Global Perspectives on Poverty, Inequality, and Vulnerability

Global Perspectives on Poverty, Inequality, and Vulnerability

Global perspectives on poverty, inequality, and vulnerability

HONS 391.001 (Special Topics)

The College of Charleston

Summer II 2015

(Credit Hours: 3)

Faculty: Melissa Siegel,

Stephanie B Wheeler, PhD

Course meeting time: 9:45-11:30AM Monday-Friday

Location: HONS 200

Office hours: By appointment

***

Course Overview:

This multidisciplinary special topics course examines theoretical and applied concepts in poverty, inequality, and vulnerability. In particular, we explore the literature delving into the relationships among these concepts and human migration, health, and well-being. The course begins with a general introduction to the course and the methods used in the course on the first Thursday and Friday. In the first full week, we begin with an overview of the definitions of poverty, causes of poverty, global distribution of poverty, and poverty measurement. In Week 2, we move on to defining inequality, exploring social justice as related to inequality, understanding root causes of income, health, educational, and social inequalities within and between countries, and outcomes resulting from inequality. In Week 3, we move to understanding the literature around human vulnerability, including economic, health-related, and social vulnerability. In particular, we discuss risk and shocks, correlates of vulnerability, root causes of vulnerability within and between countries, and outcomes among vulnerable populations. In Week 4, we explore how poverty, inequality, and vulnerability relate more specifically to human migration, health, and overall well-being, as well as policies to mitigate poverty, inequality, and vulnerability. This course is taught by applied scientists strongly rooted in public policy and public health disciplines, but is relevant for students interested in economics, sociology, history, anthropology, education, science, statistics, and other related fields. This course is highly interactive, featuring problem-based learning and student-led presentations based upon assigned readings and additional relevant resources identified by students. In order to make this a rewarding learning experience for all involved, students should be prepared to engage in the literature, contribute actively to in-class discussions, raise questions and express their reactions to concepts explored, and attend all in-class sessions. We anticipate that this will be a collaborative and intellectually stimulating learning endeavor for all involved!

Objectives and Outcomes:

At the end of this course, our expectation is that students will:

  1. Understand and be able to define poverty, inequality, and vulnerability
  2. Describe the multifactorial and multilevel determinants of poverty, inequality, and vulnerability
  3. Understand relationships between material advantage or disadvantage and health and well-being
  4. Understand inequalities in the distribution of health and its social determinants

In Class Sessions:

We will meet in-person every day Monday-Friday during Summer II (July 10-August 8, 2014, with the final exam occurring on the last day of class, August 8).

Grading Components:

PBL Sessions (Discussion, Preparation, Presentation of Approaches/Solutions): 40% (8 sessions * 5% each=40%)

Weekly Special Topics Presentations: 30% (3 presentations * 10% each= 30%)

Final Exam: 30% (1 final * 30%)

Course Format:

Each week, we will have 2 problem-based learning (PBL) assignments. Every Monday and Wednesday will be pre-discussion days and every Tuesday and Thursday will be post-discussion days. PBL topics of the week will be introduced on Day 1/3 (Monday/Wednesday), with a pre-discussion of the topic in the first part of class (by students, in conjunction with Instructors who will help guide the discussion). Students are then expected to do self-study based on the learning goals of the PBL. On Day 2/4 (Tuesday/Thursday), students will be asked to present answers/solutions to the learning goals and turn in a short description of their answers (no more than 5 pages, double-spaced, with citations as appropriate) by midnight on the day of the post-discussion. On Fridays, we will have special topics presentations.

Each Monday, students will be divided into groups of 2 for each Friday special topics presentation. Pairs will be assigned at the beginning of every week and the composition will change each week. In case of an odd number in the class there will be one group of 3. On Day 5/Friday, each pair of students will be asked to give a short presentation (10-15 minutes) about a special topic they have chosen for a “deep dive” that is relevant to the material covered that week. Students should have their topics approved by instructors by the end of day Wednesday via e-mail. Students should write a 2-3 sentence description of the topic for approval. We have provided suggested optional readings for special topics, but students may choose any special topic they like as long as it is relevant to the material covered that week. We recognize and value the diversity in backgrounds, education/discipline, and interests that students bring to the course, so we encourage you to pick a topic that is relevant to your major and your interests and share what you have learned about it with the class. A “deep dive” consists of defining a singular special topic (e.g., microfinance lending to HIV+ women in South Africa to promote overall health) and then doing a literature review and/or horizon scan of online resources in that topic area to understand the issues more deeply. Each presentation should (a) briefly describe the special topic, objective, or research question that motivated the presentation; (b) summarize some of the key literature reviewed about that topic (at least 3 sources required); (c) present critical policy and/or public health questions at issue; and (d) conclude with a short description of how the student’s perspective or understanding has changed as a result of digging deeper into this topic. Presentations should be turned in before class on Fridays.

The final exam may consist of short answer, long problems, essay questions, and/or reading of and reflection on an article. The exam requires students to demonstrate basic knowledge and comprehension, to apply concepts to specific problems and situations, to analyze how different concepts, trends, and issues influence human welfare, human health, and/or health care delivery and policy, and to integrate and synthesize information across the course. The exam covers material from required readings, lectures, discussion forums, and in-class discussions. Students may NOT discuss exam material with their classmates under any circumstances. The final exam is individual work.

Grading:

95 or above (A+)

90-94 (A)

85 to 89 (B+)

80 to 84 (B)

75 to 79 (C+)

70 to 74 (C)

65 to 69 (D+)

60 to 64 (D)

Below 60 (F)

Attendance:

We expect students to attend all in-class sessions, unless an excused absence is approved by the Instructors.

Readings and Class Participation:

Advance reading of the required materials is essential for this course to be successful. Because this course will be highly interactive, being unprepared by not reading the materials is unacceptable. Please make the effort to prepare for class. Having prepped for class in advance will ensure that your class participation is meaningful, well-informed, and thoughtful. In addition, your problem-based learning grade will incorporate our assessment of the quality of your class participation and preparation.

Classroom Etiquette:

We expect students to arrive on time for all class sessions; it is rude to your peers and to your Instructors to be late.

We strongly believe in promoting a diverse and inclusive environment in the classroom. “In the classroom, diversity strengthens the products, enriches the learning, and broadens the perspectives of all in the class. Diversity requires an atmosphere of inclusion and tolerance, which oftentimes challenges our own closely-held ideas, as well as our personal comfort zones. The results, however, create a sense of community and promote excellence in the learning environment. This class will follow principles of inclusion, respect, tolerance, and acceptance that support the values of diversity. Diversity includes consideration of: (1) life experiences, including type, variety, uniqueness, duration, personal values, political viewpoints, and intensity; and (2) factors related to “diversity of presence,” including, among others, age, economic circumstances, ethnic identification, family educational attainment, disability, gender, geographic origin, maturity, race, religion, sexual orientation, social position, and veteran status.”[1]

“Inclusive classrooms are classrooms in which instructors and students work together to create and sustain an environment in which everyone feels safe, supported, and encouraged to express her or his views and concerns. In these classrooms, the content is explicitly viewed from the multiple perspectives and varied experiences of a range of groups. Content is presented in a manner that reduces all students' experiences of marginalization and, wherever possible, helps students understand that individual experiences, values, and perspectives influence how they construct knowledge in any field or discipline. Instructors in inclusive classrooms use a variety of teaching methods in order to facilitate the academic achievement of all students. Inclusive classrooms are places in which thoughtfulness, mutual respect, and academic excellence are valued and promoted.”[2]

Time Management:

From the time we introduce a new PBL topic, students will have approximately one day to investigate that topic – using the readings, lecture slides, other literature and online searches. Make use of this time: others’ experience suggests that you will need it.

All coursework is due by the deadline specified. Late assignments will not be tolerated. From time to time, extenuating circumstances or special needs require modification of this policy; such changes should be requested well in advance of the due date and are only deemed appropriate and acceptable when confirmed by an email from the professor. Otherwise, a grade reduction of 25% per day will be applied to late assignments.

Course Schedule:

Topic / Readings + additional explanation
Week 1: Introduction
7/16/15: Introduction to the Course, Syllabus, Expectations, Problem Based learning, Etc. / NO ASSIGNED READINGS (first day of class)
  • Introduction to Problem Based Learning

7/17/15: Snapshot of the Instructors’ Applied Research as related to Poverty, Inequality, and Vulnerability / TO BE DETERMINED
  • Understanding how course topics are applied in practice

Week 2: Poverty
7/20/15: Different concepts of poverty;
Definitions and measurement of poverty
(Dr. Siegel) /
  • Hulme, D., & Shepherd, A. (2003). Conceptualizing Chronic Poverty. World Development, 31(3), 403–423.
  • Ruggeri Laderchi, R., Saith, R. and F. Stewart (2003), ‘Does it Matter that we do not Agree on the Definition of Poverty? A Comparison of Four Approaches’, Oxford Development Studies, 31(3), pp. 243-274.
OPTIONAL ADDITIONAL READING:
  • Sen,A. (1976), "Poverty: an Ordinal Approach to Measurement," Econometrica, 44, 219-231.
  • Foster, Greer, Thorbecke (1984), ‘A Class of Decomposable Poverty Measures’, in Econometrica, 52(3), pp. 761-766.
  • Nolan, B., & Whelan, C. T. (2009). Using non-monetary deprivation indicators to analyse poverty and social exclusion in rich countries: Lessons from Europe. No. WP09/11). Dublin: The Economic and Social Research Institute.

7/21/15:
Multidimensional poverty measurement
(Dr. Siegel) /
  • FRANÇOIS BOURGUIGNON1 and SATYA R. CHAKRAVARTY (2003), The measurement of multidimensional poverty, Journal of Economic Inequality 1: 25–49
  • A. B. ATKINSON, (2003), Multidimensional deprivation: contrasting social welfare and counting approaches, Journal of Economic Inequality 1: 51–65
OPTIONAL ADDITIONAL READING:
  • Alkire, S. and J. Foster (2009), ‘Counting and Multidimensional Poverty Measurement’, OPHI Working Paper No. 32, Oxford Poverty and Human Development Initiative, Oxford.
  • Ravallion, M. (2011). On Multidimensional Indices of Poverty. World Bank - Policy Research Working Paper 5580.
  • Roelen, K., Gassmann, F. and C. de Neubourg (2011) “False Positives or Hidden Dimensions- What can monetary and multidimensional measurement tell us about child poverty?”, in International Journal of Social Welfare, DOI:10.1111/j.1468-2397.2011.00836.x.
  • Lustig, N. (2011), ‘Multidimensional Indices of Achievements and Poverty: What Do We Gain and What Do We Lose?’, Working Paper 262, Center for Global Development.
  • Ravallion, M. (2012). Troubling tradeoffs in the human development index. Journal of Development Economics, 99(2), 201-209.

7/22/15: Poverty and human health (Dr. Wheeler) /
  • Bloom, David andDavidCanning (2000).“The Health and Wealth ofNations.”Science. 287(5456): 1207-1209.
  • Isaacs, SL, and SA Schroeder (2004). “Class—The Ignored Determinant of the Nation’s Health”. New England Journal of Medicine. 351:1137-1142.

7/23/15:
Poverty and human health (Dr. Wheeler) /
  • Deaton, A. (2007). Global Patterns of Income and Health: Facts, Interpretations, and Policies. UNU World Institute for Development Economics Research (UNU-WIDER) WIDER Annual Lecture 10. pgs 1-22.
  • WHO (2012) The World Health Report, Executive Summary (pgs ix – xxii [other sections OPTIONAL])
OPTIONAL ADDITIONAL READING:
  • Gwatkin, Davidson R., Shea Rutstein, Kiersten Johnson, Eldaw Suliman,Adam Wagstaff, and Agbessi Amouzou (2007).Socio-Economic Differencesin Health, Nutrition, and Population.Washington, DC: The World Bank.

7/24/15: Special topics / SOME SUGGESTED READINGS TO GET YOU THINKING…
  • Bollinger, Nicoletti and Pudley (2012), “Two can live as cheaply as one…but three is a crowd”, ISER Working Paper Series, 2012-10, Institute for Social and Economic Research
  • Deaton, A. S. and J. Muehlbauer, (1986), On Measuring Child Costs: With applications to poor countries, Journal of Political Economy, 94(4), pp. 720-744.
  • Gordon et al. (2003), Child Poverty in the developing World
  • Roelen, K., Gassmann, F. and C. de Neubourg (2011) “False Positives or Hidden Dimensions- What can monetary and multidimensional measurement tell us about child poverty?”, in International Journal of Social Welfare, DOI: 10.1111/j.1468-2397.2011.00836.x.
  • Frances Stewart: Against Happiness
  • Van Praag, B. M., Frijters, P., & Ferrer-i-Carbonell, A. (2003). The anatomy of subjective well-being. Journal of Economic Behavior & Organization, 51(1), 29-49.
  • European Commission (2011), The Measurement of Extreme Poverty in the European Union, Manuscript, Directorate General for Employment, Social Affairs and Inclusion; (Document link on this page:
  • Black, R., King, R., & Tiemoko, R. (2003, March). Migration, return and small enterprise development in Ghana: A route out of poverty?. In International Workshop on Migration and Poverty in West Africa, University of Sussex, United Kingdom (Vol. 13).
  • Lokshin, Michael, Mikhail Bontch‐Osmolovski, and Elena Glinskaya. "Work‐Related Migration and Poverty Reduction in Nepal." Review of Development Economics 14.2 (2010): 323-332.
  • Newland, K. and E. Patrick. 2004. Beyond Remittances: The Role of Diaspora in Poverty Reduction in their Countries of Origin. Washington D.C.: Migration Policy Institute.

Week 3: Inequality
7/27/15: Basic concepts of inequality (causes, exacerbations, implications of inequality; social justice vs. unintended outcomes)
( Dr. Siegel) /
  • Haughton, J., & Khandker, S. R. (2009). Handbook on Poverty and Inequality. Washington D.C.: World Bank Publications.)
  • OECD (2011), “Divided We Stand: Why Inequality Keeps Rising”, Paris, OECD (the free pdf online)

7/28/15: Inequality for whom compared to whom;
Inequality in the developed vs. developing world
(Dr. Siegel) /
  • Ferreira, F. H. G. and Ravallion, M. 2008. Global Poverty and Inequality: A Review of the Evidence. World Bank Policy Research Working Paper No. 4632.
  • OECD (2008), “Growing Unequal? Income Distribution and Poverty in OECD Countries”, Paris, OECD
OPTIONAL ADDITIONAL READING:
  • Notten, G. and C. de Neubourg (2011), ‘Monitoring Absolute and Relative Poverty: “Not Enough” Is Not the Same as “Much Less”’, in: Review of Income and Wealth, 57(2), pp. 247-269.
  • Stewart, F. (2003) Horizontal Inequalities: A Neglected Dimension of Development. Working Paper. CRISE (Department of International Development, University of Oxford).
  • Van Praag, B. (2011). Well-being inequality and reference groups: An agenda for new research. The Journal of Economic Inequality, 9(1), 111-127.

7/29/15: Inequality in health and education
(Dr. Wheeler) /
  • Kondo, N. (2012). Socioeconomic disparities and health: impacts and pathways. J Epidemiology. 2012; 22(2):2-6. Epub 2011 Dec 10.
  • Poulton R et al. (2002). Association between children’s experience of socioeconomic disadvantage and adult health: a life-course study. The Lancet. 360: Nov.23, 2002, 1640-1645.
  • Marmot, M. (2005). Social determinants of health inequalities. Lancet, 365(9464), 1099-1104.
  • Gwatkin, D. R . (2000). “Health Inequalities and the Health of the Poor:What do we know?What can we do?”Bulletin of the World HealthOrganization. 78(1): 3-18.
OPTIONAL ADDITIONAL READING:
  • Lynch, J. W., Smith, G. D., Kaplan, G. A., & House, J. S. (2000). Income inequality and mortality: importance to health of individual income, psychosocial environment, or material conditions. BMJ: British Medical Journal, 320(7243), 1200.

7/30/15:
Inequality in health and education
(Dr. Wheeler) /
  • Gakidou, E. E., C. J. L. Murray, and J. Frenk. (2000). “Defining and Measuring Health Inequality: An Approach Based on the Distribution of Health Expectancy.” Bulletin of the World Health Organization, 78(1): 42-54.

7/31/15: Special topics / SOME SUGGESTED READINGS TO GET YOU THINKING…
  • Popkin, B. (2001). “The Nutrition Transition and Obesity in the Developing World”. Journal of Nutrition 131, 871S-73S.
  • Kremer, Michael(2002). “Pharmaceuticals and the Developing World.”Journal of Economic Perspectives16(4): 67-90.
  • Hotchkiss, DR, ML Diana, KG Foreit. “How can routine health information systems improve health systems functioning in low- and middle-income countries? Assessing the evidence base.” Adv Health Care Manag. 2012; 12:25-58.
  • Brown, R. P., & Jimenez, E. (2008). Estimating the net effects of migration and remittances on poverty and inequality: comparison of Fiji and Tonga. Journal of International Development, 20(4), 547-571.
  • Acosta, P., Calderon, C., Fajnzylber, P., & Lopez, H. (2008). What is the impact of international remittances on poverty and inequality in Latin America?. World Development, 36(1), 89-114.

Week 4: Vulnerability
8/3/15: Basic concepts of vulnerability and dealing with risk
(Dr. Siegel) /
  • Hoogeveen, J., Tesliuc, E., Vakis, R., & Dercon, S. (2005). A Guide to the Analysis of Risk, Vulnerability and Vulnerable Groups. World Bank.

8/4/15: Vulnerability in the developed vs. developing world
(Dr. Siegel) /
  • Ahmed, Akhter U., Ruth Vargas Hill, Lisa C. Smith, Doris M. Wiesmann,and Tim Frankenberger (2007). “The World’s Most Deprived: Characteristicsand Causes of Extreme Poverty and Hunger.” 2020 Discussion Paper No. 43,International Food Policy Research Institute (IFPRI), Washington, DC. “Chapter 4.3: Sudden and Unexpected Events”. Available at

8/5/15: Vulnerability with regard to health and well-being, including shocks and the role of insurance
(Dr. Wheeler) /
  • Bradley, CJ, D Neumark, and M Motika. The effects of health shocks on employment and health insurance: the role of employer-provided health insurance. nt J Health Care Finance Econ. 2012 Dec;12(4):253-67. doi: 10.1007/s10754-012-9113-2. Epub 2012 Sep 15.
OPTIONAL ADDITIONAL READINGS:
  • Solar O, Irwin A. WHO (2010). A conceptual framework for action on the social determinants of health: Social determinants of health discussion paper 2 (Policy and Practice).
  • von Braun, Joachim (2005). The World Food Situation: An Overview.Washington DC: IFPRI.
  • Fothergill, Alice & Lori Peek. 2004. “Poverty and disasters in the United States: A review of recent sociological findings.” Natural Hazards 32: 89-210.
  • Grabovschi, Cristina, Christine Loignon, and Martin Fortin. Mapping the concept of vulnerability related to health care disparities: a scoping review. BMC Health Services Research 2013, 13:94.
  • Liu, Kai. Insuring against Health Shocks: Health Insurance, Consumption Smoothing and Household Choices. 2013.
  • Johnson, Eric, and C Lockwood Reynolds. 2011. The effect of household health shocks on the educational attainment of youth.

8/6/15:
Vulnerability with regard to health and well-being, including shocks and the role of insurance
(Dr. Wheeler) / CHOOSE 3 FROM THE BELOW READING LIST:
  • U.S. Census, “Income, poverty and health insurance coverage in the United States: 2010.”
  • Oberlander, John. Throwing Darts: Americans' Elusive Search for Health Care Cost Control Journal of Health Politics, Policy and Law (2011) 36(3): 477-484.
  • Stubblefield, AG et al. 2011. Caring for Vulnerable Populations: A Report to the American Hospital Association Committee on Research.
  • ObamaCare Summary. 2014.
  • “The Coverage Gap: Uninsured poor adults in states that do not expand Medicaid”. April 2, 2014. Kaiser Family Foundation.
  • Brook, Robert H., Emmett B. Keeler, Kathleen N. Lohr, Joseph P. Newhouse, John E. Ware, William H. Rogers, Allyson Ross Davies, Cathy D. Sherbourne, George A. Goldberg, Patricia Camp, Caren Kamberg, Arleen Leibowitz, Joan Keesey, David Reboussin. “The Health Insurance Experiment: A Classic RAND Study Speaks to the Current Health Care Reform Debate”.

8/7/15: Special topics /
  • Barrett, Christopher B. and Daniel G. Maxwell (2006).“Towards a GlobalFood Compact.”Food Policy. 31: 105–118.
  • Thomson, H, S Thomas, E Sellstrom, and M Petticrew. “Housing improvements for health and associated socio-economic outcomes”. (2013) Cochrane Database Syst Rev. Feb 28; 2:CD008657.
  • Khandker, Shahidur R., MA Baqui Khalily, and Hussain A. Samad. "Seasonal Hunger and Its Mitigation in North-West Bangladesh." The Journal of Development Studies 48.12 (2012): 1750-1764

Week 5: Approaches to mitigating poverty, inequality and vulnerability
8/10/15: Overview of global policies that can deal with these issues (Welfare state typologies)
(Dr. Siegel) /
  • OECD (2009), Social Protection, Poverty Reduction and Pro-Poor Growth
  • Gøsta Esping-Andersen, The Three Worlds of Welfare Capitalism (Cambridge: Polity Press,1990)
  • United Nations Development Programme (UNDP) (2003). Human Development Report 2003: Millennium Development Goals:A compact amongnations to end human poverty.New York: Oxford University Press.Pp. 27-68.

8/11/15: Overview of migration as a means of improving human welfare
(Dr. Siegel) /

Wright, K., & Black, R. (2011). Poverty, migration and human well‐being: towards a post‐crisis research and policy agenda. Journal of International Development, 23(4), 548-554.

  • UNDP (2009) Overcoming barriers: Human mobility and development. Human Development Report 2009. New York: United Nations Development Programme. See
  • Adams, R. and J. Page, 2005. “Do international migration and remittances reduce poverty in developing countries?” World Development, 33, 10, pp. 1645-1669.
  • Azcona, G. 2009. “Migration in Participatory Poverty Assessments: A Review.” Human Development ResearchPaper No. 56. New York: United Nations Development Programme, Human Development Report Office.
  • Gibson, J., & McKenzie, D. (2006). How can developing country Governments facilitate international migration for poverty reduction?. Migration and Poverty, 125.
  • De Haan, Arjan. "Livelihoods and poverty: The role of migration‐a critical review of the migration literature." The journal of development studies 36.2 (1999): 1-47.
  • De Haan, A., & Yaqub, S. (2009). Migration and Poverty: Linkages, Knowledge Gaps and Policy Implications. United Nations Research Institute for Social Development.
  • Black, R. and J. Sward. 2009. “Migration, Poverty Reduction Strategies and Human Development.” Human DevelopmentResearch Paper No. 38. New York: United Nations Development Programme, Human Development Report Office.
  • de Haan, A. 2013. Labor migration, poverty, and inequality. The Encyclopedia of Global Human Migration.
  • De Haas, H. (2010). Migration and development: a theoretical perspective. International Migration Review, 44(1), 227-264
  • Portes, L. S. V. (2009). Remittances, poverty and inequality. Journal of Economic Development, 34(1), 127-140.
  • Schiff, Maurice. "On the underestimation of migration’s income and poverty impact." Review of Economics of the Household 6.3 (2008): 267-284.
  • Sørensen, N. N. 2013. Poverty, development, and migration. The Encyclopedia of Global Human Migration

8/12/15:
Overview of national and multi-national health policies
(Dr. Wheeler) /
  • Filmer, Deon, Jeffrey S. Hammer, and Lant H. Pritchett(2000). “Weak Linksin the Chain: A Diagnosis of Health Policy in Poor Countries.” World BankResearch Observer. 15(2): 199-224.
  • Filmer, Deon, Jeffrey S. Hammer, and Lant H. Pritchett(2002). “Weak Linksin the Chain II: A Prescription for Health Policy in Poor Countries.” World BankResearch Observer. 17(1): 47-66.
  • Pons-Vigués M1, Diez È, Morrison J, Salas-Nicás S, Hoffmann R, Burstrom B, van Dijk JP, Borrell C. (2014). Social and health policies or interventions to tackle health inequalities in European cities: a scoping review. BMC Public Health. 14:198.
  • Add ACA and HealthyPeople2020 policies

8/13/15:
Behavioral economics
(Dr. Wheeler) /
  • Dolan, P, M Hallsworth, D Halpern, D King, and I Vlaev. MINDSPACE: Influencing behavior through public policy. United Kingdom Institute for Government. March 2010. pgs. 11-62

8/14/15: FINAL EXAM

[1]University of North Carolina, Department of Health Policy and Management, Committee on Diversity and Inclusion. 2014. Recognizing, Valuing and Encouraging Diversity in Classrooms.