C8839 - GENDER EQUALITY

Course contents

The course will address social psychological processes underlying discrimination toward women especially in the work context. More specifically it will address how requirements toward women have became more demanding expecting from them to be performative also in domains that are not fully related to work.

In this vein the course will address how gender-stereotypes have moved from a bidimensional nature to a multidimensional one.

Readings/Bibliography

Moscatelli, S., Menegatti, M., Ellemers, N., Mariani, M.G. Rubini, M., (2020), Men Should Be Competent, Women Should Have it All: Multiple Criteria in the Evaluation of Female Job Candidates, Sex Roles 83(5-6), 269-288 [10.1007/s11199-019-01111-2].

Other readings will be provided during the course.

Teaching methods

Interactive lectures. Active participation of students is required. 

 

Assessment methods

Students will take a final written exam at the end of the course, in which they will be required to answer 3 open-ended questions on the topics addressed during the course.

Up to 30 points will be assigned to each answer to the four open-ended questions. The final mark is calculated as the mean of the points assigned to each of the three questions. The following criteria will be applied for the evaluation of each answer:

• Appropriateness and completeness of the information (e.g., capacity to logically address the question)
• Critical understanding of the topic (i.e., examples, reasoning capacity of drawing inferences on the topic)
• Coherence of the argumentation
• Clarity of statements

The following grades will be assigned according to the satisfaction of the criteria:

• Up to 30 and 30 cum laude: 4 criteria are fully satisfied
• Between 27-29: 3 criteria are fully satisfied
• Between 24-26: 2 criteria are fully satisfied
• Between 21-23: at least 1 criteria is fully satisfied and others are partially satisfied
• Between 18-20: More than one criteria is partially satisfied
• Active participation: this is assessed through various behavioral indicators such as asking questions, taking notes, abstaining from unrelated tasks, leveraging prior knowledge and personal experience. Systematic attendance also contributes to this assessment. This component contributes to additional bonus points (max 2 points).

Teaching tools

Video and slides summarising the content of lectures

Office hours

See the website of Monica Rubini