In the Eye of the Beholder: The Stratification of Taste in a Cultural Industry

Scholars argue that cultural intermediaries—that is, people that sell popular culture—accomplish their work through an affinity between their personal taste and that of their consumers. Yet, studies have not examined the social origins of such taste. To address this gap, I use qualitative and quantitative methods to analyze data collected from a probability sample of U.S. advertising practitioners. I find that although the tastes of cultural intermediaries are socially stratified, they are not consistently the “middlebrow” taste long associated with such industries. Additionally, by incorporating a two‐dimensional model of class and focusing on how cultural goods are consumed, I extend knowledge on taste more generally.     

Explanations of How Love Crosses Class Lines: Cultural Complements and the Case of Cross‐Class Marriages

Sociologists know little about how actors explain their attraction to a partner who grew up in a different social class or why their accounts are likely. This is problematic as one form of social class heterophily is relatively common—heterophily by class origin. Drawing upon data from interviews with college‐educated respondents in heterophilous marriages by class origin (n = 60) as well as interviews with college‐educated respondents in homophilous marriages by class origin (n = 20), this article shows that respondents in heterophilous and homophilous marriages say that they appreciate their spouse for different reasons. Whereas actors in homophilous relationships by class origin explain their appreciation for their spouse in terms of cultural similarities, respondents in heterophilous marriages by class origin explain their appreciation of their spouse in terms of “cultural complements”—the obverse of the dispositions they dislike in themselves and attribute to their own upbringing. The article theorizes that accounts of cultural complements are enabled by the social organization of culture by class.     

Culture Shock Revisited: The Social and Cultural Contingencies to Class Marginality

Existing explanations of class marginality predict similar social experiences for all lower‐income undergraduates. This article extends this literature by presenting data highlighting the cultural and social contingencies that account for differences in experiences of class marginality. The degree of cultural and social dissimilarity between one's life before and during college helps explain variation in experiences. I contrast the experiences of two groups of lower‐income, black undergraduates—the Doubly Disadvantaged and Privileged Poor. Although from comparable disadvantaged households and neighborhoods, they travel along divergent paths to college. Unlike the Doubly Disadvantaged, whose precollege experiences are localized, the Privileged Poor cross social boundaries for school. In college, the Doubly Disadvantaged report negative interactions with peers and professors and adopt isolationist strategies, while the Privileged Poor generally report positive interactions and adopt integrationist strategies. In addition to extending present conceptualizations of class marginality, this study advances our understanding of how and when class and culture matter in stratification processes in college.     

Masculine Status,Sexual Performance,and the Sexual Stigmatization of Women

Collegiate hookup culture advances ideas of masculinity but contradicts notions of appropriate feminine sexuality. Drawing on focus group and interview data with college students, I examine how a group of class‐ and race‐privileged fraternity men face dilemmas as they enact a group constructed masculinity focused on sexual performance and the objectification of women. I employ a symbolic interactionist framework to illustrate how men, attentive to peer status yet anxious about the sexual stigmatization of women, draw on cultural ideas about appropriate feminine sexuality as they account for their approaches to sex and women (both with whom they interact sexually and how) along a range of intimacy—from hookups to committed relationships. I demonstrate that heterosexual interaction does not unequivocally link to masculine status and that men sometimes strive to limit the impact of casual sex or avoid it altogether.     

Social Change and the Gendered Division of Household Labor in Canada

Housework is asymmetrically distributed by gender. This uneven allocation is an important indicator of inequality between women and men. The imbalance is closing, although exactly why remains uncertain. It is also unclear if the convergence has more to do with women's lives becoming more like men's, or whether it is because men are changing their practices on the home front. Using 30 years of nationally representative time use diary data, we explore three broad theoretical frameworks addressing social change—cultural, structural, and demographic—to examine how and why the gender dynamics around housework are shifting. We find that structural factors, and in particular women's engagement with paid work, have changed most sharply as drivers of greater symmetry in domestic labor, although changing cultural beliefs have contributed as well. Furthermore, there have been significant changes in men's behavior. One focal point for this domestic change is in men's and women's shifting practices around childcare. Intensive parenting, not just intensive mothering, has become more prevalent.     

Social class and approaches to shaping educational expectations

Scholars have recognized young people's educational expectations as a key factor in predicting educational outcomes, but few studies have attempted a comprehensive classification of how young people's educational expectations are shaped. In this article, I outline a typology of how young people from different social class origins shape their educational expectations. Drawing on 100 interviews with 15-year-olds, I find two underlying dimensions in young people's accounts of their educational expectations: how risk aware they are and how goal oriented they are. These dimensions translate into a heuristic model for understanding the structure of young people's educational expectations. I identify four major approaches to shaping educational expectations - the confident, the determined, the explorative, and the anxious - and show how these approaches connect to the young people's class origin. The typology of approaches offers a conceptual framework for understanding the mechanisms that lead young people to shape their expectations in qualitatively different ways.     

Fathers' Early Emotion Talk: Associations With Income,Ethnicity, and Family Factors

Contextual, mother‐, child‐, and father‐level variables were examined in association with fathers' emotion talk to infants during a shared picture book activity, in an ethnically diverse, low‐income sample (N = 549). Significant main effects included the rate of emotion talk from fathers' romantic partners (i.e., the infant's mother), infant attention and distress, and sensitive parenting. Significant interactions were also found. Higher income African American fathers referred to negative emotions more than non‐African American higher income fathers. In addition, African American fathers who demonstrated more negative and intrusive parenting referred to positive emotions more than non‐African American fathers who demonstrated negative and intrusive parenting. Our findings support family systems theory and, specifically, the interdependence of individuals' behaviors within the family unit. Interaction effects are discussed with respect to cultural variation in beliefs about parenting behaviors and the cultural experience of African Americans, including the Black cultural experience and the minority experience.     

Healing the Hidden Injuries of Class? Redemption Narratives,Aspirational Proxies,and Parents of Low‐Income,First‐Generation College Students

Existing scholarship has examined how low‐income individuals conceptualize their socioeconomically constrained positions in relation to the meritocratic ideologies and stratified mobility structures of the United States, but little is specifically known about how these individuals' ideas regarding their own status may be impacted by raising children who surpass their educational and occupational achievement levels. Drawing on interview data from both low‐income first‐generation (LIFG) college students and the parents of those students, this article examines how parents framed the achievements of their upwardly mobile, college‐going children in relation to their own experiences of socioeconomic, educational, and occupational constraint. Engaging qualitative understandings of the “hidden injuries of class,” the analysis demonstrates how parents of LIFG college students reconciled their own experiences of limited mobility despite hard work with their steadfast beliefs in meritocratic ideals by (1) invoking narratives of personal “redemption” from past “mistakes” or “failures” in relation to their children's educational accomplishments, and (2) conceptualizing their upwardly mobile children as “aspirational proxies” through whose accomplishments they measured their own success.     

Research Note: Religious Affiliation and Poverty Explanations: Individual,Structural, and Divine Causes

Abstract

Prior studies of people's explanations for poverty have relied upon individual, structural, and fatalistic explanations. This paper explores an additional explanation for poverty, divine intervention. Using a sample of 360 college students, I show that divine intervention is a distinct explanation for poverty. I then examine if or how six religious groups—conservative, African American, and mainline Protestants, Catholics, the nonaffiliated, and those with “other” beliefs—differ in their views of individual, structural, and divine explanations for poverty. Results show that members of conservative Protestant denominations are more individualistic than Catholics and the nonaffiliated. African American Protestants were significantly more structuralist than conservative Protestants. African American Protestants are more likely than conservative Protestants, and both are more likely than Catholics, the nonaffiliated, and those with “other” beliefs, to believe that divine intervention is an important explanation for poverty.     

Social Class and Parenting: Classic Debates and New Understandings

Many scholars pinpoint the family as one of the most important loci of class differences and see parenting in particular as a mechanism for the reinforcement and reproduction of class variation. In this article, the authors explore the role of educational background, occupations, family resources, state surveillance, and culture in explaining how and why parenting practices vary by class backgrounds. The article reviews research that focuses on class‐based cultural norms and values, as well as research that argues that structural conditions and access to resources are more important than culture in influencing parenting norms, beliefs, and outcomes. The authors then discuss recent research that suggests that rather than seeing culture and structure as dichotomous, in fact, culture and structure are intertwined and it is through seeing them as mutually reinforcing factors that we can best make sense of class‐related parenting differences.     

Pregnant Women's Experiences of Crisis Pregnancy Centers: When Abortion Stigmatization Succeeds and Fails

There is broad consensus that abortion is stigmatized, but the role of interpersonal interaction in this process is underspecified. I examine interviews with 25 women in the United States who visited crisis pregnancy centers (CPCs)—antiabortion organizations that offer one‐on‐one “prolife counseling”—for how and when interactions matter for abortion stigmatization. I identify two primary ways CPC counselors stigmatized abortion and describe variation in their impact: counselors' efforts were “successful,” were misrecognized as ideologically‐neutral, or were resisted. The findings demonstrate the importance of women's current consideration of abortion and preexisting beliefs for understanding how interpersonal interactions contribute to abortion stigma.     

Class, Culture, and Participation in the Collegiate Extra-Curriculum

With larger percentages of high school students entering higher education, it becomes increasingly important to look at how processes occurring on college campuses contribute to social stratification. Using in‐depth interviews with 61 students, I ask: How does social class structure students’ participation in the collegiate extra‐curriculum? I argue that the collegiate extra‐curriculum is an important site for stratification because it is there that students gain access to social and cultural resources valued by the privileged classes. I find that upper‐middle‐class students arrive on campus with cultural resources that motivate their participation and social resources that facilitate their involvement. Among working‐class students, limited financial factors constrain their involvement, while social and cultural resources further curtail their interest in such activities. These findings contribute to theories of social and cultural reproduction by showing that those who have more valued social and cultural resources at the outset are in a better position to gain additional such resources throughout their college careers. Moreover, these analyses show that symbolic and cultural hierarchies are sustained by the interdependent relationship between social and cultural capital.     

What do parents feel they need? Implications of parents' perspectives for the facilitation of parenting programmes

This paper is based upon in‐depth interview studies with a range of parents and explores their beliefs, expectations and experiences of parenting support. Three dominant ways in which parents viewed parenting education are identified. The implications of these conceptual categories or ‘models’ of parenting support are discussed in terms of their impact on parents' approaches to parenting education and the quality of the outcomes. These interpretations raise questions about the nature and impact of parenting support. As such, they have significant implications for the development and delivery of future parenting provision.     

Why Parents Pay for College: The Good Parent,Perceptions of Advantage,and the Intergenerational Transfer of Opportunity

This article asks how parents think about the cost of a college education for their children. Based on data from more than ninety in‐depth interviews with upper‐middle‐class parents and children, it is clear that grooming children for college and then paying for their education is intimately linked with ideas about being a “good parent.” We present data on three related aspects of parents' consciousness about paying for college. First, data are presented on how parents view the benefits of college for their children. Second, data illustrate how parents think about the obligations associated with paying. Third, we report on what parents expect in return for their efforts and expenditures. Data also indicate that parents' views are contingent on their perceived ability to pay for the increasing costs of higher education. We conclude by considering how the implicit contract between upper‐middle‐class parents and children may change as new economic and structural uncertainties increase parents' anxieties and challenge their abilities to see themselves as good parents.     

Changing Childrearing Beliefs Among Indigenous Rural‐to‐Urban Migrants in El Alto,Bolivia

Sociologists have long noted that childrearing shapes young people's life chances. Worldwide, rural‐to‐urban migration is growing, yet we know little about whether or how migrants adopt new childrearing beliefs during this rapid social transformation. Using interviews with 63 parents and ethnographic observation at a public school, I examine how rural‐to‐urban migration affects the childrearing beliefs of indigenous peasants who move to the city of El Alto, Bolivia. Many migrants reject rural childrearing's reliance on corporal punishment and limited verbal communication, instead embracing more open communication, limited physical punishment, and parent–child trust. Urban organizations and social ties expose parents to a new childrearing model, and parents find this model credible when they observe that it buffers children from urban dangers that threaten young people's mobility chances. Adopting urban childrearing ultimately entails accepting an underlying model of children's agency, wherein children need internal motivation instead of external impulsion. This case shows that individuals’ childrearing beliefs are more malleable than previous sociological studies suggest. I close with policy implications for parental education and child well‐being initiatives.     

Popular music and urban regeneration: The music industries of Merseyside

In this article I address the origins of America's national parks, particularly as they figure in the environmentalist discourse surrounding the institution of Yosemite Valley as a public park. Although technically speaking Yosemite did not become a national park until 1890, its cession to the State of California in 1864 provides an important cultural site for the emergence of environmentalism as part of a broader concern with the relations between aesthetic, social and natural agency. In mapping out these relations in Frederick Law Olmsted's 1865 report on the management of Yosemite, I claim that the preservation of Yosemite reproduces nature as a public park in which human agency can be simultaneously produced and elided by means of the aesthetic agency of nature. I read Olmsted's report as a discursive site on which we can trace the structural parallels between the preservation of Yosemite and several related cultural practices in which the origins of American environmentalism are embedded. I also read it as sketching out the configurations of human and natural agency within which these parallel practices are articulated.

My study operates from the assumption that science and technology need to be understood not simply by explaining how they are socially or culturally constructed, but also by looking at how certain fundamental ideas of metaphors (like natural agency or the reproduction of nature) are worked out at the same historical moment in different discursive practices. In taking up the idea of America as it both defines and is defined by the network of relations among science, technology and culture, I outline certain myths of American environmentalist origins as played out across a number of diverse and heterogeneous discourses and technologies of representation and reproduction. I hope also to illuminate the way in which American cultural origins are simultaneously constructed and destabilized through the act of reproducing nature.     

Child‐focused Parenting after Separation: Socio‐legal Developments and Challenges

In this article I utilise developing ideas in family law as a backdrop against which to discuss changing assumptions about parenting. In particular, I examine the gender‐neutral assumptions within family law in Australia and elsewhere in the light of seemingly contradictory evidence about the value of post‐separation fathering. That men were equally capable of providing effective parenting was by no means clear at the time that the principle of gender‐neutrality became common in family law—the 1960s and 70s. Only recently, has burgeoning research on fathering begun to more clearly affirm its value and to clarify the conditions under which pre and post separation fathering makes a positive difference. Paradoxically, it is at this very time that legally based challenges to the gender‐neutral, shared‐parenting philosophy of the 1995 Australian Family Law Reform Act have begun to emerge. The often‐perplexed interface between law, social science research and therapeutic intervention presents many challenges. I conclude the article by flagging a number of questions relevant to family therapists in this difficult field of work.     

Social Class and Habitus at the End of College: Cultural Similarity and Difference among Graduating Seniors

ABSTRACT

Existing research offers a range of perspectives on the impact of the college experience on culture. While some scholars claim that higher education leads to cultural convergence or homogenization among students, others emphasize the durability of class-based cultural differences during college. This article seeks to understand the degree to which students from across class backgrounds leave college with a similar habitus. Drawing from interviews with 62 graduating seniors from three distinct class backgrounds, I examine cultural similarities and differences at two layers of habitus as students look toward life after college. Findings demonstrate that while students’ specific aspirations for graduate study and careers are similar, their general cultural schemas—evidenced by students’ perceptions of what constitutes success and failure after graduation—and sense of self diverge along class lines. In other words, these interviews provide evidence that college seniors across class backgrounds are comparable in their secondary habitus but differ at the level of their primary habitus. These findings have implications for the way we conceive of social mobility through higher education as well as our understanding of multiple layers of habitus.     

The Relationship Between Maternal Education and Children's Academic Outcomes: A Theoretical Framework

The importance of maternal education for children's academic outcomes is widely recognized, and yet the multiple potential mechanisms that explain this relationship are underexplored. The authors integrate theories of human, cultural, and social capital with 2 developmental psychology theories—bioecological theory and developmental niche theory—to draw attention to how maternal education may influence children's academic outcomes through a range of parenting mechanisms, some of which have been largely neglected in research. This framework provides a more complete picture of how maternal education shapes proximal and distal influences on children's academic outcomes and the ways in which these mechanisms interact and reinforce one another across time and context. The implications of this framework for future family research are then discussed.     

Time With Children,Children's Well‐Being,and Work‐Family Balance Among Employed Parents

Cultural imperatives for “good” parenting include spending time with children and ensuring that they do well in life. Knowledge of how these factors influence employed parents' work‐family balance is limited. Analyses using time diary and survey data from the 2000 National Survey of Parents (N = 933) indicate that how time with children relates to parents' feelings of balance varies by gender and social class. Interactive “quality” time is linked with mothers' feelings of balance more than fathers'. More time in routine care relates to imbalance for fathers without college degrees. Feeling that one spends the “right” amount of time with children and that children are doing well are strong and independent indicators of parents' work‐family balance.