Abstract:

This communication presents the outcomes of a teaching innovation project aimed at modifying the traditional approach to teaching economics by introducing a gender perspective in a macroeconomics course. To address this, the program included topics such as unpaid domestic and care work and the role of social norms in questioning the interpretation of economic aggregates (GDP and Labour Force Survey) and the gender-differentiated impact of public policies. The methodology was based on the works of Cristina Carrasco (2014) and Stephany Seguino (2020), which synthesize the contributions of gender and economy studies, emphasizing how the allocation of time and work in the domestic and care sphere contributes to gender inequality and affects economic growth. This highlights the importance of macro-level policies that support gender equality.

To evaluate the effects of our approach, a questionnaire was designed to assess students' knowledge about women's roles in the economy and gender bias in macroeconomic aggregates and policies. The questionnaire was administered twice: at the beginning and the end of the course, with 225 students participating.

Preliminary findings show that this approach improves gender knowledge, encourages critical thinking, and raises gender awareness among economics students.

Keywords:

Economics, Gender, higher education, Teaching.