scholarly journals The Digital Activism Gap: How Class and Costs Shape Online Collective Action

2018 ◽  
Vol 65 (1) ◽  
pp. 51-74 ◽  
Author(s):  
Jen Schradie
Keyword(s):  
Social Class ◽  
Collective Action ◽  
Working Class ◽  
Social Movement Organizations ◽  
Class Groups ◽  
Digital Activism ◽  
Data Set ◽  
Political Issue ◽  
Online Participation ◽  
Digital Engagement

Abstract What is the relationship between social class and online participation in social movements? Scholars suggest that low costs to digital activism broaden participation and challenge conventional collective action theories, but given the digital divide, little is known about cost variation across social movement organizations from different social classes. A focus on high levels of digital engagement and extraordinary events leaves scant information about the effect of social class on digital mobilization patterns and everyday practices within and across organizations. This study takes a field-level approach to incorporate all groups involved in one statewide political issue, thereby including organizations with different social class compositions, from Tea Parties to labor unions. Data collection spans online and off-line digital activism practices. With an index to measure digital engagement from an original data set of over 90,000 online posts, findings show deep digital activism inequalities between working-class and middle/upper-class groups. In-depth interviews and ethnographic observations reveal that the mechanisms of this digital activism gap are organizational resources, along with individual disparities in access, skills, empowerment and time. These factors create high costs of online participation for working-class groups. Rather than reduced costs equalizing online participation, substantial costs contribute to digital activism inequality.

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.

Gender/Social Class, Family Environments and Adolescents' Aspirations

1987 ◽  
Vol 31 (1) ◽  
pp. 43-54 ◽  
Author(s):  
Kevin Marjoribanks
Keyword(s):  
Social Class ◽  
Working Class ◽  
Educational Aspirations ◽  
Occupational Aspirations ◽  
Female Adolescents ◽  
Direct Impact ◽  
Class Groups ◽  
Linear Interaction ◽  
Class Differences ◽  
Curvilinear Relationships

This study examined relationships between family environments and the aspirations of 516 South Australian adolescents from six gender/social-class groups. Family environments were assessed initially when the adolescents were 11 years old when measures were obtained of parents' aspirations for their children and of their instrumental and affective orientations to learning. When the adolescents were 16 years old, their perceptions of their parents' support for learning and of their own aspirations were assessed. Regression surfaces were constructed from models that included terms to account for possible linear, interaction and curvilinear relationships. The findings suggested the propositions that parents' aspirations have a direct impact (a) on female adolescents' educational aspirations and (b) on the educational and occupational aspirations of male working-class adolescents, after considering the effect on aspirations of the adolescents' perceptions of parents' support. The results also indicated gender/social-class differences in the relationships between family environments and adolescents' aspirations.

Focus on Subgroups within the Hub

2019 ◽  
pp. 182-208
Author(s):  
James N. Stanford
Keyword(s):  
African American ◽  
Social Class ◽  
Working Class ◽  
New England ◽  
Statistical Analyses ◽  
Cape Cod ◽  
Data Set ◽  
Black African ◽  
Eastern Massachusetts

This is the second of two chapters (Chapters 6 and 7) that analyze the Dartmouth-based fieldwork data in eastern Massachusetts. This chapter “zooms in” to focus on particular subgroups within the Hub data set. First, the chapter provides statistical and graphical comparisons of traditional New England dialect features by contrasting two nearby groups: White speakers in the traditional working-class South Boston neighborhood, and Black/African American speakers in nearby Dorchester, Hyde Park, and other neighborhoods. The chapter concludes with a fieldwork project in Cape Cod. In each case, the chapter provides detailed plots of dialect features and statistical analyses with respect to age, gender, social class, ethnicity, and other factors

scholarly journals Don’t Glottal Stop Me Now

2020 ◽  
Vol 6 (2) ◽  
pp. 32-43
Author(s):  
Jessica Göbel
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Data Set ◽  
New Middle Class ◽  
Glottal Stop

This paper analyses the speech of Edinburgh speakers from a range of ages and socioeconomic backgrounds: established middle class (EMC), new middle class (NMC), and working class (WC). Findings were compared to previous studies, particularly Titheridge (2020), which examines the same data set collected in 1975. The results show that /t/-glottaling significantly correlates with social class but not age. The following phoneme and position of /t/ within the word were shown to be significant predictors of /t/-glottaling. Evidence of an interaction between the following phoneme and the speakers’ social class was found, which could suggest that NMC has a different ordering hierarchy of the aforementioned factors from WC and EMC.

scholarly journals Re-Imagining Social Mobility: The Role of Relationality, Social Class and Place in Qualitative Constructions of Mobility

2021 ◽  
pp. 136078042098512 ◽  
Author(s):  
Louise Folkes
Keyword(s):  
Social Class ◽  
Working Class ◽  
Social Mobility ◽  
Educational Achievement ◽  
Ethnographic Study ◽  
Ontological Security ◽  
Occupational Position ◽  
Individual Level ◽  
Key Techniques ◽  
Class Community

Discussions around social mobility have increasingly gained traction in both political and academic circles in the last two decades. The current, established conceptualisation of social mobility reduces ‘success’ down to individual level of educational achievement, occupational position and income, focusing on the successful few who rise up and move out. For many in working-class communities, this discourse is undesirable or antithetical to everyday life. Drawing upon 13 interviews with 9 families collected as part of an ethnographic study, this article asks, ‘how were social (im)mobility narratives and notions of value constructed by residents of one working-class community?’ Its findings highlight how alternative narratives of social (im)mobility were constructed; emphasising the value of fixity, anchorage, and relationality. Three key techniques were used by participants when constructing social (im)mobility narratives: the born and bred narrative; distancing from education as a route to mobility; and the construction of a distinct working-class discourse of fulfilment. Participants highlighted the value of anchorage to place and kinship, where fulfilment results from finding ontological security. The findings demonstrate that residents of a working-class community constructed alternative social mobility narratives using a relational selfhood model that held local value. This article makes important contributions to the theorisation of social mobility in which it might be understood as a collective rather than individual endeavour, improving entire communities that seek ontological security instead of social class movement and dislocation.

The Rhetoric of Chartist Domesticity: Gender, Language, and Class in the 1830s and 1840s

1992 ◽  
Vol 31 (1) ◽  
pp. 62-88 ◽  
Author(s):  
Anna Clark
Keyword(s):  
Working Class ◽  
Political Rhetoric ◽  
Wife Beating ◽  
Sexual Competition ◽  
Political Issue ◽  
Economic Changes ◽  
The Rich

Who are compelling women and tender babes to procure the means of subsistence in the cotton factories—to be nipt in the bud, to be sacrificed at the shrine of Moloch? They are the rich, the capitalists. [Speech by Mr. Deegan, Chartist, at Stalybridge, 1839]A [Malthusian] pretended philosophy . . . crushes, through the bitter privations it inflicts upon us, the energies of our manhood, making our hearths desolate, our homes wretched, inflicting upon our heart's companions an eternal round of sorrow and despair. [Letter from George Harney to Yorkshire Chartists, 1838]Toryism just means ignorant children in rags, a drunken husband, and an unhappy wife. Chartism is to have a happy home, and smiling, intelligent, and happy families. [Speech by Mr. Macfarlane to Glasgow Chartists, 1839]Chartist political rhetoric was pervaded by images of domestic misery typified in these quotes. Historians have traditionally understood this stress on domesticity as a simple response to the Industrial Revolution's disruption of the home, either denigrating it as inchoate proletarian rage or celebrating it as a heroic defense of the working-class family. But domestic discontent was nothing new in the 1830s, for drink, wife beating, and sexual competition in the workplace had plagued plebeians for decades—if not centuries. Why then did it become such a potent political issue in the 1830s and 1840s? Following Gareth Stedman Jones, the question must be answered by analyzing Chartist domesticity not just as a reflection of social and economic changes, but as a trope that performed specific political functions in Chartist language.

‘I don’t want to go to a crummy little university’: social class, higher education choice and the paradox of widening participation

2009 ◽  
Vol 12 (3) ◽  
pp. 209-224 ◽  
Author(s):  
Tina Byrom
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Young People ◽  
Working Class ◽  
Summer School ◽  
Widening Participation ◽  
Education Choice ◽  
School Based ◽  
Institutional Habitus ◽  
Participation In Higher Education

Whilst there has been growing attention paid to the imbalance of Higher Education (HE) applications according to social class, insufficient attention has been paid to the successful minority of working-class young people who do secure places in some of the UK’s leading HE institutions. In particular, the influence and nature of pre-university interventions on such students’ choice of institution has been under-explored. Data from an ESRC-funded PhD study of 16 young people who participated in a Sutton Trust Summer School are used to illustrate how the effects of a school-based institutional habitus and directed intervention programmes can be instrumental in guiding student choices and decisions relating to participation in Higher Education.

Social class, intensive parenting norms and parental values for children

2021 ◽  
pp. 001139212110485
Author(s):  
Trevor Tsz-lok Lee
Keyword(s):  
Social Class ◽  
Working Class ◽  
Social Reproduction ◽  
Academic Excellence ◽  
Structural Constraints ◽  
Competing Values ◽  
Parental Values ◽  
Class Differences ◽  
Value Choices ◽  
Intensive Parenting

As the global trend towards both middle- and working-class families raising their children intensively increases, social class differences in parenting beliefs and choices for their children have become more subtle. In light of the proliferation of intensive parenting norms, however, few studies have explored particular mechanisms underlying the subtle class differences linked to parental values. Drawing on in-depth interviews of 51 Hong Kong Chinese parents, this study investigated how parents contended with competing values in socialization, which in turn shaped their parenting choices. Three common values emerged from the interviews – academic excellence, hard work and happiness – showing that the middle and working classes managed their values for children in two different ways, termed here as ‘values coupling’ and ‘values juggling’, respectively. Middle-class parents were able to make their value choices cohesive through a ‘twist’ to reconcile between competing values. However, working-class parents were inclined to ‘drift’ their value choices in the face of unreconciled value tensions as well as structural constraints. Subtle differences in parental values were found to be tied to class position, and contributed to maintaining class inequality and social reproduction.

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