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Dipartimento di Culture, Politica e Società

Corsi di Studio del Dipartimento di Culture, Politica e Società

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Oggetto:
Oggetto:

COMPARATIVE EUROPEAN SOCIETIES

Oggetto:

COMPARATIVE EUROPEAN SOCIETIES

Oggetto:

Anno accademico 2019/2020

Codice dell'attività didattica
CPS0285
Docenti
Cristina Solera (Titolare dell'insegnamento)
Prof. Manuela Naldini (Titolare dell'insegnamento)
Marco Tosi (Titolare dell'insegnamento)
Corso di studi
Corso di laurea magistrale in Scienze internazionali (Classe LM-52)
Corso di laurea magistrale in Sociologia (Classe LM-88)
Anno
1° anno 2° anno
Tipologia
Caratterizzante
Crediti/Valenza
9
SSD dell'attività didattica
SPS/07 - sociologia generale
Modalità di erogazione
Tradizionale
Lingua di insegnamento
Inglese
Modalità di frequenza
Facoltativa
Tipologia d'esame
Scritto
Prerequisiti
Il programma proposto consentirà anche agli studenti e alle studentesse che non hanno precedentemente maturato conoscenze disciplinari di raggiungere gli obiettivi formativi indicati. Non vi sono dunque prerequisiti, ma potranno essere suggerite letture integrative.
Oggetto:

Sommario insegnamento

Oggetto:

Obiettivi formativi

L'insegnamento, analizzando in prospettiva sociologica la società europea e la questione della sua omogeneità o eterogeneità, dell'esistenza cioè, nelle varie componenti sociali e culturali  che la caratterizzano, di una unica Europa o di una varietà di Europe, contribuisce pienamente alla formazione del profilo di laureati in Studi Europei che siano in grado di conoscere, analizzare e interpretare in chiave comparata i fenomeni sociali culturali.

Nella prima parte si guarderà alle trasformazioni avvenute e in atto nelle identità, nella cultura, nelle dinamiche comunitarie e nei processi demografici. Nelle parti successive verranno affrontati i temi delle trasformazioni negli assetti famigliari, nell' economia e nel mercato del lavoro, nei diritti di cittadinanza e le politiche di welfare. Verrà proposto  un lavoro di partecipazione in aula e di ricerca in team, su una o più dimensioni del cambiamento sociale analizzato. Il lavoro sarà poi presentato e discusso in classe. 

The course, by analyzing with a  sociological perspective the European society and the question of its homogeneity or heterogeneity, ie, of the existence, in its various social and cultural components, of a unique Europe or a variety of Europe, fully contributes to giving graduates in European Studies instruments  to be able to know, analyze and interpret the socio-cultural phenomena in a comparative manner.

The introductory part will  look at the changes that have taken place and are taking place in the identities, culture, community dynamics and demographic processes The following parts will address the issues of transformation in family settings, citizenship rights and welfare policies, the economy and the labor market, by proposing teamwork on one or more dimensions of social change analyzed. The work will then be presented and discussed in class.

 

Oggetto:

Risultati dell'apprendimento attesi

Al termine del corso gli studenti saranno in grado di:

a)     Identificare le principali questioni che emergono dal dibattito sulla trasformazione della società europea per quanto concerne una vasta gamma di istituzioni sociali (conoscenza e capacità di comprensione);

b) Applicare i principali strumenti di analisi sociologica per dare conto delle diversità e similarità della società europea con competenza (conoscenza e capacità di comprensione applicate);

c)     Discutere le differenti interpretazioni relative alle attuali trasformazioni sociali e culturali dell'Europa riconducendole ad alcune delle principali teorie sociologiche analizzate (conoscenza e capacità di comprensione applicate);

d)    Applicare le conoscenze e le abilità apprese nel corso discutendo criticamente le problematiche connesse alle trasformazioni sociali in corso in Europa, alla varietà dei sistemi di organizzazione sociale e delle varie componenti sociali che ne costituiscono parte integrante (conoscenza e capacità di comprensione applicate);

e)     Sviluppare un discorso autonomo sul tema delle trasformazioni che attraversano la società Europea anche con riguardo ad altri Paesi non Europei (autonomiadi giudizio);

f)     Far leva sulle differenti competenze trasversali -  autonomia di giudizio, comunicazione scritta e orale, lavoro di gruppo orientato al risultato - per attivare le conoscenze acquisite in contesti professionali e per scopi diversi (abilità comunicative e di diversa natura).

 

At the end of the course students will be able to:

A) Identify the main issues arising from the debate on the transformation of European society with regard to a wide range of social institutions (knowledge and understanding skills);
B) Apply the main tools of sociological analysis to take into account with competence the diversity and similarity of  European Society (knowledge and understanding skills applied);
C) Discuss the different interpretations of current social and cultural transformations in Europe by placing them into some of the major sociological theories analyzed (knowledge and understanding skills applied);
D) Apply the knowledge and skills learned in the course by critically discussing issues related to current social transformations in Europe, the variety of social organization systems and its various social components (knowledge and understanding skills applied);
E) Develop an autonomous analysis on the transformations occurring in European society even with respect to other non-European countries (autonomy of judgment);
F) Facilitate cross-disciplinary competencies - autonomy of judgment, written and oral communication, result oriented group work - to activate knowledge gained in professional contexts and for different purposes (communicative and diverse skills).

Oggetto:

Modalità di insegnamento

Il corso prevede una parte di lezioni frontali e una parte di lavoro seminariale, volto a stimolare la partecipazione attiva, con discussioni guidate e  presentazioni in classe degli studenti concordate con i docenti.

A CAUSA DELL'EMERGENZA CORONAVIRUS 19, le lezioni che avrebbero dovuto essere frontali sono state trasformate in corso on line erogato sulla piattaforma moodle attraverso: video-lezioni, powerpoint con audio, lezioni e discussioni via Webex  su articoli e presentazioni di paper da parte degli studenti

The course includes a part of frontal lessons and a part of interactive seminars, and the active involvement of students, with guided discussions and classroom presentations agreed with the teachers and based on teamwork. 

DUE TO CORONAVIRUS EMERGENCY, the frontal lessons and the interactive seminars, have been provided through alternative lessons, ppt with audio, webex lessons, webex meetings on articles, and through student discussions of the topics addressed in the course.

T

Oggetto:

Modalità di verifica dell'apprendimento

A CAUSA DELL'EMERGENZA COVID 19 - L'esame per tutti è scritto. L'esame consisterà nella stesura  di un paper (5/6 pagine) scritto su uno dei temi discussi durante le lezioni, da concordare con i docenti. Lo studente sceglie il tema e selezione 4/5 articoli rilevanti sia sul piano teorico che su quello empirico (usanto come punto di partenza la lista degli articoli disponibile sulla piattaforma moodle e in Campus Net). L'obiettivo del paper è fare una sintesi dei temi che emergono nella letteratura. Il tema, la struttura e i contenuti del paper saranno discussi e presentati in aula, durante i Webex meetings. La versione finale del paper scritto deve essere consegnato ai docenti almeno una settimana prima della data dell'appello. 

 

DUE TO CORONAVIRUS EMERGENCY

The exam will be written. The exam will consist of a short paper (around 5/6 pages) on one of the topics addressed during the lessons, to be agreed with the teachers. The student chooses one  topic  and select at least  4/5 relevant theoretical and empirical articles (using as a starting point the list provided by teachers in moodle or in https://www.didattica-cps.unito.it/do/corsi.pl/Show?_id=0oxv). The aim of the paper  is to do a summary of the evidence and debate around the chosen topic, establishing a dialogue between the 4/5 selected articles. The topic, structure and potential contents of the paper will be presented and discussed in classroom. The final version of the written paper has to be delivered at least one week before the formal date of the exam. 

 

 

Oggetto:

Programma

L'insegnamento intende mettere a confronto in modo sistematico le trasformazioni sociali delle principali istituzioni sociali europee. In particolare nel corso saranno analizzate le similarità e le differenze che caratterizzano la società europea o le società europee, con l'intendo di capire se e quanto sia appropriato parlare di una forma specifica di società europea o se sia più opportuno parlare di tante Europe (Europa del Nord/Sud, Est/Ovest, centro/periferia, campagna/città).

L'insegnamento è diviso in 3 parti.

Nella prima parte si affronteranno i temi legati all'identità, la cultura, le dinamiche comunitarie e   i processi demografici che hanno profondamente trasformato le società Europee contemporanee, con una particolare attenzione alle somiglianze e differenze tra i diversi contesti culturali ed istituzionali.

Nella seconda parte  i temi dell'omogeneità e della differenziazione della società Europea verranno affrontati analizzando alcune delle principali forme di organizzazione sociale che differenziano l'Europa anche da altre società avanzate al di fuori dell'Europa (come gli Stati Uniti e il Giappone): il welfare state, la cittadinanza e l'organizzazione familiare.

Nella terza parte  le trasformazioni macro nel welfare e nella demografia vengono legate a quelle nel mercato del lavoro e discusse nelle loro implicazioni a livello micro, con particolare attenzione alla questione delle disuguaglianze sociali.

The course aims at systematically comparing the social transformations of the main European social institutions. Particularly it will analyze the similarities and differences across various European societies, with the aim of understanding whether and how it is appropriate  to speak of a specific form of European society or of many Europe ( North / South, East / West, center/ periphery, countryside / city).

 The course is divided into 3 parts.

The first part will address the issues of identity, culture, community dynamics and demographic processes that have profoundly transformed contemporary European societies, with a particular focus on the similarities and differences between different cultural and institutional contexts

In the second part of the course, the issue of homogeneity and differentiation of European society will be addressed by analyzing some of the major social organizations that differentiate Europe from other advanced societies outside of Europe (such as the United States and Japan ): Welfare state, citizenship and family organization.
In the third part of the course, macro transformations in welfare and demography are related to those in the labor market and discussed in their micro-implications, with particular attention to the issue of social inequalities.

 

Testi consigliati e bibliografia

Oggetto:

 

A CAUSA DELL'EMERGENZA CORONAVIRUS IL PROGRAMMA HA SUBITO VARIAZIONI. COSTITUISCE PARTE INTEGRANTE DEL MATERIALE PER LA PREPARAZIONE DELL' ESAME LE LEZIONI E I TESTI DEPOSITATI NELLA PIATTAFORMA DI MOODLE. 

LA LISTA DEI PAPERS DA CUI PARTIRE PER LA SCRITTURA DEL PAPER SCRITTO E' LA SEGUENTE:

READINGS

Lesson Topic: Changing European Demography

  1. Immerfall, Stefan, Therborn, Göran (Eds.) (2010). Handbook of European Societies. Social Transformations in the 21st Century, Dordrecht, Springe, CHAPTER 14: POPULATION.

Ageing:

  1. Demographic outlook for the European Union (2020): https://www.europarl.europa.eu/RegData/etudes/STUD/2020/646181/EPRS_STU(2020)646181_EN.pdf
  2. Van de Kaa, D. J. (2002). The idea of a second demographic transition in industrialized countries. Birth, 35, 45.
  3. Tomas Sobotka (2007). The Diverse Faces of the Second Demographic Transition in Europe, Demographic research, 19, 171. https://www.demographic-research.org/Volumes/Vol19/8/

Fertility:

  1. Myrskylä, M., & Margolis, R. (2014). Happiness: Before and after the kids. Demography, 51(5), 1843-1866
  2. Myrskylä, Mikko, Hans-Peter Kohler, and Francesco C. Billari (2009). Advances in development reverse fertility declines. Nature 460, no. 7256: 741-743. https://www.nature.com/articles/nature08230

Postponement in adulthood

  1. Billari, F. C., & Liefbroer, A. C. (2010). Towards a new pattern of transition to adulthood?. Advances in Life Course Research, 15(2-3), 59-75.
  2. Billari FC, Hiekel N and Liefbroer AC (2019). The Social Stratification of Choice in the Transition to Adulthood. European Sociological Review 35(5): 599–615.

Migration:

  1. Sobotka, T. (2008). Overview Chapter 7: The rising importance of migrants for childbearing in Europe. Demographic research, 19, 225-248.

Lesson Topic: Class inequality

The death of class?

  1. Crompton, R. and Scott, J. (2002). Introduction: the State of Class Analysis. In R. Crompton, et.al. (eds), Renewing Class Analysis, Oxford: Blackwel, pp. 115.
  2. Oesch D. (2006). Class Theorists and the Debate about the End of Class. In: Redrawing the Class Map. Palgrave Macmillan, London
  3. Goldthorpe, J. H. (2002). Occupational sociology, yes: Class analysis, no: Comment on Grusky and Weeden's research agenda. Acta Sociologica, 45(3), 211-217.
  4. Solera C. (2019). “Do ’his’ education and class matter? The changing effect of the husband on women’s labour-market transitions in Italy and Britain”, British Journal of Sociology. 70 (2), pp. 526-550

The role of education

  1. Bernardi and G. Ballarino (2016). The intergenerational transmission of inequality and

education in fourteen countries: a comparison, in F. Bernardi and G. Ballarino (eds) Education, Occupation and Social Origin. A Comparative Analysis of the Transmission of

Socio-Economic Inequalities, Publisher: Edward Elgar, pp.255-282.

  1. Triventi, J. Skopek, N. Kulic, S. Buchholz, and H.-P. Blossfeld (2016). Varieties of secondary education models and social inequality – Conclusions from a large-scale international comparison, in Blossfeld, H. P.; Buchholz, S.; Skopek, J.; Triventi, Moris

(edited by) Models of Secondary Education and Social Inequality: an International Comparison, Cheltenham, UK: Edward Elgar, pp. 377-400.

  1. Solga, H. (2014). ‘Education, Economic Inequality and the Promises of the Social Investment State’, Socio-Economic Review 12(2): 269–97.
  2. Willemse, N., De Beer, P. (2012). ‘Three Worlds of Educational Welfare States? A Comparative Study of Higher Education Systems across Welfare States’, Journal of European Social Policy 22(2): 105–17.

The labour market: unemployment, flexible employment

  1. Brzinky-Fay, C. (2017). ‘The Interplay of Educational and Labour Market Institutions and Links to Relative Youth Unemployment’, Journal of European Social Policy 27(4): 346–359.
  2. Blossfeld, H.P and Hofäcker, D., 2014, Globalization, rising uncertainty and life courses in modern societies: A summary of research findings and open research questions, Sociologia del Lavoro, 136: 16-33.
  3. Barbieri, P, Bozzon, R. (2016). Welfare, labour market deregulation and households’ poverty risks: An analysis of the risk of entering poverty at childbirth in different European welfare clusters, Journal of European Social Policy,   26, n. 2 , p. 99-123.
  4. Barbieri, P. (2009). Flexible Employment and Inequality in Europe, European Sociological Review, 25, n. 6, p. 621-628

Lesson Topic: Gender inequality

The gender division of paid and unpaid work

  1. England, P., Gornick, J.; Shafer, E. F. (2012). Women’s employment, education, and the gender gap in 17 countries. Monthly Labor Review, 135, 3–12.
  2. Steiber, N., Berghammer, C.; Haas, B. (2016). Contextualizing the Education Effect on Women’s Employment: A Cross-National Comparative Analysis. Journal of Marriage and Family, 78(1), 246–261.
  3. van der Lippe, T. de Ruijter. J., de Ruijter, E., & Raub, W. (2011), Persistent Inequalities in Time Use between Men and Women: A Detailed Look at the Influence of Economic Circumstances, Policies, and Culture, European Sociological Review, 27(2), 164–179.
  4. Hook, J. L. (2006). Care in context: Men's unpaid work in 20 countries, 1965–2003. American sociological review, 71.4: 639-660
  5. Dermott E, Miller T (2015). More than the sum of its parts? Contemporary fatherhood policy, practice and discourse; Families, Relationships and Societies 4 (2) pp.183-195

Different faces of gender inequalities

  1. Gaye, Amie, et al. (2010). Measuring key disparities in human development: The gender inequality index; Human development research paper 46 (2010): 41.
  2. Korpi, W. (2000). Faces of inequality: Gender, class, and patterns of inequalities in different types of welfare states. Social Politics: International Studies in Gender, State; Society, 7, 127–191.
  3. Bericat E. & Sánchez Bermejo E. (2016) Structural Gender Equality in Europe and Its Evolution Over the First Decade of the Twentyfirst, Social Indicators Research volume 127, pages 55–81.

Lesson topic: Wellbeing and Inequality

  1. Galmarini S. ; Andreoni V. (2015). Mapping the distribution of Well-Being in Europe beyond national borders, Publications Office of the European Union
  2. Nolan B. & Whelan T. C. (2011). The EU 2020 Poverty Target, Working Papers 201111, Geary Institute, University College Dublin.
  3. Portela, M., Neira, I. & Salinas-Jiménez, M.M (2013). Social Capital and Subjective Wellbeing in Europe: A New Approach on Social Capital. Soc Indic Res 114, 493–511

Lesson topic: Values and Culture

  1. Immerfall, S, Therborn, G (Eds.) (2010). Handbook of European Societies. Social Transformations in the 21st Century, Dordrecht, Springe, CHAPTER 8: CULTURE.
  2. Inglehart, R., & Baker, W. E. (2000). Modernization, cultural change, and the persistence of traditional values. American Sociological Review, 19-51.

Religious values:

  1. Vezzoni, C., & Biolcati‐Rinaldi, F. (2015). Church attendance and religious change in Italy, 1968–2010: A multilevel analysis of pooled datasets. Journal for the Scientific Study of Religion, 54(1), 100-118.
  2. Norris, P. and Inglehart, R. (2007). ‘Uneven secularization in the United States and Western Europe’, in T. Banchoff (ed), Democracy and the New Religious Pluralism, New York: Oxford University Press, pp. 31–57.

Implications of religious values

  1. Vignoli, D., & Salvini, S. (2014). Religion and union formation in Italy: Catholic precepts, social pressure, and tradition. Demographic Research, 31, 1079-1106.
  2. Tosi, M., & Oncini, F. (2020). ‘The fourth commandment effect’: church attendance and intergenerational support in late parent–child relationships. European Societies, 22(1), 26-46.

Family values:

  1. Reher, D. S. (1998). Family ties in Western Europe: persistent contrasts. Population and development review, 203-234.
  2. Conkova, N., Fokkema, T., & Dykstra, P. A. (2018). Non-kin ties as a source of support in Europe: understanding the role of cultural context. European Societies, 20(1), 131-156
  3. Sobotka T. (2007). The Diverse Faces of the Second Demographic Transition in Europe, Demographic research, 19, 171. https://www.demographic-research.org/Volumes/Vol19/8/

Family obligations

  1. Jappens, M., & Van Bavel, J. (2012). Regional family norms and child care by grandparents in Europe. Demographic Research, 27, 85-120.
  2. Bengtson, V., Giarrusso, R., Mabry, J. B., & Silverstein, M. (2002). Solidarity, conflict, and ambivalence: Complementary or competing perspectives on intergenerational relationships?. Journal of Marriage and Family, 64(3), 568-576.

Attitudes toward democracy

  1. Edlund, J. (1999). Trust in Government and Welfare Regimes: Attitudes to Redistribution and Financial Cheating in the USA and Norway. European Journal of Political Research, 35, 341–370.
  2. Hasenfeld, Y., & Rafferty, J. A. (1989). The Determinants of Public Attitudes Toward the Welfare State. Social Forces, 67, 1027–1048.

Lesson Topic: Changing European Families

Changing Family Dynamics

  1. Sobotka and Toulemon (2008). Changing family and partnership behaviour: Common trends and persistent diversity across Europe. Demographic Research, 19: 85-138.
  2. Roussel, L.(1992). La famille en Europe occidentale: divergences et convergences’, Population, 47, pp. 133-152
  3. Diundeva Pearl, M.A. Dykstra and T. Emery (2019). Family Dynamics in China and Europe in the last half century, Chinese Journal of Sociology, 5 (2): 143-172
  4. Olàh, L. (2015). Changing families in the European Union: trends and policy implications,  prepared for the United Nations Expert Group Meeting, “Family policy development: achievements and challenges”, New York, May 14-15, 2015 upload in moodle

 

Becoming Parents and the role of culture and welfare regime

  1. Lappegård, T. (2014). Changing European Families. In Treas, J., Scott, J. and Richards, M. (eds) The Sociology of Families, , The Wiley Blackwell Companion, pp. 20-43.
  2. Evertsson, M. and  Grunow, D.  (2016). Conclusions in comparative perspective. Narratives on the transition to parenthood in eight European countries. The importance of gender culture and welfare regime. in Grunow, D. and M. Evertsson (eds) Couples’ Transition to Parenthood, Edward Elgar Publishing, pp. 269-295.  

Lesson Topic: Changing European Welfare State

Typologies of Welfare Regimes

  1. Marshall, T. H. 1992 (1949). Citizenship and Social Class. London: Pluto
  2. Esping­Andersen, G. (1990). The Three Worlds of Welfare Capitalism, Cambridge, Polity Press
  3. Bonoli, G. (1997). “Classifying Welfare States: a Two-dimension Approach”, Journal of Social Policy, 26 (3): 351-372.
  4. Orloff, A. S, (1993). “Gender and the Social Rights of Citizenship: the Comparative Analysis of Gender Relations and Welfare States”, American Sociological Review, 58(3): 303- 328.
  5. Anttonen A and Sipilä J (1996). European social care services: Is it possible to identify models. Journal of European Social Policy 6 (2): 87-100.

 

Family Policy

  1. Ferragina, E. and M. Seeleib-Kaiser (2014). “Determinants of a silent (r)evolution: understanding the expansion of family policy in rich OECD countries, in Social Politics, Vol. 22, N.1
  2. Saraceno, C. e Keck, W. (2011). 'Towards an integrated approach for the analysis of gender equity in policies supporting paid work and care responsibilities', in Demographic Research, vol. 25, pp. 371-406.
  3. Leitner S (2003). Varieties of familialism. The caring function of the family in comparative perspective. European Societies 6 (5): 353-75.

Gendering welfare state and Life course

  1. Ciccia, R. and D. Sainsbury (2018),  Gendering welfare state analysis: tensions between care and paid work, in: European Journal of Politics and Gender, 1, 1-2, pp. 93-109.
  2. Mayer, K. (1991). Life courses in the welfare state, in: Theoretical Advances in Life Course Research, (eds) W.R. Heinz, Winbeim, Deutscher Studien Verlang, vol.I, pp. 171-186.

 

 

 
 

 

 

 

St

DUE TO CORONAVIRUS EMERGENCY THE PREPARATION FOR THE EXAM CONSISTS OF THE LESSONS AND THE MATERIAL DEPOSITED IN MOODLE. LIST OF READING FOR WRITING THE PAPER IS THE FOLLOWING:

READINGS

 

Lesson Topic: Changing European Demography

  1. Immerfall, Stefan, Therborn, Göran (Eds.) (2010). Handbook of European Societies. Social Transformations in the 21st Century, Dordrecht, Springe, CHAPTER 14: POPULATION.

Ageing:

  1. Demographic outlook for the European Union (2020): https://www.europarl.europa.eu/RegData/etudes/STUD/2020/646181/EPRS_STU(2020)646181_EN.pdf
  2. Van de Kaa, D. J. (2002). The idea of a second demographic transition in industrialized countries. Birth, 35, 45.
  3. Tomas Sobotka (2007). The Diverse Faces of the Second Demographic Transition in Europe, Demographic research, 19, 171. https://www.demographic-research.org/Volumes/Vol19/8/

Fertility:

  1. Myrskylä, M., & Margolis, R. (2014). Happiness: Before and after the kids. Demography, 51(5), 1843-1866
  2. Myrskylä, Mikko, Hans-Peter Kohler, and Francesco C. Billari (2009). Advances in development reverse fertility declines. Nature 460, no. 7256: 741-743. https://www.nature.com/articles/nature08230

Postponement in adulthood

  1. Billari, F. C., & Liefbroer, A. C. (2010). Towards a new pattern of transition to adulthood?. Advances in Life Course Research, 15(2-3), 59-75.
  2. Billari FC, Hiekel N and Liefbroer AC (2019). The Social Stratification of Choice in the Transition to Adulthood. European Sociological Review 35(5): 599–615.

Migration:

  1. Sobotka, T. (2008). Overview Chapter 7: The rising importance of migrants for childbearing in Europe. Demographic research, 19, 225-248.

 

 

Lesson Topic: Class inequality

The death of class?

  1. Crompton, R. and Scott, J. (2002). Introduction: the State of Class Analysis. In R. Crompton, et.al. (eds), Renewing Class Analysis, Oxford: Blackwel, pp. 115.
  2. Oesch D. (2006). Class Theorists and the Debate about the End of Class. In: Redrawing the Class Map. Palgrave Macmillan, London
  3. Goldthorpe, J. H. (2002). Occupational sociology, yes: Class analysis, no: Comment on Grusky and Weeden's research agenda. Acta Sociologica, 45(3), 211-217.
  4. Solera C. (2019). “Do ’his’ education and class matter? The changing effect of the husband on women’s labour-market transitions in Italy and Britain”, British Journal of Sociology. 70 (2), pp. 526-550

 

The role of education

  1. Bernardi and G. Ballarino (2016). The intergenerational transmission of inequality and

education in fourteen countries: a comparison, in F. Bernardi and G. Ballarino (eds) Education, Occupation and Social Origin. A Comparative Analysis of the Transmission of

Socio-Economic Inequalities, Publisher: Edward Elgar, pp.255-282.

  1. Triventi, J. Skopek, N. Kulic, S. Buchholz, and H.-P. Blossfeld (2016). Varieties of secondary education models and social inequality – Conclusions from a large-scale international comparison, in Blossfeld, H. P.; Buchholz, S.; Skopek, J.; Triventi, Moris

(edited by) Models of Secondary Education and Social Inequality: an International Comparison, Cheltenham, UK: Edward Elgar, pp. 377-400.

  1. Solga, H. (2014). ‘Education, Economic Inequality and the Promises of the Social Investment State’, Socio-Economic Review 12(2): 269–97.
  2. Willemse, N., De Beer, P. (2012). ‘Three Worlds of Educational Welfare States? A Comparative Study of Higher Education Systems across Welfare States’, Journal of European Social Policy 22(2): 105–17.

 

The labour market: unemployment, flexible employment

  1. Brzinky-Fay, C. (2017). ‘The Interplay of Educational and Labour Market Institutions and Links to Relative Youth Unemployment’, Journal of European Social Policy 27(4): 346–359.
  2. Blossfeld, H.P and Hofäcker, D., 2014, Globalization, rising uncertainty and life courses in modern societies: A summary of research findings and open research questions, Sociologia del Lavoro, 136: 16-33.
  3. Barbieri, P, Bozzon, R. (2016). Welfare, labour market deregulation and households’ poverty risks: An analysis of the risk of entering poverty at childbirth in different European welfare clusters, Journal of European Social Policy,   26, n. 2 , p. 99-123.
  4. Barbieri, P. (2009). Flexible Employment and Inequality in Europe, European Sociological Review, 25, n. 6, p. 621-628

 

Lesson Topic: Gender inequality

The gender division of paid and unpaid work

  1. England, P., Gornick, J.; Shafer, E. F. (2012). Women’s employment, education, and the gender gap in 17 countries. Monthly Labor Review, 135, 3–12.
  2. Steiber, N., Berghammer, C.; Haas, B. (2016). Contextualizing the Education Effect on Women’s Employment: A Cross-National Comparative Analysis. Journal of Marriage and Family, 78(1), 246–261.
  3. van der Lippe, T. de Ruijter. J., de Ruijter, E., & Raub, W. (2011), Persistent Inequalities in Time Use between Men and Women: A Detailed Look at the Influence of Economic Circumstances, Policies, and Culture, European Sociological Review, 27(2), 164–179.
  4. Hook, J. L. (2006). Care in context: Men's unpaid work in 20 countries, 1965–2003. American sociological review, 71.4: 639-660
  5. Dermott E, Miller T (2015). More than the sum of its parts? Contemporary fatherhood policy, practice and discourse; Families, Relationships and Societies 4 (2) pp.183-195

 

Different faces of gender inequalities

  1. Gaye, Amie, et al. (2010). Measuring key disparities in human development: The gender inequality index; Human development research paper 46 (2010): 41.
  2. Korpi, W. (2000). Faces of inequality: Gender, class, and patterns of inequalities in different types of welfare states. Social Politics: International Studies in Gender, State; Society, 7, 127–191.
  3. Bericat E. & Sánchez Bermejo E. (2016) Structural Gender Equality in Europe and Its Evolution Over the First Decade of the Twentyfirst, Social Indicators Research volume 127, pages 55–81.

 

Lesson topic: Wellbeing and Inequality

  1. Galmarini S. ; Andreoni V. (2015). Mapping the distribution of Well-Being in Europe beyond national borders, Publications Office of the European Union
  2. Nolan B. & Whelan T. C. (2011). The EU 2020 Poverty Target, Working Papers 201111, Geary Institute, University College Dublin.
  3. Portela, M., Neira, I. & Salinas-Jiménez, M.M (2013). Social Capital and Subjective Wellbeing in Europe: A New Approach on Social Capital. Soc Indic Res 114, 493–511

 

Lesson topic: Values and Culture

  1. Immerfall, S, Therborn, G (Eds.) (2010). Handbook of European Societies. Social Transformations in the 21st Century, Dordrecht, Springe, CHAPTER 8: CULTURE.
  2. Inglehart, R., & Baker, W. E. (2000). Modernization, cultural change, and the persistence of traditional values. American Sociological Review, 19-51.

Religious values:

  1. Vezzoni, C., & Biolcati‐Rinaldi, F. (2015). Church attendance and religious change in Italy, 1968–2010: A multilevel analysis of pooled datasets. Journal for the Scientific Study of Religion, 54(1), 100-118.
  2. Norris, P. and Inglehart, R. (2007). ‘Uneven secularization in the United States and Western Europe’, in T. Banchoff (ed), Democracy and the New Religious Pluralism, New York: Oxford University Press, pp. 31–57.

Implications of religious values

  1. Vignoli, D., & Salvini, S. (2014). Religion and union formation in Italy: Catholic precepts, social pressure, and tradition. Demographic Research, 31, 1079-1106.
  2. Tosi, M., & Oncini, F. (2020). ‘The fourth commandment effect’: church attendance and intergenerational support in late parent–child relationships. European Societies, 22(1), 26-46.

Family values:

  1. Reher, D. S. (1998). Family ties in Western Europe: persistent contrasts. Population and development review, 203-234.
  2. Conkova, N., Fokkema, T., & Dykstra, P. A. (2018). Non-kin ties as a source of support in Europe: understanding the role of cultural context. European Societies, 20(1), 131-156
  3. Sobotka T. (2007). The Diverse Faces of the Second Demographic Transition in Europe, Demographic research, 19, 171. https://www.demographic-research.org/Volumes/Vol19/8/

Family obligations

  1. Jappens, M., & Van Bavel, J. (2012). Regional family norms and child care by grandparents in Europe. Demographic Research, 27, 85-120.
  2. Bengtson, V., Giarrusso, R., Mabry, J. B., & Silverstein, M. (2002). Solidarity, conflict, and ambivalence: Complementary or competing perspectives on intergenerational relationships?. Journal of Marriage and Family, 64(3), 568-576.

Attitudes toward democracy

  1. Edlund, J. (1999). Trust in Government and Welfare Regimes: Attitudes to Redistribution and Financial Cheating in the USA and Norway. European Journal of Political Research, 35, 341–370.
  2. Hasenfeld, Y., & Rafferty, J. A. (1989). The Determinants of Public Attitudes Toward the Welfare State. Social Forces, 67, 1027–1048.

 

 

Lesson Topic: Changing European Families

Changing Family Dynamics

  1. Sobotka and Toulemon (2008). Changing family and partnership behaviour: Common trends and persistent diversity across Europe. Demographic Research, 19: 85-138.
  2. Roussel, L.(1992). La famille en Europe occidentale: divergences et convergences’, Population, 47, pp. 133-152
  3. Diundeva Pearl, M.A. Dykstra and T. Emery (2019). Family Dynamics in China and Europe in the last half century, Chinese Journal of Sociology, 5 (2): 143-172
  4. Olàh, L. (2015). Changing families in the European Union: trends and policy implications,  prepared for the United Nations Expert Group Meeting, “Family policy development: achievements and challenges”, New York, May 14-15, 2015 upload in moodle

 

Becoming Parents and the role of culture and welfare regime

  1. Lappegård, T. (2014). Changing European Families. In Treas, J., Scott, J. and Richards, M. (eds) The Sociology of Families, , The Wiley Blackwell Companion, pp. 20-43.
  2. Evertsson, M. and  Grunow, D.  (2016). Conclusions in comparative perspective. Narratives on the transition to parenthood in eight European countries. The importance of gender culture and welfare regime. in Grunow, D. and M. Evertsson (eds) Couples’ Transition to Parenthood, Edward Elgar Publishing, pp. 269-295.  

 

Lesson Topic: Changing European Welfare State

Typologies of Welfare Regimes

  1. Marshall, T. H. 1992 (1949). Citizenship and Social Class. London: Pluto
  2. Esping­Andersen, G. (1990). The Three Worlds of Welfare Capitalism, Cambridge, Polity Press
  3. Bonoli, G. (1997). “Classifying Welfare States: a Two-dimension Approach”, Journal of Social Policy, 26 (3): 351-372.
  4. Orloff, A. S, (1993). “Gender and the Social Rights of Citizenship: the Comparative Analysis of Gender Relations and Welfare States”, American Sociological Review, 58(3): 303- 328.
  5. Anttonen A and Sipilä J (1996). European social care services: Is it possible to identify models. Journal of European Social Policy 6 (2): 87-100.

 

Family Policy

  1. Ferragina, E. and M. Seeleib-Kaiser (2014). “Determinants of a silent (r)evolution: understanding the expansion of family policy in rich OECD countries, in Social Politics, Vol. 22, N.1
  2. Saraceno, C. e Keck, W. (2011). 'Towards an integrated approach for the analysis of gender equity in policies supporting paid work and care responsibilities', in Demographic Research, vol. 25, pp. 371-406.
  3. Leitner S (2003). Varieties of familialism. The caring function of the family in comparative perspective. European Societies 6 (5): 353-75.

 

Gendering welfare state and Life course

  1. Ciccia, R. and D. Sainsbury (2018),  Gendering welfare state analysis: tensions between care and paid work, in: European Journal of Politics and Gender, 1, 1-2, pp. 93-109.
  2. Mayer, K. (1991). Life courses in the welfare state, in: Theoretical Advances in Life Course Research, (eds) W.R. Heinz, Winbeim, Deutscher Studien Verlang, vol.I, pp. 171-186.

 

 

 



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