LibGuides: SOC-3010 Global Civics: Week 4 Resources

Week 4 Resources

Review the resources listed below to prepare for this week’s assignments. The resources may include textbook reading assignments, journal articles, websites, links to tools or software, videos, handouts, rubrics, etc.

How to Escape Poverty Through Education? Intergenerational Evidence in Spain

The following article investigates the transmission of poverty over two generations and the probability of completing secondary education. As you read, think about what education means to you. From exploring this article and your own thoughts, you will gain insight into the link between poverty and education.

How to Escape Poverty through Education?: Intergenerational Evidence in Spain This article analyses the determinants of escaping poverty through education in Spain, with this being the country that, is among the top European countries regarding the percentage of the population affected by poverty. Specifically, the article studies the transmission of poverty over two generations by analysing the factors that affect the probability of having completed the secondary level of education. To that end, we use the conceptual Quantity--Quality model of Becker--Lewis, empirically estimated by using the Survey of Living Conditions (2011) provided by the Spanish Statistical Institute. Our results confirm the intergenerational transmission of poverty in Spain, in such a way that the probability that the respondent has completed secondary education is determined, although not exclusively, by the family conditions of the respondents during their teenage years.

Duarte, R., Fernando-Latorre, S., & Molina, J.A. (2018). How to escape poverty through education? Intergenerational evidence in Spain. Applied Economics Letters, 25(9), 624-627. https://search.ebscohost.com/login.aspx?authtype=shib&custid=natuniv&direct=true&db=bth&AN=127895246&site=eds-live

Re-imagining Education: Teaching and Learning in a Global Community

This article views how education is related to the global community. It discusses the educational considerations for diverse perspectives on global education.

Reimagining Education_Teaching and Learning in a Global Community The article focuses on reimagining education related to teaching in the global community. It mentions that the educational considerations focuses on the diverse perspectives of global education. It mentions that economies become interdependent, and global challenges with migration, poverty, and natural disasters lead to complexity.

Larson, L. (2019). Reimagining education: Teaching and learning in a global community. Educational Considerations, 45(1), 1-2. https://search.ebscohost.com/login.aspx?authtype=shib&custid=natuniv&direct=true&db=ofs&AN=136975914&site=eds-live

Education and Poverty: Confronting the Evidence

Read the following article to investigate U.S. based initiatives for education improvement, yet these same initiatives do not take into consideration factors such as poverty and disadvantaged households.

Education and Poverty: Confronting the Evidence Current U. S. policy initiatives to improve the U. S. education system, including No Child Left Behind, test-based evaluation of teachers, and the promotion of competition are misguided because they either deny or set to the side a basic body of evidence documenting that students from disadvantaged households on average perform less well in school than those from more advantaged families. Because these policy initiatives do not directly address the educational challenges experienced by disadvantaged students, they have contributed little-and are not likely to contribute much in the future-to raising overall student achievement or to reducing achievement and educational attainment gaps between advantaged and disadvantaged students. Moreover, such policies have the potential to do serious harm. Addressing the educational challenges faced by children from disadvantaged families will require a broader and bolder approach to education policy than the recent efforts to reform schools.

Ladd, H. (2012). Education and poverty: Confronting the evidence. Journal of Policy Analysis & Management, 31(2), 203-227. https://search.ebscohost.com/login.aspx?authtype=shib&custid=natuniv&direct=true&db=bth&AN=76170456&site=eds-live

Food Insecurity and Hunger in Rich Countries – It Is Time for Action against Inequality

Despite controlling a significant portion of the world’s wealth, rich countries still experience substantial shortages of food among their general populations. This article explores the presence of food insecurity and hunger among the populations of rich countries.

Food Insecurity and Hunger in Rich Countries – It Is Time for Action against Inequality Household food insecurity is a serious public health concern in rich countries with developed economies closely associated with inequality. The prevalence of household food insecurity is relatively high in some developed countries, ranging from 8 to 20% of the population. Human rights approaches have the potential to address the structural causes, not just the symptoms of food insecurity. Despite most developed countries ratifying the Covenant on Economic, Social and Cultural Rights over 40 years ago, food insecurity rates suggest current social protections are inadequate. The contemporary framing of the solution to food insecurity in developed countries is that of diverting food waste to the hungry to meet the United Nations Sustainable Development Goals agenda (Goals 2 and 12.3). An estimated 60 million people or 7.2% of the population in high income countries used food banks in 2013. Although providing food assistance to those who are hungry is an important strategy, the current focus distracts attention away from the ineffectiveness of government policies in addressing the social determinants of food insecurity. Much of the action needed to improve household food security falls to actors outside the health sector. There is evidence of promising actions to address the social determinants of food insecurity in some developed countries. Learning from these, there is a strong case for government leadership, for action within and across government, and effective engagement with other sectors to deliver a coordinated, collaborative, and cooperative response to finding pathways out of food insecurity.

Pollard, C., & Booth, S. (2019). Food insecurity and hunger in rich countries – it is time for action against inequality. International Journal of Environmental Research and Public Health, 16(10). https://search.ebscohost.com/login.aspx?authtype=shib&custid=natuniv&direct=true&db=mdc&AN=31117216&site=eds-live

What’s Really Holding Women Back?

Women are underrepresented in high-level job roles. The article discusses a long-term study which investigates the beliefs and practices that contribute to this continued underrepresentation.

What’s Really Holding Women Back? Ask people to explain why women remain so dramatically underrepresented in the senior ranks of most companies, and you will hear from the vast majority a lament that goes something like this: High-level jobs require extremely long hours, women's devotion to family makes it impossible to put in those hours, and so their careers inevitably suffer. Not so, say the authors, who spent 18 months working with a global consulting firm that wanted to know why it had so few women in positions of power. Although virtually every employee the authors interviewed related a form of the standard explanation, the firm's data told a different story. Women weren't being held back because of trouble balancing work and family; men, too, suffered from that problem and nevertheless advanced. Women were held back because they were encouraged to take accommodations, such as going part-time and shifting to internally facing roles, which derailed their careers. The real culprit in women's stalled advancement, the authors conclude, is a general culture of overwork that hurts both sexes and locks gender equality in place. To solve this problem, they argue, we must reconsider what we’re willing to allow the workplace to demand of all employees.

Ely, R., & Padavic, I. (2020). What’s really holding women back? Harvard Business Review, 98(2), 58-67. https://search.ebscohost.com/login.aspx?authtype=shib&custid=natuniv&direct=true&db=bth&AN=141551776&site=eds-live

From “MeToo” to Boko Haram: A Survey of Levels and Trends of Gender Inequality in the World

This is an extended manuscript based on a speech given at the University of Gottingen in Germany regarding the dimensions of gender inequality around the world.

From “MeToo” to Boko Haram: A Survey of Levels and Trends of Gender Inequality in the World

Klasen, S. (2020). From “MeToo” to Boko Haram: A survey of levels and trends of gender inequality in the world. World Development, 128. https://www.econstor.eu/bitstream/10419/200167/1/1668991039.pdf

Michelle Obama’s Mission to Educate Girls Around the World

Video Abstract

Around the world, more than 62 million girls are not in school, according to the U.S. Agency for International Development (USAID). As girls grow into adolescence, cultural and familial pressures often make it harder for them to stay in school, though educating women correlates to lower rates of infant mortality, increased GDP, and greater economic security for families. CNN Films has produced a new film about girls overcoming incredible challenges to achieve their educations and change their own lives, with contributions from First Lady Michelle Obama, Meryl Streep, Freida Pinto, and CNN journalist Isha Sesay. Singer Andra Day’s motivational anthem, ‘Rise Up’ will serve as the theme for the film. Sesay, a native of Sierra Leone, who has passionately covered Africa and issues related to women and girls on the continent throughout her career, guides viewers of this poignant film through a moving and motivational journey. In Marrakech, Sesay, the First Lady, Meryl Streep, and Freida Pinto met with dozens of adolescent Moroccan girls who shared their stories and their dreams. In Liberia, Sesay, Pinto, and Mrs. Obama met with several girls who told their extraordinary stories, and later, President Ellen Johnson Sirleaf surprised a group of impressive young women who are motivating each other to stay in school.

We will rise: Michelle obama’s mission to educate girls around the world. [Video/DVD]
Martha Adams, Beth Osisek, Tony Gerber, Documentary Group, & Cable News Network (CNN) (Producers), & Gerber, T. (Director). (2016). We will rise: Michelle obama’s mission to educate girls around the world. [Video/DVD] CNN Newsource Sales.