Introduction

2017 ◽  
Author(s):  
Stephen Meyer
Keyword(s):  
Social Class ◽  
Working Class ◽  
Race And Ethnicity ◽  
Young Men ◽  
Social Position ◽  
Masculine Identity ◽  
Adult Men ◽  
Masculine Culture ◽  
Male Attitudes

This introductory chapter briefly examines the roots and evolution of working-class manhood. It shows how working-class masculine identity had many roots. The relations of social class, gender, race, and ethnicity influenced and shaped male attitudes, values, and behaviors. Most important, boys becoming men, young men, and adult men fashioned and refashioned their manliness in a variety of all-male settings—such as the workplace. The workplace was central to the forming, nurturing, widening, and deepening of this masculine culture. Generally, this working-class masculine culture has surfaced in two distinct forms—a respectable culture and a rough one. Though analytically quite discrete, these two contradictory forms might result from either personal disposition or social position. Yet they sometimes coexisted with, overlapped with, or blended into each other.

Manhood on the Line

2016 ◽  
Author(s):  
Stephen Meyer
Keyword(s):  
Working Class ◽  
Race And Ethnicity ◽  
Shop Floor ◽  
Racial Groups ◽  
Masculine Identity ◽  
Archival Material ◽  
The Mean ◽  
Line P ◽  
Masculine Culture ◽  
Twentieth Century America

This book charts the complex vagaries of men reinventing manhood in twentieth-century America. Their ideas of masculinity destroyed by principles of mass production, workers created a white-dominated culture that defended its turf against other racial groups and revived a crude, hypersexualized treatment of women that went far beyond the shop floor. At the same time, they recast unionization battles as manly struggles against a system killing their very selves. Drawing on a wealth of archival material, the book recreates a social milieu in detail—the mean labor and stolen pleasures, the battles on the street and in the soul, and a masculinity that not only expressed itself in violence and sexism but also as a wellspring of the fortitude necessary to maintain one's dignity while doing hard work in a hard world. The book examines the evolution of working-class manhood. It shows how working-class masculine identity had many roots. The relations of social class, gender, race, and ethnicity influenced and shaped male attitudes, values, and behaviors. The book states that the workplace was central to the forming, nurturing, widening, and deepening of this masculine culture.

Race on TV: Crónica de castas [Chronicle of Castes] (Canal 11, 2014)

2017 ◽  
Author(s):  
Paul Julian Smith
Keyword(s):  
Social Class ◽  
Working Class ◽  
Visual Culture ◽  
Mexico City ◽  
Race And Ethnicity ◽  
Sexual Politics ◽  
Complex Representation ◽  
Historical Account

Chapter 7 enlarges the focus on gender and sexual politics to embrace race and ethnicity. Beginning with a historical account of the complex representation of race in Mexican visual culture (painting, film, and TV), it goes on treat a unique example of a series focusing on that repressed subject. Shot and set in a working class barrio of Mexico City, this series charts the troubled consequences of ethnic mixing in Mexico, presenting little seen (and heard) indigenous characters of different kinds and enlarging its focus to embrace local Jews, Basques, and working-class transvestites. Race, gender, religion, and social class are thus cut and shuffled in this invaluable drama.

scholarly journals ‘I've got a daughter now man it's clean man’: Heteroglossic and intersectional constructions of fatherhood in the spontaneous talk of a group of young southeast London men

2021 ◽  
pp. 1-28
Author(s):  
Pia Pichler
Keyword(s):  
Social Class ◽  
Working Class ◽  
Hip Hop ◽  
Young Men ◽  
The Self ◽  
Constructed Dialogue ◽  
Race Ethnicity ◽  
Racially Mixed ◽  
Insight Into

Abstract This article provides an insight into the heteroglossic and intersectional construction of fatherhood in the self-recorded, spontaneous talk of a group of young men from ethnically and racially mixed working-class backgrounds in southeast London. By adopting an interactional sociolinguistic approach, informed by Bakhtin's (1981, 1984, 1986) work on dialogicality and Tannen's (1989, 2004) notion of constructed dialogue, this article explores the young men's use of voices for their positioning in a range of fathering discourses which are shaped by and shape intersectional and hegemonic masculinities. Intersections of race, ethnicity, and social class inform many of the young men's positions, especially in their talk about the influences of hip hop on their children. This polyphony of voices allows the group to balance traditional discourses of fathers as providers, protectors, and moral guides with contemporary models of intimate and involved fatherhood, but also competing discourses of virile masculinity and bad boy identity. (Dialogicality, discourse, ethnicity, fatherhood, hegemony, heteroglossia, intersectionality, identity, masculinity, race, social class, voice)*

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.

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.

‘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.

scholarly journals Social-Class Disparities in Higher Education and Professional Workplaces: The Role of Cultural Mismatch

2018 ◽  
Vol 28 (1) ◽  
pp. 67-73 ◽  
Author(s):  
Nicole M. Stephens ◽  
Sarah S. M. Townsend ◽  
Andrea G. Dittmann
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Working Class ◽  
Cultural Models ◽  
Cultural Barriers ◽  
Cultural Barrier ◽  
Cultural Mismatch ◽  
Cultural Ideal ◽  
Key Sites ◽  
And Performance

Differences in structural resources and individual skills contribute to social-class disparities in both U.S. gateway institutions of higher education and professional workplaces. People from working-class contexts also experience cultural barriers that maintain these disparities. In this article, we focus on one critical cultural barrier—the cultural mismatch between (a) the independent cultural norms prevalent in middle-class contexts and U.S. institutions and (b) the interdependent norms common in working-class contexts. In particular, we explain how cultural mismatch can fuel social-class disparities in higher education and professional workplaces. First, we explain how different social-class contexts tend to reflect and foster different cultural models of self. Second, we outline how higher education and professional workplaces often prioritize independence as the cultural ideal. Finally, we describe two key sites of cultural mismatch—norms for understanding the self and interacting with others—and explain their consequences for working-class people’s access to and performance in gateway institutions.

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.

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