Adolescents’ understanding of social class: a comparison of white upper middle class and working class youth

2000 ◽  
Vol 27 (2) ◽  
pp. 80-83 ◽  
Author(s):  
Elizabeth Goodman ◽  
Benjamin C Amick ◽  
Maureen O Rezendes ◽  
Sol Levine ◽  
Jerome Kagan ◽  
...  
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Class A ◽  
Upper Middle Class ◽  
Class Youth

scholarly journals How does parental time relate to social class in a Nordic welfare state?

2021 ◽  
pp. 000169932110520
Author(s):  
Anne Lise Ellingsæter ◽  
Ragni Hege Kitterød ◽  
Marianne Nordli Hansen
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Lower Middle Class ◽  
Parental Time ◽  
Childcare Time ◽  
Upper Middle Class ◽  
And Gender ◽  
Class Divisions ◽  
The Relationship

Time intensive parenting has spread in Western countries. This study contributes to the literature on parental time use, aiming to deepen our understanding of the relationship between parental childcare time and social class. Based on time-diary data (2010–2011) from Norway, and a concept of social class that links parents’ amount and composition of economic and cultural capital, we examine the time spent by parents on childcare activities. The analysis shows that class and gender intersect: intensive motherhood, as measured by time spent on active childcare, including developmental childcare activities thought to stimulate children's skills, is practised by all mothers. A small group of mothers in the economic upper-middle class fraction spend even more time on childcare than the other mothers. The time fathers spend on active childcare is less than mothers’, and intra-class divisions are notable. Not only lower-middle class fathers, but also cultural/balanced upper-middle class fathers spend the most time on intensive fathering. Economic upper-middle and working-class fathers spend the least time on childcare. This new insight into class patterns in parents’ childcare time challenges the widespread notion of different cultural childcare logics in the middle class, compared to the working class.

Privilege Lost

2020 ◽  
Author(s):  
Jessi Streib
Keyword(s):  
Social Class ◽  
Middle Class ◽  
White Youth ◽  
Downward Mobility ◽  
Academic Knowledge ◽  
Time Periods ◽  
Class Reproduction ◽  
Upper Middle Class ◽  
Class Youth

One in two white youth born into the upper-middle class will fall from it. Drawing upon 10 years of longitudinal interviews with over 100 American youth, this book shows which upper-middle-class youth are most likely to fall, how they fall, and why they do not see it coming. The book shows that upper-middle-class youth inherit different amounts of academic knowledge, institutional insights, and money from their parents. Those raised with more of these resources enter class reproduction pathways, while those raised with fewer of these resources enter downwardly mobile paths. Of course, upper-middle-class youth whose families give them few resources could switch courses by acquiring these resources from their community. They rarely do. Instead, they internalize identities that reflect their resource weaknesses and encourage them to maintain them. Those who fall are then youth raised with resource weaknesses, and they fall by internalizing identities that discourage them from gaining more resources. They are often surprised by their downward mobility as they observed other time periods in which their resources and identities kept them or their parents in their social class.

Privilege Accumulation Among Upper Middle-Class Youth in Mexico

2020 ◽  
Author(s):  
Minor Mora-Salas ◽  
Orlandina de Oliveira
Keyword(s):  
Middle Class ◽  
Life Histories ◽  
Social Processes ◽  
Economic Resources ◽  
Upper Class ◽  
Mexican Families ◽  
Life Trajectories ◽  
Class Background ◽  
Upper Middle Class ◽  
Class Youth

This chapter demonstrates how upper middle-class Mexican families mobilize a vast array of social, cultural, and economic resources to expand their children’s opportunities in life and ensure the intergenerational transmission of their social position. The authors analyze salient characteristics of families’ socioeconomic and demographics in the life histories of a group of young Mexicans from an upper middle-class background. Many believe that micro-social processes, especially surrounding education, are key to understanding how upper-class families mobilize their various resources to shape their children’s life trajectories. These families accumulate social advantages over time that accrue to their progeny and benefit them upon their entrance to the labor market.

Social Class and Code Elaboration in Oral Communication

1971 ◽  
Vol 14 (2) ◽  
pp. 421-427 ◽  
Author(s):  
Millicent E. Poole ◽  
T. W. Field
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Oral Communication ◽  
Class Groups ◽  
Parental Occupation ◽  
The Social ◽  
Linguistic Coding

The Bernstein thesis of elaborated and restricted coding orientation in oral communication was explored at an Australian tertiary institute. A working-class/middle-class dichotomy was established on the basis of parental occupation and education, and differences in overall coding orientation were found to be associated with social class. This study differed from others in the area in that the social class groups were contrasted in the totality of their coding orientation on the elaborated/restricted continuum, rather than on discrete indices of linguistic coding.

scholarly journals Time and money explain social class differences in students’ social integration at university.

2017 ◽  
Author(s):  
Mark Rubin
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Social Integration ◽  
Social Exclusion ◽  
Undergraduate Students ◽  
Social Activities ◽  
Class Differences ◽  
Working Class Students ◽  
Exclusion Effect

Working-class students tend to be less socially integrated at university than middle-class students (Rubin, 2012a). The present research investigated two potential reasons for this working-class social exclusion effect. First, working-class students may have fewer finances available to participate in social activities. Second, working-class students tend to be older than middle-class students and, consequently, they are likely to have more work and/or childcare commitments. These additional commitments may prevent them from attending campus which, in turn, reduces their opportunity for social integration. These predictions were confirmed among undergraduate students at an Australian university (N = 433) and a USA university (N = 416). Strategies for increasing working-class students’ social integration at university are discussed.

The wall unit: State policy and the emergence of fashion in People’s Poland

2021 ◽  
pp. 146954052110396
Author(s):  
Joanna Zalewska ◽  
Marcin Jewdokimow
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
State Policy ◽  
Socialist Country ◽  
Communist Regime ◽  
Western Countries ◽  
Socialist State ◽  
Wall Unit

Consumption in modern, capitalist countries is studied through the lens of fashion. We claim that it is fruitful to apply the concept of fashion to an analysis of consumption in a modern socialist country. By using the example of the wall unit, we discuss the emergence of fashion through the mechanism of state policy in Poland under the Communist regime. The socialist state was responsible for the propagation and implementation of modernity. The idea of progress was internalized by citizens and enacted by social emulation. Additionally, our study reveals that social class was a means of determining different attitudes toward fashion: members of the working class saw value in imitation and exact copying (revealing a monocentric approach to fashion) while the middle class engaged in a polycentric approach, that is, they valued individual creativity, mixed various styles, and were inspired by trends from western countries.

“I Need Help!” Social Class and Children’s Help-Seeking in Elementary School

2011 ◽  
Vol 76 (6) ◽  
pp. 862-882 ◽  
Author(s):  
Jessica McCrory Calarco
Keyword(s):  
Elementary School ◽  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Cultural Capital ◽  
Social Reproduction ◽  
Help Seeking ◽  
Ethnographic Study ◽  
Unequal Opportunities ◽  
Do So

What role do children play in education and stratification? Are they merely passive recipients of unequal opportunities that schools and parents create for them? Or do they actively shape their own opportunities? Through a longitudinal, ethnographic study of one socioeconomically diverse, public elementary school, I show that children’s social-class backgrounds affect when and how they seek help in the classroom. Compared to their working-class peers, middle-class children request more help from teachers and do so using different strategies. Rather than wait for assistance, they call out or approach teachers directly, even interrupting to make requests. In doing so, middle-class children receive more help from teachers, spend less time waiting, and are better able to complete assignments. By demonstrating these skills and strategies, middle-class children create their own advantages and contribute to inequalities in the classroom. These findings have implications for theories of cultural capital, stratification, and social reproduction.

scholarly journals Mockery and Morality in Popular Cultural Representations of the White, Working Class

2008 ◽  
Vol 13 (6) ◽  
pp. 1-13 ◽  
Author(s):  
Jayne Raisborough ◽  
Matt Adams
Keyword(s):  
Middle Class ◽  
Working Class ◽  
Strategic Orientation ◽  
Comic Strip ◽  
Cultural Representations ◽  
Comic Strips ◽  
New Class ◽  
Class A ◽  
White Working Class ◽  
Class Distinction

We draw on ‘new’ class analysis to argue that mockery frames many cultural representations of class and move to consider how it operates within the processes of class distinction. Influenced by theories of disparagement humour, we explore how mockery creates spaces of enunciation, which serve, when inhabited by the middle class, particular articulations of distinction from the white, working class. From there we argue that these spaces, often presented as those of humour and fun, simultaneously generate for the middle class a certain distancing from those articulations. The plays of articulation and distancing, we suggest, allow a more palatable, morally sensitive form of distinction-work for the middle-class subject than can be offered by blunt expressions of disgust currently argued by some ‘new’ class theorising. We will claim that mockery offers a certain strategic orientation to class and to distinction work before finishing with a detailed reading of two Neds comic strips to illustrate what aspects of perceived white, working class lives are deemed appropriate for these functions of mockery. The Neds, are the latest comic-strip family launched by the publishers of children's comics The Beano and The Dandy, D C Thomson and Co Ltd.

Androgyny and self-esteem in the upper-middle class: A replication of Spence.

1978 ◽  
Vol 46 (5) ◽  
pp. 1168-1169 ◽  
Author(s):  
Kevin O'Connor ◽  
David W. Mann ◽  
Judith M. Bardwick
Keyword(s):  
Middle Class ◽  
Self Esteem ◽  
Class A ◽  
Upper Middle Class
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