Equilibrium: Classical and neoclassical definitions of equilibrium are fundamentally different. In classical economics, equilibrium occurs when (given) savings are equal to investment. Equilibrium is a function of exogenously given levels of wages and interest. In neoclassical economics, equilibrium occurs at the intersection point of the supply and demand curves, which are in turn determined by the rational, optimizingbehavior of the agents seeking to maximize utility subject to scarcity and participating in the full set of markets in the economy. The standard neoclassical economic paradigm is the “competitive equilibrium” where given an initial set of asset-endowments for individuals (talents, skills, capital), financial, labor and product markets will, subject to certain conditions, operate to set prices so that all supplies and demands balance, and no one could be made better off without another being worse off (“Pareto optimality”). Framework of the Study The poverty alleviation programs of the government are PantawidPamilyang Pilipino Program (4Ps), Students Grants in Aid Program for Poverty Alleviation (SGP-PA), Social Pension Program, supplementary Feeding Program and the Sustainable Livelihood Program. The SGP-PA is a form of affirmative action, a type of …show more content…
Majority of studies are from the United States (US) and are race-based affirmative action. Such affirmative actions in place are not for Latinos and for those black Americans (Alon, et al., 2005). More similar to class-based affirmative action is that implemented in India, which is caste-based affirmative action. The approach in India is twofold – first, specific quotas are reserved for lower-caste members of society (the dalits and adivas) and the second, programs to reduce the cost of education such as the provision of scholarships, fellowships and other necessary school materials are implemented (Desai., et al.,
Perhaps one way of defining and understanding the concept of white male privilege is to imagine that a white male walks through life with an invisible duffle bag full of unearned rights and privileges that a white male alone enjoys. These privileges are said to exist as these white males have something of value that is denied to others simply because of the groups they belong to, versus anything, in particular, they have either failed to do or have actually done. Because other groups do not walk through life with this invisible duffle bag full of unearned rights and privileges, Affirmative Action policies were initiated to provide those without an invisible duffle bag, a visible one; thus, allowing all to walk through life equally. In regards
For countless years, there has been deliberate bigotry against people of color all around the world. However, today in America the social prejudice against the African American race has become almost entirely a thing of the past. Researchers argue that the discrimination people of color face has lessened over time and the barriers between whites and blacks have weakened. Education in America has changed significantly to benefit all races since the 1920’s. Education is an essential part in any person’s life no matter their race and every person should be able to receive the same opportunities.
“Affirmative Action may not be a perfect system, but there should be no doubt that it has endangered many successes. It has opened the doors of America’s most elite educational institutions to minority students, granting them unprecedented opportunities” (Ogletree 12). Thanks to Presidents John F. Kennedy and Lyndon B. Johnson a policy that prohibits employment and education discrimination based on race, color, religion, national origin, and sex is offered today to those who suffer from said discriminations (A Brief History). Affirmative action has opened abundant openings for minorities, allowing the cycle of going to college to be passed down generations and provided job opportunities that otherwise would not be considered by most. Affirmative
The number of educated people within the minorities or we just need to have some well educated people among them who may be raised before the others as examples of success. I think if we want to be fair, the second option is the best. Rather than that affirmative action, tends up to today to privilege a group over the other. As a consequence of that, we must know that it may sooner or later lead to the protest of some of the people discriminated who have
Affirmative Action is a perfect example of that, as the authors stated it, “did bring many more people of color into middle-income jobs where they could begin to save, buy homes, and build wealth. However, the gap is still not closed” (396). What Whites fail to realize is that with the implementation of this policy, the number one benefactors of the program were White women, but many use the existence of this policy as the reason Whites don’t have a fair chance at employment and college
(Kivel 1995) some "examples of institutional racism over the history of this country: exclusions from unions, organizations, social clubs, seniority systems (last hired, first fired), income differentials, predatory lending practices, inferior municipal services, admissions based on test scores, differential education based on preconceived potential or ability, monoculture school curricula. In each of these situations, people of color experience disadvantages that flow from one generation to another in reference to income, decision making, health status, knowledge and skill development, and quality of life. The greater loss is to the country as a whole of the talents and perspectives of a significant proportion of the population". (NASW,
Ira Katznelson is the author of When Affirmative Action Was White, a historical analysis of the history of affirmative action and racial inequality in the United States of America. Katznelson takes a definitive approach to the history of legislation and inequalities and prepares the reader initially with his title. Katznelson’s argumentative position and approach to the title of his book makes the reader question about affirmative action for white Americans, but in reality what Katznelson means by his title, When Affirmative Action Was White, is more based on the social programs and federal grant opportunities that were created and provided to Americans during the Roosevelt and Truman administration. Katznelson argument encompasses historical
Another thing that places students of color at a disadvantage in college admissions is the persisting cultural bias in high-stakes testing. “High-stakes” tests are those that are tied to major consequences, such as admission to college, or even high school graduation. Fair education reform advocates have long been citing an extensive record of standardized testing concerns, many of which relate to racial bias and discrimination. As researcher and author Harold Berlak explains in the journal Rethinking Education: Standardized testing perpetuates institutionalized racism and contributes to the achievement gap between whites and minorities. For instance, the deeply embedded stereotype that African Americans perform poorly on standardized tests
Affirmative action has become obsolete in today’s society. Affirmative action is an active effort to improve the employment or educational opportunities of members of minority groups and women; also: a similar effort to promote the rights or progress of other disadvantaged persons (Merriam-Webster, 2011). Today’s affirmative action will demoralize the very concepts that the policy was implemented to uphold: those of equality for all people regardless of color and discrimination. This policy supports racial multiplicity at the price of distinction, impartiality and experience; it also follows the line of reverse discrimination and sexual bias against white men (Reyna, Tucker, Korfmacher, & Henry, 2005).
Martha Peraza SOC 3340 Inequality in Education California State University, Bakersfield Abstract In the United States, there exists a gap in equality for different demographics of students. The factors contributing to educational disadvantages include socioeconomic struggles, gender of students, language or culture, and particularly for the scope of this paper, race.
According to the dominant theory the affirmative action was firstly introduced to deal with two types of social disruption in the 1960s as campus protests and urban riots in the North. However, this article is based on different theory as dominant theory's empirical evidence is limited. It examines the initial reason for advent of race-conscious affirmative action in 17 undergraduate institutions in the United States. And according to the research this article concludes that there were two waves that contributed to affirmative action: 1) first wave in the early 1960s introduced by northern college administrators 2) second wave in the late 1960s introduced as a response to the protests of campus-based students. This article will help me to establish the main reasons for introduction of race-conscious affirmative action in undergraduate
Classical economics emphasises the fact free markets lead to an efficient outcome and are self-regulating. In macroeconomics, classical economics assumes the long run aggregate supply curve is inelastic; therefore any deviation from full employment will only be temporary. The Classical model stresses the importance of limiting government intervention and striving to keep markets free of potential barriers to their efficient operation. Keynesians argue that the economy can be below full capacity for a considerable time due to imperfect markets. Keynesians place a greater role for expansionary fiscal policy (government intervention) to overcome recession.
Throughout many of the affirmative action legal cases, one of the main arguments from proponents is that it is necessary in order to right the wrongs of past racial discrimination. Some say that affirmative action is justified because even though white applicants may be more qualified, this is only because they did not face the same hardships as their minority counterparts (Rachels, Ethics, 1973). Many argue if we do not integrate disadvantaged minorities into mainstream social institutions, they will continue to suffer the discrimination that has plagued our country for centuries and that this is detrimental to not only the minorities but also society as a whole (Anderson, 2002, 1270–71). However, the debate has recently shifted to the benefits of diversity in the classroom which the Supreme Court has affirmed as being a positive thing
Adam Smith, David Ricardo or Karl Marx are known for many as the pioneers of contemporary economies. Their Work and researches were the bases of most of nowadays economic models used by countries around the world. Adam Smith, David Ricardo and their followers were labeled as the classical economists when later on Karl Marx and his followers were labeled as the Marxists. These two economic schools were some of the biggest in history, but yet differed in many ways. Through this paper, we would discuss the says of the Classical and Marxism schools concerning their views on wages, their different opinions about the theory of value, their sides about capital accumulation and finally the different point of view of the schools regarding the diminishing returns.
Because of these issues, society should develop better strategies to help these people in need to eliminate the growing poverty level through the world. These strategies could include