230030 SE B6 Gender Inequality from a Life Course Perspective (2024W)
Current Societal Developments
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Tu 27.08.2024 00:01 to Tu 17.09.2024 23:59
- Deregistration possible until Su 20.10.2024 23:59
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Monday 07.10. 13:15 - 14:45 Inst. f. Soziologie, Seminarraum 2, Rooseveltplatz 2, 1.Stock
- Monday 14.10. 13:15 - 14:45 Inst. f. Soziologie, Seminarraum 2, Rooseveltplatz 2, 1.Stock
- Monday 21.10. 13:15 - 14:45 Inst. f. Soziologie, Seminarraum 2, Rooseveltplatz 2, 1.Stock
- Monday 28.10. 13:15 - 14:45 Inst. f. Soziologie, Seminarraum 2, Rooseveltplatz 2, 1.Stock
- Monday 04.11. 13:15 - 14:45 Inst. f. Soziologie, Seminarraum 2, Rooseveltplatz 2, 1.Stock
- Monday 11.11. 13:15 - 14:45 Inst. f. Soziologie, Seminarraum 2, Rooseveltplatz 2, 1.Stock
- Monday 18.11. 13:15 - 14:45 Inst. f. Soziologie, Seminarraum 2, Rooseveltplatz 2, 1.Stock
- Monday 25.11. 13:15 - 14:45 Inst. f. Soziologie, Seminarraum 2, Rooseveltplatz 2, 1.Stock
- Monday 02.12. 13:15 - 14:45 Inst. f. Soziologie, Seminarraum 2, Rooseveltplatz 2, 1.Stock
- Monday 09.12. 13:15 - 14:45 Inst. f. Soziologie, Seminarraum 2, Rooseveltplatz 2, 1.Stock
- N Monday 16.12. 13:15 - 14:45 Inst. f. Soziologie, Seminarraum 2, Rooseveltplatz 2, 1.Stock
- Monday 13.01. 13:15 - 14:45 Inst. f. Soziologie, Seminarraum 2, Rooseveltplatz 2, 1.Stock
- Monday 20.01. 13:15 - 14:45 Inst. f. Soziologie, Seminarraum 2, Rooseveltplatz 2, 1.Stock
- Monday 27.01. 13:15 - 14:45 Inst. f. Soziologie, Seminarraum 2, Rooseveltplatz 2, 1.Stock
Information
Aims, contents and method of the course
Men and women experience social inequality across various outcomes, including employment conditions, income and wealth, mortality, life satisfaction and representation in positions of power within family networks, companies and political offices. The extent of gender inequality in these outcomes varies greatly across countries and historical time. The life course perspective offers an analytical lense to understand how these unequal outcomes between men and women develop over time and are influenced by critical life events, such as educational attainment, partnership dynamics, parenthood and retirement. This course provides an in-depth exploration of gender inequalities from a life course perspective, following individuals from early socialization to later life stages. The primary objective is to examine how inequalities across different domains are interrelated and whether they result in cumulative advantages or disadvantages for social groups. We will also focus on how welfare states and family policies shape inequalities between men and women.Relevant theoretical perspectives are first outlined and then used to understand the empirical evidence on the topic. In discussing the empirical studies, particular attention will be paid to the different social research methods used. A basic knowledge of quantitative data analysis, such as regression analysis is expected. We will discuss findings from quantitative and qualitative studies as well as advanced longitudinal methods, including event history analysis and sequence analysis. Participants do not have to be familiar with these advanced methods and will be guided to learn how to interpret the findings presented in these papers.The course is designed to enhance students understanding of the theories, concepts, methods and research findings central to the study of gender inequality across the life course. It also aims to develop students’ scientific thinking by engaging them in summarizing, reviewing, discussing and presenting existing literature on the topic. Both theoretical and empirical aspects of gender inequality will be explored in a highly interactive environment.
Assessment and permitted materials
Participants are expected to complete the compulsory reading before each session.
Each week, they must write a paragraph (150-300 words) that summarizes, reviews or discusses one article and formulate a discussion question.
Active participation in seminar sessions is also required. Students' ability to answer questions on the compulsory reading and to actively and critically discuss the topic will be constantly assessed. Additionally, students have to work on their own research related to the course topic and present a poster about their research one of the final sessions.-----
Important Grading Information:
All students who received a place in the course are assessed if they have not deregistered from the course in due time or if they have not credibly shown an important reason for their failure to deregister after the cause for this reason does no longer apply
Students who credibly show an important reason (e.g. a longer illness) for the withdrawal from a course with continuous assessment are not assessed.
Whether this exception applies is decided by the lecturer. The request for deregistration must be submitted immediately.
For a positive assessment of the course, all partial achievements must be fulfilled.
The plagiarism-detection service (Turnitin in Moodle) can be used in course of the grading.
The use of AI tools (e.g. ChatGPT) for the production of texts is only permitted if this is expressly requested by the lecturer (e.g. for individual work tasks).
In order to ensure good scientific practice, the lecturer can provide for a "grading-related discussion" of the written work submitted, which must be completed successfully.
If any requirement of the course has been fulfilled by fraudulent means, be it for example by cheating at an exam, plagiarizing parts of a written assignment or by faking signatures on an attendance sheet, the student's participation in the course will be discontinued, the entire course will be graded as "not assessed" and recorded accordingly.
You can find these and other provisions in the study law: https://satzung.univie.ac.at/studienrecht/.
In case you have received three negative assessments of a continuously assessed course and want to register for a fourth attempt, please make sure to contact the StudiesServiceUnit Sociology during the registration period (for more information see "third attempt for continuously assessed courses" https://soziologie.univie.ac.at/info/pruefungen/#c56313)
Each week, they must write a paragraph (150-300 words) that summarizes, reviews or discusses one article and formulate a discussion question.
Active participation in seminar sessions is also required. Students' ability to answer questions on the compulsory reading and to actively and critically discuss the topic will be constantly assessed. Additionally, students have to work on their own research related to the course topic and present a poster about their research one of the final sessions.-----
Important Grading Information:
All students who received a place in the course are assessed if they have not deregistered from the course in due time or if they have not credibly shown an important reason for their failure to deregister after the cause for this reason does no longer apply
Students who credibly show an important reason (e.g. a longer illness) for the withdrawal from a course with continuous assessment are not assessed.
Whether this exception applies is decided by the lecturer. The request for deregistration must be submitted immediately.
For a positive assessment of the course, all partial achievements must be fulfilled.
The plagiarism-detection service (Turnitin in Moodle) can be used in course of the grading.
The use of AI tools (e.g. ChatGPT) for the production of texts is only permitted if this is expressly requested by the lecturer (e.g. for individual work tasks).
In order to ensure good scientific practice, the lecturer can provide for a "grading-related discussion" of the written work submitted, which must be completed successfully.
If any requirement of the course has been fulfilled by fraudulent means, be it for example by cheating at an exam, plagiarizing parts of a written assignment or by faking signatures on an attendance sheet, the student's participation in the course will be discontinued, the entire course will be graded as "not assessed" and recorded accordingly.
You can find these and other provisions in the study law: https://satzung.univie.ac.at/studienrecht/.
In case you have received three negative assessments of a continuously assessed course and want to register for a fourth attempt, please make sure to contact the StudiesServiceUnit Sociology during the registration period (for more information see "third attempt for continuously assessed courses" https://soziologie.univie.ac.at/info/pruefungen/#c56313)
Minimum requirements and assessment criteria
The final course grade will be based on
- the weekly assignments (60%) and
- the poster presentation (40%)For a positive assessment of the course, all partial achievements must be fulfilled.
- the weekly assignments (60%) and
- the poster presentation (40%)For a positive assessment of the course, all partial achievements must be fulfilled.
Examination topics
Reading list
Elder, G. H. (2000). Life course theory. In A. E. Kazdin (Ed.), Encyclopedia of psychology (Vol. 5, pp. 50-52). Washington, DC, United States: American Psychological Association.
Settersten Jr, R. A. et al. (2020). Understanding the effects of Covid-19 through a life course lens. Advances in Life Course Research 45 (2020), 100360.
Sullivan, O., Gershuny, J., & Robinson, J. P. (2018). Stalled or uneven gender revolution? A long-term processual framework for understanding why change is slow. Journal of Family Theory & Review, 10(1), 263-279.
Aisenbrey, S., & Fasang, A. (2017). The interplay of work and family trajectories over the life course: Germany and the United States in comparison. American Journal of Sociology, 122(5), 1448-1484.
Settersten Jr, R. A. et al. (2020). Understanding the effects of Covid-19 through a life course lens. Advances in Life Course Research 45 (2020), 100360.
Sullivan, O., Gershuny, J., & Robinson, J. P. (2018). Stalled or uneven gender revolution? A long-term processual framework for understanding why change is slow. Journal of Family Theory & Review, 10(1), 263-279.
Aisenbrey, S., & Fasang, A. (2017). The interplay of work and family trajectories over the life course: Germany and the United States in comparison. American Journal of Sociology, 122(5), 1448-1484.
Association in the course directory
Im auslaufenden Bachelorstudiengang Soziologie: Äquivalent zu BA T2 Workshop Gesellschaftsdiagnosen
Last modified: Tu 27.08.2024 15:26