Some Social Class Differences in the Family Systems and Group Relations of Pre- and Early Adolescents

1951 ◽  
Vol 22 (2) ◽  
pp. 145
Author(s):  
Henry S. Maas
Keyword(s):  
Social Class ◽  
Family Systems ◽  
Early Adolescents ◽  
Group Relations ◽  
Class Differences ◽  
The Family

Social Class and Domesticity

2018 ◽  
pp. 57-73
Author(s):  
Ann Oakley
Keyword(s):  
Social Class ◽  
Class Difference ◽  
Present Sample ◽  
Class Differences ◽  
The Family ◽  
Social Class Difference

This chapter traces the patterns of domesticity in the present sample of housewives. These findings are tied in with assertions about social class differences in domesticity which abound in much of the literature dealing with women's place in the family. As the study indicates, there is no social class difference in the frequency with which housewives are satisfied or dissatisfied with their work. The predominant feeling is one of dissatisfaction — twenty-eight of the forty women come out as dissatisfied. If education is taken instead of social class, there is still no difference between groups of women: equal proportions of those educated to sixteen and beyond are satisfied and dissatisfied with housework.

scholarly journals Præferencer for reproduktion? En analyse af den sociale stratificering af danske unges uddannelsesforventninger i henholdsvis 1968 og 2011

2014 ◽  
Vol 25 (3) ◽  
pp. 93-114
Author(s):  
Kristian Bernt Karlson
Keyword(s):  
Social Class ◽  
Educational Attainment ◽  
Educational Expectations ◽  
Future Research ◽  
Educational Stratification ◽  
Unequal Distribution ◽  
Class Differences ◽  
The Family ◽  
Talented Students ◽  
Additional Support

Nyere forskning i social ulighed i uddannelse viser, at den sociale baggrund sætter sig igennem unges uddannelsesvalg ud over de faglige meritter, som man i demokratiske samfund typisk ser som nøglen til at bryde den sociale arv. Artiklen belyser årsagerne bag denne regularitet ved at undersøge klasseforskelle i unges forventninger til deres uddannelsesmæssige fremtid for to kohorter af danske unge, der står foran deres første uddannelsesvalg, i henholdsvis 1968 og 2011. Artiklen tester en hypotese om, at sociale skævheder i unges uddannelsesforventninger drives af én i familien rodfæstet præference for fastholdelse af sociale privilegier over generationer. Den empiriske analyse støtter hypotesen og viser samtidig, at de sociale skævheder i unges uddannelsesforventninger stort set er uforandrede over de godt 40 år, der adskiller de to kohorter. Yderligere analyser, der inddrager forældres forventninger til den unge samt bedsteforældrenes uddannelsesniveau, støtter endvidere hypotesen. Analysens resultater peger i retning af, at forskningen med fordel kan rette blikket mod forventningsdannelsesprocesser i familien, hvis den vil forstå, hvorfor den sociale arv kan være svær at bryde. ENGELSK ABSTRACT: Kristian Bernt Karlson: A Taste for Reproduction? Social Class Differences in Danish Adolescents’ Educational Expectations in 1968 and in 2011 Recent research in educational stratification shows that social class background affects schooling decisions among equally talented students. Class inequalities in educational attainment therefore appear to have causes other than the unequal distribution of academic merits, merits that usually are taken to be the main vehicle of social mobility in Western democracies. This article investigates the potential mechanisms behind this unequal distribution by examining class differences in educational expectations among Danish adolescents in 1968 and 2011. The paper tests the hypothesis that class differences in educational expectations are caused by a preference for maintaining social privileges over generations, a preference rooted in bosom of the family. The empirical analysis supports the hypotheses. It shows that class differences in expectations among equally talented students have been remarkably stable over the four decades separating the two cohorts. Further analyses that include information on parents’ expectation for the adolescent and on the educational attainment of grandparents provide additional support for the hypothesis. The paper argues that future research in educational stratification would benefit from focusing on expectation processes located in the family, if it is to fully grasp why class differences in educational attainment appears so persistent even today. Keywords: inequality of opportunity, education, social class, expectations, aspirations.

Identity options: Social class differences in biracial identification

2006 ◽  
Author(s):  
Sarah Townsend ◽  
Stephanie Fryberg ◽  
Hazel Markus ◽  
Clara Wilkins
Keyword(s):  
Social Class ◽  
Class Differences

Social Class and Wellbeing among Staff and Students in Higher Education Settings: Mapping the Problem and Exploring Underlying Mechanisms

2021 ◽  
Author(s):  
Isla Dougall ◽  
Mario Weick ◽  
Milica Vasiljevic
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Social Factors ◽  
Unique Contribution ◽  
Staff Members ◽  
Class Differences ◽  
High Social Class ◽  
Lower Social Class ◽  
Underlying Mechanisms ◽  
The Relationship

Within Higher Education (HE), lower social class staff and students often experience poorer wellbeing than their higher social class counterparts. Previous research conducted outside educational contexts has linked social class differences in wellbeing with differences in the extent to which low and high social class individuals feel respected (i.e., status), in control (i.e., autonomy), and connected with others (i.e., inclusion). However, to our knowledge, there has been no research that has investigated these factors within HE settings. Furthermore, inclusion, status and autonomy are correlated, yet little is known about how these factors contribute to wellbeing simultaneously, and independently, of one another. To fill these gaps, we report the results of two studies; firstly with HE students (Study 1; N = 305), and secondly with HE staff (Study 2; N = 261). Consistently across studies, reports of poor wellbeing were relatively common and more than twice as prevalent amongst lower social class staff and students compared to higher social class staff and students. Inclusion, status and autonomy each made a unique contribution and accounted for the relationship between social class and wellbeing (fully amongst students, and partially amongst staff members). These relationships held across various operationalisations of social class and when examining a range of facets of wellbeing. Social class along with inclusion, status and autonomy explained a substantial 40% of the variance in wellbeing. The present research contributes to the literature exploring how social class intersects with social factors to impact the wellbeing of staff and students within HE.

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