第十二章-国民收入核算1.pptVIP

* * * * * Within either racial group, males have higher participation rates than females. Blacks have far higher unemployment rates than whites. This is of great concern to many economists and policymakers. Source: Bureau of Labor Statistics, U.S. Department of Labor , look for latest “employment situation” * These statistics, not in the textbook, are particularly interesting to college students. It shouldn’t be surprising that educational attainment is positively related to labor force participation: for most people, the prospect of better jobs is a key reason for investing in education. Your students may be especially happy to learn that, by getting a bachelor’s degree, they reduce their chances of becoming unemployed by more than half, compared to people with a high school diploma, and by about half compared to people who don’t finish college. Source: Bureau of Labor Statistics, U.S. Department of Labor , look for latest “employment situation” The objective of this exercise is to lead students to discover why the unemployment rate is not a perfect indicator of joblessness. It might be helpful to tell students to determine the impact on the u-rate – no matter how tiny. I.e., if one person becomes unemployed, the u-rate will rise – ignore the fact that, if this happened in the real world, the increase in the aggregate u-rate would be too small to matter. * If you choose to skip the preceding exercise, you’ll need to give students a definition of the term “discouraged worker.” This slide recaps the lessons from the preceding exercise and mentions an additional point from the text: people may misreport their labor market status to the BLS, perhaps because they think it will help them get public assistance. This also makes the unemployment rate a bit less accurate. You might remind students that, in earlier chapters, we learned that other macroeconomic indicators were imperfect: GDP is an imperfect indicator of society’s well-being, and