Seeing Class in Ladders: An Integrated Approach to Subjective Status and Health Inequality

2021 ◽  
pp. 073112142110405
Author(s):  
Matthew A. Andersson
Keyword(s):  
Social Class ◽  
Health Inequality ◽  
Integrated Approach ◽  
Cultural Construction ◽  
Class Identity ◽  
Individual Health ◽  
Class Identification ◽  
Subjective Social Class ◽  
Objective Socioeconomic Status ◽  
Insight Into

Subjective social status, or one’s perceived rank within society, predicts individual health, often matching objective socioeconomic status (SES) indicators such as education or income in this capacity. While rank- or ladder-based measurement of subjective status is typical, subjective social class identification (e.g., seeing oneself as “working class” or “middle class”) remains a relatively neglected approach. Drawing on two recent national datasets and several measures of subjective status, I find that subjective class identification partly explains links between objective SES and subjective ladder scores. Adjusted distributions of ladder scores differ strikingly by subjective social class, with peaks and troughs highly dependent on class identity and ladder question wording. Crucially, subjective class and ladder systems both contribute to predicting self-rated health, net of each other and at similar, substantial levels. In sum, Americans significantly associate ladders with class. Thus, a sole emphasis on ladder-based approaches misses the categorical and cultural construction of subjective status, limiting our insight into health inequality.

The Effects of Social Class Identification on Participatory Orientations Towards Government

2004 ◽  
Vol 34 (3) ◽  
pp. 469-495 ◽  
Author(s):  
KATHERINE CRAMER WALSH ◽  
M. KENT JENNINGS ◽  
LAURA STOKER
Keyword(s):  
Social Class ◽  
Panel Study ◽  
Study Data ◽  
Class Identity ◽  
Political Behaviour ◽  
Two Generations ◽  
The Common ◽  
Class Identification ◽  
Objective Indicators ◽  
Over Time

This article calls into question the common claim that class identity does not matter for American political behaviour. Using panel-study data spanning thirty-two years and two generations, we investigate the effects of social-class identity on five participatory orientations towards government. As expected, working-class identifiers in both generations consistently display lower levels of involvement in politics than do middle-class identifiers. Significantly, however, these differences typically persist when the analysis controls for objective indicators of class and are always enhanced among those who retain the same class identity over time. Rather than sustaining a conclusion that class identification has little relevance for Americans, the results suggest that class may be particularly important in the present political context.

scholarly journals Subjective Social Class and Life Satisfaction: The Role of Class Consistency and Identity Uncertainty

2021 ◽  
Author(s):  
Bek Wuay Tang ◽  
Jacinth Jia Xin Tan
Keyword(s):  
Life Satisfaction ◽  
Social Class ◽  
Well Being ◽  
Subjective Well Being ◽  
Class Identity ◽  
Relative Benefit ◽  
The Us ◽  
Lower Status ◽  
Subjective Social Class

Drawing on a recent perspective that inconsistent class identities can negatively impact psychological outcomes, the current research explored if the relative benefit of higher subjective social class for life satisfaction would differ depending on whether it is consistent with one’s objective social class. In Study 1, across two independent samples from Singapore (N = 1045) and the US (N = 492), higher subjective social class predicted higher life satisfaction more strongly among those high in objective social class, but less strongly among those low in objective social class. In Study 2, these patterns were replicated in another large US sample (N = 1030), and appeared to be driven by lower status-based identity uncertainty (SBIU) linked to higher subjective social class perceptions among high objective social class participants. The role of class-identity perceptions in explaining social class disparities in subjective well-being is discussed.

scholarly journals Kill or Cure? Different Types of Social Class Identification Amplify and Buffer the Relation between Social Class and Mental Health

2017 ◽  
Author(s):  
Mark Rubin
Keyword(s):  
Mental Health ◽  
Social Class ◽  
Online Survey ◽  
Mental Health Problems ◽  
Well Being ◽  
Social Identification ◽  
Class Identity ◽  
Different Types ◽  
Class Identification ◽  
Health And Well Being

The present research investigated different types of social class identification as moderators of the negative relation between social class and mental health problems. Psychology undergraduates (N = 355) completed an online survey that included measures of social class, mental health and well-being, and three aspects of social class identification: importance of identity, salience of identity, and perceived self-class similarity. Perceived self-class similarity buffered the negative association between social class and depressive symptoms. However, importance and salience of social class identity amplified the associations between social class and anxiety and life satisfaction. These findings contribute to a more sophisticated understanding of the way in which social identification may operate as a social cure.

The influence of social class salience on self-assessed inTelligence

2010 ◽  
Vol 38 (6) ◽  
pp. 859-864 ◽  
Author(s):  
Laura Kudrna ◽  
Adrian Furnham ◽  
Viren Swami
Keyword(s):  
Sex Differences ◽  
Social Class ◽  
Class Identity ◽  
Class Groups ◽  
Online Questionnaire ◽  
Class Differences ◽  
High Social Class ◽  
Significant Difference ◽  
Class Status ◽  
Subjective Social Class

Previous research on self-assessed intelligence (SAI) has been focused on sex differences to the exclusion of other pertinent factors, including objective and subjective social class differences. In this study, 343 participants completed an online questionnaire in which the salience of social class identity was manipulated and measures of self-assessed overall intelligence, participant sex, and objective and subjective social class status were obtained. Results showed that participants of a high social class had a significantly higher SAI when their social class identity was salient, but there was no significant difference in the SAI of low social class groups with or without their social class identity salient. Results also revealed significant sex differences in SAI, but only among participants of a high social class. Overall, these results suggest that social class salience may be an important factor in shaping SAI.

Initial Validation of the Social- Class Identity Dissonance Scale

2008 ◽  
Author(s):  
Mary L. Nelson ◽  
Kelly L. Huffman ◽  
Stephanie L. Budge ◽  
Rosalilla Mendoza
Keyword(s):  
Social Class ◽  
Class Identity ◽  
Initial Validation ◽  
The Social

Doing Bodhisattva’s Work

2020 ◽  
Vol 15 (4) ◽  
pp. 4-32
Author(s):  
Le Hoang Anh Thu
Keyword(s):  
Social Interaction ◽  
Social Class ◽  
Social Status ◽  
Social Stratification ◽  
Social Groups ◽  
The State ◽  
Ho Chi Minh City ◽  
Class Identity ◽  
The Social

This paper explores the charitable work of Buddhist women who work as petty traders in Hồ Chí Minh City. By focusing on the social interaction between givers and recipients, it examines the traders’ class identity, their perception of social stratification, and their relationship with the state. Charitable work reveals the petty traders’ negotiations with the state and with other social groups to define their moral and social status in Vietnam’s society. These negotiations contribute to their self-identification as a moral social class and to their perception of trade as ethical labor.

Social class and envy among Chinese undergraduates: Victim justice sensitivity as a mediator

2020 ◽  
Vol 48 (6) ◽  
pp. 1-9
Author(s):  
You-Juan Hong ◽  
Rong-Mao Lin ◽  
Rong Lian
Keyword(s):  
Social Class ◽  
Negative Emotion ◽  
Social Hierarchy ◽  
Scholarly Research ◽  
Justice Sensitivity ◽  
Lower Social Class ◽  
Subjective Social Class ◽  
The Relationship ◽  
Chinese Undergraduates

We examined the relationship between social class and envy, and the role of victim justice sensitivity in this relationship among a group of 1,405 Chinese undergraduates. The students completed measures of subjective social class, victim justice sensitivity, and dispositional envy. The results show that a lower social class was significantly and negatively related to envy and victim justice sensitivity, whereas victim justice sensitivity was significantly and positively related to envy. As predicted, a lower social class was very closely correlated with envy. In addition, individuals with a lower (vs. higher) social class had a greater tendency toward victim justice sensitivity, which, in turn, increased their envy. Overall, our results advance scholarly research on the psychology of social hierarchy by clarifying the relationship between social class and the negative emotion of envy.

scholarly journals Teacher Perspectives on Teaching the STEM Approach to Educational Coding and Robotics in Primary Education

2021 ◽  
Vol 11 (2) ◽  
pp. 64
Author(s):  
Christian García-Carrillo ◽  
Ileana María Greca ◽  
María Fernández-Hawrylak
Keyword(s):  
Primary Education ◽  
Classroom Practice ◽  
Integrated Approach ◽  
Practical Training ◽  
Training Process ◽  
Integrated Stem ◽  
Teaching Learning ◽  
And Robotics ◽  
Insight Into

An analysis is presented in this study that provides insight into a practical training process and its impact on teachers and their viewpoints toward the integrated STEM approach used in that training process, together with educational coding and robotics, over the first years of compulsory primary education, where STEM implementations are relatively new. A case study was developed by two teachers following the practical training course, including pre- and post-interviews and nonparticipative observation of their classroom practices during the teacher-training sessions. The results revealed the positive perspectives that the teachers held toward the STEM-integrated approach and educational coding and robotics, despite the difficulties that arose in classroom practice. It was concluded that the STEM approach and its methods were beneficial both to pupils and to teachers alike for improving the teaching–learning process.

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