ࡱ> @ cbjbjצצ [(((((((<---8<-t-l<T(.~/"//// / /{T}T}T}T}T}T}T$UR:XT(G//GGT((//TNNNGz(/(/{TNG{TNNQ|((Q/. -JQST0TQXMX$Q<<((((X(Q/vr7TN<D A///TT<<),DN<<, Instructor: Gunnar Almgren SocW 501 C Office: 127L Mondays: 9:30 - 12:20 Office Hours: Mondays 12:30 -1:30 & by appointment Room SSW 30 e-mail: mukboy@u.washington.edu Telephone/voice mail: 685-4077 Doctoral Student Instructor: Karen Bancroft Office Hours: By Appointment on Request e-mail:  HYPERLINK "mailto:bancrk@u.washington.edu" bancrk@u.washington.edu Poverty and Inequality SocW 501 Fall 2005 Course Description This course is a critical analysis of poverty and inequality in the US, with an analytic and descriptive focus on measurement, processes of production and perpetuation, and public policy responses. It examines competing perspectives on the causes of poverty, the role of policy, and socioeconomic dimensions of stratification, including race, ethnicity, class, gender, indigenous status, disability, age, immigration status, sexual orientation and family structure. This course builds upon historical and critical analysis content covered in the "Intellectual and Historical Foundations of Professional Social Work Practice" and links to policy advocacy and policy analysis material covered in policy practice sessions in the "Macro practice" sequence. Together, these courses offer a foundation in the historical, political, economic, and philosophical context of US social welfare policy, familiarize students with current policy controversies, build skills in policy analysis and advocacy, and help students critically analyze competing perspectives on poverty and inequality, in preparation for socially just social work practice. Course goal: To enable students to critically examine the dimensions, causes, consequences and perpetuation of poverty and inequality in the U.S., to understand the role of policy in producing, maintaining, and alleviating poverty and inequality, and to offer a theoretical and analytic foundation for promoting social and economic justice. Objectives At the conclusion of this course, students will be able to: Understand different measures of poverty and inequality, their value and empirical dimensions, and their consequences for the social construction of the problem, policy response, and the political debate. Be familiar with the type, magnitude, and trends of disparities in several dimensions including power, status, health, as well as social and economic inequalities. Understand stratification and inequality by various social dimensions such as race, ethnicity, class, gender, immigration status, disability, age, religion, sexual orientation and family structure. Understand the role of historical oppression and colonization in creating and perpetuating poverty and inequality. Critically analyze competing perspectives on the causes of poverty, particularly individual versus structural explanations, how these theories are invoked in public discourse, and their implications for governmental response. Critically evaluate and apply alternative perspectives on poverty and inequality, both within the US and global contexts, that encompass conflicts between labor and capital, synergistic processes of economic and social stratification, and other critical forces that produce and perpetuate poverty and inequality. Understand the role of public policy and its implementation in producing, maintaining and alleviating poverty and inequality in the US. Course Requirements and Grading Policy: Students are expected to attend class regularly, do the assigned reading in advance of class, and participate in class discussions and exercises. Course format will include lecture and class and small group discussion. It is hoped that a tone of open discussion will be maintained throughout the course. We have much to learn from one another and this intellectual and personal growth is best achieved by encouraging dialogue and respecting diverse points of view. Students with Disabilities The School of Social Work and the University at large are committed to ensuring facility and program access to students with either permanent or temporary disabilities through a variety of services and equipment. The Disability Resources for Students Office (DRS) coordinates academic accommodations for enrolled students with documented disabilities. Accommodations are determined on a case-by-case basis and may include classroom relocation, sign language interpreters, recorded course materials, note taking, and priority registration. DRS also provides needs assessment, mediation, referrals, and advocacy as necessary and appropriate. Requests for accommodations or services must be arranged in advance and require documentation of the disability, verifying the need for such accommodation or service. If you would like to request academic accommodations due to a disability, please contact DRS Office 448 Schmitz 206-543-8924 (V) 206-543-8925 (TTY). If you have a letter from Disabled Student Services indicating you have a disability that requires academic accommodations, please present the letter to me so the two of us can discuss the accommodations you might need for the class. Grades will be based on the following: comprehensiveness and depth of content; integration of course material; organization and quality of writing; skill of argumentation; ability to articulate ideas; evidence of critical thought; original thinking; depth of analysis; and creativity. As a graduate level course, grades in the "C" range (2.9 or lower) are considered unsatisfactory. Grades in the "B" range (3.0 to 3.6) indicate satisfactory to very good performance. Grades in the "A" range (3.7 to 4.0) indicate excellent to outstanding work. Papers should be typed, double spaced, using a standard 12 point font (e.g., Times Roman). Please number your pages. Use APA (American Psychological Association) style referencing (with citations in the text, not in footnotes). The School of Social Work offers a writing consultant -- please take advantage of this excellent resource. Contact  HYPERLINK mailto:sswrite@u.washington.edu sswrite@u.washington.edu for details. Also see  HYPERLINK http://depts.washington.edu/grading/issue1/honesty.htm#plagiarism http://depts.washington.edu/grading/issue1/honesty.htm#plagiarism for helpful information about avoiding plagiarism and correctly drawing from others' work. Please note that unless otherwise instructed, all course assignments are to be submitted in hardcopy to the instructor directly or via his mailbox at the School of Social Work on or before the due date. While electronic submissions are convenient in many ways, downloading and printing multiple submissions from large classes is quite burdensome. Grading/Assignments: 10% Participation in class discussions and exercises 10% Social inequality small group presentation & 1 page handout (Nov. 14th) 60% Major Assignment: A Critical Analysis of Hurricane Katrina -Part 1 November 28th -Parts 2&3 December 12th 10% Reading Groups Assignment 10% Experiential exercise (for in-class discussion on Nov 28th) Texts: Schiller, B.R. (2004). The Economics of Poverty and Discrimination (9th Ed). Upper Saddle River, NJ: Prentice Hall. Course reader. Available on reserve in the Social Work library (also on electronic reserve). See SW 501 Reader for Almgren Section. Assignments: (More detailed descriptions of assignments will be distributed in class.) 1. Participation: Students that regularly contribute to classroom discussions and learning will receive full credit. By contribute to discussions and learning, I mean your thoughtful participation in classroom discussions. 2. Social Inequality Small-Group Presentation. Focusing on inequalities other than income inequality per se, this assignment enables students to examine issues such as health disparities, environmental or educational inequalities, inequality in political power, etc. Small-group presentations will take place on Nov. 14th. Prepare a one-page outline to distribute to your small group (bring 4 copies, plus 1 copy for instructor). 3. Critical Analysis of Hurricane Katrina. For this assignments, students serve on one of six Katrina Commission panels comprised of 5 students the class, with each commission panel assigned a different population particularly affected by the Katrina disaster. Example populations include the elderly persons, immigrants and refugees, African American residents of New Orleans and institutionalized persons. The assignment entails an individual paper from each student that focuses on some specific aspect of the Katrina disaster that manifests issues of poverty and inequality that then becomes a part of a larger commission report and formal presentation. The basic aim of this assignment is to engage the class and each student individually in all the aspects of Katrina that make it both a parable and manifestation of the core dynamics of poverty and inequality in America. The specifics of the assignment are quite detailed and will be described in a separate hand-out. 4. Reading Groups Approximately 20-30 minutes of each class session will devoted to reading groups, which for purposes of convenience will be also be the members of the Katrina Commission panels. It is also thought that sharing reflections on the same reading material will facilitate and help frame the substantive work on the Katrina Disaster. Group members will be expected to work together on the course readings and concepts. As with the Learning Groups in the HUB, Reading Groups are designed to provide mutual and engaged support for learning and using the material presented in the course. Students will be expected to share their ideas and to act as sounding boards to the ideas of others: at the end of the course, you will evaluate your own participation in the group and that of the other members, and this feedback will be included in the participation grade for the course. 5. Experiential Assignment. (To be discussed in class). Sessions 1 & 2 Oct 24th & Oct 31st Topic: What is poverty? Does measurement matter? What are the extent, magnitude and distribution of poverty? How are these changing? Conceptual content: POVERTY Absolute v. relative poverty lines, Poverty thresholds (e.g., Orshansky, self-sufficiency) Measuring resources Uses and consequences of poverty measures (e.g., monitoring, eligibility) Income poverty (U.S., globally, statewide and local) Demographics of poverty in the U.S. (Social dimensions of stratification, e.g., race, ethnicity, indigenous status, gender, disability, immigration status, age, sexual orientation, family structure) Women in poverty; Feminization of poverty Cross-national comparisons Trends and issues (e.g., demographic changes, globalization) Reference material for Oct 24th : (tables will be distributed in class) Excerpted tables from: Poverty 2004 Highlights. U.S. Bureau of the Census, Washington DC 20233-8500 August 30th, 2005. Online:  HYPERLINK "http://www.census.gov/hhes/www/poverty/poverty04.html" http://www.census.gov/hhes/www/poverty/poverty04.html Excerpted figures/tables from: Staveteig, S., & Wigton, A. (2000). Racial and Ethnic Disparities: Key Findings from the National Survey of America's Families. Washington, DC: The Urban Institute. Online:  HYPERLINK http://newfederalism.urban.org/html/series_b/b5/b5.html http://newfederalism.urban.org/html/series_b/b5/b5.html Excerpted tables from: World Bank (2005). Data on Poverty and Inequality. Washington, D.C., World Bank. Online:  HYPERLINK "http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTPOVERTY/EXTPAME/0,,contentMDK:20205999~menuPK:435882~pagePK:148956~piPK:216618~theSitePK:384263,00.html" http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTPOVERTY/EXTPAME/0,,contentMDK:20205999~menuPK:435882~pagePK:148956~piPK:216618~theSitePK:384263,00.html Required readings for Oct 31st : Schiller, Chapter 3 Kauffman, J. & Joseph-Fox, Y.K. (1996). American Indian and Alaska Native Women. In M. Bayne-Smith, (Ed.) Race, Gender, and Health, pp. 68-93. Thousand Oaks, CA: Sage. Ehrenreich, Barbara, "Nickel-and-Dimed: On (not) getting by in America", Harper's, January 1999. Edin, K. & Lein, L. (1997). Making Ends Meet: How Single Mothers Survive Welfare and Low-Wage Work, pp. 1-8 and 20-59. New York: Russell Sage. Almgren, G. and Yamashiro. Beyond Welfare or Work: Teen Mothers, Household Subsistence Strategies, and Child Development Outcomes. (2002) Journal of Sociology and Social Welfare 24 (3): 125-149. Session 3 Nov 7th Topic: What is inequality? Does measurement matter? What are the extent, magnitude and distribution of inequality? How are these changing? Conceptual content: INEQUALITY Income and wealth inequality Health, mental health, education, related disparities Environmental inequality Inequalities in political participation, influence Corporate wealth Cross-national comparisons Introduction to competing theoretical perspectives on the causes of poverty and inequality Required readings: Schiller, Chapter 2. Oliver, M.L., & Shapiro, T.M. (1995). A Sociology of Wealth and Racial Inequality. In Black Wealth/White Wealth: A New Perspective on Racial Inequality, pp.33-52. New York: Routledge Press. Folbre, N. (2001). The Invisible Heart: Economics and Family Values. (Introduction and Chapter 3, pp. xi-xx and 53-80 Marmot, M. (2002). The Influence of Income on Health: Views of an Epidemiologist. Health Affairs 21 (2): 31-46. Almgren, Guest, Immerwahr and Spittel. (1998). Joblessness, Family Disruption, and Violent Death in Chicago: 1970-90. Social Forces 76 (4): 1465-93. Connolly, C. (2002). Lesbian and gay parenting: A brief history of legal and theoretical issues. Studies in Law, Politics, and Society, 26, 1, 189-208. Hyde, Mark (2000). Disability. In Geoff Payne, (Ed.) Social Divisions. New York: St. Martin's Press. pp. 185-202. Sessions 4 & 5 Nov 14th & Nov 21st Topic: Why are poverty rates so high? Why is inequality so great? Conceptual content: THEORY: Individual factors/theories (e.g., life cycle, human capital, culture of poverty) Structural factors/theories (e.g., capitalism, labor markets, wage structures, discrimination) Social factors/theories (e.g., stratification, social mobility, historical oppression, race, gender, nativity, functionalism, social movements, class consciousness, social networks) Policy factors/theories (e.g., welfare, labor market, policy legacies, immigration) Political factors/theories (e.g., power, privilege, values, immigrant/refugee status) Required readings For Nov 14th: Schiller, Chapter 1 and ONE of the following chapters: 4, 5, 6, or 7 (be prepared to brief your fellow students on the chapter you read). Murray, Charles, A. (1984). "Incentives to Fail", pp. 154-166, Chapter 12 In Losing ground: American social policy, 1950-1980. New York: Basic Books. Krugman, Paul. (2002) For Richer: How the Permissive Capitalism of the Boom Destroyed American Equality. The New York Times Magazine October 20th, 2002. Mullaly. (1997). Structural Social Work Theory. In Structural Social Work. Oxford University Press: Ontario, Canada. Pp. 99-137. Chossudovsky, M. (2005). Global Poverty in the Twentieth Century, In B. Hamm (Ed.) Devastating Society. Pluto Press: London, Ann Arbor. Required readings For Nov 21st : Schiller, Read ONE of the following chapters: 8, 9, 10, or 11 (be prepared to brief your fellow students on the chapter you read) Massey, Douglas and Nancy Denton (1993). The Creation of Underclass Communities. In American Apartheid: Segregation and the Making of the Underclass. Harvard University Press. 114-147. Young, I. (1990). Five Faces of Oppression. In Justice and the Politics of Difference. Princeton University Press: Princeton. Pp. 39-65. Gilens, M. (1999). The News Media and the Racialization of Poverty. In Why Americans Hate Welfare. University of Chicago Press: Chicago: 102-132. Anders, Gary, C. (1981). The reduction of a self-sufficient people to poverty and welfare dependence: An analysis of the causes of Cherokee Indian underdevelopment. American Journal of Economics and Sociology, 40, 3, 225-237. Teitz, Michael, B., & Chapple, Karen (1998). The causes of inner-city poverty: Eight hypotheses in search of reality. Cityscape: A Journal of Policy Development and Research, 3, 3, 33-70. Monroe, J. (2002) Women in Street Prostitution: The Result of Poverty and the Brunt of Inequity. Journal of Poverty 9 (3): 69-88. Sessions 6, 7 & 8 Nov 28th, Dec 5th & Dec 12th Topic: What are we doing about poverty and inequality? What should we be doing? Conceptual content: SOCIAL WELFARE POLICY RESPONSES: Employment (e.g., child care, minimum wage, comparable worth) Tax policies (e.g., tax burdens, tax benefits, corporate tax breaks, EITC) Social insurance (e.g., aging, Social Security trust fund) Social assistance (e.g., TANF, GA) Health care Corporate welfare Human and civil rights, self-determination Third sector - private response Shaping the policy agenda Developing policy alternatives (competing directions) Trends and issues (e.g., Federalism/devolution, privatization, unionization, grass-roots organization, living wage campaign, federal marriage promotion) Required readings For Nov 28th: Schiller, Chapters 12 & 13 Gans, Herbet. (1971) The Uses of Poverty: The Poor Pay for All. Social Policy July/August 71:20-24. Piven, F.F., & Cloward, R.A. (1993). Regulating the Poor: The Functions of Public Welfare. New York: Vintage. (Chapter 10, The Great Society and relief: Local consequences, pp. 285-340). Wilson, W.J. (1996). Toward a Broader Vision: Social Policy Options in a Cross-National Perspective. In When Work Disappears. NY: Knopf. US Department of Health and Human Services (2003). Healthy Marriage Matters to ACF. Washington, DC: Administration for Children and Families publication. George, Lila. (1997). Why the Need for the Indian Child Welfare Act. In The Challenge of Permanency Planning in a Multicultural Society. Haworth Press. Required readings For Dec 5th : Schiller, Chapters 14 & 15. Marcuse, P. (1988).Neutralizing Homelessness. The Socialist Review 18 (1): 69-96. Haskins, R. (2001). Liberal and Conservative Influences on Welfare Reform. In G.J. Duncan & P.L. Chase-Landsdale, For Better and For Worse, pp. 9-34. Russell Sage. S.T. Gooden, "All Things Not Being Equal: Differences in Caseworker Support Toward Black and White Welfare Clients" Harvard Journal of African American Public Policy, Vol. 4, 1998 Asetoyer, C. (2004). From the ground up. In M.L. Andersen & P.H. Collins, (Eds.). Race, Class, and Gender: An Anthology (Fifth edition), pp. 537-542. Belmont, CA: Thomson. Van Cott, D.L. (1996). Prospects for self-determination of indigenous peoples in Latin America: Questions of law and practice. Global Governance, 2, 43-64. Required readings For Dec 12th : Schiller, Chapter 16. Mishra, Ramesh (1999). Chapter 7, Towards a global social policy. In Globalization and the welfare state, pp. 111-132. Northampton, MA : E. Elgar. McMichal, Phillip (1996). The Rise of the Development Project. In Development and Social Change. Thousand Oakes Calif.: Pine Forge Press. Seipel, M.M.O. (2003). Global poverty: No longer an untouchable problem. International Social Work, 46, 2, 191-207. Wucker, C. (2003). Civics lessons from immigrants: What happens to the working-class political voice when many of its speakers aren't citizens? The American Prospect, 14, 7, July 3, 2003. Online:  HYPERLINK http://www.prospect.org/print/V14/7/wucker-m.html http://www.prospect.org/print/V14/7/wucker-m.html Additional Online Resources Joint Center for Poverty Research:  HYPERLINK http://www.jcpr.org/ http://www.jcpr.org/ United Nations Development Programme (UNDP):  HYPERLINK http://www.undp.org/ http://www.undp.org/ US Census Bureau:  HYPERLINK http://www.census.gov/ http://www.census.gov/ Center on Budget and Policy Priorities:  HYPERLINK http://www.cbpp.org/ http://www.cbpp.org/ World Health Organization:  HYPERLINK http://www.who.int/ http://www.who.int/ US Government Printing Office:  HYPERLINK http://www.access.gpo.gov http://www.access.gpo.gov The Manhattan Institute for Policy Research  HYPERLINK "http://www.manhattan-institute.org/" http://www.manhattan-institute.org/ The American Enterprise Institute for Public Policy Research  HYPERLINK "http://www.aei.org/" http://www.aei.org/ The Cato Institute  HYPERLINK "http://www.cato.org/" http://www.cato.org/ Additional resources and recommended readings The Nature and Distribution of Inequality Martinez, D.G. (1998). Mujer, Latina, Lesbiana - Notes on the multidimensionality of economic and sociopolitical injustice. Journal of Gay & Lesbian Social Services, 8, 3, 99-112. Rogge, Mary, E. & Darkwa, Osei, K. (1996). Poverty and the environment: An international perspective for social work. International Social Work, 39, 4, 395-409. Kozol, Jonathan. (1991). Savage Inequalities: Children in America's Schools. NY: Harper. Brzuzy, Stephanie. (1997). Deconstructing disability: The impact of definition. Journal-of-Poverty, 1(1): 81-91. World Health Organization World Health Report 2000: How Well Do Healthk Systems Perform?  HYPERLINK "http://www.who.int/whr/2000/en/whr00_ch2_en.pdf" http://www.who.int/whr/2000/en/whr00_ch2_en.pdf Cahill Sean, South, Ken & Spade, Jane (2000). Outing Age: Public Policy Issues Affecting Gay, Lesbian, Bisexual, and Transgender Elders. Available online:  HYPERLINK http://www.ngltf.org/library/index.cfm www.ngltf.org/library/index.cfm. Poverty and the Role of Race Faegin, Joe (2000). Systemic racism, Chapter 1 in: Racist America: Roots, Current Realities, and Future Reparations. Patterson, James T. (1994). A culture of poverty? (chapter 7), In: America's Struggle Against Poverty 1900-1994, 115-125. Cambridge: Harvard University Press. Cotton, Jeremiah. (1998). On the permanence or impermanence of Black-White economic inequality. Review of Black Political Economy, 26, 2, 47-56. Quadagno, Jill (1994). The color of welfare: how racism undermined the war on poverty. New York: Oxford University Press. Poverty and Social Policy McNickle, D. (2002). The Indian New Deal as a mirror of the future. In S. Evans (Ed.) American Indians in American History, 1870-2001, (Chapter 7). Westport, CT: Praeger. Social Security Network. (1998). Social Security: The Basics. Available online at:  HYPERLINK http://www.socsec.org/facts/Basics/index.htm http://www.socsec.org/facts/Basics/index.htm UNICEF (2000). Poverty Reduction Begins with Children. New York, United Nations: Online:  HYPERLINK http://www.unicef.org/pubsgen/poverty/povred.pdf http://www.unicef.org/pubsgen/poverty/povred.pdf Nick Kotz & Mary Lynn Kotz. (1977). A passion for equality: George A. Wiley and the movement. New York: Norton Press. Cook, J.T. et al. (2002). Welfare reform and the health of young children: A sentinel survey in 6 US cities. Archives of Pediatric and Adolescent Medicine, 156, 678-684. Available online:  HYPERLINK http://archpedi.ama-assn.org/issues/v156n7/toc.html http://archpedi.ama-assn.org/issues/v156n7/toc.html Sheldon Danziger & Ann Chih Lin (Eds.). Coping with poverty: the social contexts of neighborhood, work, and family in the African-American community. Ann Arbor: University of Michigan Press. 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