PA 5522, Fall 2014
International Development Policies, Families and Health, (3 credits)
Hubert H. Humphrey Institute of Public Affairs
University of Minnesota
2:30-3:45 pm, Monday and Wednesday
Blegen 210
Professor: Greta Friedemann-Sánchez
Office: Humphrey Center 267
Office Hours: Mondays and Wednesdays 3:50-4:50 and by appointment
Email: gfs@umn.edu
Phone: 612-625-4747
Overview
Whether in an Andean town or a city in the United States, family members negotiate
how to spend money and time; who should be employed for pay; who should care for the
young, the elderly and the ill; and even how much physical abuse one individual can
inflict on another. Surprisingly, until recently it was assumed that households functioned
as single decision-making units and that providing resources to heads of households,
usually assumed to be men, would improve the well-being of all members of the
household. It is now known that households do not behave as cohesive units; bargaining
over the allocation of resources is intensely conditioned by gender-based power
differentials. In order to guide development policy, scholars strive to understand what
augments or diminishes bargaining power. Property ownership, wage income, paid and
unpaid work, individual health, and social capital among other elements are all
interrelated in a complex web, and all have implications for an individual’s bargaining
power within the household. In addition, all of these factors are heavily influenced by
gendered cultural norms and expectations. Through readings, lectures and discussions,
this course will invite you to explore the implications of paid and unpaid labor for
development policy using household economics and family health as a prism. After
studying various theoretical frameworks of household economics and family health, a
range of topics will be explored including property ownership, the legal and cultural use
of property rights, the financial effects of ill health, and the feedback loop that financial
strain places on health, as well as work-family conflict and policies that alleviate such
conflict. The role of gender and an overview of qualitative methods used in this field will
be incorporated throughout the course.
Learning objectives
By the end of the course, students should:
 understand the theoretical framework of household economics and their implications
for policy design.
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


be able to identify the components of intrahousehold bargaining.
be able to articulate the roles of bargaining component for gender equity.
be able to characterize the issues surrounding paid and unpaid labor and differentiate
them from paid caregiving and unpaid caregiving.
 be able to identify significant problems that characterize international development
policies with regards to households and families, paid and unpaid labor, paid and unpaid
caregiving.
 be able to identify the importance of understanding households processes for policy that
may target gender inequities.
 be able to understand the aims and purposes of quantitative and qualitative
methodologies.
In addition,
 Students will develop the analytical skills to sort different types of development
challenges when household economics and household health are analyzed with a gender
perspective.
Course structure, requirements and grading
Class meetings
Our class meetings will be seminar-style structured with lectures and discussions.
Substantial lecture sections at each class meeting will provide enough background
information to contextualize the readings. About half of the time we will explore the
material through discussions. The discussions will take three forms:
1.
Electronic board active-reading exercise: To inspire timely reading of the articles
and to help you think about what you are reading, a very short commentary, 150 words,
on the readings is required. Commentary should be posted on the discussion forum in the
course moodle website. The posting should not summarize the readings but rather explore
why an idea is important or relevant. For instance you can recreate an issue brought up in
the readings, or connect two conflicting arguments that the readings bring up, or
comment on how the readings dialogue with each other. You may ask questions that are
sparked by the readings, or even better you may comment on how the readings present
opposing or supporting views. In order to get credit, you need to post by 10:00 am every
Monday and Wednesday.
The intent of using the electronic message board is to help you think through the
readings, to read other students’ logs and see what ideas they bring to the discussion. The
electronic board conversation will also help us have a deep dialogue in class. Last, the
electronic board helps me as well by providing me some guidelines to make the lectures
speak back to you. So, please read each other's postings, feel free to comment on other
people's remarks. I do read every one of the postings, if I do not comment back it does
not mean I am not reading.
Electronic board participation will count for 30% of the grade. You are expected to
participate at least once for every class. You are required to read the comments of other
class members before class. Please keep your postings short. Please refer to readings by
the last name of the author. Commentaries will receive letter grades: 0 for no posting, 1
for unsatisfactory to weak, 2 for satisfactory, 3 for excellent. Grading criterion:
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thoughtfulness of the comments. Postings received after the readings are due will not be
accepted for grading purposes, although they will be read and used in class
Life happens and we all have competing demands, so you can skip two weeks of
postings. There are 20 posts possible, you are required to post 15 times.
2.
Class participation: Elements of class preparation include attendance, lateness,
preparing before class by reading the material and students’ posting, listening to others,
speaking during class, and respect for your classmates. We will be discussing the
readings and material presented during class so that students can deepen their own
understanding of the subject. The purpose of the discussions is to examine and evaluate
the different topics presented. Class participants are encouraged to enter into debates that
challenge ideas! Just remember to keep the conversation respectful by listening,
clarifying your understanding of issues, by keeping your questions to the ideas and by not
engaging in personal criticism. Do participate, do not expect other students to “cover the
crater of silence,” if you don’t understand the material, say so, please. Do not doubt
yourself: participate! Everyone is expected to participate in class
discussions which will count for 30% of the grade.
A note on attendance: Missing classes and/or being late regularly will lower your class
participation grade, regardless of whether you learn the material or not. (Exception:
regular lateness because of dashing from another class – if you inform me at the
beginning of the semester.) Please contact me – before class – if you are ill and cannot
attend. If you are absent for students’ presentations at the end of the semester, your grade
will be deducted a full 10 points.
Final research paper and presentation
My goal with the final research paper and presentation is to foment the integration of
students’ interests with the class material, to think critically about the issues of the course
and to present their explorations to the class. We will divide the class into groups. Each
group will choose a country or region of interest, a topic from the syllabus that is of
interest, and write a research paper on the policies such region has on the topic selected.
You will present research results to the entire class. This is a policy school, in an effort to
prepare you for the future, please prepare both your paper and presentations as if this
were a professional presentation. This means using this presentation as if it were a job
interview or a professional presentation: having proper dress, handouts if any ready for
audience, power point if it fits the topic. What will help your audience better understand
your presentation? Having several people present or have one spoke person? Having one
presenter and one person who answers questions from the audience? Dividing topic
presentations among team members? Regardless of who presents, your group will be
graded as a team. Each group member will fill out a peer-evaluation form which I will
take into account when assigning the individual grade for the paper. I will also provide
feedback on paper and on presentation, the later which will make your job interview
easier. Final research paper, presentation, and peer-evaluation will count for 40% of
the grade. Note that if you miss a colleague’s presentation, you and your group will be
deducted 10 points, out of 100 points possible for the entire course.
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Paper guidelines
Papers cannot exceed 5,000 words excluding references, tables, and figures. They must
be doubled spaced with 12 point font, one inch margins. Please note if you want
comments on the paper or not. If you do, I will send those back via email as track
changes. Papers are due December 17 at 10 am via email. Subject line should read “5522
FINAL PAPER.”
Grades
Class Participation
30 points
Discussion Board
30 points
Paper, presentation and attendance at other’s presentation 40 points
The University of Minnesota defines the meaning of grades as following: A is for
achievement that is outstanding relative to the level necessary to meet course
requirements, B represents achievement that is significantly above the level necessary to
meet course requirements, C represents achievement that meets the basic course
requirements, D represents work that is worthy of credit even though it does not fully
meet the basic course requirements in every respect, and F is for work that falls
sufficiently short of meeting the requirements of the course that it does not merit credit. I
grade according to these definitions.
Academic integrity
Academic integrity is the pillar of teaching and learning. Students are expected to
complete the assignments with honesty. Misrepresenting someone else's work as your
own, can result in disciplinary action. The University Student Conduct Code defines
scholastic dishonesty as follows:
SCHOLASTIC DISHONESTY: submission of false records of academic achievement;
cheating on assignments or examinations; plagiarizing; altering, forging, or misusing a
University academic record; taking, acquiring, or using test materials without faculty
permission; acting alone or in cooperation with another to falsify records or to obtain
dishonestly grades, honors, awards, or professional endorsement. Within this course, a
student responsible for scholastic dishonesty can be assigned a penalty up to an including
an "F" or "N" for the course. If you have any questions regarding the expectations for a
specific assignment or exam, please ask. I will be more than happy to discuss the
elements and expectations at length.
Incompletes
This course follows the Humphrey Institute policy regarding incompletes. An incomplete
will only be granted after the Professor and the student have mutually agreed upon a
timetable (written contract) for completion of coursework. An incomplete must be
requested in advance, and the Humphrey Institute incompletes form must be filled out.
The form is on-line at:
http://www.hhh.umn.edu/img/assets/11160/Incomplete%20form.pdf
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Disabilities
It is University policy to provide, on a flexible and individualized basis, reasonable
accommodations to students who have disabilities that may affect their ability to
participate in course activities or to meet course requirements. Students with disabilities
are encouraged to contact their instructor early in the semester to discuss their individual
needs for accommodations.
Mental Health
As a student you may experience a range of issues that can cause barriers to learning,
such as strained relationships, increased anxiety, alcohol/drug problems, feeling down,
difficulty concentrating and/or lack of motivation. These mental health concerns or
stressful events may lead to diminished academic performance or reduce your ability to
participate in daily activities. University of Minnesota services are available to assist you
with addressing these and other concerns you may be experiencing. You can learn more
about the broad range of confidential mental health services available on campus via
www.mentalhealth.umn.edu http://www.mentalhealth.umn.edu
Required readings
Most readings are available electronically. A few are located in the course website.
Required book purchases
No required textbook.
Other Resources
 International Center for Research on Women http://www.icrw.org/
 The Center for Global Development http://www.cgdev.org/
 http://www.developmentideas.info/download/
 www.idrc.ca
 The World Bank http://www.worldbank.org/
 Inter-American Development Bank http://www.iadb.org/
 Food Policy Research Institute http://www.fpri.org/
 United Nations Development Programme http://www.undp.org/mdg/basics.shtml
 United Nations Refugee Agency http://www.unhcr.org/cgi-bin/texis/vtx/home
 Pan American Health Organization
http://www.paho.org/english/mdg/cpo_origins.asp
 Redefining Progress
http://www.rprogress.org/sustainability_indicators/genuine_progress_indicator.ht
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Communication
My preference is to communicate with students in person or by phone. My office hours
are Wednesdays 3-4 pm and Thursdays 4-5pm. If this time does not work we can find an
alternative time. Please call me to discuss or email Donna Kern at kernx008@umn.edu.
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PA 5522 – Fall 2014
Weekly Reading Schedule
If possible read the selections in the order listed. All readings are required. If you want
additional readings on a topic, please let me know. I will be glad to provide additional
bibliography.
Week 1
(Tuesday, September 2) Introductions, course expectations, logistics, reviewing
syllabus
Syllabus PA 5522 - yes the syllabus for the class - every line. Bring questions you may
have.
(Thursday, September 4) Families Why are they important? How do families
matter?
Ji, Y. 2013. Negotiating Marriage and Schooling: Nepalese Women’s Transition to
Adulthood. The ANNALS of the American Academy of Political and Social Science
646:194-213.
Oppong, C. 2006. Familial Roles and Social Transformations: Older Men and Women in
Sub-Saharan Africa. Research on Aging 28:654-668.
Please watch: Stephanie Coontz on Marriage available at:
http://www.youtube.com/watch?v=gwtb7jz8G4k
Week 2
(Tuesday, September 9) What is Development?
Harriss, John. 2013. “Development Theories.” In International Development: Ideas,
Experience and Prospects. International Development Research Center: Digital Library.
Chapter 2, pp 1-41. URL http://hdl.handle.net/10625/51544
(Thursday, September 11) WID and GAD
Singerman, Diane and Homa Hoodfar. 1996. The Household as Mediator: Political
Economy, Development, and Gender in Contemporary Cairo. In Development, Change
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and Gender in Cairo. D. Singerman and H. Hoodfar, eds. Pp. xi-x1. Bloomington: Indiana
University Press.
Hoodfar, Homa. 1996. Survival Strategies and the Political Economy of Low-Income
Households in Cairo. In Development, Change and Gender in Cairo. Diane Singerman
and Homa Hoodfar, ed. Pp. 1-26. Bloomington: Indiana University Press
Week 3
(Tuesday, September 16) Measuring Development with a gendered lens
In class Film: Who’s Counting?
Chant, Sylvia. 2006. “Contributions of a Gender Perspective to the Analysis of Poverty:
Women and Gender Equity in Development Theory and Practice. Institutions, Resources
and Mobilization.” In Women and Gender Equity in Development Theory and Practice.
Institutions, Resources and Mobilization. J. Jaquette and G. Summerfield, eds. Pp. 87106. Durham: Duke University Press.’
(Thursday, September 18) Unitary Household Model
Ferber, Marianne. 2004. Feminist Critique of the Neoclassical Theory of the Family. In
Women, Family and Work: Writings on the Economics of Gender. Oxford: Blackwell
Publishing. Pp 9-23
Hénaff, Marcel. 2009. The Prajâpati Test: Response to Amartya Sen. In Against Injustice.
Cambridge University Press. Pp66-70
Bergmann, Barbara. 1981. The Economic Risks of Being a Housewife. American
Economic Review 71(2):81-86.
Week 4 Heterodox Household Models
Tuesday, September 23
Doss, Cheryl. 2004. Conceptualizing and Measuring Bargaining Power within the
Household. In Women, Family and Work: Writings on the Economics of Gender.
Oxford: Blackwell Publishing. Pp 43-61
Quisumbing, Agnes R. 2003. “What Have We Learned from Research on IntraHousehold Allocation?” Household Decisions, Gender and Development: A Synthesis of
Recent Research. Agnes Quisumbing, editor. Washington, DC: International Food Policy
Research Institute. Chapter 1 (pp. 1-16).
(Thursday, September 25)
Agarwal, Bina.1997.Bargaining and Gender Relations: Within and Beyond the
Household. Feminist Economics 3(1):1-51.
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Week 5 Intrahousehold Bargaining Models in Action(Tuesday, September 30) Intrahousehold Bargaining Models in Action-
Division of labor
Sayer, L. C. and S. M. Bianchi. 2000. Women's Economic Independence and the
Probability of Divorce: A Review and Reexamination. Journal of Family Issues 21:906943.
Michael Bittman, Paula England, Liana Sayer, Nancy Folbre, and George Matheson.
2003. When Does Gender Trump Money? Bargaining and Time in Household Work.
American Journal of Sociology 109:186-214.
Logistics: Students should be grouped by the end of this week and chosen a region and
topic. Be ready to provide a 3 minute summary of your topic during class
(Thursday, October 2) Intrahousehold Bargaining Models in Action-
Income allocation
Roldán, Martha.1988. Renegotiating the Marital Contract: Intrahousehold Patterns of
Money Allocation and Women's Subordination Among Domestic Outworkers in Mexico
City. In A Home Divided: Women and Income in the Third World. D. Dwyer and J.
Bruce, eds. Stanford: Stanford University Press.
Raynolds, Laura. 2002. Wages for Wives: Renegotiating Gender and Production
Relations in Contract Farming in the Dominican Republic. World Development
30(5):783-798.
Week 6
Tuesday, October 7 Gender Asset Gap
Deere , Carmen Diana, and Cheryl R. Doss. 2006 The Gender Asset Gap: What Do We
Know And Why Does It Matter? Feminist Economics 12 (1-2): 1-50. (available
electronically)
Thursday, October 9 Housing and Land
Datta, Namita. 2006. Joint titling - A Win-Win Policy? Gender and Property Rights in
Urban Informal Settlements in Chandigarh, India. Feminist Economics 12(1-2):271-298.
(available electronically)
Lastarria-Cornhiel, Susana. 1997. Impact of Privatization on Gender and Property Rights
in Africa. World Development 25 (8): 1317-1333. (available electronically at UMN
library)
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Week 7
Tuesday, October 14 Assets, violence and bargaining
Friedemann-Sanchez, G. 2006b. Assets in Intrahousehold Bargaining Among Women
Workers in Colombia's Cut-flower Industry. Feminist Economics 12:247-269.
Friedemann-Sanchez, G. 2012. Legal Literacy and Immovable Property: Law, Social
Norms, and Practices in Colombia. Development and Change 43:1361-1384.
Thursday, October 16-no post required
Be prepared to present to the class your topic and region. This session should be helpful
to get feedback. Please have an outline ready, with copies for the class. We will dedicate
the class period to listening and thinking constructively about each project. Each group
has 10 minutes total: 5 for presentation, and 5 for feedback. This is also an exercise in
being succinct.
Week 8
Tuesday, October 21 Social Norms
Hoang, L. A. and B. S. A. Yeoh. 2011. Breadwinning Wives and “Left-Behind”
Husbands: Men and Masculinities in the Vietnamese Transnational Family. Gender &
Society
Seguino, S. 2007. PlusÇa Change?1 evidence on global trends in gender norms and
stereotypes. Feminist Economics 13:1-28.
Thursday, October 23 Same Sex Marriage
Chamie, J. and B. Mirkin. 2011. Same-Sex Marriage: A New Social Phenomenon.
Population and Development Review 37:529-551.
NEED ONE MORE READING
Week 9
(Tuesday, October 28) Family Violence
Friedemann-Sanchez, G. and R. Lovaton. 2012. Intimate Partner Violence in Colombia:
Who is at Risk? Social Forces 91:663-688.
Weitzman, A. 2014. Women's and Men's Relative Status and Intimate Partner Violence in
India. Population and Development Review 40:55-75.
(Thursday, October 30) Family Violence Interventions
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Panda, Panda, and Bina Agarwal. 2005. Marital violence, Human Development and
Women's Property Status in India. World Development 33(5):823-850.
Barker, Gary; Christine Ricardo and Marcos Nascimento. 2007 "Engaging men and boys
in changing gender-based inequity in health." World Health Organization. Available at:
http://www.who.int/gender/documents/Engaging_men_boys.pdf
Week 10
Paid caregiving across borders; intersections of race and class
Paid caregiving frameworks
Unpaid labor and caregiving
Family/work balancePolicy solution to family/work conflict
ILO conciliatory framework
Tuesday, November 4 PR
Pacholok, Shelley, Gauthier, Anne. 2004. A tale of dual earner families in four countries.
In Family Time. The Social Organization of Care. Editors: Nancy Folbre and Michael
Bittman. London: Rutledge.
Williams, Joan and Heather Boushey. 2010. The Three Faces of Work-Family Conflict.
The Poor, the Professional and the Missing Middle. Center for American Progress.
Available at:
http://www.americanprogress.org/wp-content/uploads/issues/2010/01/pdf/threefaces.pdf
Thursday, November 6 PR
Film: Chain of love (50 minutes)
Benería, Lourdes. 2008. The crisis of care, international migration, and public policy.
Feminist Economics, 14(3), 1-21. (available electronically)
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Week 11
Unpaid Caregiving
 financial, time and emotional transfers
Effects of unpaid caregiving
 Financial burden
 Penalties of caregiving
 Policy implications
Tuesday, November 11 PR
Friedemann-Sánchez, Greta, Joan M. Griffin. 2011. Defining the Boundaries Between
Unpaid Labor and Caregiving: Review of the Social and Health Sciences Literature.
Journal of Human Development and Capabilities 12(4): 211-234.
Gomes, Cristina. 2007. Intergenerational Exchanges in Mexico: Types and Intensity of
Support. Current Sociology 55(4):16. (available electronically)
Thursday, November 13 PR
Vo, Phuong H., Kate Penrose, and S. Jody Heymann. 2006. Working to Exit Poverty
While Caring for Children's Health and Development in Vietnam. Community, Work and
Family 10(2):21. (available electronically)
Folbre, Nancy. 2005. Eliminating Economic Penalties on Caregivers. In J. H. a. C. Beem
(Ed.), In Unfinished Work: Building Equality and Democracy in an Era of Working
Families. New York: The New Press.
Vathayachockitikhun, N. 2006. Family Caregiving of Persons Living with HIV/AIDS in
Thailand: Caregiver Burden, an Outcomes Measure. International Journal of Nursing
Practice 12: 123-128. (available electronically)
Week 12
Health burden of caregiving, is it all equal?
Financial burden
Health burden
Feedback loops between financial and health burden
Policies to reduce overall burden
Final policy and methodological implications
Tuesday, November 18 PR
Friedemann-Sánchez, Greta, Joan M. Griffin. Economic and Health Outcomes of Unpaid
Caregiving: A Framework from the Health and Social Sciences. Journal of Human
Development and Capabilities
Folbre, Nancy. 1994. Who Pays for the Kids? London: Routledge. 7
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Presentation order will be decided by lottery.
Week 13
How do theoretical frameworks fit with methodology? – filters of knowledge
 Anthropology, economic, health
 Types of data
Qualitative data collection and analysis techniques. In statistics we have concepts like
“average” and tools like “Excel” and “Stata”. What do we have for qualitative data?
 Content and interpretive analysis
 How to analyze data- some tools –Atlasti, ethnograph
I have intentionally not assigned any readings or posts for this week in order to give you
time to get your papers ready. In that sense I will “carry the load” of the class on my own.
You are expected to attend class however.
Tuesday, November 25 (no post required, no reading)
Thursday, November 27 -- University closed for Thanksgiving holiday
Week 14 and 15
Student presentations-you fill in the topics! Please send me your power point
presentations ahead of time so they can be ready for you. You can also bring your own
laptops. Note that the system does not accommodate Apple computers. The same if you
have handouts, I can make copies for the class.
Tuesday, December 2 (no post required)
Student presentations
Thursday, December 4
Student presentations
Last day of class Tuesday December 9
Student presentations
course evaluation, feedback on course, final feedback on papers
Paper due December 16, 10 am, emailed.
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