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Osnowitz Gender Diff at Work Gender Differences at Work Fall 2006, M 3:00-5:50 UMass Lowell Department of Regional Economic and Social Development (57.504) (Cross-listed in Department of Work Environment, 19.657) Professor: Debra Osnowitz e-mail: [email protected] Phone: 978-934-2913, 617-327-5527 [email protected] Office: O-Leary, 500H Office hours: T/Th 11:30-12:30, M 2-3 Work—both paid and unpaid—has long differentiated men from women, defining social and economic relationships and contributing to our understanding of gender. Yet gender is far from static. Rapid changes in the economic and social organization of paid employment, together with challenges to related laws and norms, have altered our understanding of gender. Reconsidering conventional definitions of gender have, in turn, altered our definition of work. Yet gender continues to organize social and economic relationships and rationalize differences that affect opportunities, earnings, and individual choices, as well as organizational practices and public policies at many levels. This course will address the various ways in which gender differences have been developed, understood, and altered as women and men participate in work. We will consider theories of gender difference and their significance for working women and men. We will place gender in a context of broader inequality, encompassing race, class, ethnicity, sexual orientation, and immigration status. We will analyze the relationship between gender and organizational practices that enhance or constrain opportunity. Expanding our scope of concern beyond the workplace, we will address the relationship between work and family and the role of public policy in effecting change for both men and women in the workforce. Course Requirements This course is an exploration organized as a seminar. We will spend most of each class period discussing the readings, their context, and related topics. You will therefore need to attend class each week having read the assigned reading well enough to participate in class discussions. You can expect short lectures on the topics covered in this course, but you should also feel free to raise questions, challenge ideas, and respond to me and to your classmates. You need not agree with all of the author(s) you have read. You need not even understand all of the reading. Class discussions will, ideally, answer questions, foster critical engagement, and explore areas of disagreement. To facilitate discussion, you will be responsible for synthesizing and presenting an analysis of one week’s readings at one point during the semester. The goal of each presentation is to consider the significance of the topic covered that week, the main points addressed in each of the readings, and questions that each week’s readings raise. 1 In other words, you need not summarize what you’ve read but should assume that your classmates have read it as well. Key to each week’s analysis is a consideration of the relationship between gender and work, the dynamics of gender difference and inequality, and the prospects for social and economic change. Two reflection papers should also address one week’s readings. These may cover any week you choose with these exceptions: your papers should not cover the same readings on which you presented orally in class, and you should complete at least one reflection paper before mid-semester. Reflection papers, approximately three to five pages, should consider the same questions raised in class presentations: the significance of the topic; its contribution to our understanding of gender, work, and inequality; and prospects (or lack of prospects) for change. Papers should cite readings appropriately in one of the standard formats used for social science. Your final paper may cover a topic of your choice related to gender and work. You should feel free to use the course readings to identify and topic and the additional reading and research you will undertake. I encourage you to use the paper to address a topic of personal interest or to inform other work you may be planning. I also encourage you to begin work on your paper as early as possible and to discuss your topic with me. Note that a written proposal is due by mid-November. I will calculate grades as follows: Class participation and presentation: 50 percent Reflection papers (2): 20 percent Final paper: 30 percent In class, I will distribute more detailed instructions for the final paper. You are welcome to contact me between class sessions and during times outside my office hours. If you want to schedule a meeting outside my office hours, let me know. If you are working on an assignment and concerned about some aspect of the reading, please do not hesitate. You need not hesitate anyway. I usually check my e-mail more than once a day, and I try to respond promptly. If you need to reach me in a hurry, feel free to try both e-mail addresses. Course Outline Week 1, September 11 Introduction Week 2, September 18 Definitions of Gender and Work Margaret L. Andersen. 1997. Thinking About Women: Sociological Perspectives on Sex and Gender (4th ed.). Boston: Allyn and Bacon. [Chapter 2, Pages 19-52, skim] 2 Candace West and Don H. Zimmerman. 1991. Doing Gender. Pages 13-37 in Judith Lorber and Susan A. Farrell (Eds.). The Social Construction of Gender. Newbury Park, California: Sage. Lisa D. Brush. 1999. Gender, Work, Who Cares?! Production, Reproduction, Deindustrialization, and Business as Usual. Pages 161-189 in Myra Marx Ferree, Judith Lorber, Beth B. Hess (Eds.). Revisioning Gender. Thousand Oaks, California: Sage. Arlene Kaplan Daniels. 1987. Invisible Work. Social Problems 34(5):403-415. Micaela DiLeonardo. 1987. The Female World of Cards and Holidays: Women, Families, and the Work of Kinship. Signs: Journal of Women in Culture and Society 12(3):440-453. Week 3, September 25 Occupational Segregation and Relative Valuation Irene Padavic and Barbara Reskin. 2002. Women and Men at Work (2nd ed.). Thousand Oaks, California: Pine Forge Press. [Chapters 3 and 4, Pages 37-95] Julianne Malveau. 1999. Women of Color in the Labor Market. The Quarterly Review of Economics and Finance 39:663-678. Carol Yodanis. 2000. Constructing Gender and Occupational Segregation: A Study of Women and Work in Fishing Communities. Qualitative Sociology 21:267-290. Paula England. 1999. The Case for Comparable Worth. The Quarterly Review of Economics and Finance 39:743-755. Joel P. Rudin. and Kimble Byrd. 2003. U. S. Pay Equity Legislation: Sheep in Wolves’ Clothing. Employee Responsibilities and Rights Journal 15:183-189. Week 4, October 2 Feminization and Gender Typing Barbara F. Reskin and Patricia A. Roos. 1990. Job Queues, Gender Queues: Explaining Women’s Inroads into Male Occupations. Philadelphia: Temple University Press. [Chapter 4, Pages 93-110] Margery W. Davies. 1982. Woman’s Place Is at the Typewriter: Office Work and Office Workers, 1870-1930. Philadelphia: Temple University Press. [Chapters 4 and 5, Pages 51-96] Jo Anne Preston. 1993. Domestic Ideology, School Reformers, and Female Teachers: Schoolteaching Becomes Women’s Work in Nineteenth-Century New England The New England Quarterly 66(4):531-551. 3 Arlie Russell Hochschild. 1983. The Managed Heart Commercialization of Human Feeling. Berkeley, California: University of California Pres. [Chapter 6, Pages 89-136] Week 5, October 10 Intersection and Exclusion Note: No class Monday, October 9. Tuesday is a Monday schedule. Evelyn Nakano Glenn. 1999. The Social Construction and Institutionalization of Gender and Race: An Integrative Framework. Pages 3-43 in Myra Marx Ferree, Judith Lorber, and Beth b. Hess (Eds.). Revisioning Gender. Thousand Oaks, California: Sage. Janice D. Yoder and Patricia Aniakudo. 1997. “Outsider Within” the Firehouse: Subordination and Difference in the Social Interactions of African American Women Firefighters. Gender & Society 11(3):324-341. Ivy Kennelly. 2002. “I Would Never Be a Secretary”: Reinforcing Gender in Segregated and Integrated Occupations. Gender & Society 16)5):602-624. Rosabeth Moss Kanter. 1977. Men and Women of the Corporation. New York: Basic Books. [Chapter 8, Pages 206-242] Week 6, October 16 Men in “Women’s” Occupations Christine L. Williams. 1995. Still a Man’s World: Men Who Do “Women’s Work.” Berkeley, California: University of California Press. [Chapters 4 and 5, Pages 65-108] Susan B. Murray. 1996. “We All Love Charles”: Men in Child Care and the Social Construction of Gender. Gender & Society 10(4):368-385. Kevin D. Henson and Jackie Krasas Rogers. 2001. “Why Marcia You’ve Changed!” Male Clerical Temporary Workers Doing Masculinity in a Feminized Occupation. Gender & Society 15(2):216-238. Karen V. Hansen. 1991. “Helped Put in a Quilt”: Men’s Work and Male Intimacy in Nineteenth-Century New England. Pages 83-103 in Judith Lorber and Susan A. Farrell. (Eds.). The Social Construction of Gender. Newbury Park, California: Sage. Week 7, October 23 The Gendered Organization Irene Padavic and Barbara Reskin. 2002. Women and Men at Work (2nd ed.). Thousand Oaks, California: Pine Forge Press. [Chapter 5, Pages 97-120] Joan Acker. 1991. Hierarchies, Jobs, Bodies: A Theory of Gendered Organizations. Pages 162-179 in Judith Lorber and Susan A. Farrell (Eds.). The Social Construction of Gender. Newbury Park, California: Sage. 4 Dana M. Britton. 2000. The Epistemology of the Gendered Organization. Gender & Society 14(3):418-434. Pat Yancey Martin. 1996. Gendering and Evaluating Dynamics: Men, Masculinities, and Managements. Pages 186-209 in David L. Collinson and Jeff Hearn (Eds.). Men as Managers, Managers as Men: Critical Perspectives on Men, Masculinities and Management. Thousand Oaks, California: Sage. Kristin Dellinger and Christine L. Williams. 1997. Makeup at Work: Negotiating Appearance Rules in the Workplace. Gender & Society 11(2):151-177. At least one reflection paper should be submitted by this point. Week 8, October 30 Legal Rights and Social Policy Dorothy McBride Stetson.
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