24 May 2012

Justice in the Family: Choice vs. Fairness


Stephen Kershnar
Justice in the Family
Dunkirk-Fredonia Observer
May 15, 2012

            Recently a furor developed when Hilary Rosen, Democratic strategist and close ally to Obama (35 visits to the White House), stated that Mitt Romney’s wife, Ann Romney, never worked. Specifically, she said, “His wife has actually never worked a day in her life.” Rosen was trying to get across the notion that Ann Romney (mother of five) never dealt with the types of issues that the majority of women in the U.S. face today, such as how to feed her their kids, get them to school, and so on.
  
Let us assume that Rosen was wrong about what “work” means and ask whether justice or morality has anything to say about how duties in a marriage should be divided. For example, we might ask how much childcare, cooking, and vacuuming each spouse should do. We also might ask whether there is a number of times that one spouse (for example, wife) should be willing to have sex with the other (for example, husband) when the two have different preferences.  

In the U.S., work is equally distributed when it comes to couples with children under 18. CBS News, using a 2010 Bureau of Labor study, reports that women with full-time jobs and kids under the age of 6 total an average of 56 hours of combined housework and paid work. Men average 57 hours. Similarly, Ruth Davis Konigsberg writing in Time Magazine, and using the same study, reports that for those who had children under the age of 18, women employed full time did just 20 minutes more of combined paid and unpaid work than men did. The distribution was different with women doing more housework and men doing more at the office.

Surprisingly, Konigsberg, using data from the Families and Work Institute, further reports that men have a harder time managing the responsibilities of work and family than do women (60% of men report having a hard time doing so versus 47% of women). On the other hand, a study by University of Southern California psychologist Darby Saxbe and others writing in Journal of Family Psychology found that more men than women engaged in leisure activity after work (19% to 11%) and men spent more time on leisure than housework.

There are two opposing philosophical positions on the relation between justice (or fairness) and domestic work (for example, housework and childcare). One theory holds that justice doesn’t apply to the family and that whatever both spouses agree to is just. This might rest on the notion that justice is a matter of what rights people have and what rights they have depends on what they’ve agreed to. This is what makes it fair for some couples to have a traditional marriage (the husband works outside the home and the wife does the housework and childcare) and others to have an egalitarian one (both spouses work outside the home and do the same amount of housework).

Alternatively, Harvard philosopher Michael Sandel of University argues that justice doesn’t apply to the family because families are based on love and affection rather than assignments of rights and duties. On this view, applying the logic of markets and the legal system to marriage would worsen the family by introducing an alien value system. For example, if mothers were to charge for each hug they give their children, this would worsen family life.
      
The problem with this theory is that it doesn’t align with our thoughts. Many spouses feel that it is unfair for one person (for example, the wife) to do most of the household chores even when if this is what they initially agreed to do. For example, if the wife is cooking and cleaning all Sunday, while her husband drinks beer and watches football, there is bound to be resentment.

Also, it is odd to think that the distribution of benefits and burdens outside the home should be just, fair, or equal, but that these same considerations don’t apply just because spouses enter the home or love each other. We don’t think this about demands for respect or against violence and so it seems that other moral demands should apply in the home. For example, if we think that some people (for example, miners and daycare workers) get paid too little relative to corporate executives given how hard the former work or what they contribute, then a similar thing should be true when one spouse does the lion’s share of domestic work.  

A second theory holds that justice and fairness apply to the family. Proponents of egalitarian marriage hold that even if both the husband and wife agree to an unequal distribution of domestic duties, such an arrangement is unfair and disrespectful toward the spouse who carries the load (usually, women). Feminists such as the late Stanford philosopher Susan Moller Okin often promote this view. They argue that even if she agreed to it, a wife who sacrifices her career and leisure time to act as a maid for her husband and nanny for her children profoundly disrespects her own abilities and emotions. Similarly, a husband who asks this of her similarly disrespects her.  

One problem with this view is that the notion of an equal marriage is hard to fill out. It is unclear whether the feminists who argue for this think that equality should be filled out in terms of the husband and wife being equally happy, equally well-paid, equally respected, or equal in some other way. The other way might involve equal amounts of contribution, hard work, or sacrifice. Without some theory explaining how equality in a marriage should be filled out, this view is not much more than a bumper sticker. To see the problem, consider little an egalitarian-marriage proponent would have to say about the happy middle ground when a husband wants to more sex and his wife less.    

A second problem is that it is implausible that there is one type of equality that a couple should aim for, regardless of what type of equality they want or whether they want equality at all. Even if there were one type of equality couples should aim for, it is unclear why it is important in comparison to other considerations, such as the family’s aggregate happiness. This takes both parents and children into consideration. That is, it is irrational to try to make spouses equally happy rather than trying to make the overall family as happy as possible.

A third problem is that if one spouse finds herself much happier married to one person than to others or to being unmarried, then it is irrational to care about how her happiness is relative to her spouse. Equality is valuable when it improves one’s life; it is not valuable in itself. This type of fanatical commitment to equality explains why feminists are now marginalized.  

In the end, the more plausible view is that justice and fairness depend on that to which a married couple agreed. The agreement might focus on equality, maximizing the family’s overall happiness, or some other goal (perhaps religious or altruistic). There is no one pattern a marriage must satisfy. The focus on equality is too vague to be useful and, in any case, nothing more than a personal preference. 

02 May 2012

Academia: Against Subsidizing Student Loans

Stephen Kershnar
A College Education is a Good Investment
Dunkirk-Fredonia Observer
April 29, 2012

As usual, Republicans and Democrats are fighting over welfare, this time it’s subsidized student loans. Subsidized student loans are scheduled to rise in July from 3.4% to 6.8%. As The New York Times points out, even the higher rate (6.8%) is lower than the rate on most private student loans. The Republicans propose paying the $5.9 billion in subsidies, which covers both federally guaranteed loans from banks and government loans, through spending cuts; the Democrats propose paying for it by raising taxes. No one is pointing out that student loans are such a wise investment that the government should stop subsidizing it altogether.

There have been horror stories regarding recent college graduates. Manuel Valdes et al. writing for the Associated Press reports that roughly 54% of Bachelor’s degree-holders under the age of 25 are jobless or underemployed (employed at a job that does not require a college degree). College graduates who majored in zoology, anthropology, philosophy, art history, and humanities are among the least likely to find jobs appropriate to their education level. Those who majored in nursing, teaching, accounting, or computer science are the most likely to do so.

Still, it’s worth remembering that the recent college graduates are a relatively small amount of people (1.5 million out of the more than 300 million in the U.S.). Also, the loans are not that high and plenty of graduates do not have any. According to The New York Times and Wall Street Journal, the average 2010 college graduate who had student loans owed roughly $25,000 and roughly 45% of graduates had no debt (the latter is a 2009-2010 figure).

Even with these horror stories, a college education is an incredibly good investment. Consider 2011 study by Michael Greenstone and Adam Looney of the Brookings Institute. On average, the total cost of a four-year college degree (private and public) is $102,000. This cost consists of roughly $48,000 in out-of-pocket expenses and $54,000 in lost wages. On average, four-year college graduates (college graduate) earn roughly $570,000 more than people with only a high school diploma (high school graduates), an excellent return on a $102,000 investment.

According to Greenstone and Looney, the rate of return is more than double the average return on stocks over the last 60 years and multiple times the rate of return on investments in corporate bonds, gold, long-term government bonds, or housing over this same period.

At age 22, the average college graduate earns 70% more than the average high school graduate. In 2010 at age 50, the former made $47,000 more per year. At the peak of her earning power, a high school graduate makes about what a college graduate makes after one year out of school. College graduates also earn much more than those with only an Associate’s Degree (roughly $400,000 more over a lifetime). In March of 2012, college graduates had an unemployment rate roughly half of high school graduates (4.2% versus 8%). College graduates are also far more likely to be working than high school graduates (73% versus 54% last month). College also has many long-term non-financial benefits.

Economists Philip Oreopoulos and Kjell Salvanes found that college graduates are healthier, live longer, and have higher job satisfaction than high school graduates. They found the former make better decisions about marriage and parenting. Also, on some widely held philosophical theories, knowledge alone makes people’s lives go better.

Given that the rate of return on investing in college is much better than other investments (for example, stocks, bonds, housing, and gold over the past 60 years), it is hard to see why the government should subsidize it. After all, the investment typically pays for itself many times over.

One reason often given is that education has a positive externality. That is, people other than the college graduate and the college that educated him benefit from his education. Other people might benefit because the college graduate creates more wealth, has better health, is a more informed voter, or pays more taxes. Still, without a reasonable estimate of the amount of the positive externality, it is hard to know whether it warrants a subsidy and, if so, how much.

What’s more, the subsidy has a bunch of wasteful effects. It encourages many people to go to college who shouldn’t because they can’t or won’t do the work. Writing in the Wall Street Journal, David Wessel and Stephanie Banchero point out, that at four year college 43% of those enrolled as freshmen in 2002 didn’t finish their degree six years later. Along the same lines, only 30% of American adults have four-year college degrees. This is true even though roughly 70% of high-school graduates enroll in a two- or four-year college.

It also encourages many people to choose majors that don’t benefit society as much as other majors. Evidence that a major benefits society less when it typically has greater unemployment or pays less. Both are evidence that the major has less value to consumers. For example, those with a degree in counseling psychology earn a lot less than those with math or computer science degrees ($69,000 less in 2010) and thus likely contribute less to people’s well-being.

There is also strong reason to believe that the proliferation of student grants and loans (that is, student welfare) has fueled much of the explosion in college costs over the last few decades.

At the very least, we need a plausible argument that the benefits of government-subsidized student loans outweigh their costs. I am unaware of any.

There is a concern that the difference in performance between four-year college graduates and high school or two-year college graduates is explained by a third factor, perhaps intelligence (with a significant genetic effects), rather than education itself. This might be suggested by a study of elite universities. A 1998 study by Stacy Berg Dale and Alan Krueger of the Mellon Foundation and Princeton University respectively found that on average once you control for student ability, attending an elite university (for example, the Ivy League) did not increase a student’s income. Students at elite universities made a lot more money but this was likely the result of their greater ability rather than the school.

Still, there is likely a difference between getting a college degree and not doing so even if there isn’t a difference between attending an elite university and not doing so. If college doesn’t make students more productive, then the state shouldn’t subsidize it.

In summary, a college education is such a good investment that the state probably should not subsidize it. The rate of return is better than the stock, bond, and real estate market over the last 60 years and, also, provides other valuable benefits. The arguments from externalities and a third factor do not show otherwise.

30 April 2012

A Debate Over Academic Standards: Response Staples

To John Staples:

Thank you for your interesting and thoughtful response. Your argument is that even if Fredonia is losing ground on SATs relative to competitors this need not bother us because the SAT is a flawed measure of academic potential.

1. SAT as Measure: I disagree. Once the restricted range is corrected for, the correlation between SAT scores and first-year GPA is reasonable. On one large 2001 meta-analysis it was somewhere in the 0.44 to 0.62 range. The likely reason for this is that SATs correlate strongly with general intelligence (g) as measured by IQ (.82 correlation on one study) and IQ scores predict a wide range of socially important behaviors, often with greater accuracy than parental socio-economic status.

2. Plausibility: The notion that SATs do not track any useful information is implausible. In About.com, Old Westbury’s mid 50% SATs are 955-1110, Yale’s are 1410-1590. Is it plausible to think that these scores do not tell us anything about the relative academic ability of incoming freshmen at these schools from these scores? I suspect we would agree on this issue.

3. GPA as Measure: Even if you think the SATs are unreliable, I would be surprised if you thought the same about a measure that combined high school GPA and SATs. Again, high school GPA when combined with the SAT score is a reasonable predictor of a student’s first-year college GPA, especially relative to its other measures. Among SUNY colleges in 2011, the high school GPA of Fredonia is ranked 7th behind the usual suspects: Geneseo, New Paltz, Cortland, Oneonta/Brockport (tied), and Oswego. I do not know if this was true in 1990.

4. SAT and Graduation: One former Provost of SUNY (Peter Salins, 1997-2006), argued that for a four-year period in SUNY campuses with highly differentiated missions, whose high school GPAs improved by the same modest amount (2-3%), only those whose SAT scores improved substantially saw gains in graduation rate. Those that didn’t change their SAT scores did not see an increase. I have doubts about how strong evidence this is toward the relation between SATs and graduation, but it is worth considering.

Thank you again for the note,
Steve K