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The contents of all these subsections are hidden (so that the beginning appearance of the page is similar to a standard syllabus) until the viewer clicks on a subsection heading, then its contents will appear.While this organization is helpful for negotiating the page most of the time, it can become an obstacle if we want to search the page (for example, for a particular article) as searches will ignore the hidden material (that is, if you search a page you are viewing in an internet browser, the search will only examine what is shown on the page at that time).Rather than focusing on discussion of the readings, the analytical tasks involve attempting a causal analysis of some aspect of gender inequality related to the week's issue, building on the materials we read (in brief papers of a couple pages).The approach in this class seeks to develop analytical skills as well as understandings of the relevant literature by stressing doing actual analyses of gender inequality.We will adjust the time devoted to these two goals according to our experiences over the class.Every week, students will initiate discussions on readings and papers.
We casually refer to causes and effects in normal interactions all the time.
(Note: this class does not have an exam nor a final paper.) All class meetings are organized as discussions.
Part of our class discussions will be on the common readings and part on students' efforts to explore the analytical tasks each week.
Through these efforts we will aim both to enhance our understanding of what produces gender inequality and to improve our general ability to do causal social analyses effectively.
In this class, each week's work will be organized around an analytical task, as well as a set of readings.
In this course we will investigate what causes inequality between women and men.