Analyzing Contemporary Social Issues in Global Perspective

(adapted from Arabandi, Bhavani, Stephen Sweet, and Alicia Swords. 2014 "Analyzing Contemporary Social Issues in a Global Context." Assignment published in TRAILS: Teaching Resources and Innovations Library for Sociology. Washington DC: American Sociological Association. (http://trails.asanet.org))

In this learning module you will consider the commonalities and disparities with respect to contemporary social issues in a global context, comparing poor nations with medium income nations, with affluent nations. You will also consider specifically how issues in the United States compare to other nations and the trajectories of change over time.

Learning Goals:

1. Understand the types of indicators that are used to consider social wellbeing and development.

2. Understand the trajectory of social issues in a global context.

3. Analyze the variation of structures and resources in a global context.

4. Consider programs or policies needed to improve social issues in the global economy.

Data:

· Electricity Consumption Per Capita

· Forest Area (sq km)

· Population Growth Rate

2. Health:

· Female Headed Households

· Lifetime Risk of Maternal Death (%)

· Low Birth Weight Babies

· Mortality Rate, Under 5

3. Labor and Social Protection:

· International Migrant Stock (% of population)

· Labor Force Participation Rate

· Share of Women Employed in the Nonagricultural Sector

Poverty:

· GINI Index

For each of the 4 indicators, you will construct a graph containing information for the United States, one country representing a low income nation, an upper middle income nation, and an upper income nation as illustrated in Figure 1 and as assigned in Table 1. Based on the graphs you generate, fill in the attached worksheet and write a paper that addresses all five questions below.

Figure 1. A Sample Line Graph That Could be Included in the Report

Select a category in this column to view a drop down menu of indicators.

Using the list below, compare one low-income country, one upper middle-income country, and one high-income country and the United States (also a high income country). Select countries based on the LAST three digits of your student ID. For example, if your ID ends in 039, you would select, either Afghanistan, Bangladesh, or Benin (0) from the low income category; China, Columbia, or Costa Rica (3) from the upper middle income category; and Sweden, Switzerland or United Kingdom (9) from the high income category. Include the United States in your analysis as a fourth comparison country. Your line graph should have 4 lines indicating one country from each of the three country income groups, as well as the United States. In the event that data are not available for your designated countries, you can select an alternate country from within the income classification. In some circumstances, data for the United States are not available.

NOTE: In the event that your graph does not change with the selection of new indicators, close your browser and reopen the public data and reselect your comparison countries and the indicator to be analyzed.

In your paper you will reproduce line graphs that best illustrate the arguments that you raise. To insert these graphs in your paper, hit ALT PrtScn to copy the screen image and Control V to paste it into your document (for PC users). For Mac users, hit COMMAND+Shift+3 to take a screen shot and save it as a file o the desktop; copy and paste the image into your document.

Select “compare by country.” If a country is identified in italics (such as St. Martin here), this indicates that data are unavailable for that nation.

Using the heading structure below, address the following questions:

In this assignment, you should also use 4-5 concepts or ideas you learned in class during the semester. Underline, bold, or highlight these concepts ideas in your paper. Define these concepts fully in a footnote or in a glossary at the end of your paper.

1. INTRODUCTION

Introduce the 4 countries you will be examining for this project. Discuss why it is important to learn about global inequalities in a comparative perspective. [1 paragraph]

For sections 2 & 3 (below) select graphs to discuss in detail. Choose those graphs that can be compared, for example: labor force participation rate and unemployment; CO2 emissions per capita, electricity consumption per capita, energy use per capita, and forest area; maternal mortality rate and infant mortality rate, etc.

2. CURRENT DIFFERENCES AND DISPARITIES

Paste screenshots of your four graphs into the document (similar to Figure 1). Discuss why these indicators are important to examine. Based on the most recent year of data available for these indicators, when comparing low-, middle-, and high-income nations, do you observe more similarity or dissimilarity between societies? How would you describe any differences observed? For each country consider colonial history, wars, genocide, authoritarian governments, debt, etc. Are issues in the United States more similar to those other high-, middle-, or low-income countries? Can you make connections with material we discussed in the course?

When comparing changes over time, are these social issues converging between countries, diverging, remaining constant, or are the results mixed? For each country consider its history, role in the global economy, debt, etc. If we were to chart forward to the next 50 years, what would you expect to happen in terms of social and environmental issues in low-income countries in comparison to those in high-income countries and the United States? [4-5 paragraphs]

3. ADDRESSING INEQUALITY AND INEQUITY

Reflect on the extent of inequality observed and consider what should be done to narrow any divides observed. Do not simply restate the existence of any problem observed. Do pose a solution and reflect on how that solution might be accomplished. [around 2 paragraphs]

4. GLOSSARY OF DEFINED TERMS

5. CRITICAL REFLECTION

Reflect critically by answering the following questions. [2 paragraphs]

A. Describe what you have learned by doing this assignment about particular countries, social indicators and social processes.

B. Give an example of how these data confirm or debunk your ideas about social changes in a particular country or context.

C. What further questions or what new questions do you have?

Technical Notes:

· On a PC, ALT PrtScn captures the screen, CNT V will paste it into your document;

· On a Mac, CONTROL+COMMAND+Shift-4 to get a cross-hair cursor that you can drag to select the area you want to capture. CONTROL-V lets you paste it into your document]. 3-4 paragraphs.

CHECKLIST FOR GRADING

Analyzing Contemporary Social Issues in a Global Context

Name_______________________________________________________

______ Total Points Earned (200 maximum)

______TABLE AND HEADINGS (max 20 points)

____Table is completed

____Paper uses specified heading structure

_____1. CURRENT DIFFERENCES AND DISPARITIES (max 50 points)

____ Inequalities are considered and magnitudes of inequalities are discussed

____United States is considered relative to other societies

____Screenshot of one line graph is included and supports observations

discussed

_____2. CONVERGENCE OR DIVERGENCE (max 50 points)

____Overall trajectories are discussed in respect to improvement/declines

____Overall trajectories are discussed in respect to convergence/divergence

____Unique variation in trajectories are considered in respect to specific

indicators

____Screenshot of one line graph is included and supports observations

discussed

_____3. ADDRESSING INEQUALITY AND INEQUITY (max 60 points)

___ One research article is briefly summarized

___Article focuses on what can potentially be done to enhance equality and

social well-being.

___Full citation is included and article is scholarly.

___ Serious reflection on solutions is evident, considering the magnitude of the challenge and logistical concerns of enacting any suggestions offered.

______4. APPLYING CONCEPTS LEARNED IN CLASS (max 20 points)

___ Applies 4-5 concepts appropriately in the paper

___ Defines concepts correctly

Key

/ Satisfactory ~ Marginal or Problematic x Omitted or Incorrect

NOTE FOR INSTRUCTORS:

This assignment is best suited for courses at any level that examine global issues. These could include introductory courses, as well as those focused on gender, environment, labor, health, poverty, development, migration, and family. Some key idea/concepts that courses could explore are: globalization, neoliberal policies, the Bretton Woods project, Washington Consensus, the World Bank and the International Monetary Fund, world systems theory, role of transnational corporations in the global economy, international migration, colonization, neocolonialism, global inequalities, marginalization, exploitation, and global social movements.

Prior to the introducing the assignment, it is useful for the students to gain some understanding of global issues using a critical lens. Some questions to consider are: Who is at the top of the global economy and who is at the bottom? Who gains from the current arrangement of power? Are transitional corporations more powerful than nation states? Does globalization challenge or threaten democratic institutions and processes? Are there winners and losers in globalization? If yes, who are they (countries, groups, individuals)? Is there a global culture? Is the “local” being subsumed by the “global?” What is the role of global social movements in bringing about change? The goal of these questions is not to come up with concrete answers but enable students to engage with several perspectives using their sociological imagination. For example, while Africa as a continent lags behind on the Human Development Index, individual countries are improving on some indicators of health such as a lower fertility rate, much improved maternal mortality rate, and mortality rate under 5. Further, students find it astonishing to learn that Internet usage, mobile subscription rates, and the proportion of seats held by women in national parliaments have increased recently. In particular on the indicator on female political participation, some African nations such as South Africa, Ethiopia, and Malawi outperform the United States. These data challenge students’ assumptions that “everyone” in Africa is poor and needs our help, as well as assumptions that the United States consistently leads the world. Performance data also challenge the assumption of progress; students are encouraged to identify factors such as economic recession, war, natural disasters, that impact national indicators. Preparation for the assignment would encourage students to think harder and be more creative about the solutions they propose. In some cases, they may gain more appreciation of their own social location.

The database comprises a wide range of indicators: economic policy and debt, education, environment, financial sector, health, infrastructure, labor and social protection, poverty, private sector and trade, public sector, and social development. Because of this broad range, the assignment can be adopted to suit the content of individual courses. It can be used as a single assignment (as we did), or it can be broken up into steps corresponding with the progression of the course over the semester.

Examples of key ideas/concepts that students explored in their papers:

The Flat World: Thomas Friedman argues that globalization has leveled the playing field for individuals so that they can all compete in the global market (see Thomas Friedman’s popular book by the title, “The World is Flat”).

Feminization of migration: An increasing global trend of women migrating from developing countries to developed countries in search of work, typically care work (see for eg: Barbara Ehrenreich and Arlie Russell Hochschild’s work on global nannies).

Neocolonialism: Developed countries and transnational corporations implement neoliberal policies in order to exploit the resources and labor of developing nations for profit.

Housewifization: Maria Mies uses this concept to examine women’s role as a source of unpaid labor. They subsidize men’s wages through caring for children and performing unpaid domestic labor.

The Development Project: Phillip McMichael uses this term to describe the dominant ideology and practices that extend technocratic control by elites of the Global North by promoting economic, political, cultural, and social changes in the Global South. The Development Project promotes national economic growth, international military and economic aid, industrial growth and the political alliances to support it, agro-industrialization, and the spread of new inequalities through markets.

SELECTED STUDENT REFLECTIONS:

The following quotes illustrate how students reported learning about inequalities that exist between affluent and less affluent societies, as well as inequalities within countries of similar economic rank. They also assess the assignment itself. Please note that these statements are anonymous, and the data were only accessed after final grades were submitted.

Challenge Statements: How challenging did you find the Global Development Indicators assignment?

I think the challenge was definitely good! The only reason I found it challenging was because I had never analyzed data quite in this way before, and found it to be slightly overwhelming when it came time for me to try and think up solutions to all these global problems.

The challenge was a good thing. It is hard to remove yourself from your cultural/social restraints and analyze the idea of equality in the face of statistics. It was a great opportunity to compare the ease of life and access to opportunity among the different cultures and economies of the world.

It was a pretty long assignment. I had a pretty hard time completing the chart, and the responses took me awhile. I also wasn't completely sure if I was completing the assignment correctly.

It was challenging in that it made me think about the US and how it relates to other countries in a different way. It was a good thing because it expanded my knowledge and make me think about the future of our development.

Overall, I really liked the paper topic. I think it was really interesting to compare the United States to other countries in the allocation of resources. However, after spending the entire semester focusing solely on the US (besides a few comments on other countries thrown in), I felt like we had little to no background for this topic. The challenge was interesting - I liked learning about the other countries and comparing them. But the analysis was much harder to do, and that was what made it challenging for me.

I saw the assignment as very enlightening. I found it challenging, however, because I had never done an assignment like it. It was hard to connect the dots as to why rates were increasing or decreasing, and sometimes there wasn't enough information to draw a valid conclusion. It was a very interesting assignment that I did learn a lot from, though.

Learning Statements: What did you learn from the Global Development Indicators assignment?

Most important thing I learned was that the United States often fares worse than other high income countries.

Specifically, that upper-income countries like the US are in a position of stagnation or mild decline, and when lower income countries experience rates of change they are much more rapid than "ours."

The biggest learning points were the differences between the high and low income countries and to actually see it on a graph. It gave a visual to the numbers and showed how polarized certain resources and opportunities really are in our modern world.

It opened my eyes that I cannot believe in stereotypes anymore and actually a lot of my views were quite opposite of what i thought them to be. For example, the amount of CO2 emissions and energy consumption is seemingly directly related to the amount of resources a country has/uses and the affluence of that country.

The most important thing I learned was not to generalize countries just by their economic designation. For example my low-income country's percent in workforce was greater than my middle-income country.

Overall I learned about the gaps when it comes to high-, middle-, and low-income countries and the resources available to them. I learned that though things are changing for the better there is still a huge amount of inequality that still exists.

Worse Statements: Because you said that the Global Development Indicators assignment was worse than the typical assignment can you tell us why...

This is difficult to answer. The project was "worse" because it took a great deal of time and the information available to us was frustrating at times. However, it was good and useful to learn how global data sets work. Again, the amount of time it took was pretty intense.

I spent weeks on it and it was so many hours of work. Days. Maybe even the equivalent of a week's worth of hours (24*7) of effort.

It just seemed to be a little more tedious. I knew what I was supposed to be getting from the assignment; I just didn't think it was fully effective.

Better Statements: Because you said that the Global Development Indicators assignment was better than the typical assignment...

It forced me to identify as being a citizen of the U.S. and compare our country to a high, middle, and low income country. This forced me to see myself in an even larger global context and place responsibility on myself, everyone I know, and everyone in or country to recognize how influential and interconnected we are with others across the globe, and see the consequences of our actions, often hidden by corporations.

It was more interactive; I enjoyed working with actual data.

I liked using the graphs and looking at real statistics. I am a visual learner and this made me SEE the differences or similarities rather than just hear about it.

This assignment felt more personal because you were able to select your own countries and organize it in a more free manner.

It was very cool to do our own research and then reach conclusions based on this research. Usually, professors assign the articles or sources and we have to write only about them. This assignment allowed for more creativity and independence

It took a lot of research, but by the time I was in the middle of the research, I became so intrigued about the crappy situations in the world and the shockingly poor statistics of the U.S. when compared to other countries, that it became more of my own research rather than a paper for a class and grade.

Do All

Countries

Show the

Same

Trajectories

Indicator

Low

Income

Middle

Income

High

IncomeUSAIncreased

Stayed

the SameDecreasedUnclearNarrowed

Stayed

the SameExpandedYes/No

CO2 Emissions

Electricity

Consumption

Forest Area

Population Growth

Rate

Female Headed

Households

Exclusive

Breastfeeding

Lifetime Risk of

Maternal Death

Low Birthweight

Babies

Mortality Rate,

Under 5

International

Migrant Stock

Labor Force

Participation Rate

Share of Women

Employed

GINI Index

Country Inequality and Trajectory Worksheet

Rate Rank in Most Recent Year

(1=Lowest, 4=Highest)

General Change Over Time

(Indicate with X in one option)

Overall Change in Cross

National Variation

(Indicate with X in one option)