CHAPTER 9: GLOBAL STRATIFICATION
BRIEF CHAPTER OUTLINE
I. Global Stratification
A. Rich and Poor
B. The International Division of Labor: A World Divided by Race and Gender
C. The World on the Move: International Migration
II. Theories of Global Stratification
A. Modernization Theory
B. Dependency Theory
V. Globalization and Social Change
LEARNING OBJECTIVES
1. Define global stratification and describe its components.
2. Compare and contrast different explanations of global stratification.
KEY TERMS (listed in text)
absolute poverty (227)
colonialism (217)
modernization theory (216)
multidimensional poverty index
KEY PEOPLE
Rhacel Salazar Parreñas (219)
Karl Marx (217) Immanuel Wallerstein (218)
Max Weber (217)
LECTURE OUTLINE
I. Global Stratification
1. In a system of global stratification, the units are countries, much like a
system of stratification within countries in which the units are individuals or
families. Our global systems of work are deeply connected to inequality.
A. Rich and Poor
1. The huge gap in wealth between countries at the top of the global
stratification system and those at the bottom is a major dimension of
stratification between countries.
2. The annual per capita Gross National Income (per capita GNI) is one
measure of global stratification—it measures each person’s annual share of
4. Inequality within nations is measured by the Gini coefficient (a measure of
income distribution).
B. The International Division of Labor: A World Divided by Race and
Gender
1. The connection between rich and poor nations is the result of an international
division of labor that relies on cheap labor.
people of color.
C. The World on the Move: International Migration
1. The United States is, by far, the most likely destination of immigrants,
followed by Germany and then the Russian Federation.
2. The flow of international migration is typically out of the “global South” and
II. Theories of Global Stratification
A. Modernization Theory
1. Modernization theory is a free market (neo-liberalism) approach that
views economic development as stemming from technological change by
B. Dependency Theory
1. Dependency theory holds that the poverty of the low-income countries
directly results from political and economic dependence on wealthy
countries.
2. The dependency created by colonialism—a system by which Western
nations became wealthy by taking raw materials from colonized societies
C. World Systems Theory
1. World Systems Theory, associated with the work of Immanuel
Wallerstein, argues that the level of economic development is explained
by each country’s role in the world economic system and uses the global
c. the peripheral countries (poor, largely agricultural countries).
d. These countries are also referred to as First World, Second World, and
Third World countries, respectively.
2. World system theorists now also focus on an international division of
III. Consequences of Global Stratification
A. Population
1. The poorest countries have the highest birth rates, the highest death rates, and
the highest fertility rates.
2. The richest countries have only 15% of the world’s population, and many of
B. Health and the Environment
1. Significant differences are evident in the basic health standards of
countries, depending on where they are in the global stratification
system.
2. High-income countries (15% of the world’s population) have lower
C. Education and Illiteracy – In the richest nations, education and literacy is
almost universal. In middle- and lower-income nations, elementary school
enrollment is low, as are literacy rates. In these countries, informal and
D. Gender Inequality
1. The position of a country in the world stratification system also affects
gender relations within different countries.
E. Terrorism
1. By generating inequities in the distribution of power, global stratification
2. Terrorism – is defined as premeditated, politically motivated violence
perpetrated against noncombatant targets by persons or groups who use their
IV. World Poverty
1. Some measures of poverty, like absolute poverty and extreme poverty
(living on less than the equivalent of $1.25 per day), focus on the amount of
A. Who Are the World’s Poor?
1. About 10% of the world’s population lives in poverty. The United Nations
calls this a global underclass. About one billion people live in extreme
poverty.
2. The character of poverty differs around the globe. Political instability and
B. Women and Children in Poverty
1. Women bear a larger share of the burden of world poverty worldwide, a
situation called double deprivation.
2. Children in poverty do not have the luxury of a childhood or education and
often work in sweatshops and even prostitution.
a. The UN estimates that 156 million children under the age of 17 are in
C. Poverty and Hunger
1. The World Health Organization estimates that about 2 billion people in
D. Causes of World Poverty
1. Poverty is increasing in areas with a history of unstable governments and
where economies have collapsed, forcing governments to borrow under
harsh economic restructuring plans set by the World Bank and the IMF.
2. Poverty is also caused by changes in the world economic system, which
another.
V. Globalization and Social Change
1. In some areas of the world, primarily in East Asia and parts of Latin
America, many countries have shown rapid growth and are emerging as
stronger nations.
LECTURE/DISCUSSION SUGGESTIONS
1. Free or Fair Trade. Introduce students to the debates over free trade agreements like
the WTO, NAFTA, and the FTAA. Public Citizen’s Global Trade Watch
2. Commodity Chains. Trace for students the commodity chain of a multinational
corporation with headquarters near your campus. Such information should be readily
3. Global Inequality. To initiate a discussion of the realities behind the global statistics
on standard of living and poverty, select one country from the richest and the poorest
countries. Present data from UNDP, UNICEF, and other resources for each country.
Then present a “day in the life” scenario for a man, a woman, and a child from each
4. Women’s Global Status. To prepare students to discuss girls’ education and the
status of women, introduce students to the UN websites that focus on gender,
women’s education, and women’s role in development.
5. Global Stratification and Development. Using the CIA World Fact Book, UNDP
and UNICEF reports, and World Bank reports, lead students through an examination
6. International Visitors. World Affairs Councils and other organizations often host
international visitors from peripheral and semi-peripheral countries. Keep in mind
7. Division of Labor Within Corporations. Pick an industry, such as a major hotel or
food chain in the area of your campus. Do an examination of the positions held by the
8. U.S. Immigration Patterns. Whenever the United States has a need for a large
number of people with a certain set of skills such as doctors, nurses, engineers,
9. Life Expectancy. Have students look at the information on child death and life
expectancy. Center a discussion on why children live and die. Why do children in
developed countries live? Why are children in developing countries more often at
risk?
10. AIDS. Have your class discuss the global AIDS crisis. Have them offer explanations
for AIDS in sub-Saharan Africa. How does our culture address certain health issues?
11. Projects to Relieve World Hunger and Lack of Education. After examining such
12. Historical Poverty. A historical perspective can be a very useful tool for giving
poverty some context. Using books such as A People’s History of the United States
1. Commodity Chains. Assign students to document the origins of products in their
home. Because the investigation can get pretty complex, assign teams to focus on
electronic and entertainment items, vehicles, furniture, kitchen items, gardening
materials, food, and clothes. They will gather a certain amount of information from
labels and product information brochures, but their investigations may take them to
2. World Hunger. The Hunger Project is a private initiative aiming to eliminate world
3. Global Human Development. The United Nations Development Program
issues an annual Human Development Report (see
4. Sweatshops. Have students organize a forum on the operations of U.S.–
headquartered multinationals in peripheral countries. What are the advantages and
disadvantages of “sweatshop” operations in peripheral countries for the people in
those countries and consumers and workers in the United States? How can such
5. Divestment. Your university might be involved in debates about divestment in
corporations that use sweatshops, about purchase of graduation gowns and rings from
companies using sweatshop labor, or about whether the university should join labor
watchdog groups.
6. Disaster Reduction. The catastrophic earthquake/tsunamis in the Indian Ocean area in
December 2004 highlighted many features of global stratification, and global disasters
7. War, Childhood, and Poverty. Have students read this Understanding Diversity
scenario (on page 225) and then engage them in a discussion about the policy findings.
made this list of the top 10 business reformers in the “Doing Business 2008” rankings
published by the World Bank and the International Finance Corporation. How are these
countries presently doing?
Research the history of global pandemics. What is the most recent outbreak? Study
global statistics and then have each student discuss this situation with their friends and
family and then develop a preparedness plan for survival for one to three years. The
class could also inquire into the survival and preparedness plan established by their
administrative staff for the campus.
world.
11. Absolute Poverty. Have students create a database on absolute poverty. After
they have compiled the research have them evaluate the perspectives offered on
development, for example, modernization, dependency, and world systems.
12. Free Trade or Fair Trade? The controversy over global and regional free trade
13. Girls’ Education and Development. UNICEF’s State of the World’s Children
VIDEO SUGGESTIONS (Videos with a * next to them have corresponding activities
below.)
Seeds of Freedom (2012, approx. 30 min.)
Seeds of Freedom charts the story of seed from its roots at the heart of traditional,
The Hidden Face of Globalization (2013, 9:42 min.)
In the global economy, corporations demand enforceable laws—intellectual property and
copyright laws—backed up by sanctions to protect their products. However, when we ask
these same companies, “Can’t we also protect the rights of the 16-year-old who made the
* Morristown in the Air and Sun (2007, 60 min.)
This film looks at a Sunbelt town in Tennessee. It traces Latino migration and labor
Steps Centre
The film shows the issues with water in developing countries and introduces students to
* The End of Poverty? (2008, 105 min.)
Global poverty did not just happen. It began with military conquest, slavery, and
colonization that resulted in the seizure of land, minerals, and forced labor. Today, the
problem persists because of unfair debt, trade, and tax policies—in other words, wealthy
countries taking advantage of poor, developing countries.
Superpower (2013, 118 min.)
Superpower goes behind the scenes of America’s national security apparatus and military
VIDEO ACTIVITIES
After students view Morristown in the Air and Sun, have them discuss the role of
global immigrants in the U.S. economy. Have them address how the U.S. workers
are impacted by globalization and the ramifications of this transformation.
Prior to screening The End of Poverty, have a class discussion about why poverty exists
INTERNET EXERCISES
1. The United Nations website (www.un.org/en/) is an incredible network of documents
and sites related to UN agencies. To research issues related to global stratification, the
global stratification. You could also explore particular topics, like gender, and write a
report on a model project or issue addressed by the World Bank.
4. Using information gathered from the World Health Organization (WHO)
5. The Emory Global Health Institute’s website at Emory University
development. The institute works with research centers from across the world in
development projects.
SUGGESTED READINGS
Anderson, Sarah (ed). 2000. Views From the South: The Effects of Globalization and the
WTO on Third World Countries. Oakland, CA: Food First Institute for Food and
Development Policy. This collection by some of the world’s best globalization analysts
and activists provides insight and detailed case studies on the social impacts of
globalization.
Oakland, CA: Food First Institute for Food and Development Policy. This collection
gathers excerpts from Food First’s publications over the past two decades, providing an
integrated overview of the world food system, the U.S. role in that system, how global
politics affect hungry people, and the impact of the free market.
standards.
Edwards, Michael and John Gaventa (eds.). 2001. Global Citizen Action. Boulder, CO:
Lynne Rienner Publishers. This book looks at various ways marginalized people
empower themselves in the global economy.
Mander, Jerry and Edward Goldsmith (eds). 1996. The Case Against the Global
Economy. San Francisco, CA: Sierra Club Books. This collection of articles features 43
leading economic, cultural, and environmental experts exploring the effects of the global
economy on jobs, human rights, cultural diversity, democracy, and the natural world.
Contributors analyze how the giant global institutions, such as the WTO, GATT, and the
World Bank, have moved real power away from citizens and nation states to global
corporations, with devastating results. They advocate for a reversal of course toward a
revitalized democracy, local self-sufficiency, and ecological health.
Sachs, Jeffrey D. 2006. The End of Poverty: Economic Possibilities for Our Time. New
York: Penguin. Marrying vivid eyewitness storytelling to his laser-like analysis, Jeffrey
Sachs sets the stage by drawing a vivid conceptual map of the world economy and the
different categories into which countries fall. Then, in a tour de force of elegance and
compression, he explains why—over the past two hundred years—wealth has diverged
across the planet in the manner that it has and why the poorest nations have been so
markedly unable to escape the cruel vortex of poverty.
poverty by 2015.
Sen, Amartya. 2000. Development as Freedom. New York: Anchor. This Indian-born
Shiva, Vandana. 2000. Stolen Harvest: The Hijacking of the Global Food Supply.
Cambridge, MA: South End Press. This classic volume by the environmental and
agricultural activist, Vandana Shiva, addresses critical questions on genetic engineering
and corporate agriculture.
Stiglitz, Joseph E. 2003. Globalization and Its Discontents. London, U.K.: W. W.
Norton. The former Clinton administration chair of the Council for Economic
Development, former chief economist of the World Bank, and 2001 recipient of the
Nobel Prize in Economics, became disillusioned as he saw the IMF, the World Bank,
and other major institutions put Wall Street and the financial community ahead of the
poorer nations.
United Nations News. 2007. One third of all Iraqis live in poverty, study says.
February 13. New York: United Nations.
WEBSITE SUGGESTIONS
See website suggestions throughout this chapter, as well as the following:
