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The Distribution of Income and Wealth: Poverty and Inequality

Equality, equity, the Lorenz curve and the Gini coefficient

  • 3 things to know
  • Papers 1 and 3

Overview

The difference between equality and equity, and reading a Lorenz curve and a Gini coefficient.

What you need to know

Answer each one before you reveal it.

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Numbers

What does a higher Gini coefficient show, and what is said for greater equality?

Evaluation

What does a Lorenz curve plot, how is its shape read, and how do transfers change the distribution?

Numbers

What do Gini coefficients of 0 and 1 represent, and what does a higher coefficient indicate?

Questions from this subtopic

Each one with the model answer underneath.

  1. 1

    Define equality in the context of income and wealth distribution.

    Model answer

    Equality refers to an even or identical distribution of income or wealth among individuals or households.

  2. 2

    Define equity in the context of income and wealth distribution.

    Model answer

    Equity refers to a distribution of income or wealth that is considered fair and just, which may not be equal.

  3. 3

    What is the fundamental difference between equality and equity?

    Model answer

    Equality is an objective, measurable concept, whereas equity involves normative value judgements about what is fair.

  4. 4

    What is a Lorenz curve?

    Model answer

    A Lorenz curve is a graphical representation showing the cumulative percentage of income or wealth held by cumulative percentages of the population, ranked from poorest to richest.

  5. 5

    What do the axes on a Lorenz curve diagram represent?

    Model answer

    The horizontal axis shows the cumulative percentage of the population and the vertical axis shows the cumulative percentage of income or wealth.

  6. 6

    What does the line of perfect equality represent on a Lorenz curve?

    Model answer

    It is a 45-degree diagonal line where each percentage of the population receives the same percentage of income or wealth.

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