’ European Integration online Papers (EIoP), Special issue 1, 18, 1-21.
Pujal Llombart, M., & Amigot Leache, P. (2010). El binarismo de género como dispositivo de poder social, corporal y subjetivo. Quaderns De Psicologia, 12(2), 131–148. https://doi.org/10.5565/rev/qpsicologia.770
Rico, M., Gómez-Limón, J.A., (2011) Propuesta metodológica para la construcción de indicadores sintéticos de igualdad de género. El caso del mediorural de Castilla y León, Vol 69, No 1
Rodó-Zárate, Maria (2017) “Interseccionalitat”, Ed. Tigre de Paper (llibre disponible en biblioteques i també disponible en castellà)
Rodó-Zárate, M., & Jorba, M. (2022). Metaphors of intersectionality: Reframing the debate with a new proposal. European Journal of Women’s Studies, 29(1), 23-38.
Verge, Tània i De La Fuente, Maria (2014). Playing with Different Cards: Party Politics, Gender Quotas and Women’sEmpowerment. International Political Science Review, 35(1),67–69.
West, Candace, & Zimmerman, Don H. (1987). Doing Gender, Gender and Society, 1(2), 125–151.
Software
The Virtual Campus will be used to upload readings and assignments.
The use of laptops and electronic devices during face-to-face classes is discouraged, except for classroom activities in which their use is explicitly required. Scientific evidence indicates that taking notes by hand fosters deeper processing of course content and improves long-term retention, whereas typing tends to promote verbatim transcription at the expense of conceptual understanding (Mueller & Oppenheimer, 2014). Furthermore, the use of electronic devices in the classroom generates distractions that negatively affect not only the student's own performance but also that of nearby classmates (Sana, Weston, & Cepeda, 2013).
References:
Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6), 1159–1168. https://doi.org/10.1177/0956797614524581
Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24–31. https://doi.org/10.1016/j.compedu.2012.10.003
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 | Spanish | first semester | morning-mixed |
| (PAUL) Classroom practices | 1 | Spanish | first semester | morning-mixed |