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Economics 242: Economics of Gender
Spring 2013

Professor: Karine Moe Course Preceptor: Sasha Indarte
Office: 310F Carnegie Hall Email: moe@macalester.edu
Web: http://www.macalester.edu/~moe Phone: 696-6793
Office Hours: Mondays 1:30-2:30, Wednesdays 8:30-9:15, Thursdays 1:30-2:30, other times by appointment

Course Description: During the past fifty years, Americans have witnessed dramatic changes in the structure of the family. The changes in marriage, divorce, and fertility rates since the 1960s have been inextricably linked with changes in attitudes towards work and, in particular, with changes in women's work patterns both in and out of the household. In that same time period, economists have come to realize that standard economic theory can be applied to many aspects of family life including marriage, fertility, divorce, and the division of work and leisure within the household. In this course we will use economic theory, both neo-classical and feminist, to explore how gender differences lead to different economic outcomes for men and women, both within families and in the marketplace.

Course Prerequisite: Economics 119, Principles of Economics, is a necessary prerequisite, since we will make use of concepts, vocabulary, analytical skills and other tools developed in the Principles course.

Course Readings: The following texts are required and can be purchased at the Macalester Bookstore or online. Additional readings will be made available on moodle.
Moe, Karine. Women, Family, and Work: Writings on the Economics of Gender, Cambridge: Blackwell Publishers, 2003.
Moe, Karine and Dianna Shandy. Glass Ceilings and 100-Hour Couples: What the Opt-Out Phenomenon Can Teach Us About Work and Family, Athens, Georgia: University of Georgia Press, 2009.

Course Requirements: This course will combine both lecture and discussion. We will spend a considerable amount of class time discussing the assigned readings. The quality of these discussions will directly depend on your preparedness and your active participation. In order to participate fully, you will need to complete the readings prior to the class discussion. Because class participation is crucial to this course, it will be considered in your final grade. You will not be able to earn an A in this course without preparing (through reading and writing) carefully and consistently for classroom discussions and then partaking in the class discussions. Students who miss more than three class periods should not expect to pass the class. I will occasionally give short, ungraded assignments to be completed by the next class.

Assignments
There will be three graded homework assignments over the course of the semester. The assignments are due at the beginning of class on the due date. If I receive the assignment on its due date, but after class has begun, your grade will be reduced by 5 points. The grade for the assignment will be reduced by 10 points for each subsequent day late.

Discussion Leader
Each student, as part of a team, will have the primary responsibility for leading the discussion in class on the day’s reading once during the semester. In class, the discussion leader team should briefly summarize the material and then generate a lively discussion among the class about the topic. The team should also set up and execute some kind of informal exercise with students in the class.

Discussion leaders should meet in advance of class in order to devise a plan of action. The team should decide what portions of the reading are most important and relevant to the topics covered that week, how to present these ideas, and how to generate good discussion. For example, you may decide to generate a PowerPoint presentation, organize a group activity for the class, and prepare discussion questions. PowerPoint is not required, and I encourage you to be as creative as you would like. You will be evaluated on how prepared your team is, as well as your creativity with regard to starting and sustaining class discussion, and in terms of the sort of informal exercise you come up with. Each team will also submit an exam question relating to what the team learned from that day’s readings.

Exams
There will be two exams, each worth 20% of the final grade. The class itinerary is included in this syllabus. Please check it now for any conflicting religious holidays. If you have a conflict with an exam date, you must see me at least one week in advance to get an excused absence. The only other legitimate excuse for a missed exam is a verifiable medical emergency. No make-up exams will be given that are not scheduled at least one week before the scheduled exam time. A grade of Incomplete will be granted only under extreme circumstances.

Research Project
Each student will conduct a semester-long research project. I will provide additional information on the project in a separate handout. The research project will be worth 20% of the final grade.

Reaction Papers
In order to ensure timely reading and fruitful class discussions, students are required to turn in a short reaction to the readings for ten of the class periods over the semester (starred below), five of which must be done before spring break (up through and including 3/11) and five of which must be done after spring break. These summaries must posted to Moodle by 9:00AM before the beginning of the class period for which the readings are discussed. The summaries will be graded on a check/no-check basis. In order to receive full credit, you must turn in all ten summaries. I will provide further details on the summaries in a separate handout.

Class Participation
This class relies on the active participation of its members. Your class participation grade will depend on your general contributions over the semester and your team leading of a class discussion. Class participation will count for 10% of the final grade.

Course Grade Breakdown: Exams (20% each) 40%
Homework 10%
Podcast project 15%
Research Project 20%
Reaction Papers 5%
Class Participation 10%

Academic Honesty
According to the Macalester College Student Handbook, “academic honesty encompasses accurate portrayal of contributions and appropriate use of resources.” I expect students to maintain academic honesty in all course-related endeavors. Consequences for academic dishonesty include a report to the Academic Dean and your academic advisor and failure for the assignment and/or the course, if this is your first documented offense. For second and third offenses, college sanctions include suspension and expulsion. If you have any doubts or questions about what constitutes academic dishonesty, see me and I will clarify the rule for you.

Accommodations for Documented Disabilities
Accommodations are available for any student with a documented disability. If you have a documented disability, make an appointment with Associate Dean of Students Lisa Landreman at 696-6220. As a professor, I can only make such accommodations once I’ve been contact by Dean Landreman. So it’s important that you make an appointment to see her early in the semester. I am committed to providing assistance to help you be successful in this course.

Tentative Course Outline
Reading assignments are subject to change as the semester proceeds. Non-text reading assignments will be posted on Moodle.

Date | Topics and readings | Due | 28-Jan | Introduction | | 30-Jan | Tools: Review of microeconomic principles; overview of econometricsRead the MS Introduction | | 1-Feb | Marriage models*Handout*KM2 | | 4-Feb | Marriage models*Anderson, Siwan. 2007. “The Economics of Dowry and Brideprice,” Journal of Economic Perspectives 21(4), pp. 151-74. | | 6-Feb | Division of labor in the household*KM4*MS 3, 5, 8 | | 8-Feb | Same-sex households*Black, Dan A., Seth G. Sanders, and Lowell Taylor, Jr. 2007. “The Economics of Lesbian and Gay Families,” Journal of Economic Perspectives 21(2) pp. 53-70.*KM 5 | | 11-Feb | Bargaining *KM 3*MS 11 | HW #1 | 13-Feb | Divorce *Handout*Stevenson, Betsey and Justin Wolfers. 2007. “Marriage and Divorce: Changes and their Driving Forces,” Journal of Economic Perspectives 21(2) pp. 27-52*MS 10 | Podcast idea | 15-Feb | Economics of fertility*Handout*KM 6 | | 18-Feb | Economics of fertility*Feyrer, James, Bruce Sacerdote, and Ariel Dora Stern. 2008. “Will the Stork Return to Europe and Japan?” Journal of Economic Perspectives 22(3), pp. 3-22. | Research Project Proposal | 20-Feb | Teen Pregnancy*Kearney, Melissa and Phillip Levine. 2012. “Why is the Teen Birth Rate So High and Why Does it Matter?” Journal of Economic Perspectives 26(2), pp. 141-66 | | 22-Feb | Childcare issues*KM 7*MS 6 | | 25-Feb | Labor supply theory: handout | Annotated Bibliography for Podcast | 27-Feb | More labor supply theory | | 1-Mar | More labor supply theory | | 4-Mar | History of women's labor force participation*MS 1 | HW #2 | 6-Mar | Doing research in economics: meet in the Library classroom | | 8-Mar | Review for Exam | | 11-Mar | Exam #1 | | 13-Mar | Opting Out? *MS 2*Belkin, Lisa. 2003 “The Opt-Out Revolution” New York Times.*Hirshman, Linda. 2005 “Homeward Bound” American Prospect | | 15-Mar | Opting Out?* Boushey, Heather. 2008. “Opting Out? The Effect of Children on Women’s Employment in the United States,” Feminist Economics 14(1) pp. 1-34.* Hoffman, Saul. “The Changing Impact of Marriage and Children on Women’s Labor Force Participation,” Monthly Labor Review, February 2009, pp. 3-14. | One minute promo of the podcast | | Spring Break | | 25-Mar | The gender gap in wages and employment*Rose, Stephen and Heidi Hartmann. “Still a Man’s Labor Market: The Long-Term Earnings Gap” IWPR Research-in-Brief #C366, February, 2008.*KM 10 | Draft 1 bring 3 copies to class | 27-Mar | Human Capital*KM 9 | | 29-Mar | Human Capital*Niederle, Muriel and Lise Vesterlund. 2010. “Explaining the Gender Gap in Math Test Scores: The Role of Competition,” Journal of Economic Perspectives 24(2), pp. 129-44. | | 1-Apr | Gender and Negotiation *Babcock, Linda and Sara Laschever. Women Don’t Ask: Negotiation and the Gender Divide, Princeton: Princeton University Press, 2003. Introduction and chapters 1,4,6,8 | Peer review comments | 3-Apr | Gender and NegotiationSee Moodle | | 5-Apr | Career breaks and reentry*MS 9, 12*Hewlitt, Sylvia, et al. “Off Ramps and On Ramps: Keeping Talented Women on the Road to Success,” Harvard Business Review March 2005, pp. 43-55. | | 8-Apr | Gender gap for young professionalsBertrand, Marianne, Claudia Goldin, and Lawrence Katz. 2010. “The Dynamics of the Gender Gap for Young Professionals in the Financial and Corporate Sectors. American Economic Journal: Applied Economics 2(3), pp. 228-55. | Optional Draft 2, plus peer response | 10-Apr | Flexibility and the Career Cost of Family*Goldin, Claudia and Lawrence Katz. 2010. “The Career Cost of Family: Focus on Workplace Flexibility,” Alfred P. Sloan Foundation, Washington, D.C.*MS 13 | | 12-Apr | Work on podcast | | 15-Apr | Podcasts | Podcasts due by 9AM | 17-Apr | Economic theories of discrimination*KM 11 | | 19-Apr | Glass ceilings and maternal walls*MS 4 | | 22-Apr | Discrimination and the courts*KM 12 | | 24-Apr | What is poverty and who is poor? “Income, Poverty, and Health Insurance Coverage in the United States: 2011,” Current Population Reports, pp. 1-20. Hoynes, Hilary, Marianne Page, & Ann Huff Stevens. 2006. “Poverty in America: Trends and Explanations.” Journal of Economic Perspectives 20(1), pp. 47-68. | | 26-Apr | Honors day, no class | | 29-Apr | Women and poverty*Lang, Kevin. “Welfare Reform,” in Poverty and Discrimination, Princeton: Princeton University Press, 2007, pp. 243-61. | Final Research Paper Due | 1-May | Women and poverty | | 3-May | Review for exam, wrap-up | HW #3 | 6-May | Exam #2 | Exam |

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