Conquering with capital: social,cultural, and economic capital’s role in combating socioeconomic disadvantage and contributing to educational attainment

While socioeconomic barriers to learning have been well-documented by education, sociology, and social policy scholars, further research is needed to understand how students with low-socioeconomic status excel in high-performing schools. The collection and analysis of 20 in-depth interviews with female college students from different racial and socioeconomic backgrounds provide rich insights into the stark differences between the educational practices of low and high-SES students. Building on Bourdieu’s conceptualization of how habitus and capital influence practices in the field of education exposes unique, strategic practices that low-SES students use to attain educational success within a system of reproduction and power. While entering a high-performing school is often perceived as a definitive step for accessing high-quality educational resources, my findings illustrate how it is actually an important intermediary step within a more complex process. Increasing educational opportunity and attainment for low-SES students requires improving their access to social, cultural, and economic capital through knowledgeable mentors who contribute to a habitus and portfolio of capital which enable practices to successfully navigate and challenge the educational system.     

A Room With a View or a Room of One's Own? Housing and Social Stratification

This study attempts to understand the role that housing plays in the system of social stratification. First, it generates a model of how housing outcomes are stratified along dimensions of socioeconomic status and race. Second, it asks what role housing conditions play in the system of educational stratification of offspring. Using two-generational data from the Panel Study of Income Dynamics, this paper demonstrates that home ownership is predicted by family income and race and that this indicator has a significant effect in predicting the educational attainment of offspring. Household crowding is also related to income and race and also affects the educational attainment of offspring. Meanwhile, housing quality—as measured by the physical condition of the unit—is not related to income or race and has no effect on educational attainment. Of particular note is that when socioeconomic status and housing conditions are held constant, African-Americans demonstrate more than a half-grade advantage over their non-black counterparts in years of completed schooling. In conclusion, the paper argues that housing matters not only for the immediate well-being of families, but also for the life-chances of the subsequent generation, and should be a standard variable in the conception of class background.     

Can preschool socioeconomic composition moderate relationships between family environment and Chinese children's early academic and social outcomes?

Research on primary and secondary school composition has shown that a school's socioeconomic status, as an aggregated and stratified index, has a contextual effect on children's school performance. For Chinese children, preschool is their first formal schooling experience. Preschools are segregated by the enrolled children's socioeconomic status. However, no studies have yet examined the role of preschool socioeconomic status in young Chinese children.Taking family socioeconomic status as the structure index and the home learning environment and authoritative parenting as the process indexes, the current study aimed to examine how preschool socioeconomic status operates independently and moderates the family environment to determine Chinese children's early academic and social development. Data were obtained from 826 children aged 36–74 months from 29 urban preschools in Beijing. Hierarchical linear modeling analyses showed that preschool socioeconomic status significantly directly predicted children's academic skills but not their social skills. Participation in higher socioeconomic status preschools appeared to compensate for the literacy skills of children from a lower family socioeconomic status, and it reinforced the positive effects of authoritative parenting on the children's social skills. These results suggest that the optimal development of young children depends on the “fit” between their family's environmental characteristics and the preschool in which they enrolled.     

Moving Up and Down the Ladder: Perceived Social Mobility and Emotional Dispositions Among South Florida's Immigrants

Migrating to a new country is often associated with difficulties such as social isolation, financial strain, language barriers, and cultural differences. Less is known about how social mobility brought about by migration may be related to the emotional dispositions of immigrants (also referred to as subjective well‐being). To examine this relationship, we utilize data from a representative sample of 1,268 first‐generation immigrants from 80 different countries living in South Florida. Changes in perceived social mobility between the homeland and the United States—moving up and down the socioeconomic ladder—are indeed associated with differences in immigrants' negative dispositions. We draw from literature on expectations, social comparisons, and subjective class status to explain these findings. We do not find a statistically significant association between changes in socioeconomic status and positive dispositions, which may suggest that losses outweigh migration‐related gains. Additionally, findings reveal that nondominant groups fare worse than Cubans (the dominant group in the region) with regard to dispositions. Social comparisons to the dominant ethnic group may explain this, as well as perceptions of relative deprivation experienced by groups not favored by immigration policies and underrepresented in social and economic institutions. We conclude by discussing implications on how negative emotional dispositions represent risk factors that could affect immigrants' mental health.     

Education and the changing shape of the income gradient in health

Research on the social determinants of health has increasingly sought to understand the relative importance of different features of socioeconomic status. Much of the ensuing debate has wavered between education and income, with recent research leaning increasingly toward income. This research has not, however, consistently explored interactions between different features of socioeconomic status and, in trying to understand the independent effects of different components of socioeconomic status, may have missed important features of socioeconomic position. With an eye toward examining how features of socioeconomic status combine and coalesce, this paper examines variation in the income-health association by level of education. Theories derived both from medical sociology and health economics suggest synergistic interactions between income and education, but they are unclear as to the direction and magnitude of these interactions. Results from two large and nationally representative data sets (the 1996-1997 Community Tracking Study and the 1972-2000 General Social Survey) indicate that the positive relationship between income and health varies substantially in both its strength and shape by level of education. Education improves health, and its effects are larger at lower levels of income. Moreover, education reduces the strength and curvature of the income-health relationship. Consequently, those with more education have better health for all levels of income, and fewer income-based disparities exist among the well educated than among the less well educated. The linear "gradient" relationship between income and health is, thus, more characteristic of groups with higher levels of education. Additional analyses indicate that these interactions existed in the United States in each of the last three decades. The results are discussed in light of theory regarding the perpetuation of health disparities, as well as current debates regarding the apparent incompatibility of distributive versus aggregative goals in health policy.     

Sexual needs, control, and refusal: how "doing" class and gender influences sexual risk taking

The poor are disproportionately affected by unintended pregnancy and sexually transmitted infections (STIs). We know relatively little, however, about the sexual processes behind these disparities. Despite studies of gender enactment's influence on sexual behaviors, few analyses examine the sexual "doing" of social class. We conducted sexual history interviews with 36 women and men, half middle class and half poor and working class. Most respondents reported that men have greater sexual appetites than women, but the middle class were more likely to cite social influences while the poor and working-class respondents primarily ascribed biological origins. The social construction of sexual controllability among the middle class contributed to perceptions that sex was a containable force. Poor and working-class women described men's sexual needs as physiologically irrepressible, which shaped sexual refusal. Our findings move beyond socioeconomic status (SES) as a "risk factor" and explore two examples of how gender and social class mediate people's sexual selves and health.     

Toward a Minority Culture of Mobility: Immigrant Integration into the African‐American Middle Class

Two important social transformations have occurred since the 1960s: the rise of the Black middle class and the influx of immigrants from Latin, America, Asia and Africa. The cultural and economic outcomes for first‐ and second‐generation Black immigrants are often linked to the Black poor/underclass. However, we understand little about the ways in which the Black middle class is a potential pathway of integration for immigrants. This paper reviews the sociological debates on the socioeconomic incorporation of immigrants and the racial and ethnic relations of new and old African‐Americans. It discusses the important contributions of minority culture of mobility hypothesis for class‐based theories of immigrant integration. We draw from the literature on social stratification, race relations and immigrant incorporation in order to chime in on the conversation about how becoming socially mobile in America may mean having similar social experience as the African‐American or minority middle class. The paper also suggests ways to better analyze the relationship between identity, integration, space and generation in minority incorporation.     

School bullying and the ongoing social dynamics: A thematic analysis of young peoples' perspectives on a specific bullying case

Based on analyses of six individual interviews with young people from a sixth-grade school class, this study explores how young people talk about bullying and a particular bullying case in their class from various positions. Utilising thematic analysis, three themes were conceptualised as crucial in bullying: social status, powerful positions and fragile social positions. Symbolic interactionism, emphasising perspectives as constructed in interaction, were used to understand these social dynamics and bullying as a group phenomenon. The findings demonstrate the social landscape in which young people navigate, where social positions are in process but affected by their group norms.     

Untangling Inequalities: Gender,Race, and Socioeconomic Differences in Depression1

In their important paper, Link and Phelan (1995) argue that socioeconomic status is a fundamental cause of variation in well‐being and that the social resources associated with socioeconomic status constitute the fundamental cause of variation in well‐being. In this article, I elaborate on the fundamental cause perspective in three respects: by suggesting an expansion of the definition of resources, by examining how race and gender influence variation in the relationship between resources and mental health, and by developing a model of the relationship between social class, race, and gender that takes account of the potential asymmetry in the influence of resources across race and gender. Using the 2003 National Health Interview Survey and ordinary least squares regression, I find that black and white men are significantly less depressed than black and white women. However, women accrue greater mental health advantage from marriage, home ownership, and education. African‐American men experience less depression as a result of being unmarried and non‐Hispanic white women experience less benefit from full‐time employment, relative to African‐American women and men. Results are discussed in terms of implications for future research on race, class, and gender differences in health.     

A new approach to measure socioeconomic inequality in health

This paper introduces a new approach to rank and measure socioeconomic inequality in health. A novel feature of the approach is the use of an income-health matrix that relates socioeconomic class with health status; each row of the matrix corresponds to a socioeconomic class and contains the respective probability distribution of health. By invoking a monotone assumption on the income-health matrix, which is a direct translation of the well-known hypothesis of social gradients in health outcomes, we derive a set of welfare-dominance and inequality-dominance conditions for ranking health distributions. Unlike other existing health inequality measures, our conditions require no cardinal specification of ordinal heath data and, hence, are robust. We then apply the dominance conditions to compare socioeconomic health inequality in the US and Canada using the newly released JCUSH data.     

Social Integration,Psychological Well-Being,and Their Socioeconomic Correlates*

Unidimensional conceptions of socioeconomic status require that alternative indicators of one's position in the stratification system have similar effects upon the consequences of socioeconomic level. We show herein that different indicators of social participation and psychological well-being are in fact associated with different indicators of socioeconomic status. Thus, any attempt to combine these indicators—educational attainment, occupational pursuit, family income, or occupational origins—into a single index of socioeconomic status will prove unsatisfactory because its component parts have different consequences for the same variable. We also show in this paper precisely how certain formulations of the effects of inconsistency and mobility are wholly redundant and only represent a logically possible way of interpreting the linearly additive effects of the variables used to define inconsistency and mobility.     

Socioeconomic Inequality in Decoding Instructions and Demonstrating Knowledge

Qualitative Sociology - Cultural capital may contribute to socioeconomic achievement gaps by shaping how students engage with authority in schools. However, social class shapes academic skills and...     

Viewing Adolescents' Career Futures Through the Lenses of Socioeconomic Status and Social Class

This study examined socioeconomic status (SES) and perceived social class as predictors of educational and occupational aspirations and expectations in a sample of 100 high school students from 2 midwestern high schools. SES was measured using caregivers' occupation and education, and subjective social status was assessed using the MacArthur Scale of Subjective Social Status–Youth Version (Goodman et al., 2001 SES and perceived social class made independent contributions to educational aspirations, whereas SES made an independent contribution to occupational aspirations and expectations. The authors discuss the importance of SES and social class in career development theory and research and provide practical implications based on the present findings. Overall, this study highlights the importance of measuring SES and social class as distinct constructs and the need for future work to identify the unique impacts of these variables.     

The Mitigating Effects of Social and Financial Capital Resources on Hardships

Social and financial capital resources contribute significantly to socioeconomic outcomes. However, insufficient attention has been given to how these resources may mitigate potential socioeconomic setbacks and differ for gender and class groups. In our study, most of the interviewees with hardships had access to social and financial capital resources. The few with insufficient access were working class. Women accessed financial capital resources to overcome hardships more than men, whereas men were more likely to use social capital resources. Access to the resources helped ensure that almost all of the individuals in this study did not suffer the full consequences of their hardships. The hardship itself was of less importance than having access to social and financial capital resources.     

Parenthood, Childlessness, and Well-Being: A Life Course Perspective

This article reviews recent research (1999 - 2009) on the effects of parenthood on wellbeing. We use a life course framework to consider how parenting and childlessness influence well-being throughout the adult life course. We place particular emphasis on social contexts and how the impact of parenthood on well-being depends on marital status, gender, race/ethnicity, and socioeconomic status. We also consider how recent demographic shifts lead to new family arrangements that have implications for parenthood and well-being. These include stepparenting, parenting of grandchildren, and childlessness across the life course.     

Socioeconomic status,psychosocial factors and health in urban Guyana

Individuals of higher socioeconomic status live longer and enjoy better physical and mental health relative to individuals of lower social status. Socioeconomic status differences in health status persist over time. This paper examines the association between socioeconomic status, psychosocial factors, and health in Georgetown, Guyana. The major causes of death are cardiovascular and cerebrovascular disease; life expectancy at birth is 67.3 years for males and 72.3 years for females; and the infant mortality rate is 44 per 1000 live births. Data for the study were drawn from a probability sample of 654 adult residents of Georgetown. A significant inverse association was found between formal education and morbidity for four of the six measures of health status. The authors investigated the extent to which self-concept, health behaviors, stress, and social ties are linked to health status and socioeconomic status, and can explain socioeconomic status differences in health status. Psychosocial factors, especially the self-concept measures of self-esteem and mastery, were found to play a moderate role in accounting for educational differences in health status.     

We're not rich,but we're definitely not poor: Young children's conceptions of social class

Relative deprivation theory suggests that perceived socioeconomic standing has implications for multiple aspects of life. Early childhood is critical for later development and concern about effects of rising inequality on children has grown along with inequality in recent decades. However, one of the key requirements for relative deprivation to matter for child outcomes is that children must have a sense of social class and their socioeconomic standing. Because the voices of children are often lost among current debates, this paper poses two questions: 1) How do young children conceive of social class and their standing in the distribution in the context of high inequality; and 2) How do these conceptions develop over time? We conducted longitudinal, semi-structured interviews with 44 young children (ages 5–6), who attend the same three elementary schools in a small Midwestern city. By following the same children over two years, this study is uniquely able to shed light on how conceptions of class develop over time. We found that, as children got older, they increasingly associated money with differences in quality, became more likely to assign value judgements to money, and became less reliant on verbal proof of wealth. Although many children misreport their own socioeconomic standing, our findings suggest young children are aware of social class inequality and may therefore experience relative deprivation. Reducing inequality could mitigate potential implications of relative deprivation for child development.     

Socioeconomic Status,Psychosocial Factors and Health in Urban Guyana

Abstract

This study seeks to understand the relationship between socioeconomic status (SES) and self-reported indicators of physical and mental health in an urban Third World context. The data come from a probability sample of 654 adult residents of Georgetown, Guyana. There is a significant inverse association between formal education and morbidity for four of the six measures of health status. In this research the extent to which self-concept, health behaviors, stress and social ties are linked to health status and SES, and can explain SES differences in health status is explored. Psychosocial factors, especially the self-concept measures (self-esteem and mastery) play a moderate role in accounting for educational differences in health status.     

SOCIOECONOMIC STATUS AND RACIAL GROUP INTERESTS AMONG BLACK AMERICANS

ABSTRACT

This study assesses predictions from the dominant ideology thesis and theory of group interest concerning the relationship between socioeconomic status and racial solidarity across three domains of racial ideology. Findings from a local area sample (N = 184) in Cleveland, Ohio, provide considerable support for the theory of group interest. Racial solidarity indicators, such as the perception of discrimination, transcend individual socioeconomic status in constructing a group-based racial viewpoint. Conversely, traditional measures of class position, such as income and education, fail to induce attitudinal variation across the analyzed domains, namely causal attributions, racial politics, and attitudes toward interracial intimacy. In fact, the subjective social class measure, occupational prestige, tends to promote differences favorable to racial solidarity. These findings undermine the long-established conclusion that increased socioeconomic status exerts a conservatizing influence over racially/ethnically-specific attitudes. The implications shed light on the extent to which racial worldviews exist and directions for future research are mentioned.     

SOCIAL CAPITAL AND DEMOCRACY IN A NEW DEMOCRACY

Taiwan made the transition from political authoritarianism to democracy in the late 1980s. Data from representative samples of the Taiwan population in 1992 and 1997 show how, in the early phase of democratization, citizens varied in the extent of their democratic political behavior and attitudes. I attempt to explain these variations on the basis of variables drawn from social capital theory (participation in voluntary organizations and trust), controlling for the individual's position in the social structure (sex, age, ethnicity, marital status, socioeconomic status, and social class). The findings of the multivariate analysis support only one of the social capital hypotheses: The more organizations one participates in, the more one engages in various forms of democratic political behavior . However, organizational participation has no effect on democratic political attitudes . There is no positive reciprocal relationship between the two key social capital variables of organizational participation and trust. Trust, instead of having a positive effect, either has no net effect (on some forms of democratic political behavior) or a significant negative effect (on democratic political attitudes and petitioning a government agency). The political context of Taiwan may explain why people who distrusted Taiwan's political system were more democratic and more tolerant in their attitudes than those who had more political trust.