Social class, culture, and the convergence of resources and rank

2011 ◽  
Author(s):  
Paul K. Piff ◽  
Michael W. Kraus ◽  
Dacher Keltner
Keyword(s):  
2018 ◽  
Author(s):  
Jessi Streib

The study of class and culture is predominately the study of class reproduction, not also downward mobility. This article maintains that sociologists do not see the cultural mechanisms associated with downward mobility because we share three collective blinders. First, we under-emphasize the ways that middle-class cultural practices are mismatched with the practices that institutions reward. Second, we over-emphasize the utility of middle-class cultural practices for their class reproduction. We do this as we focus on youths’ cultural practices within institutions, ignoring that not all youth enter institutions associated with class reproduction. Third, we assume that the dominant cultural practices of each class keeps youth in their original social class. In doing so, we do not consider that middle-class actors avoid downward mobility by adopting the dominant practices of the working-class. Using interview data from the National Study of Youth and Religion, this article shows how removing these blinders can help us understand how culture relates to downward mobility. It does so by revisiting Lareau’s theory of how entitlement and constraint relate to class reproduction.


2016 ◽  
Vol 1 (1) ◽  
pp. 28-44
Author(s):  
Deborah M. Warnock

Through an analysis of eight collections of autoethnographic essays written by working-class academics and published over the span of thirty-two years, I identify stable themes and emergent patterns in lived experiences. Some broad and stable themes include a sense of alienation, lack of cultural capital, encountering stereotypes and microaggressions, experiencing survivor guilt and the impostor syndrome, and struggling to pass in a middle-class culture that values ego and networking. Two new and troubling patterns are crippling amounts of student debt and the increased exploitation of adjunct labor. I emphasize the importance of considering social class background as a form of diversity in academia and urge continued research on the experiences of working-class academics.


Sociology ◽  
2017 ◽  
Vol 52 (1) ◽  
pp. 128-149 ◽  
Author(s):  
Magne Flemmen ◽  
Johs. Hjellbrekke ◽  
Vegard Jarness

In this article we analyse class cultures by mapping out differences in ‘original taste’; that is, respondents’ classed preferences for food and drink. By employing Multiple Correspondence Analysis, we produce a relational model of tastes. Using three indicators of social class – occupational class, income and education – we find clear class divisions. The upper and middle classes exhibit diverse and what are typically regarded as ‘healthy’ tastes; this contrasts with the more restricted and what are typically regarded as ‘less healthy’ tastes found among the working classes. Our findings challenge ongoing debates within cultural stratification research where it has become almost usual to demonstrate that the contemporary upper and middle classes exhibit playful tastes for the ‘cosmopolitan’ and the ‘exotic’. We find that upper- and middle-class households also enjoy very traditional foodstuffs. We argue that this illustrates a need for a relational understanding of taste: even the consumption of the traditional peasant food of pre-capitalist Norway can be refashioned as a badge of distinction in the 21st century.


2010 ◽  
Vol 2 (1) ◽  
pp. 81-89 ◽  
Author(s):  
Igor Grossmann ◽  
Michael E. W. Varnum

2020 ◽  
Vol 7 (2) ◽  
pp. 147-165
Author(s):  
Irmak Karademir-Hazir

Broad changes taking place in the fashion scene are argued to blur social class distinctions and render class emulation theses less relevant to explain the dynamics of clothing consumption. Critically engaging with this literature, and drawing from Bourdieu, Goffman, and recent feminist literature on the formation of classed femininities, this article explores the extent to which women’s narratives of good taste in clothing are structured by class processes. It utilizes in-depth interviews conducted with Turkish women, covered and not covered, on how they engage with the consumption domains in which bodies are shaped and adorned. The literature on self-fashioning in Turkey tends to focus on a quite over-emphasized and politicized dichotomy between pious and secular embodiment styles, ignoring the sociologically meaningful heterogeneity that exists within each. This article, however, demonstrates how class and cultural capital cross-cuts such distinctions and generates distinct understandings of age appropriateness, public-private sphere distinction, suitability of social context and body shape, and ‘naturalness’, shared across women who have different proximities to Islamic lifestyle. This article contributes to clothing consumption and fashion studies by showing the ways in which social class continues to generate embodied femininities with unequal symbolic values, despite the so-called ‘democratization’ trends in fashion, even in a context like Turkey where other significant religio-political divisions are in play.


2014 ◽  
Vol 65 (1) ◽  
pp. 611-634 ◽  
Author(s):  
Nicole M. Stephens ◽  
Hazel Rose Markus ◽  
L. Taylor Phillips
Keyword(s):  

2018 ◽  
Vol 49 (4) ◽  
pp. 635-663 ◽  
Author(s):  
Sarah D. Herrmann ◽  
Michael E. W. Varnum

Biculturalism has typically been used as a framework to understand the experiences of people who move to new societies or who have multiple ethnic identities; we argue that first-generation college (FGC) students can also be thought of as bicultural as a function of social class. FGC students undergo adjustment to the middle-class culture of universities and face challenges negotiating different cultural identities. The present research demonstrated that FGC students are more likely to identify as bicultural and experience dissonance between home and school (Study 1), that integrated social class identities are linked to positive outcomes for FGC students during (Study 2) and after college (Study 3), and that these effects are due in part to reduced acculturative stress (Study 4). These findings suggest that integrating different class identities may be key to the success of FGC students.


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