Lecture 5: Who are the poor? Today’s readings: Schiller Ch. 3: Counting the Poor, pp. 60-66 Current Population Report, P60-235, pp. 12-18, 45-58 DeParle,

Slides:



Advertisements
Similar presentations
Lecture 5: Who are the poor? Today’s readings: Schiller Ch. 3: Counting the Poor, pp Current Population Report, P60-229, pp. 9-15, 24-25,
Advertisements

The Underclass: Culture and Race Lecture 13. Today’s Readings Schiller Ch. 8: The Underclass: Culture and Race Bane and Mead, Lifting Up the Poor, pp.
U.S. Hispanic Population: 1998 Helping You Make Informed Decisions.
Millennials Americans born from 1977 to POPULATION CHARACTERISTICS 75 million people are in the Millennial generation – 25% of the total U.S. population.
U.S. Hispanic Population: 2000 Helping You Make Informed Decisions.
Chapter 2 American Families in Social Context. Chapter Outline  Historical Events  Age Structure  Race and Ethnicity  Other Social Characteristics.
Family Size and Family Structure Lecture 12 Subtitle: Trends in Births and Births Rates.
Social Issues in the U.S.A. by Sigrid Brevik Wangsness 5 November 2012.
Class Structure A social class consists of a category of people who share similar opportunities, similar economic and vocational positions, similar lifestyles,
Job Accessibility and Racial Differences in Youth Employment Rates Keith R. Ihlanfeldt, David L. Sjoquist The American Economic Review Volume 80, Issue.
Family Size and Family Structure Appendix: Trends in Births and Births Rates.
The Characteristics of Employed Female Caregivers and their Work Experience History Sheri Sharareh Craig Alfred O. Gottschalck U.S. Census Bureau Housing.
Age, Health, and Poverty Lecture 9 Today’s Readings Schiller Ch. 7: Age and Health DeParle, Ch. 7: Redefining Compassion: Washington, DeParle,
Some Data on the Growth and the Unequal Incidence of Incarceration in the US since 1980 September 11, 2008 by Glenn C. Loury Merton P. Stoltz Professor.
Lecture 5: Who are the poor? Today’s readings: Schiller Ch. 3: Counting the Poor, pp Current Population Report, P60-235, pp , DeParle,
Demographics 14,583 people. 6,137 housing units The racial makeup 97.31% White, 0.23% African American, 2.03% Native American, 0.76% Asian,
Lecture 2 Income Inequality, Mobility, and the Limits of Opportunity.
Dynamics of Poverty. Poverty Spells Mary Jo Bane and David Ellwood,“Slipping into and Out of Poverty: The Dynamics of Spells,” The Journal of Human Resources,
Assignment for April 1, 2008 In class We will watch a Bill Moyers’ documentary, Children in America’s Schools.
POVERTY & The Fall of the Family By Maile Urashima Matt Valdes Symphony Smith.
Welfare Programs Today’s readings: Schiller Ch 13, Welfare Programs House Ways and Means Committee 2004 Green Book,
Social Security: Its Role in Retirement Planning William J. Arnone Ernst & Young LLP National Academy of Social Insurance September 2007.
Schiller, Chapter 3: Counting the Poor
California Profile of Adult Learning Adults with No High School Diploma (%) Age Age Speak English Poorly or Not at All – Age 18 to 64 (%) High.
Lecture 2 : Inequality. Today’s Topic’s Schiller’s major points Introduction to Census data.
Chapter Nine Inequalities of Race and Ethnicity. What are some common stereotypes that you see on T.V.? What are the common roles played by: Whites?Blacks?Asians?Native.
MARRIAGE AND THE FAMILLY: Economic Issues and Application Chapter 4.
US Government Programs to Reduce Social and Economic Inequality Describe two of the main US Government programs that aim to reduce social and economic.
Reynolds Farley The University of Michigan Population Studies Center Institute for Social Research 426 Thompson Ann Arbor, Michigan August 1,
McGraw-Hill © 2002 The McGraw-Hill Companies, Inc., All Rights Reserved. 5-1 Chapter Five l Race, Ethnicity, and Families.
Timebanking and Poverty: Creating Abundance in a Challenged Economy.
Welfare Reform and Lone Parents Employment in the UK Paul Gregg and Susan Harkness.
Topic: Final Project Review. The following Power Point is a template (a sample for you to follow) for the way your final presentation should be formatted.
Lecture Five Poverty and Inequality in the US: The Working Poor.
Chapter 2 Poverty and Wealth. Economic Inequality in the United States Social Stratification – system of ranking people in a hierarchy Social Classes.
Chapter 6 Race and Ethnicity. Frameworks for Defining Minority Experience in the United States Melting Pot –Taking in people from around the world and.
Outline  NO CEM TODAY…  Poverty and the Life Course  Spells of Poverty  Race, Education, Gender  Welfare Use  Fundraising/Campus Visit  Please make.
Gender & Family “That institution in society that arranges for: (1) Regulation of Sexual Relations; (2) Household Composition; (3) Child-Rearing”
Health Insurance and the Uninsured in Kansas February 2008 Kansas Health Institute This chartpack may be used as a presentation in its entirety. Individual.
Glenn C. Loury Brown University Presentation at Conference Honoring the Memory of Prof. John Hope Franklin Duke University, April 2010.
U.S. Hispanic Population: 1999 Helping You Make Informed Decisions.
Providing a Safety Net. Why Households Differ One of the main reasons why household income differs is because the number of household members who work.
Date: April 10, 2013 Topic: Poverty Aim: Why is there poverty in the United States? Do Now: Expect an open notebook test on Tuesday 4/16.
POVERTY IN THE U.S.. WHAT IS POVERTY? According to the Official Poverty Measure (OPM) in 2012: One Adult: $12,119 Two Adults & One Child: $18,751 Two.
Causes of Poverty: Education and Ability
Poverty Statistics Understanding Poverty —A book study.
Age, Health, and Poverty Lecture 9 Today’s Readings Schiller Ch. 6: Age and Health DeParle, Ch. 7: Redefining Compassion: Washington, DeParle,
1 Public Library Use in Oregon Results from the 2006 Oregon Population Survey Oregon State Library March 2007.
Chapter 13: Economic Challenges Section 3. Copyright © Pearson Education, Inc.Slide 2Chapter 13, Section 3 Objectives 1.Define who is poor, according.
1 Chapter 14 Income Distribution © 2003 South-Western College Publishing.
Write 5 sentences summarising what you learned about health care in the USA: Now reduce that to 5 key words… And finally to one word…. Lesson Starter.
Today’s Schedule – 10/30 Ch. 11 & 12.2 Quiz Finish Daily Show Clip
Who’s Minding the Kids in the Summer? Child Care Arrangements for Summer 2006 Lynda Laughlin - U.S. Census Bureau Joseph Rukus - Cornell University Annual.
Wednesday November 19, 2014 Mr. Goblirsch – Economics OBJECTIVE – Students Will Be Able To – SWBAT: - Analyze poverty rates, causes of poverty, and governments.
Sociology Ch. 2 Culture Values in U.S. Society. Value Clusters: Def.- Values that fit together to form a larger whole. Values are not independent units,
Is Britain fairer? Debbie Weekes-Bernard Head of Research Response by the Runnymede Trust.
Copyright 2015 aha! Process, Inc.  1 Source: U.S. Census Bureau, Current Population Survey, 2015 Annual Social and Economic Supplement.
Lecture 5: Who are the poor? Today’s readings: Schiller Ch. 3: Counting the Poor, pp Current Population Report, P60-231, pp , DeParle,
What is poverty? Alyssa Vitztum. The state of being extremely poor.
Economic Challenges Chapter 13 Section 3 Poverty.
Texas Economy V April 21, The Texas Miracle Governor Perry based his presidential campaigns on the Texas Miracle, that is, the substantial job growth.
America at the Close of the 20th Century
Family and household structure Part 2
U S A QUESTION 1-10 The number of people living in poverty in the United States decreased from 2009 to 2011.
21 C H A P T E R INCOME INEQUALITY AND POVERTY.
U.S. Hispanic Population: 2000
Extreme Poverty, Poverty, and Near Poverty Rates for Children Under Age 5, by Living Arrangement: 2011 The data for Extreme Poverty, Poverty, and Near.
Chapter 13: Economic Challenges Section 3
Unit 3 Economic Challenges
Presentation transcript:

Lecture 5: Who are the poor? Today’s readings: Schiller Ch. 3: Counting the Poor, pp Current Population Report, P60-235, pp , DeParle, Ch. 3: The Crossroads: Chicago,

Today’s Topics Calculating poverty rates Who are America’s poor? What we learn from studying poverty spells--the dynamics of poverty

Calculating Poverty Rates (People in Thousands,Table B-1, P60-235) Race Total Number Percent of all Persons Number in Poverty Poverty Rate (%) Percent of all Poor Persons a White Alone, Not Hispanic 196, ,583 /298,699 =.658 x 100 = 65.8% 16,032 16,032/196,583 =.082 x 100 = 8.2% 16,032/37,276 =.430 x 100 = 43.0% b Black Alone37,665 36,802/ 298,699 =.122 x 100 = 12.2% 9,237 9,237/ 37,665 =.245 x 100 = 24.5% 9,237 /37,276 =.248 x 100 = 24.8% c Hispanic (Any Race) 45,933 45,933/298,699 =.154 x 100 = 15.4% 9,890 9,890/ 45,933 =.215 x 100= 21.5% 9,890 /37,276 =.26.5 x 100 = 26.5% d All Persons298, ,699/298,699 =1.00 x 100= 100% 37,276 37,276/ 298,699 =.125 x 100= 12.5% 37,276/ 37,276 =1.00 x 100= 100%

Over and Under-representation Among the Poor Which racial groups are over-represented among the poor? Which are under- represented? –Compare group’s poverty rate to overall poverty rate. If PR G > PR all, Group is over-represented. If PR G < PR all, Group is under-represented. –Compare columns (3) and (6) by row. –Conclusions: Blacks and Hispanics are over-represented. Whites are under-represented.

Who are America’s Poor? Snapshots from the CPR Use CPR P to answer the following questions for 2007: a.Which age group has the highest poverty rates? b.Which family type has the highest poverty rates? c.Is the risk of poverty greater for noncitizens or native-born Americans? d.Rank the following racial categories from highest poverty rate to lowest poverty rate: American Indian/Alaskan Native, Asian, Black, Hispanic, White.

Who are America’s Poor? Where are the poor most likely to live? e.Northeast, Midwest, South, or West? f.Central cities, suburbs, or outside metropolitan areas?

Who are America’s Poor? g.How much greater is the risk of poverty for children living their mothers only than for children who live with married couples? h.On average, how much income was needed to pull poor families out of poverty in 2007? i.True or False: A majority of poor adults do not work.

Poverty Spells Mary Jo Bane and David Ellwood,“Slipping into and Out of Poverty: The Dynamics of Spells,” The Journal of Human Resources, Vol. 21, No. 1 (Winter, 1986), (Source for the following 6 slides.) 1.What are poverty spells? 2.Why study poverty spells? 3.What is the distribution of poverty spells by length? 4.How do poverty spells begin? 5.How do poverty spells end? 6.What does the analysis of poverty spells tell us about welfare dependency?

Bane and Ellwood “Slipping Into and Out of Poverty” What are poverty spells? –Continuous periods during which income falls below the poverty line. Why study poverty spells? –Because we need to distinguish between the larger population of people who are ever poor, and those who are poor at a point in time if we are the understand the effects of culture, dependency, and the allocation of assistance.

Poverty Spells: Bane and Ellwood Distribution of Completed Spells of Poverty

Poverty Spells: Bane and Ellwood Distribution of Completed and Uncompleted Spells of Poverty

Bane and Ellwood Conclusions of “Slipping Into and Out of Poverty” 1.Most of those who ever become poor will have a short stay in poverty. 2.The majority of those who are poor at a given time will have very long spells of poverty. 3.Most people use aid programs briefly. 4.The bulk of aid goes to a small group that has very long stays in poverty. 5.Changes in family structure and life cycle events explain nearly one- half of spell beginnings. 6.A fall in the head’s earnings explain a small minority of beginnings. 7.Increase earnings of all household members is the primary route out of poverty. 8.The poverty population is extremely heterogeneous.

Poverty Spells Consequences of Bane and Ellwood’s Work –Survey of Income and Program Participation (SIPP)--a longitudinal survey that allow the analyst to observe how the status of the same group of people changes over time; ie., to study the dynamics of poverty. dance.html#sipphighlight dance.html#sipphighlight –Methodology applied to spells of welfare receipt

DeParle, American Dream: Chapter 3, The Crossroads, Chicago: What went wrong in Jefferson Manor for Angie and Jewell? “What made so many kids like Angie, “lose they damn mind”? (45) 2. What kind of role model was Charity? Roosevelt? What part did they play in Angie’s descent into poverty? 3. What personal decisions increased Angie’s risk of poverty?

Chapter 3, The Crossroads Chicago: DeParle writes (p. 54) that “Chicago had gotten Charity out of the fields, but its streets had stolen her kids”? Having reviewed the various factors contributing to Angie’s status as a poor single mother, what weight do you attribute to Chicago’s streets? 5. How might Angie’s spiral downward into poverty have been prevented?

Chapter 3, The Crossroads Chicago: What was Angie’s self-perception? 7. What common assumptions were challenged or confirmed in this chapter? 8. DeParle writes, “Although Angie didn’t get pregnant to get a check, a subtler welfare critique may hold more sway. Its easy availability may have played an enabling role, giving her a reason to set aside her appropriate alarm.” (51) What sort of evidence could might support or refute this hypothesis?