How does economic inequality affect political equality in the United States? Do you believe the current state of inequality in America is problematic for democracy? Why or why not?
Answer:
An ideal response will:
1. Explain how economic inequality affects political equality by marginalizing the voices of the poor in American politics, thus creating an uneven playing field.
2. Explain whether or not the student believes that the high levels of inequality are problematic for democracy, drawing upon either the argument noted above, for example, or the idea that economic inequality is a natural outcome of the capitalist system and has no real effect on political equality.
You might also like to view...
News Clip 2.1: Travel BanClick on the above link to access the Interactive eBook. Once you've signed in, scroll to page 58 and watch the video. When you've finished watching the video, come back to the test and answer the following questions:The president does not have unfettered, broad, unchecked authority.
A. True B. False
One "additive/interaction threat" to the nonequivalent comparison-group design might occur is one group of participants becomes more experienced, tired, or bored than those in the other group. What is this threat?
a. Selection-attrition b. Selection-maturation c. Selection-instrumentation d. Selection-regression
Serena is a white, middle-class mother of two, in her mid-fifties, who works as a librarian in the public library system of a large city in the American West. She tends to support Democratic candidates whose policies provide an economic safety net for those hardest hit by recessions but on occasion will vote Republican when government enforcement of order and traditional values are under siege. Which label best describes Serena's thinking?
a. Serena is a liberal. b. Serena is an economic liberal and a lifestyle liberal. c. Serena is an economic conservative and a lifestyle conservative. d. Serena is an economic liberal and a social conservative.
Sociologist James S. Coleman's 1966 research (better known as the Coleman Report) on resources and student performance shows a. that curricula, facilities, class size, and per-pupil expenditures were more important to levels of performancethan family, socioeconomic background, and classmates
b. that family, socioeconomic background, and classmates were more important than academic resources indetermining levels of performance. c. that African American students did better in predominantly black schools. d. how faulty methodologies could later be refuted by careful analysis.