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
2019 ◽  
Vol 101 (4) ◽  
pp. 430-460
Author(s):  
Miroslava Chávez-García

The television sitcom The Brady Bunch (1969–1974) and its subsequent reruns presented upper-middle-class whiteness and a version of idealized family life as normative. Its underrepresentation of racial, ethnic, and class differences did more than serve as a form of escapism for young Latina/o television watchers—it impacted their sense of identity and self-esteem, their attitudes toward their own parents, and their own later modes of parenting, as the author’s personal experience illustrates. At the same time, the series’ few episodes that did depict minority characters encouraged stereotyping that influenced the larger population. A content and visual analysis of episodes of The Brady Bunch confirms the sitcom’s repeated themes of gender and sexuality and its near absence of focus on differences of race, ethnicity, and class.


Social Forces ◽  
1981 ◽  
Vol 59 (3) ◽  
pp. 824-830 ◽  
Author(s):  
A. M. Greeley

Social Forces ◽  
1981 ◽  
Vol 59 (3) ◽  
pp. 824 ◽  
Author(s):  
Andrew M. Greeley

2000 ◽  
Vol 27 (2) ◽  
pp. 80-83 ◽  
Author(s):  
Elizabeth Goodman ◽  
Benjamin C Amick ◽  
Maureen O Rezendes ◽  
Sol Levine ◽  
Jerome Kagan ◽  
...  

Author(s):  
Peggy J. Miller ◽  
Grace E. Cho

Chapter 8, “Emily Parker and Her Family,” is the first of four chapters that focus on individual children and their families. Forming the “Persons” part of the book, these chapters provide intimate portraits of the children and their circumstances, complementing the preceding chapters, which focused on normative practices. Emily Parker was the middle child in a middle-class European American family. She was an affectionate child who loved to please people and remained close to her older sister, despite their wrangles. Emily was sensitive to criticism from her parents but was unperturbed by her sister’s jibes. Mr. and Mrs. Parker immersed their children in a rich and varied social life in which Emily developed precocious social skills—evidence, her parents believed, of her high self-esteem. Emily learned to praise herself and to ask adults for help.


Author(s):  
Minor Mora-Salas ◽  
Orlandina de Oliveira

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.


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