The Creation and Destruction of the Great American Middle Class (1930-2010)
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Monica Prasad Northwestern University Department of Sociology
SPRING 2016 NEW YORK UNIVERSITY SCHOOL OF LAW COLLOQUIUM ON TAX POLICY AND PUBLIC FINANCE “The Popular Origins of Neoliberalism in the Reagan Tax Cut of 1981” Monica Prasad Northwestern University Department of Sociology May 3, 2016 Vanderbilt-208 Time: 4:00-5:50 pm Number 14 SCHEDULE FOR 2016 NYU TAX POLICY COLLOQUIUM (All sessions meet on Tuesdays from 4-5:50 pm in Vanderbilt 208, NYU Law School) 1. January 19 – Eric Talley, Columbia Law School. “Corporate Inversions and the unbundling of Regulatory Competition.” 2. January 26 – Michael Simkovic, Seton Hall Law School. “The Knowledge Tax.” 3. February 2 – Lucy Martin, University of North Carolina at Chapel Hill, Department of Political Science. “The Structure of American Income Tax Policy Preferences.” 4. February 9 – Donald Marron, Urban Institute. “Should Governments Tax Unhealthy Foods and Drinks?" 5. February 23 – Reuven S. Avi-Yonah, University of Michigan Law School. “Evaluating BEPS” 6. March 1 – Kevin Markle, University of Iowa Business School. “The Effect of Financial Constraints on Income Shifting by U.S. Multinationals.” 7. March 8 – Theodore P. Seto, Loyola Law School, Los Angeles. “Preference-Shifting and the Non-Falsifiability of Optimal Tax Theory.” 8. March 22 – James Kwak, University of Connecticut School of Law. “Reducing Inequality With a Retrospective Tax on Capital.” 9. March 29 – Miranda Stewart, The Australian National University. “Transnational Tax Law: Fiction or Reality, Future or Now?” 10. April 5 – Richard Prisinzano, U.S. Treasury Department, and Danny Yagan, University of California at Berkeley Economics Department, et al. “Business In The United States: Who Owns It And How Much Tax Do They Pay?” 11. -
Pink Collar Work
September 2017 Pink collar work Gender and the Ohio workplace Lea Kayali Introduction Women are an essential part of the Ohio and national workforce. However, men consistently earn more than women. We call this wage disparity the gender pay gap. Improving jobs and compensation for women will boost our economy and provide more opportunity and security to women and their families. Husbands, sons and fathers depend on the salaries of women in their lives. Equal pay concerns all of us. Analysts cite several reasons for the gender wage gap. These include discrimination, differential compensation for jobs that have historically attracted men and women, occupational choice, level of labor force participation, and hours of work. This report provides an overview of the job market women face and considers these variables and the effect they have on the gap. Women in the workforce: An overview Women are a little less than half (48 percent) of Ohio’s workers.1 Men are more likely both to be in the labor force (68 percent) than women (57 percent) and to be employed (65 vs. 57 percent). Women comprise a far higher share of part-time workers than men do. It’s hard for families with children to send all adults into the workforce full time, so the lower-paid parent often works part time to manage more of the parenting. Figure 1 Ohio labor force statistics by gender, 2016 Source: EPI analysis of CPS Labor Force Data 1People are part of the workforce if they are working or are unemployed but actively seeking work. -
Most Americans Say the Current Economy Is Helping the Rich, Hurting the Poor and Middle Class
FOR RELEASE December 11, 2019 Most Americans Say the Current Economy Is Helping the Rich, Hurting the Poor and Middle Class Roughly half of lower-income Republicans say current economic conditions are hurting them and their families BY Ruth Igielnik and Kim Parker FOR MEDIA OR OTHER INQUIRIES: Ruth Igielnik, Senior Researcher Kim Parker, Director, Social Trends Research Tanya Arditi, Communications Manager 202.419.4372 www.pewresearch.org RECOMMENDED CITATION Pew Research Center, December, 2019, “Most Americans Say the Economy Is Helping the Rich, Hurting the Poor and Middle Class” 1 PEW RESEARCH CENTER About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping America and the world. It does not take policy positions. The Center conducts public opinion polling, demographic research, content analysis and other data-driven social science research. It studies U.S. politics and policy; journalism and media; internet, science and technology; religion and public life; Hispanic trends; global attitudes and trends; and U.S. social and demographic trends. All of the Center’s reports are available at www.pewresearch.org. Pew Research Center is a subsidiary of The Pew Charitable Trusts, its primary funder. © Pew Research Center 2020 www.pewresearch.org 2 PEW RESEARCH CENTER Most Americans Say the Current Economy Is Helping the Rich, Hurting the Poor and Middle Class Roughly half of lower-income Republicans say current economic conditions are hurting them and their families By many measures, the U.S. economy is doing well. Public gives the economy mixed reviews; most say it’s Unemployment is near a 50- helping the rich, while few say it’s helping them year low, consumer spending % saying economic conditions in the country are … is strong and the stock market is delivering solid returns for investors. -
Growing Detroit's African-American Middle
v GROWING DETROIT’S AFRICAN-AMERICAN MIDDLE CLASS THE OPPORTUNITY FOR A PROSPEROUS DETROIT GROWING DETROIT’S AFRICAN-AMERICAN MIDDLE CLASS THE OPPORTUNITY FOR A PROSPEROUS DETROIT Photography Tafari Stevenson-Howard 1st Printing: February 2019 GROWING DETROIT’S AFRICAN-AMERICAN MIDDLE CLASS THE OPPORTUNITY FOR A PROSPEROUS DETROIT 4 FOREWORD Foreword There’s a simple, universal concept concerning economic, social and educational growth that must be front of mind in planning about enlarging the black middle class: Authentic development and growth require deliberate investment. If we want to see more black people enter the middle class, we must invest in endeavors and interventions that lead to better- paying jobs, affordable housing, efficient transportation and effective schools. Though these amenities will attract middle- class people back to Detroit, the focus on development must be directed at uplifting a greater percentage of current residents so that they have the necessary tools to enter the middle class. Meaning, growing the black middle class in Detroit should not result from pushing low-income people out of the city. One may think a strategy to attract people back into to the city should take priority. White and middle-class flight significantly influenced the concentrations of families who make less than $50,000 in the suburbs (30 percent) and in Detroit (75 percent), according to findings in Detroit Future City’s “139 Square Miles” report. Bringing suburbanites back into the city would alter these percentages, and we most certainly want conditions that are attractive to all middle- class families. However, we also don’t want to return to the realities where the devaluing of low-income and black people hastened the flight to the suburbs. -
Bangor, Maine, 1880-1920 Sara K
The University of Maine DigitalCommons@UMaine Electronic Theses and Dissertations Fogler Library 2001 "The Littleit C y in Itself ": Middle-Class Aspirations in Bangor, Maine, 1880-1920 Sara K. Martin Follow this and additional works at: http://digitalcommons.library.umaine.edu/etd Part of the Human Geography Commons, Social History Commons, and the Urban, Community and Regional Planning Commons Recommended Citation Martin, Sara K., ""The Little itC y in Itself": Middle-Class Aspirations in Bangor, Maine, 1880-1920" (2001). Electronic Theses and Dissertations. 197. http://digitalcommons.library.umaine.edu/etd/197 This Open-Access Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of DigitalCommons@UMaine. "THE LITTLE CITY IN ITSELF": MIDDLE-CLASS ASPIRATIONS IN BANGOR, MAINE, 1880-1920 By Sara K. Martin Thesis Advisor: Dr. Martha McNamara An Abstract of the Thesis Presented in Partial Fulfillment of the Requirements for the Degree of Master of Arts (in History) December, 2001 This thesis examines the inception and growth of "the Little City in Itself," a residential neighborhood in Bangor, Maine, as a case study of middle-class suburbanization and domestic life in small cities around the turn of the twentieth century. The development of Little City is the story of builders' and residents' efforts to shape a middle-class neighborhood in a small American city, a place distinct from the crowded downtown neighborhoods of immigrants and the elegant mansions of the wealthy. The purpose of this study is to explore builders' response to the aspirations of the neighborhood's residents for home and neighborhood from 1880 to 1920, and thus to provide insight into urban growth and ideals of family life in small American cities. -
Job Creation Programs of the Great Depression: the WPA and the CCC Name Redacted Specialist in Labor Economics
Job Creation Programs of the Great Depression: The WPA and the CCC name redacted Specialist in Labor Economics January 14, 2010 Congressional Research Service 7-.... www.crs.gov R41017 CRS Report for Congress Prepared for Members and Committees of Congress Job Creation Programs of the Great Depression: the WPA and the CCC ith the exception of the Great Depression, the recession that began in December 2007 is the nation’s most severe according to various labor market indicators. The W 7.1 million jobs cut from employer payrolls between December 2007 and September 2009, when it is thought the latest recession might have ended, is more than has been recorded for any postwar recession. Job loss was greater in a relative sense during the latest recession as well, recording a 5.1% decrease over the period.1 In addition, long-term unemployment (defined as the proportion of workers without jobs for longer than 26 weeks) was higher in September 2009—at 36%—than at any time since 1948.2 As a result, momentum has been building among some members of the public policy community to augment the job creation and worker assistance measures included in the American Recovery and Reinvestment Act (P.L. 111-5). In an effort to accelerate improvement in the unemployment rate and job growth during the recovery period from the latest recession,3 some policymakers recently have turned their attention to programs that temporarily created jobs for workers unemployed during the nation’s worst economic downturn—the Great Depression—with which the latest recession has been compared.4 This report first describes the social policy environment in which the 1930s job creation programs were developed and examines the reasons for their shortcomings then and as models for current- day countercyclical employment measures. -
PROFESSOR of PRACTICE (Revised 9/18)
V-20 PROFESSOR OF PRACTICE (Revised 9/18) I. Definition Appointees in the Professor of Practice series are distinguished professionals, either practicing or retired. A few may have traditional academic backgrounds, but most do not. The working title of Professor of Practice helps promote the integration of academic scholarship with practical experience. Appointees provide faculty, undergraduate students, and graduate students with an understanding of the practical applications of a particular field of study. Professors of Practice teach courses, advise students, and collaborate in areas directly related to their expertise and experience. Appointment may be made as Professor of Practice or Visiting Professor of Practice. The underlying title of Adjunct Professor will be used for payroll purposes. II. Appointment and advancement criteria Evaluation of the candidate for appointment or advancement as Professor of Practice or Visiting Professor of Practice shall take into account the nature of the duties and responsibilities and shall adjust accordingly as to the emphasis placed on each of the following four criteria: 1. Professional competence and activity For appointments, departments must identify the candidate’s leadership in, and major contributions to, the field in question as well as document what credentials from practice he or she will bring to bear in teaching, research, and service. At the time of review, the department must demonstrate the appointee’s continued record of exemplary professional practice and leadership in the field. 2. Teaching contributions Professors of practice will design and teach undergraduate and graduate courses based on their expertise. Appointees are expected to teach primarily in professional programs at the graduate level. -
Middle Class Index
2011Middle Class Index SPONSORS: MEDIA PARTNER: ABOUT MASSINC The Massachusetts Institute for a New Commonwealth (MassINC) is a non-partisan think tank and civic organization focused on putting the American Dream within the reach of everyone in Massachu- setts. MassINC uses three distinct tools—research, journalism, and civic engagement—to fulfi ll its mission, each characterized by accurate data, careful analysis, and unbiased conclusions. MassINC sees its role not as an advocacy organization, but as a rigorously non-partisan think tank, whose outcomes are measured by the infl uence of its products in helping to guide advocates and civic and policy leaders toward decisions consistent with MassINC’s mission, and in helping to engage citizens in understanding and seeking to infl uence policies that affect their lives. MassINC is a 501(c)3, tax exempt, charitable organization supported by contributions from indi- viduals, corporations, and foundations. MassINC’s work is published for educational purposes. Views expressed in the Institute’s reports are those of the authors and not necessarily those of MassINC’s directors, staff, sponsors, or other advisors. This work should not be construed as an attempt to infl uence any election or legislative action. ABOUT THE AMERICAN DREAM INITIATIVE The American Dream Initiative is a multi-dimensional project that includes the MassINC Middle Class Index, long-form journalism in a special fall issue of CommonWealth magazine, and a major forthcoming research report prepared jointly with the Center for Labor Market Studies at Northeastern University. ACKNOWLEDGEMENTS MassINC would like to acknowledge Partners Health Care and Blue Cross Blue Shield of Massachusetts for their generous support of MassINC’s American Dream Initiative. -
Slavery and Reparative Justice by Professor Sir Geoff Palmer British Slavery in the West Indies Was Chattel Slavery and Was Lega
Slavery and Reparative Justice by Professor Sir Geoff Palmer British slavery in the West Indies was Chattel Slavery and was legal. This slavery was supported by a Slave Trade which was abolished in 1807. One important aspect of the abolition of the slave trade was that the powerful Scottish politician Henry Dundas proposed successfully in Parliament in 1792 that this trading in slaves should be “gradually” abolished. This prolonged the Slave Trade for another 15 years during which time about 630,000 African people were transported into slavery. There were about 800,000 British Slaves in the West Indies when slavery was finally abolished in 1838. About 30% of the slave plantations in the British West Indies were owned by Scots. There is now significant evidence of Scotland’s involvement in this slavery. It is worth noting that documents such as the Jamaica Telephone Directory contain a significant number of Scottish surnames. Many place names in Jamaica are Scottish in origin and the flags of Jamaica and Scotland are of the same design. The year 2007 was the 200 th anniversary of the abolition of the Slave Trade. Since this date there has been a significant growth in interest in this slavery. Evidence seems to suggest that many Scottish people were not aware of the extent to which Scotland was involved in the practice of British slavery in the West Indies. It is this ‘public interest’ that has induced institutions to adopt a more serious approach to the study of Chattel Slavery. This extends from schools to universities to national and international organisations. -
Criteria for Promotion to the Rank of Teaching Professor Teaching
Criteria for Promotion to the rank of Teaching Professor Teaching excellence beyond Senior Lecturer Since senior lecturers are required to stay current in their discipline and pedagogy, but not required to seek promotion to Teaching Professor, the evidence supporting promotion should go beyond the excellent teaching typically expected of a senior lecturer. To qualify as a Teaching Professor, the candidate must have a record of accomplishment that advances the teaching mission of Indiana University. The criteria for granting long-term contracts after a probationary period shall be analogous to the criteria for granting tenure, except that lecturers shall earn the right to a long-term contract on the basis of their excellence only in those responsibilities that may be assigned to them. Each school will establish procedures and specific criteria for review of individuals concerning the renewal of long-term contracts or their equivalent.1 Promotion to Senior Lecturer or higher is based on continued improvement in and demonstration of excellence in teaching or service, with at least satisfactory performance in the remaining area.2 The dossier should convincingly substantiate a case in accordance both with the criteria in the Indiana University Academic Handbook and with any approved unit promotion and tenure guidelines. Promotion to Teaching Professor is analogous to being promoted from Associate to Full Professor. While no specific distinctions are made between being promoted to Associate Professor, to Professor, to Senior Lecturer or to Teaching Professor, higher levels of promotion will expect greater demonstrated achievement— in merit and in impact. However, what indicates excellence—for example, in research for a person seeking promotion to associate professor—is quantitatively and qualitatively different from what is expected of a person seeking promotion to professor.3 Lecturers are academic appointees whose primary responsibility is teaching. -
Chapter 24 the Great Depression
Chapter 24 The Great Depression 1929-1933 Section 1: Prosperity Shattered • Recount why financial experts issued warnings about business practices during the 1920s. • Describe why the stock market crashed in 1929. • Understand how the banking crisis and subsequent business failures signaled the beginning of the Great Depression. • Analyze the main causes of the Great Depression. Objective 1: Recount why financial experts issued warnings about business practices during the 1920s. • Identify the warnings that financial experts issued during the 1920s: • 1 Agricultural crisis • 2 Sick industry • 3 Consumers buying on credit • 4 Stock speculation • 5 Deion is # 1 Objective 1: Recount why financial experts issued warnings about business practices during the 1920s. • Why did the public ignore these warnings: • 1 Economy was booming • 2 People believed it would continue to grow Objective 2: Describe why the stock market crashed in 1929. Factors That Caused the Stock Market Crash 1. Rising interest rates 2. Investors sell stocks 3. Stock prices plunge 4. Heavy sells continue The Crash Objective 3: Understand how the banking crisis and subsequent business failures signaled the beginning of the Great Depression. Depositor withdrawal Banking Crisis Default on loans The Banking Crisis Margin calls and Subsequent Business Failures Unable to obtain resources Business Failures Lay-offs and closings Objective 4: Analyze the main causes of the Great Depression. • Main causes of the Great Depression and how it contributed to the depression: • Global economic crises, the U.S didn’t have foreign consumers. • The income gap deprived businesses of national consumers • The consumers debt led to economic chaos Section 2: Hard Times • Describe how unemployment during the Great Depression affected the lives of American workers. -
Measuring the Great Depression
Lesson 1 | Measuring the Great Depression Lesson Description In this lesson, students learn about data used to measure an economy’s health—inflation/deflation measured by the Consumer Price Index (CPI), output measured by Gross Domestic Product (GDP) and unemployment measured by the unemployment rate. Students analyze graphs of these data, which provide snapshots of the economy during the Great Depression. These graphs help students develop an understanding of the condition of the economy, which is critical to understanding the Great Depression. Concepts Consumer Price Index Deflation Depression Inflation Nominal Gross Domestic Product Real Gross Domestic Product Unemployment rate Objectives Students will: n Define inflation and deflation, and explain the economic effects of each. n Define Consumer Price Index (CPI). n Define Gross Domestic Product (GDP). n Explain the difference between Nominal Gross Domestic Product and Real Gross Domestic Product. n Interpret and analyze graphs and charts that depict economic data during the Great Depression. Content Standards National Standards for History Era 8, Grades 9-12: n Standard 1: The causes of the Great Depression and how it affected American society. n Standard 1A: The causes of the crash of 1929 and the Great Depression. National Standards in Economics n Standard 18: A nation’s overall levels of income, employment and prices are determined by the interaction of spending and production decisions made by all households, firms, government agencies and others in the economy. • Benchmark 1, Grade 8: Gross Domestic Product (GDP) is a basic measure of a nation’s economic output and income. It is the total market value, measured in dollars, of all final goods and services produced in the economy in a year.