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.

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.

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.

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.

scholarly journals Mastery of Cultural Capital, Social Class Segregation of High Schools and Winning at Sport

2021 ◽  
Author(s):  
Pat Rubio Goldsmith ◽  
Richard D. Abel
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Cultural Capital ◽  
Explanatory Power ◽  
Capital Theory ◽  
Class Differences ◽  
Cultural Capital Theory ◽  
Resistance Theory ◽  
Using Data

According to cultural capital theory, middle-class families cultivate their children’s cultural capital to promote their social mobility through success in school. We advance the explanatory power of the theory by measuring cultural capital in terms of mastery rather than participation or attendance using data on more than 12 thousand schools about their success in interscholastic athletics. We find that predominantly middle-class schools win more contests and by larger margins than economically integrated and predominantly working-class schools. The margins of victory become larger as the social class differences between the opposing schools grows. We also find evidence consistent with resistance theory because predominantly working class schools also experience success, albeit relatively modest. Our findings have implications for cultural capital theory, resistance theory, and our methods for studying them. By measuring mastery of cultural capital, we identify large social class differences among participants in cultural capital and a close alignment between middle-class culture and school culture.

Language Development in Young Twins: Biological, Genetic and Social Aspects

1976 ◽  
Vol 25 (1) ◽  
pp. 359-365 ◽  
Author(s):  
Peter Mittler
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Language Development ◽  
Working Class ◽  
Control Group ◽  
Strongly Correlated ◽  
Class Differences ◽  
Biological Variables ◽  
Visual Motor ◽  
Test Profiles

The present study has confirmed previous evidence that young twins show a marked delay in language development. This delay averaged six months at the age of 48 months, compared to a control group of singletons; it was evenly reflected in all nine subtests of the Illinois Test of Psycholinguistic Abilities, and was shown equally in MZ and DZ twins. Biological variables such as birth weight, gestational age and reproductive complications were only weakly associated with language scores at four years. The twins were not significantly retarded on non-verbal tests of general intelligence, compared with population norms or with the singleton controls. Environmental factors, particularly social class and family size were strongly correlated with language scores, though the association was stronger in singletons than in twins. Middle class twins were relatively much more retarded in language development compared with middle class singletons than working class twins compared with working class singletons. Comparison of intra-class correlations between 28 MZ and 64 DZ pairs yielded a heritability index of 44% for the test as a whole, with considerable variations in h2over the nine subtests. Heritabilities were highest for tests sampling the visual motor channel, and lowest for tests on the auditory-vocal channel. In confirmation of this finding, an examination of the test profiles of the singleton controls suggested that social class differences were most marked on tests of the auditory-vocal channel. It is suggested that the latter are more susceptible to environmental variables.

Seeking Attention

2018 ◽  
Author(s):  
Jessica McCrory Calarco
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Class Differences ◽  
Personal Connections ◽  
Working Class Students

Chapter 5 examines social class differences in children’s efforts to seek attention from teachers. Regardless of social class, students wanted—even craved—attention. Middle-class and working-class students differed in the types of behaviors for which they sought attention and the strategies they used to get teachers’ attention. Middle-class students sought attention for their unique talents, skills, and experiences, and they did so in overt ways. Working-class students instead sought attention primarily for their commonalities with and helpfulness to others. They also did so in more oblique ways and only when it was clear that teachers had time to provide attention. Those class differences in attention-seeking had meaningful consequences. Through their more frequent and more difficult to ignore bids for attention, and through their success in persuading teachers to grant those requests, middle-class students had more opportunities to share stories with, receive validation from, and make personal connections with their teachers.

Seeking Assistance

2018 ◽  
Author(s):  
Jessica McCrory Calarco
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Class Differences ◽  
Working Class Students

Chapter 3 highlights social class differences in children’s efforts to seek assistance from teachers. When confronting challenges at school, most middle-class children readily sought assistance from teachers. They were also proactive and persistent in making requests. Working-class children instead tried to deal with problems on their own. Although they occasionally asked for help from teachers, they did so when it was apparent that requests were welcome and would not result in reprimand (e.g., when teachers approached them to offer assistance). Working-class students were also less insistent in making requests. They raised their hands rather than calling out or approaching teachers directly, and they rarely asked follow-up questions, even when they were still confused or struggling. Those differences in assistance-seeking also had real consequences. Middle-class students received more help than did their working-class peers. As a result, they were often able to complete their work more quickly and more accurately.

Explicitness and Conservation: Social Class Differences

1997 ◽  
Vol 21 (1) ◽  
pp. 51-70 ◽  
Author(s):  
Antonio Roazzi ◽  
Peter Bryant
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
The Other ◽  
Class Differences ◽  
Initial Comparison ◽  
Perceptual Comparison

The performance of 5-, 6-, 7-, and 8-year-old children in liquid conservation tasks was studied in four conditions. In the first two conditions (Standard and Incidental) the initial comparison in the task was made perceptually. In the other two conditions (Quantity and Money) the child was not allowed to make a direct perceptual comparison and the initial comparison was made by measurement. The children did much better when they measured the quantities than when they simply made perceptual comparisons, and this effect was stronger with working class children than with middle class children. Contrary to previous reports, there was no difference between the Standard and the Incidental conditions. We conclude that children in general, and working class children in particular, are helped when the nature of the task is made more explicit.

Social-Class Differences on the Mc Carthy Scales for Black and White Children

1975 ◽  
Vol 41 (1) ◽  
pp. 205-206 ◽  
Author(s):  
Alan S. Kaufman ◽  
Nadeen L. Kaufman
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Racial Groups ◽  
Occupational Groups ◽  
White Children ◽  
Black And White ◽  
Class Differences ◽  
Relationship Of ◽  
The Relationship

The relationship of social class to the cognitive and motor Indexes yielded by the McCarthy scales was explored for representative groups of black ( n = 154) and white ( n = 862) children aged 2½ to 8½ yr. For both racial groups, children categorized as middle class scored significantly higher than working-class youngsters on each of the six indexes. The pattern of mean Indexes for different occupational groups resembled the pattern of mean IQs found in previous studies.

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