ECON 211: Gender in the Economy
Fall 2014, 12:30 – 1:45, Clark C238
Department of Economics
Colorado State University
Dr. Elissa Braunstein
elissa.braunstein@colostate.edu
Office: C327 Clark
Office hours: TR 4:00 – 5:00 (or by appointment)
Course Objectives
The objectives of this course are: (1) to gain an understanding of how economic theory and practice are socially
constructed; (2) to show that gender as a social category (like race, ethnicity and class) is relevant to the study of the
economy; (3) to gain an understanding of some of the ways in which economic theory and the economy itself are
gendered; and (4) to examine gender in a global economic context.
Intended Learning Outcomes
After completing this course, a successful student should be able to:
1. Understand how economic theory and practice are socially constructed, and how gender shapes that
construction;
2. Explain how gender is relevant to the study of the economy and economic theory;
3. Differentiate between neoclassical, political economy and feminist approaches to economics;
4. Use these economic approaches to analyze the role of gender in consumerism and advertising, labor markets,
marriage and the family, poverty and inequality, and the dynamics of the global economy.
5. Critically evaluate economic theory and practice from a gender-aware perspective.
Readings & Other Required Materials
•
Readings. There are two types of readings assigned in this course. Both types of readings are required; we will
discuss them in class on the day they are listed in the course schedule.
1.
2.
Chapters from the book Women and the Economy: A Reader, edited by Ellen Mutari and Deborah Figart (NY
and London: Armonk, 2003). You can purchase this book from the campus bookstore, or check it out at
the reserve desk at the Morgan Library. Readings from this book are referred to as “W&E” in the syllabus.
Book chapters and articles that are available on RamCT in a folder entitled “readings.”
•
Videos. We will see a number of videos throughout the course; some will be embedded in the powerpoints
for the course lectures, and others will be stand-alone films. Video content will be covered on exams, so you
are urged to take notes on their content and subsequent discussion. If you miss a video shown in class, please
contact me about arranging a make-up.
•
Lecture Notes. I will post pdfs of the lecture notes prior to class on RamCT; please print them out and bring
them to class. About 1/3 of the powerpoint slide contents will be deleted in the pdfs to encourage class
attendance and an interactive spirit. If you miss a lecture, please ask a classmate for their notes; I will not give
out the full slides.
1
Course Assignments
1. Participation in class discussions
5 * 15 points = 75 points
Classes will be partly lecture and partly discussion of the readings on which
the lecture is based. I expect you to read the assigned reading before coming
to class. Each student is expected to participate in at least five class
discussions (not counting in-class exercises when you are “compelled” to
participate). Participation may take the form of a question, comment, or
answer to a question. IT IS YOUR RESPONSIBILITY TO COME UP AFTER
CLASS AND REPORT TO ME THAT YOU PARTICIPATED SO I CAN GIVE YOU
CREDIT. The maximum number of points for participation is 75 – that is 15
points for each class in which you participate in the discussion. Note: If you
attempt to falsely report that you participated when in fact you did not, you will receive a
zero participation grade for the entire course.
2. In-class writing
3 out of 4 * 25 points each = 75 points
Throughout the semester we will have four in-class writing exercises. Two of
the exercises are on the schedule (Sept. 16 and Nov. 18); the other two are
unannounced.
There are no make-ups for these assignments, but at the end of the semester I
will drop the one with the lowest score, so you can miss one without penalty.
The assignments will be based on the material immediately preceding them,
including videos and reading. The table below indicates how I will grade these
in-class assignments. In cases where the work is really exceptional, I’ll award a
check-plus, worth 35 points so it’s equivalent to 10 points of extra credit.
Grade
Points
Meaning
Average/Good
25
✓
Sub-par
10
✓0
0
Fail/Absent
3. Writing assignment
250 points
There will be one outside writing assignment due on Thursday, Nov. 20.
Details on this assignment, including a required cover sheet, will be on
RamCT and discussed in class as the due date approaches.
4. Exams
3 * 200 points = 600 points
There will be three multiple choice exams; they will not be cumulative. Each
exam will be worth 200 points. They are scheduled for Oct. 7, Nov. 5, and the
last one will be during our regularly scheduled final exam slot, Dec. 19.
Course grades
Grades for the course will be determined by the following:
General class participation (5*15) 75 points
(7.5%)
In-class writing (4*25)
75 points
(7.5%)
Writing assignment (225)
250 points (25.0%)
Exams (3*200)
600 points (60.0%)
Total
1000
(100%)
points
Letter grades are assigned on a straight scale:
A is 90-100 percent
= 895 – 1000 points
B is 80-89 percent
= 795 – 894 points
C is 70-79 percent
= 695 – 794 points
D is 60-69 percent
= 595 – 694 points
≤ 594 points
F is 59 percent or less
+/- will be assigned at the discretion of the professor
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Class expectations & policies
Read the syllabus
You are required to read the syllabus and to make yourself aware of all the requirements and
deadlines associated with this course.
Late assignments
Assignments are due at the beginning of class on the assigned day. Late assignments will be
penalized by five percent each day that they are late, with the first five percent assessed after
class begins on the day the assignment is due.
Scheduling & exams
There will be no early exams given unless an official excuse with official documentation is
presented (i.e. medical or family emergency or official athletic excuse). It is your
responsibility to discuss any schedule conflicts with me individually at least two weeks
before the exam.
Accommodation of
students with disabilities
If you are a student who needs any special accommodations in this class, please let me know
about those needs in a timely way. A verifying memo from the office of Resources for
Disabled Students may be required before accommodation is provided.
Academic integrity
Any evidence of academic dishonesty, including plagiarism or cheating on exams, will be
penalized with a failing grade for the course and passed on to the Office of Student Affairs
for investigation and possible disciplinary action.
Classroom discussions
Classes will be partly lecture and partly discussion of the readings on which the lecture is
based. I expect you to read the assigned reading before coming to class. Some of our
discussions may touch on controversial topics on which student opinions differ strongly. To
encourage learning, fairness and open discussion, it is expected that we all treat each other
with respect and patience.
Classroom conduct
I have a few rules about in-classroom behavior that I strongly believe make for a better
learning environment for all. Each incident of not following the rules will cost you one
participation credit (i.e. minus 15 points). The rules are:
• No use of electronics, including cell phones and computers.
• No newspaper reading, crossword puzzles, sudoku, etc.
• Refrain from having side conversations.
• Do not arrive late or leave early without an excuse.
Important dates
Contact hours
Sept. 16
In-class writing
Oct. 7
Exam 1
Nov. 4
Exam 2
Nov. 18
In-class writing
Nov. 20
Writing assignment due
Dec. 19
Exam 3
Contact hours refer to classroom hours per week plus any other work outside of the class.
Of course it will vary from week to week, but, on average you should expect the following:
Activity
Contact hours per week
Attend class
3.0
Read assigned readings
2.0
Review class notes
1.0
Work on writing assignment
1.0
Study for exams
2.0
Total
9.0
3
Class Schedule
Introduction to gender and economics
T 8/26 & R 8/28
Introduction to the course
Video: Power Dead-Even Rule
T 9/2
Introduction to Gender and Feminism
Julia Wood, Gendered Lives: Communication, Gender and Culture, United States: Wadsworth,
2001, pp 16-30, 38-61
R 9/4
Neoclassical Economics
“The Basics of Neoclassical Economics,” in Randy Albelda, Robert Drago and Steven
Shulman, Unlevel Playing Fields: Understanding Wage Inequality and Discrimination, pp. 43-60.
T 9/9
Political Economy
“The Basics of Political Economy,” in Randy Albelda, Robert Drago and Steven Shulman,
Unlevel Playing Fields: Understanding Wage Inequality and Discrimination, pp. 121-142.
R 9/11
Feminist Economics
Nancy Folbre. 2008. “Children and the Economy,” Valuing Children, Cambridge, MA:
Harvard University Press, pp. 11-26.
T 9/16
WRAP-UP & IN-CLASS EXERCISE #1
R 9/18
Practice Exam
Consumerism & the Media
R 9/18
Consumption & well-being
Goodwin et.al., Chapter 10, “Consumption and the Consumer Society” in Microeconomics in
Context, pp. 226-250.
T 9/23
Consumption & well-being cont’d.
Video: No Logo
R 9/25
Gender in Advertising: Images of Femininity
Video: Killing Us Softly IV, 2010
T 9/30 & R 10/2
Gender in the Media and Popular Culture: Images of Masculinity
Video: Tough Guise 2: Violence, Manhood & American Culture 2013
T 10/7
Exam 1
Labor Markets
R 10/9
Labor force participation and social reproduction
W&E, Chs. 4, 5, 7 & 8
T 10/14
Differences in occupations and earnings
Blau, Ferber and Winkler, Ch. 5 “Differences in Occupations and Earnings: Overview” in
The Economics of Women, Men and Work, New Jersey: Prentice Hall, 2006.
R 10/16 & T 10/21
Explaining gender differences in the paid labor market
Hegewisch, Liepmann, Hayes and Hartmann, “Separate and Not Equal? Gender Segregation
in the Labor Market and the Gender Wage Gap, Institute for Women’s Policy Research,
2010.
W&E, Chapters 14, 16 & 17
4
Care & Marriage Markets
R 10/23
Care work vs. housewifery
W&E Chs. 9 &10
T 10/28
Marriage markets and the gender division of caring labor
M.V. Lee Badgett and Nancy Folbre, “Assigning Care: Gender norms and economic
outcomes,” International Labour Review, 138(3): 311-326, 1999.
John Schwartz, “Glass Ceilings at Altar as Well as Boardroom,” The New York Times, Dec.
14, 2004.
Maureen Dowd, “Men Just Want Mommy,” The New York Times, Jan. 13, 2005.
R 10/30
WRAP-UP & REVIEW
T 11/4
EXAM 2
Inequality, Public Support for Families & the Great Recession
R 11/6
Patterns of Wealth and Poverty & the “Great Recession”
T 11/11
Public Spending on Children in the U.S. & a closer look at TANF
Nancy Folbre, “Public spending on children in the U.S.”, Valuing Children: Rethinking the
Economics of the Family, Cambridge, MA: Harvard University Press, 2008, pp. 139 177.
R 11/13
Video: Take It From Me
T 11/18
DISCUSSION & IN-CLASS EXERCISE #2
Gender and Globalization
R 11/20
Background
United Nations Research Institute for Social Development (UNRISD). 2005. Gender
Equality: Striving for Justice in an Unequal World, Geneva: UNRISD, Chps. 2-3
Writing Assignment Due
T 11/25 & R 11/27
Fall Recess
T 12/2
Video: Rich World, Poor Women
R 12/4
The Global Care Trade: Nannies, Maids and Sex Workers
Arlie Russell Hochschild, “Love and Gold,” in Global Woman: Nannies, Maids and Sex Workers
in the New Economy, 2002, pp. 15-38.
Kevin Bales, “Because she looks like a child,” in Global Woman: Nannies, Maids and Sex
Workers in the New Economy, 2002, pp. 207-229.
Denise Brennan, “Selling Sex for Visas: Sex Tourism as a Stepping-stone to International
Migration,” in Global Woman: Nannies, Maids and Sex Workers in the New Economy, 2002,
pp. 154-168
T 12/9
VIDEO: FRONTLINE: SEX SLAVES
R 12/11
DISCUSSION & REVIEW
F 12/19
EXAM 3
9:40 – 11:40, in our usual classroom
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