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INSTRUCTOR’S MANUAL AND TEST BANK

for

Hurst

SOCIAL INEQUALITY FORMS, CAUSES, AND CONSEQUENCES

Seventh Edition

prepared by

OLIVIA PERLOW

NORTHEASTERN ILLINOIS UNIVERSITY

Boston New York San Francisco

Mexico City Montreal Toronto London Madrid Munich

Paris

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2 Copyright © 2010 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

© 2010 by PEARSON EDUCATION, INC.

Upper Saddle River, New Jersey 07458

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted, in any form or by any means, electronic,

mechanical, photocopying, recording, or otherwise, without the prior written

permission of the publisher. Printed in the United States of America.

10 9 8 7 6 5 4 3 2 1

ISBN 10: 0-205-76861-X

ISBN 13: 978-0-205-76861-5



Table of Contents

Introduction 4

CH 1: An Introduction to the Study of Social Inequality 10

CH 2: Economic Inequality 14

CH 3: Status Inequality 21

CH 4: Political Inequality 28

CH 5: Sex and Gender Inequality 34

CH 6: Sexual Orientation and Inequality 41

CH 7: Racial and Ethnic Inequality 45

CH 8: Classical Explanations of Inequality 52

CH 9: Contemporary Explanations of Inequality 59

CH 10: The Impact of Inequality on Personal Life Chances 64

CH 11: Social Consequences of Inequality 69

CH 12: Social Inequality and Social Movements 73

CH 13: Social Mobility and Status Attainment: Openness in U.S. Society 78

CH 14: Justice and Legitimacy: Assessments of the Structure of Inequality 83

CH 15: Addressing Inequality and Poverty: Programs and Reforms 86



Instructor’s Manual

for

SOCIAL INEQUALITY: FORMS, CAUSES, AND CONSEQUENCES

7th EDITION

Philosophers have only interpreted the world, in various ways;

the point however is to change it.

Karl Marx

While teaching any introductory course can be challenging to a professor due to the

extensiveness of the material or the lack of student exposure to the topic area, teaching an

introduction to social inequality can be a particularly daunting task for a number of reasons. The

study of social inequality poses an intriguing dilemma. On the one hand, the concept of social

inequality is central to the social sciences and figures prominently in our research and teaching.

On the other hand, social inequality is an extremely broad topic area, spanning a wide variety of

disciplines and theoretical perspectives. Consequently, there is no clear consensus regarding the

various dimensions, causes, consequences, solutions, and appropriate measurement of concepts

encompassing and relating to social inequality. For example, we often tend to focus on

inequality related to economic disparities in wealth and income. However, inequality has social

dimensions as well. Many of those who are poor also suffer inequality in other fronts such as

housing, health care, and education. These social dimensions of inequality may be the causes of

economic inequality, or the consequences. Other forms of inequality such as status inequality

may or may not be related to economic inequality depending on the given culture and society.

These and other complex relationships that exist within the study of social inequality lead to

ambiguity and cause confusion in academic circles that carries into the classroom.



In an attempt to achieve some level of consensus regarding certain assumptions

underlying the study of social inequality, many introductory texts tend to synthesize different

perspectives by viewing social inequality as complex and multi-dimensional, where concepts and

theories are presented fairly comprehensively. According to Hurst, “an evenhanded approach

covering the full range of perspectives and information on inequality is most appropriate,

especially for students being exposed to this material for the first time (xvii).” With that being

said, there are still a plethora of theoretical and pedagogical approaches employed when teaching

social inequality. Although sociology has gone through numerous ideological shifts throughout

the history of the discipline, there is no doubt that 21st century sociology has become more

progressive, with many departments now focusing on social inequality and even public

sociology. Despite some social scientists continuing to subscribe to and promote the

conservative agenda, I would argue that most sociologists have adopted a critical framework.

Hence, there seems to be an overwhelming consensus among the majority of social scientists

regarding the most fundamental assumption underlying the study of social inequality: that

various forms of social inequality are pervasive, have devastating consequences for many of the

world’s people, and need to be challenged. Thus, this textbook can be used as a guide in

demonstrating the extensiveness of social inequality on a world scale in order to convey, in

Hurst’s words, “how inequality can be explained, how it affects us all, and what is being done

about it (xvii).”

Admittedly, teaching from this critical perspective is no easy feat. Many students have

been previously educated within the framework of the dominant ideology and feel threatened

when presented with ideas that challenge those preconceptions. Thus, it is important for

professors to encourage students to develop critically reflective lenses for viewing the social



world by interrogating conventional knowledge and thinking deeply about sociological issues

from perspectives different from their own. The construction and dissemination of theories and

ideas about the social world therefore may be presented to students as being couched in

frameworks that are often politicized and shaped by socio-political forces. This involves

facilitating the development of students’ “sociological imagination,” or an understanding of the

connection between our lives and the broader society, and how they are shaped by historically

conditioned social forces. In The Sociological Imagination, C. Wright Mills (1959:3-10)

provides the following explanation of this concept:

Neither the life of an individual nor the history of a society can be understood without

understanding both. Yet men do not usually define the troubles they endure in terms of historical

change and institutional contradiction. ... The sociological imagination enables its possessor

to understand the larger historical scene in terms of its meaning for the inner life and the

external career of a variety of individuals. ... The first fruit of this imagination--and the

first lesson of the social science that embodies it--is the idea that the individual can understand

his own experience and gauge his own fate only by locating himself within this period, that he

can know his own chances in life only by becoming aware of those of all individuals in his

circumstances. ...We have come to know that every individual lives, from one generation to the

next, in some society; that he lives out a biography, and that he lives it out within some

historical sequence.

In line with Mills’ sociological objective, Hurst posits that “couching a discussion of

inequality in its broader historical, cultural, and international context provides a deeper

understanding of the role of inequality in society (xvii).” For example, it is crucial that professors

understand the central roles that colonialism and the slave trade played in the creation of vast

social inequalities not only within the United States, but internationally. Thus, extending our

conceptual and theoretical discussion of social inequality historically and globally to include an

investigation of the origin, structure, reproduction, outcomes of and resistance to social

inequality is fundamental to an in-depth comprehension of social inequality. In the same vein,



by the end of an introduction to a social inequality course, students should have an understanding

of:

How social inequality has developed and changed over time, considering the economy,

policy, and social movements that impacted the “evolution” of social inequality

The range of theoretical frameworks and concepts that address the complex dimensions

of social inequality

How our societies construct, reconstruct, and sustain systems of inequality by examining

social structures, social institutions, and public policy

The consequences of these systems of differentiation and devaluation on the objective

conditions and lived experiences of people

The importance of the present historical moment in the analysis of social inequality

The importance of human agency in changing conditions of social inequality

Due to the content of most social inequality courses, some students may feel that the

course is overly negative and depressing (more so than in other academic disciplines such as the

natural sciences), and may develop a sense of hopelessness. To combat this, stressing the last

point, human agency (i.e. historical and contemporary social movements), is essential. Some

departments are beginning to implement the mission of public sociology in hopes of engaging

audiences outside of the academy and/or encouraging students to proactively contribute to

positive and meaningful social change. Some professors infuse public sociology into their

curriculum by adding a service-learning element to their course requirements. For example,

students may be expected to volunteer at an organization that serves some underprivileged group,



or are encouraged to become politically active by joining activist groups that directly address

inequality.

In addition, because of the sensitive and controversial nature of the topic area, one of the

primary goals for the social inequality professor is to create a communal environment within the

classroom in which students feel comfortable with asking questions, expressing opinions, and

voicing dissent. Equally important is creating meaningful classroom experiences and identifying

texts which help students become more comfortable with and adept at understanding the

complexities of social inequality and concepts such as poverty and privilege. Creative techniques

and tools such as using visual images from magazines, newspapers, and the internet, as well as

media clips, content analysis, and guest presentations, offer students concrete examples of how

macro-level forces like inequality shape social life. Challenging students to find ways of

connecting in-class material to personal experiences, the media, and on and off-campus events or

occurrences can demonstrate the value of sociology and critical analysis in their own lives.

Various websites provide information about innovative pedagogical techniques, classroom

materials and resources, and support for faculty members teaching social inequality such as the

American Sociological Association’s Teaching Resources Center

(www.asanet.org/cs/root/leftnav/teaching_sociology/teaching_and_academic_resources). In

addition, there are several websites that are specifically useful for teaching social inequality that

include data resources, film and video resources, and classroom exercises:

http://www.asanet.org/galleries/default-file/Unit6.pdf

http://ffh.films.com/Subject.aspx?psid=873&SubjectID=880

http://www.sociosite.net/topics/inequality.php

http://www.asanet.org/cs/root/leftnav/teaching_sociology/teaching_and_academic_resources

http://www.asanet.org/galleries/default-file/Unit6.pdf

http://ffh.films.com/Subject.aspx?psid=873&SubjectID=880

http://www.sociosite.net/topics/inequality.php



In general, maximizing teaching effectiveness often requires additional effort such as

seeking student feedback, talking with peers, attending teaching seminars, and reading and

experimenting with innovative methods and materials. Lesson plans and teaching material

should metamorphose as professors adapt to changing student needs, subject matter, and a

changing society. Teaching social inequality can be an extremely rewarding experience as

professors witness students developing a greater understanding of the issues within society, a

sense of social responsibility, and an awareness of the possibility of, and potential for, a more

egalitarian society.



CHAPTER 1: AN INTRODUCTION TO THE STUDY OF SOCIAL INEQUALITY

Multiple Choice:

Which of the following is the study of social inequality NOT concerned with? (p. 10) c

a. individuals and groups

b. personal positions

c. psychological positioning

d. structural arrangements

Which of the following is NOT an event that has led to greater social inequality? (pp. 2-3) c

a. companies have been able to pass of their pension obligations to the federal government

b. blue collar-workers have been especially hard-hit because manufacturing jobs have either moved or been

shut down

c. the streamlining and downsizing of businesses have increased job opportunities for experienced,

specialized workers

d. the downsizing of companies has impacted white-collar workers

Which of the following is a true statement supporting the argument that inequality is not inevitable? (pp. 4-5) b

a. hard work determines the level of economic inequality faced by an individual

b. discrimination is a factor that contributes to inequality

c. inequality is a by-product of differences in individual talents, characteristics, and motivations

d. private property opens up opportunities for economic equality

Which of the following statements would be made by functionalists regarding inequality? (pp. 4-5) a.

a. inequality is a necessary function of society

b. inequality endangers society

c. inequality is unnecessary but not a bad thing

d. inequality hinders individuals from filling the most difficult societal positions

Which of the following is NOT a type of equality cited by Bryan Turner (1986)? (p. 5) b

a. equality of opportunity

b. equality of the individual

c. equality of outcome

d. equality of income

The ideal conditions of pure capitalism assumes: (p. 7) b

a. equality of result

b. equality of opportunity

c. equality of condition

d. equality of income

Capitalism: (pp. 7-8)

a. is generally viewed by liberals as irrelevant for democracy

* b. is generally viewed by conservatives as a promoter of democracy

c. stresses the value of "equality of result" rather than "equality of opportunity"

d. is universally viewed as an economic system separate from the political system of democracy

Conservatives argue that: (p. 8)

a. inequality can be eliminated

b. inequality is incompatible with a free society

c. inequality in material rewards is harmful to society

* d. distinct social classes are largely nonexistent in the U.S.



Liberals tend to argue that: (p. 8)

a. the U.S. is a classless society

* b. unbridled capitalism is destructive of human beings

c. the effects of inequality on individuals are primarily positive

d. inequality is largely a natural phenomenon, rather than an artificial creation

Conservatives are more likely than liberals to argue that: (p. 8)

a. people are basically the same in their talents and abilities

b. inequality is the result of the structure of the political economy in society

* c. inequality is rooted in biological and inherited differences between individuals

d. characteristics of the labor market and work organizations are the primary reason for economic

differences between individuals

The belief in the classlessness of U.S. society is encouraged by: (p. 8)

* a. lack of agreement about the definition of social class

b. the increasing trend toward less privacy and personal security in the U.S.

c. the presence of many reliable and clear-cut physical clues to class position

d. the belief that economic differences exist between categories of people not just individuals

Recent data clearly indicate that for the U.S.: (pp. 2-9)

a. poverty has been virtually eliminated

b. economic differences between social classes have sharply diminished

c. globalization has improved the economic well-being of virtually all Americans

* d. none of the above

There is universal agreement that: (pp. 2-9)

a. social classes exist in the U.S.

b. inequality is inevitable and natural

c. capitalism is an enemy of democracy

* d. none of the above

The cultural aspect of the argument that socioeconomic differences between groups are decreasing stresses: (pp. 2-11)

a. the massive growth in the poor population in the U.S.

* b. the tendency for individuals in different classes to adopt the same values

c. the decline in the importance of race and sex as determinants of economic position

d. governmental policies aid the poor as well as restrain the growth in the wealth of the rich

Survey research indicates that Americans believe that "hard work" is the most important factor determining one's movement

within the U.S. class structure. This belief is most consistent with which position? (p. 4)

a. Inequality has sharply increased in recent years.

* b. Equality of opportunity is preferable to equality of outcome.

c. Inequality is due to the obstacles that those in higher classes place in front of those in lower classes.

d. Inequality produces significant damaging social consequences for many people from certain

social categories in our society.

The less social interaction you have with people from social classes different than yours, the greater the likelihood that: (p. 6)

* a. social class is "invisible" for you

b. you are aware of significant class differences between people.

c. you will believe that inequality produces detrimental consequences for society

d. you will believe that poverty is a result of the system rather than the poor themselves

Which of the flowing is NOT a consequence of globalization? (p. 8-9) d

a. freedom and open borders advantage wealthy countries while disadvantaging poor ones

b. transnational corporations and other international organizations can bypass regulations of national

governments, weakening their power

c. international relationships have become more complicated

d. the inflow of immigrant workers decreases the significance of status differences and inequality



True or False:

There appears to be a good deal of agreement among government officials on how poverty should be defined. (p. 9) (F)

Liberals conclude that inequality is neither inevitable nor desirable. (p. 8) (T)

Aristotle argued that men and women are equal in qualities and abilities. (p. 4) (F)

Capitalism's ideal conditions assume equality of result. (p. 7) (F)

How a concept is measured significantly affects the results of research. (p. 9) (T)

There is really no difference between the concepts of "sex" and "gender". (p. 10) (F)

The negative effects of social inequality appear to be limited to the poor. (p. 3) (F)

Over the past few decades, class mobility has increased. (p. 2) F

Statistics confirm that inequality is decreasing. (p. 2) F

In the last 30 years, class has become less important. (p. 2) F

Since the late 1990s, the incomes of the bottom 20% of families has increased by 3%. (p. 2) F

Since the late 1990s, the incomes of the top 20% of families has increased over 9%. (p. 2) T

Research shows that in 2007, the number of households with a net worth in excess of $10,000,000 has increased to

430,000. (p. 2) T

In 2007, CEOs in 500 of the top U.S. corporations received 344 times the pay of the average worker. (p. 2) T

CEO compensation has increased at a much lower rate than the average worker. (p. 2) F

There is general consensus among those studying social inequality as to the measurement of social class and

poverty. (p. 9) F

The study of social inequality tends to focus on individual inequality as opposed to institutionalized inequality (i.e.,

structured inequality between categories of individuals that are systematically created, reproduced, legitimated by

sets of ideas, and relatively stable). (p. 4) F

Recent research shows that a majority of people rank “hard work” more than any other factor as being critical for

economic success. (p. 4) T

Some have argued that inequality is inevitable because of biological differences in physical skill, mental capacity,

and personality traits. (p. 4) T

Research shows that Americans feel that any fair distribution of goods should be based on equality of result as

opposed to equality of opportunity. (p. 5) F

African American and feminist leaders are more likely to consider poverty to be the result of deficiencies in the

individual as opposed to being caused by problems in the free enterprise system. (p. 6) F

In the Marxist definition, social class has no relevance in the United Sates. (p. 6) T

The impacts of globalization are not only economic, but also political, social, cultural, and even religious. (p. 8) T



Globalization has allowed nations to trade, borrow, and transport good and services more easily. (p. 8) T

Varying definitions and measures of social inequality indicators make comparability of data difficult and raise

communication problems among scholars attempting to study the same phenomenon. (p. 9) T

Race is a concept that has been socially constructed over time as racial classifications and positions within them

change due to political, social, and other shifts. (p. 10) T

Essays:

Why do some view the U.S. as being classless? What encourages this perception?

Is inequality inevitable? Use the evidence in your book to present both sides of the argument.

What are the different positions taken by conservatives and radicals regarding capitalism, democracy, and

inequality?

Discuss ways in which the recent economic downturn has been felt unevenly across the U.S. population.

What are the advantages and disadvantages of the advances in computer/information technology and globalization?

How has technology and globalization helped to increase/decrease social inequality?

Class Exercises:

Ask students to interview a classmate regarding their economic position, ethnicity, race, gender, and family

background to see how they think these attributes have impacted their attitudes, orientations to life, and their life

chances. Students can then examine the ways in which these attributes impact the social inequalities that their

classmate has experienced compared to their own experiences.

Break your class into groups and have them discuss the advantages and disadvantages of the advances in computer

and information technology and globalization. How has technology and globalization increased/decreased social

inequality?

Break your class into groups and have them debate the following controversial issues in Chapter 1: Is inequality

inevitable? Is inequality desirable or undesirable? Are there classes in the United States? Can capitalism and

democracy coexist? Does globalization reduce or increase inequality?

At the beginning of the first day of class, distribute a brief open-ended questionnaire asking students to define "social class,"

"capitalism," and "equality." Use their responses as a basis for discussing the importance of differences in definitions of

concepts.

Ask students to indicate what kinds of inequality are most significant in U.S. society?

Ask students to, individually, draw a picture of the class structure of the U.S., depicting its horizontal and vertical shape and what

classes are contained in that shape. Have them explain their models.



CHAPTER 2: ECONOMIC INEQUALITY

Multiple Choice:

American sociologists traditionally have conceptualized social class as: (p. 15)

a. unidimensional in nature

b. groups in conflict with each other

c. very different from "socioeconomic statuses"

* d. existing on a continuum with indistinct boundaries between classes

The Marxian view considers social classes as: (pp. 16-17)

* a. defined by their relationship to one another

b. being determined by income and occupation

c. much more multidimensional than the traditional view

d. inevitably remaining categories, rather than ever becoming groups

Which of the following is NOT correct? (p. 21)

a. While economic changes affect inequality, so do government policies.

b. Higher unemployment tends to result in less pressure for increased wages.

c. An inability to penetrate foreign markets leads to lower wealth for stockholders.

* d. While technological developments can affect the structure of inequality, cultural values do not.

The term underclass is frequently used to refer to: (p. 16) c

a. those that are poor but still work

b. those that work but are underpaid compared to their skill set

c. those that are unemployed and poor for long periods of time

d. those on welfare

According to Gilbert’s (2003) class model, the majority of the population falls into: (p. 16) a

a. the middle and working class

b. the underclass

c. the upper class

d. the capitalist class

The routine nature of much low-level white-collar work has caused some analysts to categorize these workers as: (p.

16) b

a. middle class

b. working class

c. lower class

d. underclass

The proletarianization argument states that an increasing number of white-collar jobs are: (p. 16) d

a. routine, boring, and demand little skill

b. are no different from many blue-collar jobs

c. involve little worker control

d. all of the above

Examination of occupational shifts during the 1990s suggest that changes have occurred throughout the economy,

resulting in: (p. 17) b

a. the decrease of high-tech jobs

b. an increase in low-paying service jobs

c. the increase of unionized, high-paying manufacturing jobs

d. all of the above



Which of the following is NOT a true statement regarding the economic crisis in Asia in the 1990s? (p. 21) d

a. the currencies were devalued

b. prices of their goods dropped

c. importation of goods into the U.S. became more attractive

d. none of the above

Advances in computer technologies and the growth of the internet: (p. 22)

a. have narrowed the gap between classes and races

b. have made employees more loyal to their employers

c. have blurred the line separating home and workplace

d. have limited recruitment of employees from different geographic areas

According to Gilbert, which portion of the U.S. population comprises the capitalist class? (p. 15)

a. 1 percent b. 5 percent

c. 10 percent

d. 15 percent

Survey data indicates that most Americans see themselves as: (p. 14)

a. upper class

b. middle class

c. working class

d. being affiliated with no particular class

The embourgeoisement thesis states that: (p. 17)

a. white-collar workers make up a "new working class"

b. much white-collar work has become routine and deskilled

c. the size of the blue-collar work force has increased dramatically

* d. those in complex, high-paying blue-collar jobs take on middle-class characteristics

Sociologists today generally employ two basic measures to estimate the degree of economic inequality within U.S. society.

These are: (pp. 15-17)

a. race and class

* b. income and wealth

c. occupation and education

d. computer and Internet access

Resnick and Wolff contend that the U.S. class structure can be centrally defined on the basis of: (p. 20)

a. occupational prestige

b. socioeconomic status

* c. role relative to surplus value

d. lifestyle and consumption patterns

Erik Wright argues that: (pp. 18-20)

a. workers compose less than 25 percent of the class structure

b. career path has little to do with determining one's class position

c. an adult's class position can be determined independently of a family's class position

* d. those who do not own the firms they manage occupy a contradictory location in the U.S. class

structure

Upper-class Americans are more likely to see class differences as essentially reflecting _______, whereas those in the lower

reaches of the class structure are more likely to see class distinctions between themselves and the affluent as being based on

_________. (p. 14)

* a. lifestyle / money

b. wealth / status symbols

c. deservingness / exploitation

d. educational attainment / occupational attainment



Data on income distribution shows that: (p. 24)

a. most Black and Hispanic households have incomes below the poverty line

* b. the percentage of households with incomes of at least $100,000 increased markedly from 1970 to 2003

c. the percentage of households with incomes below $15,000 increased significantly over the last three decades

d. households headed solely by adult males have significantly higher incomes than those headed

jointly by married couples

Which figure comes closest to the percentage of the U.S. population who were poor in 2003? (pp. 27-28)

a. 5%

* b. 15%

c. 25%

d. 35%

Among the factors that appear to be related to a rise in income inequality is (are): (p. 26) b

a. increasing unionization

b. changes in the occupational structure

c. lower unemployment rates

d. an increase in the minimum wage

Since the early 1980s: (pp. 28-29)

a. wealth concentration actually decreased

b. most of the gains in wealth have gone to the middle class

c. the percentage of those with negative or zero wealth has declined

* d. the top 20% gained a disproportionate amount of all new wealth in the U.S.

According to Ollman’s (1987) approach, people become a real social class when they: (p. 18) a

a. acquire a common culture and political awareness

b. overthrow the capitalist class

c. organize labor unions


Which of the following is NOT a true statement regarding the economic crisis in Asia in the 1990s? (p. 21) d

a. the currencies were devalued

b. prices of their goods dropped

c. importation of goods into the U.S. became more attractive


Downsizing, lean production, and the exportation of jobs to cheaper foreign labor markets have been primary ways

used by: (p. 21) b

a. foreign governments to ensure that they are able to pay their workers fairly

b. U.S. manufacturers to reduce costs and respond to foreign competition

c. multinational corporations to provide more benefits to employees

d. U.S. corporations to increase employee satisfaction

A consequence of penetration of U.S. firms into foreign countries is: (p. 21) b

a. higher incomes for many U.S. workers

b. higher unemployment among U.S. workers

c. reduction of profit for U.S. firms

d. the increase in power of workers to demand minimum wage increases

A recent national survey found that households with incomes of at least $75,000 are ____ times more likely than

those with lower incomes to have internet access? (pp. 22-23) b

a. 5

b. 20

c. 50

d. 80



Which of the following is a limitation of using income to measure a family’s or individual’s economic well-being?

(pp. 23-24) a

a. income does not include the value of stocks, real estate, and other noncash economic assets

b. government studies measuring income use measures and methodologies that are too similar

c. there is an overreporting of income


Which of the following is a TRUE statement regarding poverty? (p. 27) d

a. The U.S. Census Bureau takes region and expenses into account when measuring poverty.

b. The poverty rate of female-headed families in twice that of married-couple families.

c. Hispanics and Blacks have poverty rates that are almost the same as those of Whites.

d. The poverty rate of children is higher than that for any other age group.

Which of the following is NOT a true statement regarding wealth and income inequality? (pp. 28-29) a

a. Income inequality is far greater than wealth inequality because most people do not have much in the

way of wealth.

b. Since 1983, the bottom 40 percent lost 76 percent in wealth.

c. Since 1983, the wealth of the top 1 percent rose to over $10 million.

d. None of the above.

Which of the following is a true statement regarding wealth and income? (pp. 29-30) b

a. Good broad-based information about the wealthy and wealth concentration is easier to find than

information on the poor.

b. Wealth includes the value of homes, automobiles, businesses, savings, investments, and other assets,

minus debt.

c. Income fully reflects the access of the wealthy to a greater number of economic tools and opportunities.

d. Income is the most complete measure of a family’s economic power

Studies of wealth distribution in the early U.S. consistently point to the fact that: (p 30) d

a. a large percentage of individuals during this period had great wealth

b. wealth inequality didn’t arise until industrialization

c. wealth was fairly easily distributed during this period

d. wealth inequality was a clear and consistent condition during this period

Which of the following is NOT a true statement regarding contemporary U.S. wealth concentration? (pp. 31-32) d

a. In 2004, the richest 1 percent controlled about one-third of all privately held wealth.

b. In 2004, the wealthiest 20 percent owned almost 85 percent of all wealth.

c. In 2004, the bottom 40 percent held under 1 percent of all wealth.

d. Between 1995 and 2004, 90 percent of all gains in wealth were made by the middle quartile.

Which of the following is NOT a true statement regarding inheritance in the U.S.? (pp. 33-34) d

a. Historically, inheritance of wealth has helped to stabilize, reproduce, and exacerbate economic inequality.

b. Inheritance provides head-start assets such as paying for college and down-payment assistance.

c. Historically, family and inheritance have been the major sources of wealth among the corporate rich.

d. None of the above.

Which of the following has the greatest numbers living in extreme poverty? (p. 36) b

a. Africa

b. South Asia

c. East Asia

d. Latin America



In 2000, among all the Western industrial nations, the United States had: (p. 36) a

a. the highest relative poverty rate

b. the greatest percentage of children in poverty

c. the third highest rate of poverty among the elderly

d. all of the above

The _____ view envisions globalization as raising the average economic fortunes of all nations while the ______

view sees globalization as a force that strengthens the opportunities of powerful nations to take advantage of less

powerful nations and exploit their labor. (p. 38) d

a. conflict/functionalist

b. positivist/anarchist

c. collectivist/conflict

d. neoliberal/critical

Since the early 1800s up to the recent past, most world inequality has been due to: (p. 38) a

a. economic inequality between nations

b. political corruption within nations

c. economic inequality within nations

d. social inequality between nations

Globalization has: (p. 39) a

a. reduced employment in high-paying manufacturing jobs

b. increased the price of many goods

c. increased the average wage of the U.S. worker

d. increased the demand for low-skilled as opposed to high-skilled labor

True or False:

Economic and technological developments have become increasingly significant for the changing composition of classes. (p. 21)

(T)

Workers who leave a job and then re-enter employment generally do so at a lower salary or wage. (p. 27) (T)

Most studies of the U.S. middle class indicate a shrinking in its size. (p. 25) (T)

The incomes of most of the poor fall just below the poverty line. (pp. 27-28) (F)

Proletarianization refers to the fact that the working class continues to get smaller. (p. 16) (F)

Most Americans do not believe that they belong to a class. (p. 14) F

Those in the working and lower classes are more likely to see the upper class as being distinguished by lifestyle

while those in the higher classes see their main distinction as being based on wealth. (p. 14) F

Generally, those in the upper classes are more likely than those in the lower classes to believe there is a greater

polarization of income and wealth. (p. 14) F

Occupational positions that are seen as requiring mental ability or as having authority over others are generally

classified as at least middle class as opposed to working class. (p. 14). T

Traditionally, U.S. researchers have defined social class purely economically. (p. 15). F

The traditional, more conservative measure in the U.S. assumes that the structure of social class or socioeconomic

status is nonconflictual in nature. (p. 15) T



Recently, the lines distinguishing blue-collar and white collar work have been sharpened. (p. 16) F

Blue collar work is always considered working class. (p. 16) F

Several studies have found support for the proletarianization thesis by showing that there has been an increase in the

proportion of the labor force that are managers, experts, or supervisors. (p. 17) F

Marx believed that class is not defined by income or occupation, but rather by ownership/control in the system of

production. (p. 17) T

The high level of unionization and the presence of a working-class political party in the United Sates have enabled

the development of class solidarity. (p. 18) F

Wright’s characterization of the U.S. class structure uses exploitation as the defining element. (p. 18) T

There appears to be agreement across class models that the upper or capitalist class makes up a large percentage of

the population. (p. 20) F

Between 2006 and 2016 employment in the field of information technology is expected to decrease dramatically. (p.

22) F

The demand for goods produced by U.S. workers fluctuates with economic and political changes in other countries.

(p. 21) T

The 2008-09 economic crisis in the United States has only affected U.S. workers. (p. 22) F

Money income, as defined by the Census Bureau, includes money from virtually all sources, including wages,

salaries, Social Security, welfare, pensions, and others. (p. 23) T

Female-headed families have less than half the income of married-couple families. (pp. 24-25) T

Since 2000, the average hourly, weekly, and annual wages of workers has increased. (p. 27) F

Those on the top of the wealth pyramid are more likely to have their wealth in stocks, bonds, and related

investments as opposed to savings and home ownership. (p. 32) T

Edward Wolff’s data source yields a more accurate picture of wealth distribution because it uses a broader definition

of net worth and a more inclusive sample of wealthy individuals. (p. 33) T

In 2004, over one quarter of the poorest 20 percent had debts that exceeded 40 percent of their total incomes. (p. 32)

T

Economically, Blacks and Whites benefit equally from education and occupation. (p. 34) F

In Forbes 2007, the vast majority of the richest 400 Americans obtained their wealth through technological

innovations, media dominance, or financial market activities as opposed to inheritance. (p. 34) T

Income is distributed much more unequally between Whites and others than is wealth. (p. 35) F

In 2007, the United States ranked at the top of all the industrial nations according to the United Nations’ living

standards index which included poverty levels, literacy rates, health conditions, and unemployment. (p. 36) F

Thirty-nine of the world’s 229 countries hold more than 80 percent of all wealth. (p. 36) T

In the ‘grand’ theory of globalization, globalization is narrowly conceptualized and views it strictly as an economic

phenomenon. (p. 37) F



Poor countries are more likely to be in favor of globalization because free trade allows their farmers to obtain

subsidies. (p. 38) F

Despite variations, on the whole there seems to be a general consensus that globalization reduces economic

inequality within countries, including the U.S., and has contributed to greater world equality. (p. 39) F

Matching:

Associate the name or concept on the left with the idea or definition on the right:

2.1 Erik Wright a. adoption of middle-class lifestyle among blue-collar

2.2 embourgeoisement workers (2.2)

2.3 index of economic concentration b. discrepancy between actual and equal distributions

of income (2.3)

2.4 Karl Marx c. "contradictory" class locations (2.1)

2.5 proletarianization d. "class-for-itself" (2.4)

e. white-collar jobs take on working-class

characteristics (2.5)

Essays:

What factors lie behind rises in income inequality in the U.S. in recent decades?

Outline the dominant historical trends in wealth distribution in the U.S.

Compare and contrast the class structure models of Gilbert and Wright.

What have been the principal methodological issues in studies of wealth and income distribution?

You are given the task of assessing the general level of economic well-being across populations within the largest 100 U.S. cities.

The only two statistics that you have access to are mean family income and median family income. If you must only use one of

these indicators,which would you employ and why?

How do Marxian analysts differ from traditional analysts in their conception of classes?

Discuss the specific ways in which the class structure of society is shaped by the political, cultural, and economic

context in which it is embedded. How has technology helped to shape the U.S. class structure?

Discuss the impact of globalization from the neoliberal, critical, and mixed perspectives.

Class Exercises:

Discuss with students their perceptions of the most significant determinants of social class position. Ask them how they can tell

an individual's class position?

Have students collect information on the wealthiest individuals and families in the U.S. and report on their characteristics and

bases of wealth (Forbes and Fortune magazines would be a good place to start).

Divide the class into three groups, assigning each to either the wealthy, middle, or poverty class. First, have each group discuss,

among themselves, the causes and political and social implications of the rise in economic inequality in the U.S. Then have the

entire class debate the effects.

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