Poverty in Global Perspective Public Policy (PBPL) 234 Winter 2018

Transcription

1 Poverty in Global Perspective Public Policy (PBPL) 234 Winter 2018 Professor David Brady Thursday 2:10-5:00pm INTS 4115 Office: 4151 INTS Office Hours: Tues 1:00-2:00pm, Thurs 5:15-6:30pm & By Appointment Office Phone: Skype: brady.david72 OVERVIEW Welcome to Public Policy 234! This class provides a graduate-level overview of and training in the social science of poverty. We will study different theories, perspectives and disciplines regarding both the causes and consequences of poverty. We will read a variety of texts, examine multiple methodologies, and debate classic questions alongside the most recent controversies regarding poverty. We will also try to understand how poverty influences and is influenced by many aspects of the social, political, and economic world. Given our home in the School of Public Policy, we will continuously analyze and consider potential social policies to address poverty. The class takes a decidedly global perspective on poverty. Partly, this is because the class is linked to the Blum Initiative on global and regional poverty. Moreover, the U.S. is less than 5% of the world s population. Indeed, studying poverty exclusively in the U.S. is likely to bias our perspective in important ways. Normatively, poverty and the poor in other regions of the world are equally important as is poverty and the poor in the U.S. As a result, we will devote considerable attention to international comparisons and global inequalities. At the same time, given the Blum Initiative s mission, we will also aim to study poverty locally and regionally (broadly defined). Among the goals I have for this course, I aim to (a) cultivate students understanding of and depth in the social science of poverty, (b) encourage lively, civil, and sophisticated debate about poverty; and (c) train students as consumers and practitioners of social science research on poverty; and (d) develop students analytical, writing, and communication skills. READINGS The following books are available for purchase at the University bookstore: Brady, David Rich Democracies, Poor People Oxford University Dohan, Daniel The Price of Poverty University of California In addition to the books, other readings are available on ilearn, the university s instructional webbased system. They are available under the Course Materials link, and are listed by the first author s last name. Students should read the readings before class that date and bring the readings to class. The readings will be the principal source of discussion in class. Therefore, finishing the readings before class is absolutely essential. The quantity of readings should be approximately 125 pages per week, and should correspond to <10 hours of reading per week. 1

2 EVALUATION Two exams, class participation, and team presentations will comprise students grades. The exams will be take-home exams in which students are given one week to complete the exam. The exams concentrate on readings and class discussion, and will largely focus on material only in their respective parts of the class. Late exams will be penalized one half of a letter grade for each day late. The presentations will involve a team of 3-4 students presenting for 20 minutes. The presentations will address how the session s topic applies to poverty in the local region (defined broadly, e.g. from Riverside to Southern California). The presentations should NOT summarize all the readings, but must highlight a limited set of specific themes from the readings that are relevant to the case. The presentation should a) have a clear argument/contribution; b) educate the audience such that we clearly learn something; c) be professional, well-organized and well-presented; and d) be interesting and engaging. As well, the presentations should consider public policy solutions. The team assignments are as follows: Team 1: Castro, O Neill, Bogumil Team 2: Murata, Lee Team 3: Tran, Vergara-Tapia Team 4: Armendariz Sucunza, Whittington A major component of this class involves discussion of the session s readings and topic. Class attendance on time is obviously required. Beyond attendance, I ask students to read the assigned readings in advance of class, come to class with questions and reactions, express readingspecific and relevant perspectives, and enthusiastically engage in civil discussion and debate. I also ask students to (a) be good listeners to your fellow students (a democratic and open classroom necessitates a respectful environment); (b) try to keep discussion focused on course material; (c) try to get everyone to contribute; and, d) respect and welcome all political and ideological perspectives and give them fair, critical consideration. The composition of final grades and grading scale are as follows: Midterm Exam 31% Class Participation 22% Team Presentation 15% Final Exam 32% A+ >97.5% A % A % B % B % B % C % C % C % D % D % D % F <60% CALENDAR January 11 Three Major Theoretical Explanations of Poverty a. Individual: Sawhill, Isabel The Behavioral Aspects of Poverty. Public Interest 153 (Fall): Small, Mario Luis, David J. Harding, and Michele Lamont Reconsidering 2

3 Culture and Poverty. Annals of American Academy of Political and Social Science 629: b. Structural Rank, Mark R Rethinking American Poverty. Contexts 10: Chapter 7: Brady, David Rich Democracies, Poor People Oxford University c. Political-Institutional: Chapter 1: Brady, David Rich Democracies, Poor People Oxford University January 18 January 25 February 1 Measuring Poverty Chapter 2 from: Brady, David Rich Democracies, Poor People Oxford University Hick, Rod and Tania Burchardt Capability Deprivation. Pp in The Smeeding, Timothy Poverty Measurement. Pp in The Oxford Handbook of the Social Science of Poverty, edited by D. Brady and L.M. Burton. Oxford University Kus, Basak, Brian Nolan, and Christopher T. Whelan Material Deprivation and Consumption. Pp in The Oxford Handbook of the Social Science of Poverty, Barrett, Christopher B. and Erin C. Lentz Hunger and Food Insecurity. Pp in The Oxford Handbook of the Social Science of Poverty, edited by D. Brady and L.M. Pp , : Deaton, Angus The Great Escape Princeton University Why is the Global South So Poor? Pp : Deaton, Angus The Great Escape Princeton University Wade, Robert H Great Escapes and Great Divergences. Pp in The Bhattacharyya, Sambit The Historical Origins of Poverty in Developing Countries. Pp in The Oxford Handbook of the Social Science of Poverty, Nunn, Nathan The Long-Term Effects of Africa s Slave Trades. Quarterly Journal of Economics 123: Feeny, Simon and Mark McGillivray Aid and Global Poverty. Pp in The Oxford Handbook of the Social Science of Poverty, edited by D. Brady and L.M. Urban Poverty & Neighborhoods TEAM 1 PRESENTATION Preface, Chapter 1, and Appendix: Dohan, Daniel The Price of Poverty University of California Wilson, William Julius Urban Poverty, Race, and Space. Pp in The 3

4 Massey, Douglas S. Segregation and the Perpetuation of Disadvantage. Pp in The Oxford Handbook of the Social Science of Poverty, edited by D. Brady and L.M. Patillo, Mary and John N. Robinson III Poor Neighborhoods in the Metropolis. Pp in The Oxford Handbook of the Social Science of Poverty, February 8 February 15 February 22 Work & Labor Markets Midterm Exam Distributed, Due February 15 TEAM 2 PRESENTATION Chapters 2-5: Dohan, Daniel The Price of Poverty University of California Rosenfeld, Jake and Jennifer Laird Unions and Poverty. Pp in The Brady, David, Monica Biradavolu, and Kim M. Blankenship. Brokers and the Earnings of Female Sex Workers in India. American Sociological Review 80: Family, Risks and Dynamics MIDTERM EXAM DUE Gibson-Davis, Christina M Single and Cohabiting Parents and Poverty. Pp in The Oxford Handbook of the Social Science of Poverty, edited by D. Brady and L.M. Brady, David, Ryan Finnigan, and Sabine Hübgen. Rethinking the Risks of Poverty: A Framework for Analyzing and Comparing Prevalences and Penalties. American Journal of Sociology 123: Krishna, Anirudh The Dynamics of Poverty. Pp in The Oxford Handbook of the Social Science of Poverty, edited by D. Brady and L.M. Burton. Oxford University Intergenerational Inheritance, Child Development & Education TEAM 3 PRESENTATION Fox, Liana, Florencia Torche, and Jane Waldfogel Intergenerational Mobility. Pp in The Oxford Handbook of the Social Science of Poverty, McLoyd, Vonnie C., Rosanne M. Jocson, and Abigail B. Williams Linking Poverty and Children s Development: Concepts, Models, and Debates. Pp in The Oxford Handbook of the Social Science of Poverty, edited by D. Brady and L.M. Sharkey, Patrick Neighborhoods, Cities, and Economic Mobility. RSF: The Russell Sage Foundation Journal of the Social Sciences 2(2): Hannum, Emily and Yu Xie Education. Pp in The Oxford Handbook of the Social Science of Poverty, edited by D. Brady and L.M. Burton. Oxford University Jacob, Brian A. and Jens Ludwig Improving Educational Outcomes for Poor 4

5 Children. Pp in Changing Poverty, Changing Places, edited by M. Cancian and S. Danziger. Russell Sage Foundation March 1 March 8 March 15 March 20 Crime, Health and Stress TEAM 4 PRESENTATION Chapters 6 and 7: Dohan, Daniel The Price of Poverty University of California Sharkey, Patrick, Max Besbris, and Michael Friedson Poverty and Crime. Pp in The Oxford Handbook of the Social Science of Poverty, edited by D. Brady and L.M. Angel, Ronald J Social Class, Poverty, and the Unequal Burden of Illness and Death. Pp in The Oxford Handbook of the Social Science of Poverty, Rylko-Bauer, Barbara and Paul Farmer Structural Violence, Poverty, and Social Suffering. Pp in The Oxford Handbook of the Social Science of Poverty, Gennetian, Lisa A. and Eldar Shafir The Persistence of Poverty in the Context of Financial Stability: A Behavioral Perspective. Journal of Policy Analysis and Management 34: Social Policy & the Welfare State Chapters 8, 9 and 10: Dohan, Daniel The Price of Poverty University of California Bannerjee, Abhijit, Rema Hanna, Gabriel Kreindler, and Benjamin A. Olken Debunking the Stereotype of the Lazy Welfare Recipient: Evidence from Cash Transfer Programs. Working Paper. Chapters 3-4 & 6: Brady, David Rich Democracies, Poor People Oxford University Watkins-Hayes, Celeste and Elyse Kovalsky The Discourse of Deservingness: Morality and the Dilemmas of Poverty Relief in Debate and Practice. Pp in The Oxford Handbook of the Social Science of Poverty, Politics, Ideology and Mobilization Final Exam Distributed, Due Tuesday, March 20, 3:00 p.m. Hunt, Matthew O. and Heather E. Bullock Ideologies and Beliefs About Poverty. Pp in The Oxford Handbook of the Social Science of Poverty, Chapter 5 & 8: Brady, David Rich Democracies, Poor People Oxford University Piven, Frances Fox and Lorraine C. Minnite Poor People s Politics. Pp in The Oxford Handbook of the Social Science of Poverty, edited by D. Brady and L.M. Trejo, Guillermo Why and When Do Peasants Rebel? Pp in The FINAL EXAM DUE, TUESDAY 3PM 5

6 GUIDELINES 1. I ask that students refrain from using computing devices during class. I appreciate there are advantages to taking notes electronically. However, I am increasingly convinced by the social science evidence that access to electronic devices in classrooms undermines learning. Partly this is because many students use phones and laptops for non-class reasons. Because there is no way to monitor who is using these devices appropriately, I ask that students take notes on paper. If this creates undue difficulty for a student especially in the case of a special need I would be willing to consider exceptions. 2. Final grades are final. Relatedly, my record of students attendance and absences is not open to debate. 3. Please turn off all cell phones. 4. I do not give make-up exams or give incomplete grades, except under the most extreme emergencies. If you encounter an emergency, you should contact me before the exam is due, and you must verify your emergency. 5. It is the students responsibility to ensure that I receive completed assignments. If for any reason, I do not receive the assignment I will assume it was not submitted on time. Also, please do not submit assignments electronically except under unusual circumstances. 6. Respect the UCR guidelines for academic integrity: I appreciate that the vast majority of students are very honest. To the few students who do not hold such ideals, I want to stress that cheating and plagiarism in any form will not be tolerated. 7. Students with disabilities that may affect their ability to participate fully in the class or to complete all course requirements are encouraged to bring this to my attention promptly so that appropriate accommodations can be made. Students whose first language is not English should discuss any concerns with me. If students have conflicts related to University-sponsored events, it is your responsibility to inform me at the beginning of the semester and immediately before the day you will be absent. I am willing to accommodate these concerns, but let me know ASAP. 8. I will do my best to be straightforward and fair. Please feel free to approach me if you encounter any difficulties. I would be happy to help in any way. Students will find that I am a reasonable and straight-forward person, so long as students meet these course guidelines. 6