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Sociology in Our Times

DIANA KENDALLBaylor University

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Sociology in Our Times, Seventh EditionDiana Kendall


CHAPTER 9

Wealth and Poverty in Global Perspective

Problems in Studying Global Inequality

Classifi cation of Economies by Income

Measuring Global Wealth and Poverty

Global Poverty and Human Development Issues

Theories of Global Inequality

Global Inequality in the Future

Global Stratifi cation

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CHAPTER FOCUS QUESTION: How are global stratifi ca-tion and gender linked?

Marathon running has taken me a long way from my roots

in the small town of Baringo in Kenya’s Rift Valley. I grew

up knowing what it was like to be poor and hungry. When-

ever I come to London or other cities in the developed

world to compete in marathons, I enter a different uni-

verse where choice, opulence and opportunity characterize

people’s lives.

It has been fascinating to follow the debate in Britain

about school meals. I have listened to the arguments about

whether children should be allowed to eat Turkey Twiz-

zlers, or beefburgers and chips. I wish it could be the same

the world over. While nutrition is a serious matter for any

child, for me and my classmates [in Kenya] it was never

really a case of what we might choose to eat, but rather

whether we would eat at all.

Most kids in Baringo had to help their families earn a

living. Education was out of the question or, at best, some-

thing only one child in the family could pursue. For the

lucky ones like me, who could go to school, the three-mile

trek each morning on an empty stomach made it diffi cult,

and sometimes impossible, to concentrate on lessons.


When I was eight, that changed. The United Nations began distributing food at the

schools in the area and a heavy burden was lifted from our shoulders. My friends and I

no longer worried about being hungry in class. We ate a simple meal each day and

could stay focused during lessons. . . . I often ask myself: without the benefi t of school

meals, would I have become a literate, healthy, successful long-distance runner?—PAUL TERGAT (2005), a world marathon record holder and winner of two silver Olympic medals, describing his early childhood, marked by poverty and hunger in Kenya

Marathoner Paul Tergat speaks for millions of people

around the world who have experienced poverty and

hunger. In his role as Ambassador Against Hunger for

the World Food Program, Tergat encourages others to

get involved in campaigns against hunger, illiteracy,

pollution, homelessness, and other problems that limit

people’s life chances and opportunities. He also high-

lights the fact that although students in high-income

nations have many food choices, some of which may be

bad for them, students in low-income nations have

very little food and extremely limited choices in life

without intervention from the outside (Hattori, 2006).

Regardless of where people live in the world, social

and economic inequalities are pressing daily concerns.

Poverty and inequality know no political boundaries or

national borders. In this chapter, we examine global

stratifi cation and inequality, and discuss perspectives

that have been developed to explain the nature and

extent of this problem. Before reading on, test your

knowledge of global wealth and poverty (see Box 9.1).

The success story of marathon world-record-holder Paul Tergat, who grew up poor and hungry, calls our attention to issues of global stratifi cation and inequality.

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282 Chapter 9 • Global Stratifi cation

282

Wealth and Poverty in Global PerspectiveWhat do we mean by global stratifi cation? Global stratifi cation refers to the unequal distribution of wealth, power, and prestige on a global basis, resulting in people having vastly different lifestyles and life chances both within and among the nations of the world. Just as the United States is divided into classes, the world is divided into unequal segments character-ized by extreme differences in wealth and poverty. For example, the income gap between the richest and the poorest 20 percent of the world population continues to widen (see Figure 9.1). However, when we com-pare social and economic inequality within other na-

Wetions, we fi nd gaps that are more pronounced than they are in the United States.

As previously defi ned, high-income countries are nations characterized by highly industrialized econo-mies; technologically advanced industrial, adminis-trative, and service occupations; and relatively high levels of national and per capita (per person) income. In contrast, middle-income countries are nations with industrializing economies, particularly in urban areas, and moderate levels of national and personal income. Low-income countries are primarily agrarian nations with little industrialization and low levels of national and personal income. Within some nations, the poor-est one-fi fth of the population has an income that is

The income gap between the richest and poorest people in the world continued to grow between 1960 and 2000. As this fi gure shows, in 1960 the highest-income 20 percent of the world’s population received $30 for each dollar received by the lowest-income 20 percent. By 2000, the disparity had increased: $74 to $1.

Figure 9.1 Income Gap Between the World’s Richest and Poorest People

Sources: International Monetary Fund, 1992; United Nations Development Programme, 2003.

1990 2000198019701960

Richest 20% of the world’s population

Poorest 20% of the world’s population

SHARPENING YOUR FOCUSWhat is global stratifi cation, and how does it contribute to economic inequality?

How are global poverty and human development related?

What is modernization theory, and what are its stages?

How do confl ict theorists explain patterns of global stratifi cation?


only a slight fraction of the overall average per capita income for that country. For example, in Brazil, Bo-livia, and Honduras, less than 3 percent of total na-tional income accrues to the poorest one-fi fth of the population (World Bank, 2005).

Just as the differences between the richest and poorest people in the world have increased, the gap in global income differences between rich and poor countries has continued to widen over the past fi fty years. In 1960, the wealthiest 20 percent of the world population had more than thirty times the income of the poorest 20 percent. By 2000, the wealthi-est 20 percent of the world population had almost eighty times the income of the poorest 20 percent (United Nations Development Programme, 2003). Income disparities within countries are even more pronounced.

However, in examining the income gap, it is im-portant to note that economic inequality is not the only dimension of global stratifi cation. For example, in an earlier study on world poverty, the Swedish

economist Gunnar Myrdal (1970: 56) distinguished between social and economic inequality:

Social inequality is clearly related to status and can perhaps best be defi ned as an extreme lack of social mobility and a severely hampered possibil-ity of competing freely. . . . Economic inequality . . . is related to differences in wealth and income. . . . But there is a close relation between the two, since social inequality stands as a main cause of eco-nomic inequality, while, at the same time, economic inequality supports social inequality.

Social inequality, which may result from factors such as discrimination based on race, ethnicity, gender, or religion, exacerbates problems of economic inequal-ity. According to Myrdal, social inequality and eco-nomic inequality are the main causes of the poverty of a nation; therefore, a society must have greater social equality among its citizens as a precondition for the entire country getting out of poverty. Myrdal (1970) believed that the poorest people living in extremely

BOX 9.1 Sociology and Everyday Life

How Much Do You Know About Global Wealth and Poverty? True False T F 1. The world’s ten richest people are U.S. citizens.

T F 2. Although the percentage of the world’s people living in absolute poverty has declined over the past decade, the total number of people living in poverty has increased.

T F 3. The richest fi fth of the world’s population receives about 50 percent of the total world income.

T F 4. The political role of governments in policing the activities of transnational corporations has expanded as companies’ operations have become more globalized.

T F 5. Most analysts agree that the World Bank was created to serve the poor of the world and their borrowing governments.

T F 6. In low-income countries, the problem of poverty is unequally shared between men and women.

T F 7. The assets of the 200 richest people are more than the combined income of over 40 percent of the world’s population.

T F 8. In recent years, poverty levels have declined somewhat in East Asia, the Middle East, and North Africa.

T F 9. The majority of people with incomes below the poverty line live in rural areas of the world.

T F 10. Poor people in low-income countries meet most of their energy needs by burning wood, dung, and agricultural wastes, which increases health haz-ards and environmental degradation.

Answers on page 284.

Wealth and Poverty in Global Perspective 283



poor nations experience much greater economic hard-ship than do the poor who live in more-affl uent countries of the world.

Many people have sought to address the issue of world poverty and to determine ways in which re-

sources can be used to meet the urgent challenge of poverty. However, not much progress has been made on this front (Lummis, 1992) despite a great deal of talk and billions of dollars in “foreign aid” fl owing from high-income to low-income nations. The idea of

BOX 9.1 Sociology and Everyday Life

Answers to the Sociology Quiz on Global Wealth and Poverty 1. False. In 2006, three of the ten richest people were U.S. citizens. They were Microsoft

founder Bill Gates, investor Warren Buffett of Berkshire Hathaway, and casino and hotel owner Sheldon Adelson (Forbes, 2007).

2. True. Data from the World Bank indicate that the percentage of the world’s people living in absolute poverty has declined since the mid-1980s, particularly in Asia. However, other regions have not reduced the incidence of poverty to the same degree, and the total number of people living in poverty rose to approximately 1.4 billion in the mid-1990s (World Bank, 2005).

3. False. According to the Human Development Report published by the United Nations Devel-opment Programme (2003), the richest fi fth receives more than 80 percent of total world income. This ratio doubled between the 1950s and the 1990s.

4. False. As companies have globalized their operations, governmental restrictions have become less effective in controlling their activities. Transnational corporations have very little diffi culty sidestepping governmental restrictions based on old assumptions about national economies and foreign policy. For example, Honda is able to circum-vent import restrictions that the governments of Taiwan, South Korea, and Israel have placed on its vehicles by shipping vehicles made in Ohio to those locations (Korten, 1996).

5. False. Some analysts point out the linkages between the World Bank and the transnational corporate sector on both the borrowing and lending ends of its operation. Although the bank is supposedly owned by its members’ governments and lends money only to governments, many of its projects involve vast fi nancial dealings with trans-national construction companies, consulting fi rms, and procurement contractors (see Korten, 1996).

6. True. In almost all low-income countries (as well as middle- and high-income countries), poverty is a more chronic problem for women due to sexual discrimination, resulting in a lack of educational and employment opportunities (Hauchler and Kennedy, 1994).

7. True. The assets of the 200 richest people are more than the combined income of 41 per-cent of the world’s population (United Nations Development Programme, 2003).

8. True. These have been the primary regions in which poverty has decreased somewhat and infant mortality rates have fallen. Factors such as economic growth, oil production, foreign investment, and overall development have been credited for the decrease in poverty in East Asia, the Middle East, and North Africa (United Nations DPCSD, 1997).

9. True. The majority of people with incomes below the poverty line live in rural areas of the world; however, the number of poor people residing in urban areas is growing rap-idly. In fact, most people living in poverty in Latin America are urban dwellers (United Nations DPCSD, 1997).

10. True. Although these fuels are ineffi cient and harmful to health, many low-income people cannot afford appliances, connection charges, and so forth. In some areas, electric hookups are not available (United Nations DPCSD, 1997).


“development” has become the primary means used in attempts to reduce social and economic inequalities and alleviate the worst effects of poverty in the less industrialized nations of the world. Of-ten, the nations that have not been able to reduce or eliminate poverty are chas-tised for not making the necessary social and economic reforms to make change possible (Myrdal, 1970). Or, as another social analyst has suggested,

The problem of inequality lies not in poverty, but in excess. “The problem of the world’s poor,” defi ned more accurately, turns out to be “the prob-lem of the world’s rich.” This means that the solution to the problem is not a massive change in the culture of poverty so as to place it on the path of development, but a massive change in the culture of superfl uity in order to place it on the path of counterdevelopment. It does not call for a new value system forcing the world’s majority to feel shame at their traditionally moderate consumption habits, but for a new value system forcing the world’s rich to see the shame and vulgarity of their overconsumption habits, and the double vulgarity of standing on other people’s shoulders to achieve those con-sumption habits. (Lummis, 1992: 50)

As this statement suggests, the increasing interdepen-dence of all the world’s nations was largely overlooked or ignored until increasing emphasis was placed on the global marketplace and the global economy. In addition, there are a number of problems inherent in studying global stratifi cation, one of which is what ter-minology should be used to describe various nations.

Problems in Studying Global InequalityOne of the primary problems encountered by social scientists studying global stratifi cation and social and economic inequality is what terminology should be used to refer to the distribution of resources in various nations. During the past fi fty years, major changes have occurred in the way that inequality is addressed by organizations such as the United Nations and the World Bank. Most defi nitions of inequality are based on comparisons of levels of income or economic de-

Pro

velopment, whereby countries are identifi ed in terms of the “three worlds” or upon their levels of economic development.

The “Three Worlds” ApproachAfter World War II, the terms “First World,” “Second World,” and “Third World” were introduced by so-cial analysts to distinguish among nations on the basis of their levels of economic development and the stan-dard of living of their citizens. First World nations were said to consist of the rich, industrialized nations that primarily had capitalist economic systems and democratic political systems. The most frequently noted First World nations were the United States, Canada, Japan, Great Britain, Australia, and New Zealand. Second World nations were said to be coun-tries with at least a moderate level of economic devel-opment and a moderate standard of living. These na-tions included China, North Korea, Vietnam, Cuba, and portions of the former Soviet Union. According to social analysts, although the quality of life in Sec-ond World nations was not comparable to that of life in the First World, it was far greater than that of peo-ple living in the Third World—the poorest countries, with little or no industrialization and the lowest stan-dards of living, shortest life expectancies, and highest rates of mortality.

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Vast inequalities in income and lifestyle are evident in this photo of slums and nearby higher-priced housing in Mumbai, India. What visible patterns of economic inequality exist in the United States?

Problems in Studying Global Inequality 285



Is the “three worlds” approach an accurate rep-resentation of global inequality? According to the sociologist Manuel Castells (1998), the Second World has disintegrated with the advent of the Informa-tion Age, a period in which industrial capitalism is being superseded by global informational capital-ism. Likewise, the Third World is no longer clearly identifi able in regard to specifi c geographic regions or political regimes as nations have become more diversifi ed in their economic and social development (Castells, 1998). Instead, Castells (1998: 164) adopts the term Fourth World to describe the “multiple black holes of social exclusion” that he believes exist throughout the planet in areas ranging from much of sub-Saharan Africa and the impoverished rural areas of Latin America and Asia to Spanish enclaves of mass youth unemployment and U.S. inner-city ghettos. A term fi rst used in the 1970s, the Fourth World originally designated indigenous people who are descended from a country’s aboriginal population (such as Native Americans in the United States or First Canadians in Canada) and who are completely or partly deprived of the right to their own territory and its resources. Castells (1998: 165) describes the contemporary Fourth World as follows:

[The Fourth World] is populated by millions of homeless, incarcerated, prostituted, criminal-ized, brutalized, stigmatized, sick, and illiterate persons. They are the majority in some areas, the minority in others, and a tiny minority in a few privileged contexts. But, everywhere, they are growing in number and increasing in visibil-ity, as the selective triage of information capital-ism, and the political breakdown of the welfare state, intensify social exclusion. In the current historical context, the rise of the Fourth World is inseparable from the rise of informational, global capitalism.

Thus, whether we embrace the concept of the “three worlds” approach or shift to the idea of the Fourth World, the central idea is the extent to which social exclusion occurs. According to Castells, social exclu-sion is the process by which certain individuals and groups are systematically barred from access to positions that would enable them to have an autonomous livelihood in keeping with the social standards and values of a given social context. For Castells, social exclusion is a process, not a condi-tion. As informational capitalism grows around the world, the lack of regular work as a source of income is increasingly a key mechanism in social exclusion. Among persons with a disability or those who are too ill to work, social exclusion means not having

health coverage or other benefi ts that incorporate them into the larger community. At the bottom line, Castells sees global fi nancial markets and their networks of management as the central players in the twenty-fi rst century because they control capital fl ows on a global scale. According to Castells (1998), rather than the “three worlds” approach, the future will be based on a global economy governed by a set of multilateral institutions, networked among themselves, and at the core of this network will be the International Monetary Fund, the World Bank, and the G-7 nations such as the United States, as described in “High-Income Countries” later in this chapter.

The Levels of Development ApproachAmong the most controversial terminology used for describing world poverty and global stratifi cation has been the language of development. Terminology based on levels of development includes concepts such as developed nations, developing nations, less-developed nations, and underdevelopment. Let’s look fi rst at the contemporary origins of the idea of “un-derdevelopment” and “underdeveloped nations.”

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This poster symbolizes the massive fi nancial aid that was pro -vided by the United States after World War II to help rebuild the European economic base that had been destroyed during the war. Based on the success of the Marshall Plan, many U.S. political and economic leaders believe that the problems of today’s underdevel-oped nations could be reduced in a similar way.


Following World War II, the concepts of underde-velopment and underdeveloped nations emerged out of the Marshall Plan (named after U.S. Secretary of State George C. Marshall), which provided massive sums of money in direct aid and loans to rebuild the Euro-pean economic base destroyed during World War II. Given the Marshall Plan’s success in rebuilding much of Europe, U.S. political leaders decided that the Southern Hemisphere nations that had recently been released from European colonialism could also benefi t from a massive fi nancial infusion and rapid economic development. Leaders of the developed nations ar-gued that urgent problems such as poverty, disease, and famine could be reduced through the transfer of fi nance, technology, and experience from the devel-oped nations to lesser-developed countries. From this viewpoint, economic development is the primary way to solve the poverty problem: Hadn’t economic growth brought the developed nations to their own high standard of living? Moreover, “self-sustained de-velopment” in a nation would require that people in the lesser-developed nations accept the beliefs and values of people in the developed nations.

Ideas regarding underdevelopment were popularized by President Harry S Truman in his 1949 inaugural address. According to Truman, the nations in the Southern Hemisphere were “underdeveloped areas” be-cause of their low gross national product, which today is referred to as gross national income (GNI)—a term that refers to all the goods and services produced in a country in a given year, plus the net income earned outside the country by individuals or corporations. If nations could increase their GNI, then social and economic inequality among the citizens within the country could also be reduced. Accordingly, Truman believed that it was necessary to assist the people of economically underdeveloped areas to raise their standard of living, by which he meant material well-being that can be measured by the quality of goods and services that may be purchased by the per capita national income (Latouche, 1992). Thus, an increase in the standard of living meant that a nation was moving toward economic development, which typically included the improved exploi-tation of natural resources by industrial development.

What has happened to the issue of development since the post-World War II era? After several decades of economic development fostered by organizations

such as the United Nations and the World Bank, it be-came apparent by the 1970s that improving a country’s GNI did not tend to reduce the poverty of the poor-est people in that country. In fact, global poverty and inequality were increasing, and the initial optimism of a speedy end to underdevelopment faded. Although many developing countries had achieved economic growth, it was not shared by everyone in the nation. For example, the poorest 20 percent of the Brazilian population receives less than 3 percent of the total national income, whereas the richest 20 percent of the population receives 63 percent (World Bank, 2003c).

Why did inequality increase even with greater eco-nomic development? Some analysts in the developed nations began to link growing social and economic inequality on a global basis to relatively high rates of population growth taking place in the underdeveloped nations. Organizations such as the United Nations and the World Health Organization stepped up their efforts to provide family planning services to the popu-lations so that they could control their own fertility.

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Global inequality is most striking in nations that are sometimes referred to as “Third World” or “underdeveloped.” In this Wenzhou, China, shoe factory, workers produce shoes only for export to other countries.

social exclusion Manuel Castells’s term for the pro-cess by which certain individuals and groups are sys-tematically barred from access to positions that would enable them to have an autonomous liveli-hood in keeping with the social standards and values of a given social context.

Problems in Studying Global Inequality 287



More recently, however, population researchers have become aware that issues such as population growth, economic development, and environmental problems must be seen as interdependent concerns. This chang-ing perception culminated in the U.N. Conference on Environment and Development in Rio de Janeiro, Brazil (the “Earth Summit”), in 1992; as a result, terms such as underdevelopment have largely been dropped in favor of measurements such as sustainable develop-ment, and economies are now classifi ed by their levels of income.

Classifi cation of Economies by IncomeToday, the World Bank (2005) focuses on three devel-opment themes: people, the environment, and the economy. Because the World Bank’s primary business is providing loans and policy advice to low- and mid-dle-income member countries, it classifi es nations

Cla

into three economic categories: low-income economies(a GNI per capita of $875 or less in 2005), middle-income economies (a GNI per capita between $876 and $10,725 in 2005), and high-income economies (a GNI per capita of more than $10,725 in 2005).

Low-Income EconomiesAbout half the world’s population lives in the fi fty-four low-income economies, where most people engage in agricultural pursuits, reside in nonurban areas, and are impoverished (World Bank, 2005). As shown in Map 9.1, low-income economies are primarily found in countries in Asia and Africa, where half of the world’s population resides. In some of these nations, civil war is both a cause and a product of the poverty in which much of the population lives (see Box 9.2).

Among those most affected by poverty in low-income economies are women and children. Mayra Buvinic, who has served as chief of the women in development program unit at the Inter-American

How does the United States compare with other nations with regard to income?

Map 9.1 High-, Middle-, and Low-Income Economies in Global Perspective

Source: World Bank, 2005.

Low-income ($875 or less in 2005) economies

Lower-middle-income ($876 to $3,465 in 2005) economies

Upper-middle-income ($3,466 to $10,725 in 2005) economies

High-income ($10,726 or more in 2005) economies


Development Bank, describes the plight of one Ni-gerian woman as an example:

On the outskirts of Ibadan, Nigeria, Ade culti-vates a small, sparsely planted plot with a baby on her back and other visibly undernourished children nearby. Her efforts to grow an improved soybean variety, which could have improved her children’s diet, failed because she lacked the extra time to tend the new crop, did not have a spouse who would help her, and could not afford hired labor. (Buvinic, 1997: 38)

According to Buvinic, Ade’s life is typical of many women worldwide who face obstacles to increasing

their economic power because they do not have the time to invest in the additional work that could bring in more income. Think about the daily schedule of rural women in Mali, a schedule that demonstrates how women’s time is spent in low-income countries (Ballara, 1991: 26):

4:30 a.m. Rise4:30–6 a.m. Fetch water; prepare break-

fast; attend to children6–10 a.m. Wash dishes; pound fl our;

collect vegetables or leaves for midday meal; wash clothes; visit market

BOX 9.2 Sociology in Global Perspective

Poverty and the Curse of Civil War in Africa

Civil war is development in reverse.—World Bank (qtd. in The Economist, 2003: 11)

When we saw them, everyone ran. I did not stay to see what happened. I was scared. I thought I was going to die. . . . They cut people, shot them with arrows. It is so terrible I can’t think about it.— John Bosco Lossa, a teacher who is an ethnic Hema

living in the village of Blukwa in the Democratic Republic of Congo, describing what happened when a group of men from the Lendu (a rival tribe) attacked his village as he was teaching French to a class of fi ve-year-olds (qtd. in Robinson, 2000)

Attacks such as the one described by Lossa have left more than 5,000 people dead and over 150,000 unaccounted for or displaced as a result of fi ghting between the Hema and the Lendu in the Democratic Republic of Congo (DRC), a nation of about 55 million people in Central Africa. Although these ethnic clashes, which have been going on intermittently since 1975, are not directly linked to the ongoing civil war in the DRC, analysts believe that the ethnic strife and violence are aggravated both by that war and by grinding poverty in the region (Robinson, 2000). A civil war is defi ned as an internal confl ict with at least 1,000 battlefi eld deaths (Collier, 2000); the civil war in the DRC is Africa’s most widespread civil war and one of its longest-lasting internal confl icts. It is estimated that since the current civil war began in 1998, as many as 2 million people have been displaced and 2.5 million people have died from various causes, including malnutrition and preventable diseases (Oxfam, 2002).

Ironically, the Democratic Republic of Congo could be a wealthy nation because it has vast natural resources. How-

ever, the resources may be part of what the confl ict among the warring parties is all about: Divergent factions (and other nations) want to have access to, and control over, these resources (Oxfam, 2002). As a result of the war and the instability of the government, foreign businesses have curtailed operations in the country and per capita annual income is about $590.

The relationship between poverty and civil war is not limited to the DRC. According to reports by the World Bank, the poorest nations in the world are dispropor-tionately likely to be at war—especially those nations in which 25 percent of the national income comes from the export of natural resources (Collier, 2000; The Economist, 2003). The continual presence of grinding poverty and a stagnant economy combine to produce confl ict, which in turn aggravates existing poverty and the problems linked to it.

Some people believe that little can be done about pov-erty and warfare, and that nations simply have to “grow out of it.” Others believe that economic growth and diver-sifi cation are the basis for reducing both poverty-related problems and civil war. Analysts who advocate a “carrot and stick” approach suggest that those countries that end their internal confl icts should be given foreign aid; critics of this approach argue that such aid often comes in large initial amounts when governments are unable to use it effectively.

Although the problems in the Democratic Republic of Congo seem to be thousands of miles away and perhaps ir-relevant to our daily lives, problems of poverty and war ul-timately are everyone’s concern. What steps do you think we should take to try to help other nations end problems such as the DRC is encountering? Why?

Classifi cation of Economies by Income 289



10 a.m.–3 p.m. Carry a meal to the fi elds; farm or help a husband farm the fi elds

3–6 p.m. Gather wood to cook the eve-ning meal; collect wild fruit and nuts

6–8 p.m. Fetch water; pound fl our; clean the residence; prepare the evening meal

8–9 p.m. Card and spin cotton

Many poor women worldwide also do not have ac-cess to commercial credit and have been trained only in traditionally female skills that produce low wages. These factors have contributed to the global feminiza-tion of poverty, whereby women around the world tend to be more impoverished than men. Despite the fact that women have made some gains in terms of well- being, the income gap between men and women con-tinues to grow wider in the low-income, developing nations as well as in the high-income, developed na-tions such as the United States (Buvinic, 1997).

Middle-Income EconomiesAbout one-third of the world’s population resides in the ninety-eight nations with middle-income econo-mies (a GNI per capita between $876 and $10,725 in 2005). The World Bank divides middle-income econ-omies into lower-middle-income ($876 to $3,465) and upper-middle-income ($3,466 to $10,725). Countries classifi ed as lower-middle-income include the Latin American nations of Bolivia, Colombia, Guatemala, and El Salvador. However, even though these countries are referred to as “middle-income,” more than half of the people residing in countries such as Bolivia, Guatemala, and Honduras live in poverty, defi ned as below $1 per day in purchasing power (World Bank, 2005).

As compared with lower-middle-income econo-mies, nations having upper-middle-income economies typically have a somewhat higher standard of living and export diverse goods and services, ranging from manufactured goods to raw materials and fuels. Na-tions with upper-middle-income economies include Argentina, Chile, Hungary, and Mexico. Although these nations are referred to as middle-income econo-mies, many of them have extremely high levels of in-debtedness, leaving them with few resources for fi ght-ing poverty. According to one analyst, “A major cause of debt accumulation was investment in ill-considered, ill-conceived projects, many involving bloated capital costs and healthy doses of graft” (George, 1993: 88).

Additional debts also accrued through military spend-ing, even though a sizable portion of some populations is living in hunger and misery (George, 1993). The World Bank sought to set up funds to reduce the debts of some nations that have debts in excess of 200 to 250 percent of their annual export earnings. Among the nations in this position are Mozambique, Nica-ragua, Congo, Bolivia, Ethiopia, and Tanzania. Some high-income nations believed that such an action on the part of the World Bank might set a dangerous precedent, so the debt-reduction process was limited in scope (Lewis, 1996).

As middle-income nations have been required to make payments on their debts, the requisite structural adjustments have necessitated that the countries make spending cuts in areas that formerly helped some of the poor, including subsidized food, education, and health care. These structural adjustments have been required in agreements with lending agencies such as the World Bank and the International Monetary Fund. Thus, there is a high rate of poverty in many countries that are classifi ed as middle-income econo-mies. The United Nations children’s relief agency, UNICEF, decries the extent to which paying off debt to these international lending agencies affects the young in Latin America and Africa:

Debt, in particular, still shackles many develop-ing nations, claiming a large proportion of the resources which might otherwise have been available for human progress. With falling fam-ily incomes, and cuts in public spending on services such as health and education, many

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Where are these Dell Computer service technicians working? Dell’s headquarters is located in Round Rock, Texas (near Austin), so you might assume that these employees are working there or somewhere else in the United States. However, as part of the global work force in high-income nations, the people you see here are employed at the Dell Enterprise Command Center in Limerick, Ireland.


African and Latin American children are still paying for their opportunity for normal growth, their opportunity to be educated, and often their lives. With no less urgency than at any time in the last fi ve years, UNICEF must again say that it is the antithesis of civilization that so many millions of children should be continuing to pay such a price. (UNICEF, 1991; qtd. in Hauchler and Kennedy, 1994: 62)

High-Income EconomiesHigh-income economies are found in fi fty-six na-tions, including the United States, Canada, Japan, Australia, Portugal, Ireland, Israel, Italy, Norway, and Germany. According to the World Bank, people in high-income economies typically have a higher stan-dard of living than those in low- and middle-income economies. Nations with high-income economies continue to dominate the world economy, despite the fact that shifts in the global marketplace have affected some workers who have found themselves without work due to capital fl ight—the movement of jobs and economic resources from one nation to another—and deindustrialization—the closing of plants and facto-

ries because of their obsolescence or the fact that workers in other nations are being hired to do the work more cheaply (see Chapter 13, “The Economy and Work in Global Perspective”).

Some of the nations that have been in the high-income category do not have as high a rate of annual economic growth as the newly industrializing nations, particularly in East Asia and Latin America, that are still in the process of development. The only signifi -cant group of middle- and lower-income economies to close the gap with the high-income, industrialized economies over the past few decades has been the nations of East Asia. China has experienced a 270-percent increase in per capita income over the past twenty years, but some analysts wonder whether the East Asian “miracle” is over. Differences in the rate of growth between so-called G-7 countries (United States, Canada, Britain, France, Germany, Italy, and Japan) and the nations in East Asia, Pacifi c, and South Asia are shown in Figure 9.2.

Despite economic growth, the East Asian region remains home to approximately 350 million poor people. And from all signs, it appears that nations such as India will continue to have an extremely large population and rapid annual growth rates.

Substantial gains in economic growth were experienced by some East Asian nations over the past decade, as compared with the slower rate of growth among the more-developed G-7 nations. However, some analysts wonder if the East Asian “miracle” is over.

Figure 9.2 Economic Growth

Source: World Bank, 2001.

1995 1996 estimate 1997–2006 projected

G-7

East Asia

South Asia

Pacific

10

8

6

4

2

0

The G-7 countries are Great Britain, Canada, France, Germany, Italy, Japan, and the United States.

Classifi cation of Economies by Income 291



Measuring Global Wealth and PovertyOn a global basis, measuring wealth and poverty is a diffi cult task because of conceptual problems and problems in acquiring comparable data from various nations. Although gross national income continues to be one of the most widely used measures of national income, in recent years the United Nations and the World Bank have begun to use the gross domestic product (GDP). The gross domestic product is all the goods and services produced within a country’s econ-omy during a given year. Unlike the GNI, the GDP does not include any income earned by individuals or corporations if the revenue comes from sources outside of the country. For example, using GDP as a measure of economic growth, a World Bank report concluded that nations such as China, India, and In-donesia were well on their way to becoming “economic powerhouses” in the next twenty-fi ve years (Stevenson, 1997). The World Bank also believes that sub-Saharan Africa, one of the poorest regions of the world, will ex-perience a surge of development that will help alleviate its poverty (Stevenson, 1997). However, some scholars criticize the assumption that economic development always benefi ts low-income nations and that poor na-tions can and should play “catch-up” with the wealthy, industrialized nations (Lummis, 1992).

Absolute, Relative, and Subjective PovertyHow is poverty defi ned on a global basis? Isn’t it more a matter of comparison than an absolute standard? According to social scientists, defi ning poverty in-volves more than comparisons of personal or house-hold income: It also involves social judgments made by researchers. From this point of view, absolute pov-erty—previously defi ned as a condition in which peo-ple do not have the means to secure the most basic necessities of life—would be measured by comparing personal or household income or expenses with the cost of buying a given quantity of goods and services. The World Bank has defi ned absolute poverty as liv-ing on less than a dollar a day. Similarly, relative pov-erty—which exists when people may be able to afford basic necessities but are still unable to maintain an average standard of living—would be measured by comparing one person’s income with the incomes of others. Finally, subjective poverty would be measured by comparing the actual income against the income earner’s expectations and perceptions. However, for low-income nations in a state of economic transition,

Me data on income and levels of consumption are typi-cally diffi cult to obtain and are often ambiguous when they are available. Defi ning levels of poverty in-volves several dimensions: (1) how many people are poor, (2) how far below the poverty line people’s in-comes fall, and (3) how long they have been poor (is the poverty temporary or long term?).

The Gini Coeffi cient and Global Quality-of-Life IssuesThe World Bank uses as its measure of income in-equality what is known as the Gini coeffi cient, which ranges from zero (meaning that everyone has the same income) to 100 (one person receives all the income). Using this measure, the World Bank (2005) has con-cluded that inequality has increased in nations such as Bulgaria, the Baltic countries, and the Slavic countries of the former Soviet Union to levels similar to those in the less-equal industrial market economies, such as the United States. In fact, inequality in Russia rose sharply in the 1990s: By 1998, the top 20 percent of the population received a much larger percentage of the total income than it had in 1993. Stark contrasts also exist in countries such as India, where abject poverty still exists side by side with lavish opulence in Calcutta. Note the sharp contrast in lifestyle on one Calcutta street:

On one side is the Tollygunge Club, 40 hectares of landscaped serenity with an 18-hole golf course, a driving range, riding stables, tennis courts, and two covered swimming pools. . . . On the other side stands the M.R. Bangur Hos-pital, a sooty building with a morgue [that sometimes takes] the corpses of paupers who die in Calcutta’s streets. (Watson, 1997: F1)

This street is symbolic of the sharp chasm that divides the 11 million people who live in Calcutta. In fact, some analysts believe that the scale of poverty in south and east Asia is most visible in the heavily populated states of India and China. It is estimated that 690 million of Asia’s people are poor and that 357 million of them live in India (Xinhua News Agency, 2004), where there are more than twice as many poor people as in sub-Saharan Africa.

But similar disparities between the rich and the poor can be seen in nations throughout the world. For example, in Montrouis, Haiti, Club Med runs a resort featuring pristine beaches, an Olympic-size swimming pool, and all the amenities that affl uent tourists expect from a luxury resort. However, just a short walk away from Club Med, open markets


have raw meat crawling with fl ies, and homeless, malnourished people sleep nearby on the ground. But Club Med staff members and tourists at the resort seldom see the other side of Montrouis: Most never leave the com-pound except when they are going to and from the airport (Emling, 1997b). In other regions of Haiti as well, star-vation and disease are a way of life for most inhabitants. Haiti is the poorest nation in the Western Hemisphere, and its ability to feed people has been further reduced by recent droughts. It is estimated that 40 percent of Haitian children are chronically malnourished, and an estimated 80 percent of all Haitians eat fewer than 2,200 calories a day (Emling, 1997a).

Global Poverty and Human Development IssuesAs the example of Haiti shows, income disparities are not the only factor that defi nes poverty and its effect on people. Although the average income per person in lower-income countries has doubled in the past thirty years and for many years economic growth has been seen as the primary way to achieve development in low-income economies, the United Nations since the 1970s has more actively focused on human development as a crucial factor in fi ghting poverty. In 1990 the United Nations Development Programme introduced the Human Development Index (HDI), establishing three new criteria—in addition to GDP—for measuring the level of devel-opment in a country: life expectancy, education, and living standards. According to the United Nations, human development is the process of “expanding choices that people have in life, to lead a life to its full potential and in dignity, through expanding capabilities and through people taking action them-selves to improve their lives” (United Nations De-velopment Programme, 2002). Figure 9.3 compares indicators such as adult literacy, life expectancy, and gross domestic product in regions around the world. The World Bank calculates that 37 percent of the population in low- and middle-income countries (1.6 billion people) lack the essentials of well-being, whereas only 21 percent (900 million people) are “income poor,” as defi ned by the bank’s poverty line. Women account for most of the “extra” 700 million poor people (Buvinic, 1997: 40).

Glo

Global Poverty and Human Development Issues 293

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Malnutrition is a widespread health problem in many low-income nations. What kind of health problems are closely linked to middle-income and high-income countries?

Life ExpectancyAlthough some advances have been made in middle- and low-income countries regarding life expectancy, major problems still exist. On the plus side, average life expectancy has increased by about a third in the past three decades and is now more than 70 years in 87 countries (United Nations Development Pro-gramme, 2003). Although no country has reached a life expectancy for men of 80 years, 19 countries have now reached an expectancy of 80 years or more for women. On a less positive note, the average life expectancy at birth of people in middle-income coun-tries remains about 12 years less than that of people in high-income countries. Moreover, the life expec-tancy of people in low-income nations is as much as 23 years less than that of people in high-income nations. Especially striking are the differences in life expectancies in high-income economies and low-in-come economies such as sub-Saharan Africa, where estimated life expectancy has dropped signifi cantly in Uganda (from 48 to 43 for women and from 46 to 43 for men) over the past two decades.

One major cause of shorter life expectancy in low-income nations is the high rate of infant mortality. The infant mortality rate (deaths per thousand live births) is more than eight times higher in low-income countries than in high-income countries (World Bank, 2005). Low-income countries typically have higher rates of illness and disease, and they do not have adequate health care facilities. Malnutrition is a common problem among children, many of whom are underweight, stunted, and have anemia—a nutri-tional defi ciency with serious consequences for child



mortality (see Chapter 19, “Population and Urban-ization”). Consider this journalist’s description of a child she saw in Haiti:

Like any baby, Wisly Dorvil is easy to love. Un-like others, this 13-month-old is hard to hold.

That’s because his 10-pound frame is so frag-ile that even the most minimal of movements can dislocate his shoulders.

As lifeless as a rag doll, Dorvil is starving. He has large, brown eyes and a feeble smile, but a stomach so tender that he suffers from ongoing bouts of vomiting and diarrhea.

Fortunately, though, Dorvil recently came to the attention of U.S. aid workers. With round-the-clock feeding, he is expected to survive.

Others are not so lucky. (Emling, 1997a: A17)

Among adults and children alike, life expectancies are strongly affected by hunger and malnutrition. It is estimated that people in the United States spend more than $5 billion each year on diet products to lower their calorie consumption, whereas the world’s poorest 600 million people suffer from chronic mal-nutrition, and over 40 million people die each year

Figure 9.3 Indicators of Human Development

Source: World Bank, 2003c.

South Asia47%

Other 3%Latin America and Caribbean 5%

Middle East and North Africa 9%

Sub-Saharan Africa 15%

East Asia and the Pacific 21%

a. Distribution of the world’s illiterate population, age fifteen and older, by region.

b. Life expectancy in years for persons born in 2001.

78.170.3 69.5 66.0 62.8

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Latin America

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Middle East andNorth Africa

South Asia

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from hunger-related diseases (Kidron and Segal, 1995). To put this fi gure in perspective, the number of people worldwide dying from hunger-related dis-eases is the equivalent of more than 300 jumbo-jet crashes per day with no survivors, and half the pas-sengers children (Kidron and Segal, 1995).

HealthHealth is defi ned in the Constitution of the World Health Organization as “a state of complete physi-cal, mental and social well-being and not merely the absence of disease or infi rmity.” Many people in low-income nations are far from having physical, mental, and social well-being. In fact, about 17 million people die each year from diarrhea, malaria, tuberculosis, and other infectious and parasitic illnesses (Hauchler and Kennedy, 1994). According to the World Health Orga-nization, infectious diseases are far from under control in many nations due to such factors as unsanitary or overcrowded living conditions. Despite the possible eradication of diseases such as poliomyelitis, leprosy, guinea-worm disease, and neonatal tetanus in the near future, at least thirty new diseases—for which there is no treatment or vaccine—have recently emerged.

Some middle-income countries are experiencing rapid growth in degenerative diseases such as cancer and coronary heart disease, and many more deaths are expected from smoking-related diseases. Despite the decrease in tobacco smoking in high-income countries, there has been an increase in per capita consumption of tobacco in low- and middle-income countries, many of which have been targeted for free samples and promo-tional advertising by U.S. tobacco companies (United Nations Development Programme, 2002).

Education and LiteracyAccording to the Human Development Report (United Nations Development Programme, 2003), education is fundamental to reducing both individual and national poverty. As a result, school enrollment is used as one measure of human development. Al-though school enrollment has increased at the pri-mary and secondary levels in about two-thirds of the lower-income regions, enrollment is not always a good measure of educational achievement because many students drop out of school during their ele-mentary-school years. Many of the children who do not attend school work long hours, under hazardous conditions, for very low wages (see Box 9.3).

What is literacy, and why is it important for hu-man development? The United Nations Educational,

Scientifi c and Cultural Organization (UNESCO) de-fi nes a literate person as “someone who can, with un-derstanding, both read and write a short, simple statement on their everyday life” (United Nations, 1997: 89). Based on this defi nition, people who can write only with fi gures, their name, or a memorized phrase are not considered literate. The adult literacy rate in the low-income countries is about half that of the high-income countries, and for women the rate is even lower (United Nations, 1997). Women consti-tute about two-thirds of those who are illiterate: There are approximately 74 literate women for every 100 literate men (United Nations, 1997). Literacy is crucial for women because it has been closely linked to decreases in fertility, improved child health, and increased earnings potential.

Persistent Gaps in Human DevelopmentSome middle- and lower-income countries have made progress in certain indicators of human development. The gap between some richer and middle- or lower-income nations has narrowed signifi cantly for life expectancy, adult literacy, and daily calorie supply; however, the overall picture for the world’s poorest people remains dismal. The gap between the poorest nations and the middle-income nations has continued to widen. Poverty, food shortages, hunger, and rapidly growing populations are pressing problems for at least 1.3 billion people, most of them women and children living in a state of absolute poverty. Although more women around the globe have paid employment than in the past, more and more women are still fi nding themselves in poverty because of increases in single-person and single-parent households headed by

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Global Poverty and Human Development Issues 295



women and the fact that low-wage work is often the only source of livelihood available to them. According to an analyst for the Inter-American Development Bank, women experience sexual discrimination not only in terms of employment but also in wages:

In Honduras, for example, coffee and tobacco farmers prefer to hire girls and women as labor-ers because they are willing to accept low wages and are more reliable workers. Especially in poor countries, female labor is primarily sought for low-paid positions in services, agriculture, small-scale commerce, and in the growing, un-regulated manufacturing and agribusiness in-dustries, which pay their workers individual rather than family wages, offer seasonal or

part-time employment, and carry few or no benefi ts. Hence, this explains the seemingly contradictory trends of women’s increased eco-nomic participation alongside their growing impoverishment. (Buvinic, 1997: 47)

Concept Table 9.A on page 298 summarizes the major concepts regarding global income, poverty, and human development measures.

Theories of Global InequalityWhy is the majority of the world’s population grow-ing richer while the poorest 20 percent—more than 1 billion people—are so poor that they are effectively

The

BOX 9.3 Sociology and Social Policy

Should We in the United States Do Something About Child Labor in Other Nations?One of the half-dozen men and

women sitting on a bench eating was a sinewy, bare-chested laborer in his late 30’s named Mongkol Latla-korn. It was a hot, lazy day, and so we started chat-ting idly about the food and, eventually, our families. Mongkol mentioned that his daughter, Darin, was 15, and his voice softened as he spoke of her. She was beautiful and smart, and her father’s hopes rested on her.

“Is she in school?” we asked.“Oh, no,” Mongkol said, his eyes sparkling with

amusement. “She’s working in a factory in Bangkok. She’s making clothing for export to America.” He explained that she was paid $2 a day for a nine-hour shift, six days a week.

“It’s dangerous work,” Mongkol added. “Twice the needles went right through her hands. But the manag-ers bandaged up her hands, and both times she got better again and went back to work.”

“How terrible,” we murmured sympathetically.Mongkol looked up, puzzled. “It’s good pay,” he

said. “I hope she can keep that job. There’s all this talk about factories closing now, and she said there are rumors that her factory might close. I hope that doesn’t happen. I don’t know what she would do then.”

He was not, of course, indifferent to his daughter’s suffering; he simply had a different perspective from ours—not only when it came to food but also when it came to what constituted desirable work.

— New York Times journalists Nicholas Kristof and Sheryl WuDunn (2000) explaining why some ana-

lysts believe that the campaign against sweat-shops risks harming the very people it is intended to help

In the United States, as in most other high-income coun-tries, most people believe that children as young as Darin should not be working in factories—whether in this country or in some low-income nation—and that they certainly should not be working long hours, six or seven days each week. Rather, we believe that (although they may hold a part-time job, such as delivering newspapers, mowing lawns, or babysitting) children should be in school, obtain-ing an education that will allow them to better themselves, and that they should have plenty of spare time to be, well, just to be kids.

Our nation’s laws—at both federal and state levels— restrict the number of hours that people under age sixteen can work and also list certain occupations that are deemed to be too hazardous for young workers to perform. Those laws are designed to ensure that young people in this country have time to attend school and are not employed in jobs that are dangerous. Many other high- and middle-income nations have similar laws, although the ages and types of proscribed work vary from one nation to another.

But are we engaging in ethnocentrism if we try to impose such laws on people in other nations? Are we viewing their labor practices from our own high-income-nation sense of right and wrong rather than in the context of the economies in which these children labor? In some nations, child labor—even in factories and under dangerous conditions—is viewed as a necessity for the family’s and the country’s economic survival. Do we really know what is best for children in other


excluded from even a moderate standard of living? Social scientists have developed a variety of theories that view the causes and consequences of global in-equality somewhat differently. We will examine the development approach and modernization theory, dependency theory, world systems theory, and the new international division of labor theory.

Development and Modernization TheoryAccording to some social scientists, global wealth and poverty are linked to the level of industrialization and economic development in a given society. Although the process by which a nation industrializes may vary somewhat, industrialization almost inevitably brings with it a higher standard of living in a nation and some

degree of social mobility for individual participants in the society. Specifi cally, the traditional caste system becomes obsolete as industrialization progresses. Fam-ily status, race/ethnicity, and gender are said to become less signifi cant in industrialized nations than in agrar-ian-based societies. As societies industrialize, they also urbanize as workers locate their residences near facto-ries, offi ces, and other places of work. Consequently, urban values and folkways overshadow the beliefs and practices of the rural areas. Analysts using a develop-ment framework typically view industrialization and economic development as essential steps that nations must go through in order to reduce poverty and in-crease life chances for their citizens.

Earlier in the chapter, we discussed the post-World War II Marshall Plan, under which massive

nations? And even if we would impose our beliefs about child labor on people elsewhere, what can we do about child labor in those countries, anyway?

The United Nations has attempted to do something about exploitative or dangerous child labor. Article 32 of the Convention on the Rights of the Child recognizes the right of all children to be protected from any work that threatens their health, education, or development and re-quires nations to set minimum ages for employment and to regulate working conditions—and to enforce those require-ments with appropriate penalties. The problem is that each nation sets its own minimum age and its own defi nition of exploitative working conditions, and each nation acts on its own in deciding how to enforce those laws. In many nations, the minimum age for full-time work is lower than the required age for compulsory education, producing an inherent confl ict with the goal of protecting children from work that interferes with their education, and if a child’s parents don’t see as much value in an education as in the child producing income for the family, they may prefer for the child to earn even a small income that the family needs in order to survive (Siddiqi and Patrinos, 1995). As a result, in many nations children as young as eight or nine years old still work twelve- to fourteen-hour days in gar-ment and other factories, on coffee plantations and in rice fi elds, and at looms making rugs for the homes and offi ces of more-affl uent people in other nations (Sloan, 2005).

One way that people in many nations, including the United States, have attempted to reduce or eliminate

exploitative or dangerous child labor is by boycotting— refusing to buy—products from companies and nations that permit such practices. Boycotts and public pressure in general can produce results, but the results can be both good and bad. For example, when the U.S. Congress in 1992 considered a bill that would have taken punitive action against companies benefi ting from child labor, the threat of such a measure panicked the garment industry in Bangladesh, where child workers were fi red by many gar-ment manufacturers in order to avoid possible sanctions. However, a study by several international organizations found that thousands of the laid-off children went to work in even more hazardous situations, in unsafe workshops where they earned less, or in prostitution (United Nations Children’s Fund, 1997).

Some analysts believe that the best way to end abusive child labor is to increase the educational opportunities for children in low-income countries so that parents realize that having their children attend school instead of working full time will result in those children having the chance to get a better-paying job than the parents hold. To accom-plish such a goal, however, we would have to be willing to pay more for the goods we buy that are manufactured or grown in low-income nations so that the parents could earn enough not to need the children’s wages for survival. It would also mean sending money to other countries—money that would be earmarked solely for use in educating the children in those nations.

Theories of Global Inequality 297



fi nancial aid was provided to the European nations to help rebuild infrastructure lost in the war. Based on the success of this infusion of cash in bringing about modernization, President Truman and many other politicians and leaders in the business com-munity believed that it should be possible to help so-called underdeveloped nations modernize in the same manner.

The most widely known development theory is modernization theory—a perspective that links global inequality to different levels of economic de-velopment and suggests that low-income economies can move to middle- and high-income economies by achieving self-sustained economic growth. Ac-cording to modernization theory, the low-income, less-developed nations can improve their standard of living only with a period of intensive economic growth and accompanying changes in people’s beliefs, values, and attitudes toward work. As a result of modernization, the values of people in developing countries supposedly become more similar to those of people in high-in-come nations. The number of hours that people work at their jobs each week is one measure of the extent to which individuals subscribe to the work ethic, a core value widely believed to be of great signifi cance in the modernization process.

Perhaps the best-known modernization theory is that of Walt W. Rostow (1971, 1978), who, as an eco-

nomic advisor to U.S. President John F. Kennedy, was highly instrumental in shaping U.S. foreign policy toward Latin America in the 1960s. To Rostow, one of the largest barriers to development in low-income nations was the traditional cultural values held by people, particularly beliefs that are fatalistic, such as viewing extreme hardship and economic deprivation as inevitable and unavoidable facts of life. In cases of fatalism, people do not see any need to work in order to improve their lot in life: If it is predetermined for them, why bother? Based on modernization theory, poverty can be attributed to people’s cultural fail-ings, which are further reinforced by governmental policies interfering with the smooth operation of the economy.

Rostow suggested that all countries go through four stages of economic development, with identical content, regardless of when these nations started the process of industrialization. He compared the stages of economic development to an airplane ride. The fi rst stage is the traditional stage, in which very little social change takes place, and people do not think much about changing their current circumstances. According to Rostow, societies in this stage are slow to change because the people hold a fatalistic value system, do not subscribe to the work ethic, and save very little money. The second stage is the take-off stage—a period of economic growth accompanied

Concept Table 9.A Global Income, Poverty, and Human Development Measures

CONCEPT CATEGORIES DESCRIPTION

Classifi cation of Countries by Income

Low-income countries

Primarily agrarian nations with little industrialization and low levels of national and personal income.

Middle-income countries

Nations with industrializing economies and moderate levels of national and personal income.

High-income countries

Nations with highly industrialized economies and relatively high levels of national and personal income.

Ways of Measuring Poverty

Absolute poverty People do not have the means to secure the most basic necessities of life.

Relative poverty Although people may afford the basic necessities, they are unable to maintain an average standard of living.

Subjective poverty People do not have as much income as they believe and expect that they should have.

Key Human Development Measures

Life expectancy

Health

An estimate of the average lifetime of people born in a specifi c year.

A state of complete physical, mental, and social well-being; not merely the absence of disease or infi rmity.

Education and literacy

Education is usually measured in terms of school enrollment and levels of achievement. Literacy is defi ned in terms of a “literate person”: one who can, with understanding, both read and write a short, simple statement about his or her everyday life.


by a growing belief in individualism, competition, and achievement. During this stage, people start to look toward the future, to save and invest money, and to discard traditional values. According to Rostow’s modernization theory, the development of capitalism is essential for the transformation from a traditional, simple society to a modern, complex one. With the fi nancial help and advice of the high-income coun-tries, low-income countries will eventually be able to “fl y” and enter the third stage of economic develop-ment. In the third stage, the country moves toward technological maturity. At this point, the country will improve its technology, reinvest in new industries, and embrace the beliefs, values, and social institu-tions of the high-income, developed nations. In the fourth and fi nal stage, the country reaches the phase of high mass consumption and a correspondingly high standard of living.

Modernization theory has had both its advocates and its critics. According to proponents of this approach, studies have supported the assertion that economic de-velopment occurs more rapidly in a capitalist economy. In fact, the countries that have been most successful in moving from low- to middle-income status typically have been those that are most centrally involved in the global capitalist economy. For example, the nations of East Asia have successfully made the transition from low-income to higher-income economies through fac-

tors such as a high rate of savings, an aggressive work ethic among employers and employees, and the fostering of a market economy.

Critics of moderniza-tion theory point out that it tends to be Eurocentric in its analysis of low-income countries, which it implic-itly labels as backward (see Evans and Stephens, 1988). In particular, moderniza-tion theory does not take into account the possibil-ity that all nations do not industrialize in the same manner. In contrast, some analysts have suggested that

modernization of low-income nations today will re-quire novel policies, sequences, and ideologies that are not accounted for by Rostow’s approach.

Which sociological perspective is most closely as-sociated with the development approach? Moderniza-tion theory is based on a market-oriented perspective which assumes that “pure” capitalism is good and that the best economic outcomes occur when govern-ments follow the policy of laissez-faire (or hands-off ) business, giving capitalists the opportunity to make the “best” economic decisions, unfettered by gov-ernment restraints or cumbersome rules and regula-tions (see Chapter 13, “The Economy and Work in Global Perspective”). In today’s global economy, however, many analysts believe that national govern-ments are no longer central corporate decision makers and that transnational corporations determine global economic expansion and contraction. Therefore, cor-porate decisions to relocate manufacturing processes around the world make the rules and regulations of any one nation irrelevant and national boundaries obsolete (Gereffi , 1994). Just as modernization theory most closely approximates a functionalist approach to explaining inequality, dependency theory, world systems theory, and the new international division of labor theory are perspectives rooted in the confl ict

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Poverty and war continue to devastate low-income countries such as Afghanistan. Many low-income countries receive aid from industrialized nations through initiatives such as the World Food Program. Modernization theory links global inequality to levels of economic development, but factors such as war and internal confl ict also greatly contribute to patterns of global inequality.

modernization theory a perspective that links global inequality to different levels of economic develop-ment and suggests that low-income economies can move to middle- and high-income economies by achieving self-sustained economic growth.




approach. All four of these approaches are depicted in Figure 9.4.

Dependency TheoryDependency theory states that global poverty can at least partially be attributed to the fact that the low-income countries have been exploited by the high-income countries. Analyzing events as part of a particular historical process—the expansion of global capitalism—dependency theorists see the greed of the rich countries as a source of increasing impoverishment of the poorer nations and their people. Dependency theory disputes the notion of the development approach, and modernization theory specifi cally, that economic growth is the key to meeting important human needs in societies. In

contrast, the poorer nations are trapped in a cycle of structural dependency on the richer nations due to their need for infusions of foreign capital and external markets for their raw materials, making it impossible for the poorer nations to pursue their own economic and human development agendas. For this reason, dependency theorists believe that countries such as Brazil, Nigeria, India, and Kenya cannot reach the sustained economic growth pat-terns of the more-advanced capitalist economies.

Dependency theory has been most often applied to the newly industrializing countries (NICs) of Latin America, whereas scholars examining the NICs of East Asia found that dependency theory had little or no relevance to economic growth and development in that part of the world. Therefore, dependency theory had to be expanded to encompass transnational eco-

What causes global inequality? Social scientists have developed a variety of explanations, including the four theories shown here.

Figure 9.4 Approaches to Studying Global Inequality

Middle-Income

Economy

Modernization Theory: Low-income, less-developed countries can move to middle- and high-income economies by achieving self-sustained economic growth.

Dependency Theory: Global poverty can at least partially be attributed to the fact that low-income countries have been exploited by high-income economies; the poor nations are trapped in a cycle of dependency on richer nations.

World Systems Theory: How a country is incorporated into the global capitalist economy (e.g., a core, semiperipheral, or peripheral nation) is the key feature in determining how economic development takes place in that nation.

The New International Division of Labor Theory: Commodity production is split into fragments, each of which can be moved (e.g., by a transnational corporation) to whichever part of the world can provide the best combination of capital and labor.


nomic linkages that affect developing countries, in-cluding foreign aid, foreign trade, foreign direct in-vestment, and foreign loans. On the one hand, in Latin America and sub-Saharan Africa, transnational linkages such as foreign aid, investments by transna-tional corporations, foreign debt, and export trade have been signifi cant impediments to development within a country. On the other hand, East Asian countries such as Taiwan, South Korea, and Singa-pore have historically also had high rates of depen-dency on foreign aid, foreign trade, and interdepen-dence with transnational corporations but have still experienced high rates of economic growth despite dependency. According to the sociologist Gary Ge-reffi (1994), differences in outcome are probably as-sociated with differences in the timing and sequenc-ing of a nation’s relationship with external entities such as foreign governments and transnational corpo-rations. However, in her study of the satellite factory system in Taiwan, the sociologist Ping-Chun Hsiung found that managers in the plants use the norms and behavior patterns of Chinese society to derive high profi ts for the capitalists. As one manager explained to Hsiung,

We managers are the mediators between the boss and the workers. We have to communi-cate [the workers’] opinion to the boss, while at the same time watching out for the boss’s pocket. . . . It isn’t really a bad thing if the workers are not happy with their wages. It im-plies that they have the potential to be worth more. How to manipulate them all depends on us, the managers. . . . Chinese are humble. We seldom talk about how good we are, not to mention boast. When things come down to wage confl icts, I always turn the issue around by asking the workers to give me a fi gure. That is, I ask them to tell me exactly how much more they believe their labor is worth. If they can’t come out with a concrete price, then, they have to listen to me. I may decide to give them a raise. I may not. It’s all up to me. Even if they do give me a price, the chances are it will always be lower than the real value of their labor. For example, if what they really want is a one-hundred-dollar raise, as Chinese they will only say that their work is worth eighty dollars more, at the most. When this happens, I can really cut it to fi fty dollars. . . . By handling them this way, their productivity will go up because I do show them that I did recognize their unrest [and give them a raise]. . . . It is a

win–win battle for the company when things come down to wage confl ict, you know. (qtd. in Hsiung, 1996: 62)

Dependency theory makes a positive contribution to our understanding of global poverty by noting that “underdevelopment” is not necessarily the cause of inequality. Rather, it points out that exploitation not only of one country by another but of countries by transnational corporations may limit or retard economic growth and human development in some nations. However, what remains unexplained is how East Asia and India had successful “dependency man-agement” whereas many Latin American countries did not (Gereffi , 1994). In fact, over the past decade, the annual economic growth in East Asia (excluding Japan) has averaged 8.5 percent, which is four times the rate of the West. Currently, the World Bank forecasts a 6 percent annual compound growth rate in the region during the next decade (World Bank, 2005). If we compare this rate with the Industrial Revolution, we fi nd that it took Britain nearly sixty years to double its per capita output and the United States nearly fi fty years to do the same. In contrast, East Asia doubles its per capita outcome every decade. Other confl ict explanations have sought to explain global inequality by using the framework of world systems theory and the new international division of labor theory.

World Systems TheoryWorld systems theory suggests that what exists under capitalism is a truly global system that is held together by economic ties. From this approach, global inequal-ity does not emerge solely as a result of the exploita-tion of one country by another. Instead, economic domination involves a complex world system in which the industrialized, high-income nations benefi t from other nations and exploit their citizens. This theory is most closely associated with the sociologist Im-manuel Wallerstein (1979, 1984), who believed that a country’s mode of incorporation into the capitalist work economy is the key feature in determining how economic development takes place in that nation. According to world systems theory, the capitalist world

dependency theory the belief that global poverty can at least partially be attributed to the fact that the low-income countries have been exploited by the high-income countries.




economy is a global system divided into a hierarchy of three major types of nations—core, semiperiph-eral, and peripheral—in which upward or downward mobility is conditioned by the resources and obstacles that characterize the international system. Core na-tions are dominant capitalist centers characterized by high levels of industrialization and urbaniza-tion. Core nations such as the United States, Japan, and Germany possess most of the world’s capital and technology. Even more importantly for their posi-tion of domination, they exert massive control over world trade and economic agreements across national boundaries. Some cities in core nations are referred to as global cities because they serve as international centers for political, economic, and cultural concerns. New York, Tokyo, and London are the largest global cities, and they are often referred to as the “command posts” of the world economy.

Semiperipheral nations are more developed than peripheral nations but less developed than core nations. Nations in this category typically provide labor and raw materials to core nations within the world system. These nations constitute a midpoint between the core and peripheral nations that pro-motes the stability and legitimacy of the three-tiered world economy. These nations include South Korea and Taiwan in East Asia, Mexico and Brazil in Latin America, India in South Asia, and Nigeria and South Africa in Africa. Only two global cities are located in semiperipheral nations: São Paulo, Brazil, which is the center of the Brazilian economy, and Singapore, which is the economic center of a multicountry region in Southeast Asia. According to Wallerstein, semiperipheral nations exploit peripheral nations, just as the core nations exploit both the semiperipheral and the peripheral.

Most low-income countries in Africa, South America, and the Caribbean are peripheral na-tions— nations that are dependent on core nations for capital, have little or no industrialization (other than what may be brought in by core na-tions), and have uneven patterns of urbanization. According to Wallerstein (1979, 1984), the wealthy in peripheral nations benefi t from the labor of poor workers and from their own economic relations with core nation capitalists, whom they uphold in order to maintain their own wealth and position. At a global level, uneven economic growth results from capital investment by core nations; disparity between the rich and the poor within the major cities in these nations is increased in the process. The U.S./Mexican border is an example of disparity and urban growth: Trans-national corporations have built maquiladora plants so that goods can be assembled by low-wage workers to keep production costs down. Figure 9.5 describes this process. In 2001 there were almost 3,800 ma-quiladora plants in Mexico, employing 1.3 million people (Austin American-Statesman, 2001). Because of a demand for a large supply of low-wage workers, thousands of people moved from the rural regions of Mexico to urban areas along the border in hope of earning a higher wage. This infl ux pushed already overcrowded cities far beyond their capacity. Many people live on the edge of the city in shantytowns made from discarded materials or in low-cost rental housing in central-city slums because their wages are low and affordable housing is nonexistent (Flanagan, 2002). In fact, housing shortages are among the most pressing problems in many peripheral nations.

Not all social analysts agree with Wallerstein’s per-spective on the hierarchical position of nations in the global economy. However, most scholars acknowl-

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A variety of factors—such as foreign investment and the presence of transnational corporations—have contributed to the economic growth of nations such as Singapore.


edge that nations throughout the world are infl uenced by a relatively small number of cities and transna-tional corporations that have prompted a shift from an international to a more global economy (see Knox and Taylor, 1995; Wilson, 1997). Even Wallerstein (1991) acknowledges that world systems theory is an “incomplete, unfi nished critique” of long-term, large-scale social change that infl uences global inequality.

The New International Division of Labor TheoryAlthough the term world trade has long implied that there is a division of labor between societies, the nature and extent of this division have recently been reassessed based on the changing nature of the world economy. According to the new international division of labor theory, commodity production is being split into fragments that can be assigned to whichever part of the world can provide the most profi table combination of capital and labor. Con-sequently, the new international division of labor has changed the pattern of geographic specialization between countries, whereby high-income countries have now become dependent on low-income coun-tries for labor. The low-income countries provide

transnational corporations with a situation in which they can pay lower wages and taxes and face fewer regulations regarding workplace conditions and en-vironmental protection (Waters, 1995). Overall, a global manufacturing system has emerged in which transnational corporations establish labor-intensive, assembly-oriented export production, ranging from textiles and clothing to technologically sophisti-cated exports such as computers, in middle- and lower-income nations (Gereffi , 1994). At the same time, manufacturing technologies are shifting from

Here is the process by which transnational corporations establish plants in Mexico so that profi ts can be increased by using low-wage workers there to assemble products that are then brought into the United States for sale.

Figure 9.5 Maquiladora Plants

MEXICO

UNITED STATES

3. The completed product is sent back to the United States. Duties are assessed only on the value added in Mexico.

1. Component parts are manufactured in the United States.

2. The parts are shipped duty (tax) free to a factory in Mexico, where they are assembled into a finished product.

core nations according to world systems theory, dominant capitalist centers characterized by high levels of industrialization and urbanization.

semiperipheral nations according to world systems theory, nations that are more developed than periph-eral nations but less developed than core nations.

peripheral nations according to world systems the-ory, nations that are dependent on core nations for capital, have little or no industrialization (other than what may be brought in by core nations), and have uneven patterns of urbanization.




the large-scale, mass-production assembly lines of the past toward a more fl exible production process involving microelectronic technologies. Even ser-vice industries—such as processing insurance claims forms—that were formerly thought to be less mobile have become exportable through electronic trans-mission and the Internet. The global nature of these activities has been referred to as global commodity chains, a complex pattern of international labor and production processes that results in a fi nished com-modity ready for sale in the marketplace.

Some commodity chains are producer-driven, whereas others are buyer-driven. Producer-driven com-modity chains is the term used to describe industries in which transnational corporations play a central part in controlling the production process. Industries that produce automobiles, computers, and other capi-tal- and technology-intensive products are typically producer-driven. In contrast, buyer-driven commodity chains is the term used to refer to industries in which large retailers, brand-name merchandisers, and trad-ing companies set up decentralized production net-works in various middle- and low-income countries. This type of chain is most common in labor-intensive, consumer-goods industries such as toys, garments, and footwear (Gereffi , 1994). Athletic footwear com-panies such as Nike and Reebok and clothing compa-nies like The Gap and Liz Claiborne are examples of the buyer-driven model. Because these products tend to be labor intensive at the manufacturing stage, the typical factory system is very competitive and globally decentralized. Workers in buyer-driven commodity chains are often exploited by low wages, long hours, and poor working conditions. In fact, most workers cannot afford the products they make. Tini Heyun Alwi, who works on the assembly line of the shoe fac-tory in Indonesia that makes Reebok sneakers, is an

example: “I think maybe I could work for a month and still not be able to buy one pair” (qtd. in Good-man, 1996: F1). Because Tini earns only 2,600 In-donesian rupiah ($1.28) per day working a ten-hour shift six days a week, her monthly income would fall short of the retail price of the athletic shoes (Good-man, 1996). Sociologist Gary Gereffi (1994: 225) explains the problem with studying the new global patterns as follows:

The diffi culty may lie in the fact that today we face a situation where (1) the political unit is national, (2) industrial production is regional, and (3) capital movements are international. The rise of Japan and the East Asian [newly in-dustrializing countries] in the 1960s and 1970s is the fl ip side of the “deindustrialization” that occurred in the United States and much of Europe. Declining industries in North America have been the growth industries in East Asia.

As other analysts suggest, these changes have been a mixed bag for people residing in these countries. For example, Indonesia has been able to woo foreign busi-ness into the country, but workers have experienced poverty despite working full time in factories making such consumer goods as Nike tennis shoes (Gargan, 1996). As employers feel pressure from workers to raise wages, clashes erupt between the workers and managers or owners. Similarly, the governments in these countries fear that rising wages and labor strife will drive away the businesses, sometimes leaving behind workers who have no other hopes for em-ployment and become more impoverished than they previously were. Moreover, in situations where gov-ernment offi cials were benefi ting from the presence of the companies, they also become losers if the workers rebel against their pay or working conditions.

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The global assembly line includes many people in low-income nations who work diligently to earn wages to support themselves and their families. The workers shown here are assembling blue jeans that will be sold in high-income countries.


Is this theory useful for examining global inequal-ity today? Recent research on the blue-jeans industry in Mexico suggests that it is (see Bair and Gereffi , 2001; Gereffi , Spener, and Bair, 2002). Consider the fact that the blue-jeans manufacturing industry in Mexico is primarily an export-oriented business in that jeans made in cities such as Torreon, Mexico, are produced specifi cally to be exported to high-income nations such as the United States, where the jeans are sold in large retail chains such as Wal-Mart and Target or specialty retailers such as Gap and Limited. When there is an economic slowdown in the United States, fewer jeans orders are placed. Further complicating matters, jeans produced specifi cally for U.S. corpora-tions cannot be sold directly in Mexico, so the market for already-produced jeans is further limited. As a re-sult, when U.S. retailers cut their orders for products produced in Mexico, this has a detrimental effect on workers in the Mexican cities where they are made and on the local economy in those cities. This is only one example of the problems that emerge as a result of the complex interdependence of high-income na-tions and low-income nations in regard to labor, pro-duction, and consumption of goods. No doubt, issues such as these will be crucial in determining the nature and extent of global inequality in the future.

Global Inequality in the FutureAs we have seen, social inequality is vast both within and among the countries of the world. Even in high-income nations where wealth is highly concentrated, many poor people coexist with the affl uent. In mid-dle- and low-income countries, there are small pock-ets of wealth in the midst of poverty and despair.

What are the future prospects for greater equality across and within nations? Not all social scientists agree on the answer to this question. Depending on the theoretical framework they apply in studying global inequality, social analysts may describe either an optimistic or a pessimistic scenario for the future. Moreover, some analysts highlight the human rights issues embedded in global inequality, whereas others focus primarily on an economic framework.

In some regions, persistent and growing poverty continues to undermine human development and fu-ture possibilities for socioeconomic change. Gross in-equality has high fi nancial and quality-of-life costs to people, even among those who are not the poorest of the poor. In the future, continued population growth, urbanization, environmental degradation, and violent confl ict threaten even the meager living conditions of

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those residing in low-income nations. From this ap-proach, the future looks dim not only for people in low-income and middle-income countries but also for those in high-income countries, who will see their quality of life diminish as natural resources are de-pleted, the environment is polluted, and high rates of immigration and global political unrest threaten the high standard of living that many people have previ-ously enjoyed. According to some social analysts, transnational corporations and fi nancial institutions such as the World Bank and the International Mone-tary Fund will further solidify and control a global-ized economy, which will transfer the power to make signifi cant choices to these organizations and away from the people and their governments. As a result, further loss of resources and means of livelihood will affect people and countries around the globe.

As a result of global corporate domination, there could be a leveling out of average income around the world, with wages falling in the high-income coun-tries and wages increasing signifi cantly in low- and middle-income countries. If this pessimistic scenario occurs, there is likely to be greater polarization of the rich and the poor and more potential for ethnic and national confl icts over such issues as worsening envi-ronmental degradation and who has the right to natu-ral resources. For example, pulp-and-paper companies in Indonesia, along with palm oil plantation owners, have continued clearing land for crops by burning off vast tracts of jungle, producing high levels of smog and pollution across seven Southeast Asian nations and creating havoc for millions of people (Mydans, 1997b). Whose rights should prevail in situations such as this? The smoke from the Indonesian fi res has affected agriculture; food shortages and rising prices are inevitable. Reduced sunlight is slowing the growth of crops, and people in record numbers are suffering from respiratory illnesses. The possibility remains that severe, long-term illnesses may also develop over time, especially among the young, the old, and people with respiratory problems (Mydans, 1997b). This could be a future scenario if “business as usual” continues to take place around the world.

On the other hand, a more optimistic scenario is also possible. With modern technology and world-wide economic growth, it might be possible to re-duce absolute poverty and to increase people’s op-portunities. Among the trends cited by the Human Development Report (United Nations Development Programme, 2003) that have the potential to bring about more sustainable patterns of development are the socioeconomic progress made in many low- and middle-income countries over the past thirty years

Global Inequality in the Future 305



You Can Make a DifferenceGlobal Networking to Reduce World Hunger and Poverty

We, the people of the world, will mobilize the forces of transnational civil society behind a widely shared agenda that binds our many social movements in pur-suit of just, sustainable, and participatory human soci-eties. In so doing we are forging our own instruments and processes for redefi ning the nature and meaning of human progress and for transforming those institu-tions that no longer respond to our needs. We welcome to our cause all people who share our commitment to peaceful and democratic change in the interest of our living planet and the human societies it sustains.— International NGO Forum, United Nations Conference

on Environment and Development, Rio de Janeiro, Brazil, June 12, 1992 (qtd. in Korten, 1996: 333)

If everyone lit just one little candle, what a bright world this would be.— line from the 1950s theme song for Bishop Fulton J.

Sheen’s television series Life Is Worth Living (Sheen, 1995: 245)

When many of us think about problems such as world pov-erty, we tend to see ourselves as powerless to bring about change in so vast an issue. However, a recurring message from social activists and religious leaders is that each per-son can contribute something to the betterment of other people and sometimes the entire world.

An initial way for each of us to become involved is to become more informed about global issues and to learn how we can contribute time and resources to organizations seeking to address social issues such as illiteracy and hun-ger. We can also fi nd out about meetings and activities of organizations and participate in online discussion forums where we can express our opinions, ask questions, share information, and interact with other people interested in topics such as international relief and development. At fi rst, it may not feel like you are doing much to address global problems; however, information and education are the fi rst steps to promoting greater understanding of social problems and of the world’s people, whether they reside in high-, middle-, or low-income countries and regardless of their individual socioeconomic position. Likewise, it is im-portant to help our own nation’s children understand that they can make a difference in ending hunger in the United States and other nations.

Would you like to function as a catalyst for change? You can learn how to proceed by gathering information from organizations that seek to reduce problems such as poverty

and to provide forums for interacting with other people. Here are a few starting points for your search:

• CARE International is a confederation of 10 national members in North America, Europe, Japan, and Australia. CARE assists the world’s poor in their efforts to achieve social and economic well-being. Its work reaches 25 million people in 53 nations in Africa, Asia, Latin America, and Eastern Europe. Programs include emergency relief, education, health and population, children’s health, reproduc-tive health, water and sanitation, small economic activity development, agriculture, community devel-opment, and environment. Contact CARE at 151 Ellis Street, NE, Atlanta, GA 30303-2439. On the Internet:

http://www.care.org

Other organizations fi ghting world hunger and health problems include the following:

• World Hunger Year (“WHY”):

http://www.worldhungeryear.org

• “Kids Can Make a Difference,” an innovative guide developed by WHY:

http://www.kidscanmakeadifference.org

• World Health Organization:

http://www.who.int

BOX 9.4

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■ Willie Colon, a Puerto Rican salsa star and spokesperson for CARE, visited this Bolivian classroom as part of that interna-tional relief organization’s project to reduce women’s poverty.


as technological, social, and environmental improve-ments have occurred. For example, technological innovation continues to improve living standards for some people. Fertility rates are declining in some regions (but remain high in others, where there re-mains grave cause for concern about the availability of adequate natural resources for the future). Finally, health and education may continue to improve in lower-income countries. According to the Human Development Report (United Nations Development Programme, 2003), healthy, educated populations are crucial for the future in order to reduce global poverty. The education of women is of primary im-portance in the future if global inequality is to be reduced. As one analyst stated, “If you educate a boy, you educate a human being. If you educate a girl, you educate generations” (Buvinic, 1997: 49). All aspects of schooling and training are crucial for the future, including agricultural extension services in rural areas to help women farmers in regions such as western Kenya produce more crops to feed their families. As we saw earlier in the chapter, easier access to water can make a crucial difference in people’s lives. Mayra Buvinic, of the Inter-American Development Bank, puts global poverty in perspective for people living in high-income countries by pointing out that their

problems are our problems. She provides the follow-ing example:

Reina is a former guerilla fi ghter in El Salvador who is being taught how to bake bread under a post-civil war reconstruction program. But as she says, “the only thing I have is this training and I don’t want to be a baker. I have other dreams for my life.”

Once upon a time, women like Reina . . . only migrated [to the United States] to follow or fi nd a husband. This is no longer the case. It is likely that Reina, with few opportunities in her own country, will sooner or later join the rising number of female migrants who leave families and children behind to seek better pay-ing work in the United States and other indus-trial countries. Wisely spent foreign aid can give Reina the chance to realize her dreams in her own country. (Buvinic, 1997: 38, 52)

From this viewpoint, we can enjoy prosperity only by ensuring that other people have the opportunity to survive and thrive in their own surroundings (see Box 9.4). The problems associated with global pov-erty are therefore of interest to a wide-ranging set of countries and people.

is a one-stop study shop. Easy-to-use and online, it helps you maximize your study time and get the improved grade you want.

After reading a chapter, take that chapter’s pre-test and ThomsonNOW will create a personalized study plan based on your test results. Study plans identify the chapter topics you need to review and direct you to online resources developed to help you succeed in your course. Resources include video, activities, and quizzes, as well as relevant pages of the chapter in electronic format. Chapter post-tests help you determine which topic areas you may need to continue study-ing. See the foldout guide under the book’s front cover for information about accessing and using ThomsonNOW.

Chapter Reviewlife chances both within and among the nations of the world. Today, the income gap between the richest and the poorest 20 percent of the world population con-tinues to widen, and within some nations the poorest one-fi fth of the population has an income that is only a slight fraction of the overall average per capita in-come for that country.

• How are global poverty and human development related?

Income disparities are not the only factor that defi nes poverty and its effect on people. The United Nations’ Human Development Index measures the level of de-velopment in a country through indicators such as life expectancy, infant mortality rate, proportion of under-weight children under age fi ve (a measure of nourish-ment and health), and adult literacy rate for low-income, middle-income, and high-income countries.

Chapter Review 307

• What is global stratifi cation, and how does it contribute to economic inequality?

Global stratifi cation refers to the unequal distribution of wealth, power, and prestige on a global basis, which results in people having vastly different lifestyles and



• What is modernization theory?Modernization theory is a perspective that links global inequality to different levels of economic develop-ment and suggests that low-income economies can move to middle- and high-income economies by achieving self-sustained economic growth.

• How does dependency theory differ from modernization theory?

Dependency theory states that global poverty can at least partially be attributed to the fact that the low-income countries have been exploited by the high-income countries. Whereas modernization theory focuses on how societies can reduce inequal-ity through industrialization and economic develop-ment, dependency theorists see the greed of the rich countries as a source of increasing impoverishment of the poorer nations and their people.

• What is world systems theory, and how does it view the global economy?

According to world systems theory, the capitalist world economy is a global system divided into a hier-archy of three major types of nations: Core nations

are dominant capitalist centers characterized by high levels of industrialization and urbanization, semi-peripheral nations are more developed than periph-eral nations but less developed than core nations, and peripheral nations are those countries that are depen-dent on core nations for capital, have little or no industrialization (other than what may be brought in by core nations), and have uneven patterns of urbanization.

• What is the new international division of labor theory?

The new international division of labor theory is based on the assumption that commodity production is split into fragments that can be assigned to whichever part of the world can provide the most profi table combi-nation of capital and labor. This division of labor has changed the pattern of geographic specialization be-tween countries, whereby high-income countries have become dependent on low-income countries for labor. The low-income countries provide transnational cor-porations with a situation in which they can pay lower wages and taxes, and face fewer regulations regarding workplace conditions and environmental protection.

core nations 302dependency theory 300

modernization theory 298peripheral nations 302

semiperipheral nations 302social exclusion 286

Key Terms

1. You have decided to study global wealth and pov-erty. How would you approach your study? What research methods would provide the best data for analysis? What might you fi nd if you compared your research data with popular presentations—such as fi lms and advertising—of everyday life in low- and middle-income countries?

2. How would you compare the lives of poor people living in the low-income nations of the world with those in central cities and rural areas of the United States? In what ways are their lives similar? In what ways are they different?

Questions for Critical Thinking

3. Should U.S. foreign policy include provisions for reducing poverty in other nations of the world? Should U.S. domestic policy include provisions for reducing poverty in the United States? How are these issues similar? How are they different?

4. Using the theories discussed in this chapter, devise a plan to alleviate global poverty. Assume that you have the necessary wealth, political power, and other resources necessary to reduce the problem. Share your plan with others in your class, and cre-ate a consolidated plan that represents the best ideas and suggestions presented.


Chapter-Related WebsitesThe following websites have been selected for their relevance to the topics in this chapter. These sites are among the more stable, but please note that website addresses change frequently. For an updated list of chapter-related websites with URL links, please visit the Sociology in Our Times website (www.thomsonedu.com/sociology/kendall).

National Labor Committee

http://www.nlcnet.orgThe mission of the National Labor Committee is to educate the public on human and labor rights abuses by corporations. Its website features numerous reports on contemporary slavery around the world, a photo gallery, information on how to become involved, and numerous links to sites displaying human labor rights violations.

Resources on the Internet

The United Nations

http://www.un.orgThe United Nations website contains a wealth of information regarding social, economic, and political conditions around the world. The UN’s publications on economic and social development are a good source of data about global stratifi cation.

The World Bank Group

http://www.worldbank.orgThe World Bank Group helps the poorest people and countries around the world by providing develop-ment assistance in areas such as education, health, debt relief, and the environment. Click on “Develop-ment Topics” and scroll down to “Poverty” to access publications and other information related to global poverty.

www.thomsonedu.com/sociology/kendallVisit this book’s companion website, where you’ll fi nd more resources to help you study and success-fully complete course projects. Resources include

The Kendall Companion Website

quizzes, fl ash cards, and updated web links, as well as special features such as GSS Data and Census 2000 information that put powerful research results at your fi ngertips.

Chapter Review 309


Photo CreditsThis page constitutes an extension of the copyright page. We have made every effort to trace the ownership of all copyrighted material and to secure permission from copyright holders. In the event of any question arising as to the use of any material, we will be pleased to make the necessary corrections in future printings. Thanks are due to the fol-lowing authors, publishers, and agents for permission to use the material indicated.Chapter 1. 3: © Plush Studios/Brand X Pictures/Getty Images 8: Courtesy of Charlene Sullivan 10: © AP Images/Eugene Hoshiko 12: © Hulton Archive/Getty Images 13: Auguste Comte (1798-1857) (oil on canvas), Etex, Louis Jules (1810-1889)/Temple de la Religion de l’Humanite, Paris, France/The Bridgeman Art Library International 14: © Spencer Arnold/Getty Images 15: © Bettmann/CORBIS 16: © North Wind Pic-ture Archives. 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