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.

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.

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.

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.

scholarly journals Age differences explain social class differences in students’ friendship at university: Implications for transition and retention.

2017 ◽  
Author(s):  
Mark Rubin
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Undergraduate Students ◽  
Age Differences ◽  
Online Survey ◽  
Policy Implications ◽  
Class Differences ◽  
Working Class Students ◽  
Social Class Difference

The present research tested the hypotheses that (a) working-class students have fewer friends at university than middle-class students, and (b) this social class difference occurs because working-class students tend to be older than middle-class students. A sample of 376 first-year undergraduate students from an Australian university completed an online survey that contained measures of social class and age as well as quality and quantity of actual and desired friendship at university. Consistent with predictions, age differences significantly mediated social class differences in friendship. The Discussion focuses on potential policy implications for improving working-class students’ friendships at university in order to improve their transition and retention.

Occurrence of Sex and Social Class Differences in Premorbid Competence, Symptom and Outcome Measures in Acute Schizophrenics

1966 ◽  
Vol 18 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Allen Raskin ◽  
Risa Golob
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Outcome Measures ◽  
Recreational Activities ◽  
Female Patients ◽  
Class Differences ◽  
Social Achievement ◽  
Negative Findings

An investigation was made of the occurrence of sex and social class differences in 15 premorbid competence, 14 symptom and two outcome measures. The sample comprised 138 newly admitted schizophrenics from nine hospitals. Middle-class patients evinced greater pre-adolescent psychic disturbance, greater premorbid interest and involvement in interpersonal, social and recreational activities, and were more emotionally unrestrained on admission than working-class patients. Female patients were older, more often married, higher on premorbid social achievement, and lower on symptoms characterizing grandiosity. The implications of these essentially negative findings for the process-reactive distinction in schizophrenia, and Zigler and Phillips' reported relationship between premorbid competence and symptoms, are discussed.

Social Class Differences in Language Predictability: Written

1973 ◽  
Vol 17 (3) ◽  
pp. 300-313 ◽  
Author(s):  
Millicent E. Poole
Keyword(s):  
Information Theory ◽  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Experimental Situation ◽  
First Year ◽  
Theory Approach ◽  
Class Differences ◽  
Class Origin ◽  
First Year University

Two cloze-tests were constructed from written essays encoded by 80 first-year university students of middle-class and working-class origin. In a second experimental situation, 46 tertiary subjects were asked to ‘fill in’ the missing cloze deletions of these written passages. Within the terms of the Bernstein elaborated-restricted code framework it was posited that, since working class language is thought to be characterized by greater lexical and structural predictability, these passages would facilitate the decoding task. The analysis was based firstly on a ‘verbatim’ cloze completion criterion and secondly utilized an information theory approach. Results on the first criterion indicated significant social class differences (higher predictability of working-class messages on lexical and total cloze deletions); whereas those on the second criterion were nonsignificant. Possible implications of the study for teaching were explored.

scholarly journals Parents’ role in adolescents’ leisure time use: From goals to parenting practices

2020 ◽  
Vol 1 (1) ◽  
pp. 43-62
Author(s):  
Annelore Van der Eecken ◽  
Bram Spruyt ◽  
Lieve Bradt
Keyword(s):  
Social Class ◽  
Working Class ◽  
Time Use ◽  
Parenting Practices ◽  
Leisure Time ◽  
Leisure Activities ◽  
Leisure Participation ◽  
Face To Face ◽  
Class Differences ◽  
Inductive Thematic Analysis

Inspired by Ann Swidler’s toolkit theory, this qualitative study aims to achieve a better understanding of social class differences in parenting practices and, in turn, in young people’s leisure time use. To that end, 32 semi-structured face-to-face interviews with parents from middle- and working-class families were conducted in a small city in Belgium. An inductive thematic analysis revealed substantial social class differences with respect to three parenting practices: (1) setting an example, (2) resolving conflicts and (3) facilitating leisure activities. The interviews showed that these differences were mainly linked to social class differences in parents’ resources: working-class parents more often lacked flexible time, financial resources, an extensive social network on which they could rely and the institutionally required attitudes, skills and experience to engage in the above-mentioned parenting practices. We conclude that young people’s (continued) institutional leisure participation puts high requirements on parents and not all (working-class) parents are able to live up to such requirements. In that way, contemporary leisure settings reproduce rather than mitigate inequality in the use of leisure time.

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, Social Change, and Gender

1993 ◽  
Vol 17 (4) ◽  
pp. 475-497 ◽  
Author(s):  
Abigail J. Stewart ◽  
Joan M. Ostrove
Keyword(s):  
Social Class ◽  
Working Class ◽  
Women's Movement ◽  
Adult Life ◽  
Women's Roles ◽  
Social Changes ◽  
Class Differences ◽  
Cohort Differences ◽  
Women’S Roles ◽  
Class Background

This article explores the implications of social class background in the lives of women who attended Radcliffe College in the late 1940s and in the early 1960s. Viewing social classes as “cultures” with implications for how individuals understand their worlds, we examined social class background and cohort differences in women's experiences at Radcliffe, their adult life patterns, their constructions of women's roles, and the influence of the women's movement in their lives. Results indicated that women from working-class backgrounds in both cohorts felt alienated at Radcliffe. Cohort differences, across social class, reflected broad social changes in women's roles in terms of the rates of divorce, childbearing, level of education, and career activity. There were few social class-specific social changes, but there were a number of social class differences among the women in the Class of 1964. These differences suggested that women from working-class backgrounds viewed women's marital role with some suspicion, whereas women from middle- and upper-class backgrounds had a more positive view. Perhaps for this reason, working-class women reported that the women's movement confirmed and supported their skeptical view of middle-class gender norms.

Social Class Differences in Complaining Strategies Used by Customers of Central Santosa Finance

2017 ◽  
Vol 9 (3) ◽  
pp. 25
Author(s):  
Insan Utama Sinuraya ◽  
Chairunnissa Chairunnissa
Keyword(s):  
Qualitative Research ◽  
Content Analysis ◽  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Class Differences ◽  
Analysis Technique

This study deals with complaining strategies in different social class. The objectives of this study were to find out the types of complaining strategies used by customers as the complainers and the reasons of the customers used complaint strategies. To achieve the objectives, this study was conducted by applying qualitative research. It is a kind of multi-case study. The subjects of this study were the customers of Central Santosa Finance with different social class, namely working class and middle class. And the objects of this research were the utterances which contained complaining strategies uttered by the customers. The data were collected by using content analysis technique. The data were analyzed based on the theory of complaining strategies proposed by Trosborg (1995) and the interview was conducted to get the answer of the reasons why customers used complaint strategies. Based on the results of this study, the customers from working class dominantly used Explicit Blame and Modified Blame as their complaint strategies. While the customers from middle class tended to use Hints as their complaint strategy which meant that customers form working class were more direct in saying their complaints than customers from middle class. The reasons of they used complaint strategies were Situation and Problem.

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