Income Growth for Whom?

Income Growth for Whom? Purpose: This assignment is designed for students to critically think and discuss inequality in the distribution of income and wealth in the United States. Task: First, students will view the following the clip: Wealthy Inequality in America; if you are not able to access the clip, use following link: https://www.youtube.com/watch?v=QPKKQnijnsM&t=24s Students will need to review the following chart and read the information below in order to respond to the discussion questions Debunking Society's Myths Myths: Anyone who works hard enough in the United States can get ahead. Sociological Research: There are periods in society when some groups are able to move ahead. As examples, the Black middle class expanded following changes in civil rights laws in the 1960s; the White middle class also grew in the post--World War II period as the result of such things as GI benefits for returning vets and government support for home ownership. However, although there are exceptions, most people do not change their social class position from that in which they were born. As the graph indicates, at times groups may even fall further behind as the result of conditions in society (Piketty 2014; Noah 2013). In order for sociologists to extend research to the whole of society (macro-level) we do not look at individual cases in society. For example, we all know of people who have been able to move from one social class to another social class, but this is not the norm, according to sociological research. As stated above most people tend to stay in the same social class they are were born into. In U.S. society, we do not have this significant upward social mobility from working class to upper middle class--this is extremely rare. Questions: Next, students will respond to the following discussion questions using subheadings: Trends (use this subheading) In this section you will discuss the trends shown in the graph and in the video clip. You need describe two (2) important elements from the data presented on the graph/chart. Each of the elements should be discussed briefly. When identifying the trends make sure to information from the graph/chart, video, the short reading "Debunking Society's Myth", and the course material to support your response. Personal Trouble (use this subheading) In this section you will define the term personal trouble. When defining the term make sure to use an in-text citation (the best source is your textbook and/or your notes). You will then need to identify a personal trouble that can be caused by the trends shown from the graph/chart and the video. Social Issue (use this subheading) In this section you will define the term social issue. When defining the term make sure to use an in-text citation (the best source is your textbook and/or your notes). You will then need to identify a social issue that can be caused by the trends shown in the graph/chart and the video. Remember when identifying a social issue, it is good to connect it to the larger structure in society. Opportunities/Concern (use this subheading) In this section you will need to critically think about what these trends mean for people in society. How do these trends potentially affect opportunities for people? Think about your background in terms of social class and your life chances. A strong response would define life chances (the best source is your textbook and/or your notes) and discuss how your life chances impact your life choices. Recommendations (use this subheading) In this section you will discuss three (3) recommendations that can potentially reverse the trends within the graph/chart and video. Remember to move beyond the individual, as the trends effect a significant number of people in society.