PO1INE: Inequality

Module code: PO1INE

Module provider: Politics; School of Philosophy, Politics and Economics

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 2

Module convenor: Dr Jonathan Golub, email: j.s.golub@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 23 May 2024

Overview

Module aims and purpose

Inequality is everywhere around us: different individuals earn different salaries, people of different genders and backgrounds have access to different economic opportunities, and those at the top of the income distribution have radically distinct life chances than those at the bottom. What explains rising inequality, is it fair and what are the consequences? Should anything be done to reduce inequality, and if so, what?  

This course aims to answer these questions by providing students with the analytical tools and knowledge to understand and explain the evolution of inequality, both over time and across developed countries. It also considers the economic, normative and political implications of different forms of inequality, in particular gender and racial inequality. For example, is inequality at the top of the income distribution (i.e. the 1% vs. the rest of us) the inevitable outcome of a well-functioning market system or does it suggest problems in the way democracy works? Does inequality undermine democracy for instance by affecting political participation or increasing the appeal of non-liberal populist parties?  

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Discuss the different dimensions, determinants and consequences of inequality; 
2. Analyse information on the subject through their own independent research; 
3. Articulate arguments effectively, both orally and in writing; 
4. Reason critically and independently about theoretical and empirical aspects of inequality;  
5. Use appropriate data to support their arguments; 
6. Convey their ideas effectively in an audio-annotated Powerpoint presentation   

Module content

Topics will include: 

• Inequality, efficiency and fairness 
• Determinants of inequality and redistribution 
• Gender inequality 
• Racial inequality 
• Political implications of inequality 

Structure

Teaching and learning methods

The module consists of twelve 60 minute lectures and eleven 90 minute seminars taught by academic staff. Students will prepare for lectures and seminars by doing set readings and reflecting on a number of discussion questions. The lectures introduce the topics and key concepts, cover key theories and debates, and explore relevant empirical evidence for each topic. Before seminars, students make and distribute short audio-annotated Powerpoint presentations. During seminars we delve into the specific aspects of each topic and discuss the presentations. Before the assessment period students will have an opportunity to discuss their ideas for their research project with the module instructors. 

Study hours

At least 29 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Students will receive formative feedback on their presentations during seminars, and before the assessment period they will have an opportunity to discuss their ideas for their research project with the module instructors. 

Reassessment

Additional costs