Social order,cultural capital and citizenship*

The question of whether education should be seen as an instrument of social order is an old topic in the social sciences. There exist several theories concerning this question. Two of these rival theories are dealt with in this paper. On the basis of each, historical data have been looked at anew and empirical research has been carried out into the prevailing conditions in the Netherlands. On the basis of the first theory, which was inspired by Bourdieu and which concerns economic, cultural (including educational) and social capital, data on the Dutch history between the seventeenth and the nineteenth centuries have been reanalysed with respect to the attitude of the diverse sections of the dominant class towards culture in general and the university in particular. Dutch history can be regarded as a national variant of the universal tensions between ‘culture’and ‘knowledge’and between ‘culture’and ‘economics’in human societies. On the basis of Bourdieu's theory it is assumed that under the prevailing social conditions elementary schools will differ in ‘educational status’in the schools market. Empirical investigation confirms this hypothesis. The ‘educational status’of elementary schools mediates (reproduces) almost all of the influence of the childrens’social background on their school career, and reinforces this influence. On the basis of the second theory, which is based on the work of Meyer, Boli and Ramirez, data on the Dutch history in the Enlightenment period have been reanalysed with respect to the rise of mass education. These historical data give substantial evidence to the theory that the construction of the nation-state is of decisive importance for the rise of mass education. Our empirical investigation, however, does not confirm the hypothesis that in the actual situation elementary schools differ in ‘comprehensiveness’. Neither schools nor parents are oriented towards integration. Rather, the contrasts seem to be getting sharper in the 1980s and the schools as well as the social classes seem to be distancing themselves further from each other. Various sections of the dominant class are busy strengthening their position of power in education. In short, the use of schools to constitute citizens does not lessen the pressure towards differentiation. Thus, the theory of Boli and Ramirez explains the rise of mass education, but cannot explain its social class bound form, a fact that can be explained very well by Bourdieu's theory. Therefore the theories of both Bourdieu and Boli and Ramirez should be regarded not as rivalizing, but as complementary.     

Black Immigrants and the Rhetoric of Social Distancing

This article focuses on the empirical evidence of social distancing in the interdisciplinary literature on black immigrants. I argue that the conventions that have guided popular and scholarly representations of relations between foreign-born and native-born blacks have been shaped by seminal writings in sociology. Treating interviews with black immigrants as sites of various kinds of discursive practices, my aim is to illustrate a shift in the expression of social distance that maps onto contemporary ways of talking about race in the US. I argue that social distance rhetoric is an expression of what black immigrants learn about race and ethnicity in American society. This reading challenges the widely held interpretation that social distancing accurately reflects individual subjectivity and collective identity.     

Social Support

The purpose of this two year study was to understand the provision of social support to recently divorced women with children from the perspective of the primary support person. Each of 157 women identified her primary support. Friends, boyfriends, and parents were the most common sources of support. Two-thirds of the women changed their primary support person over the study period. The primary supports were interviewed three times over two years and asked to describe the support they provided and the reciprocity of their relationship. Eleven types of support were described with availing, direct support, distancing, and valuing identified most often. Availing was presented as the most helpful type of support and intruding, the least helpful. Reciprocity was perceived as slightly better than moderate.     

Family Development Cycle,Social Class,and Inequality in Rwanda1

Abstract The relative importance of social class differences (social differentiation) and stages of the family development cycle (demographic differentiation) on income inequalities in rural Rwanda are discussed and compared using survey data from 1,019 households. Both forms of differentiation are conceptualized as dynamic processes that intersect through their mutual inclusion of landholding—land being fundamental to our understanding of social class in the Third World and likewise closely tied to the timing of the developmental stages of the family cycle. Findings demonstrate that both forms of differentiation are vitally important, in roughly equal proportions, to household income generation in Rwanda. Emphasis is placed on the direct effects of the social class variables and on the indirect effects of the demographic differentiation process. The importance of the impact of contextual variables, such as land scarcity and the absence of alternative nonfarm employment, on income inequality are assessed.     

Social identities, class identity and political perspectives

There has been considerable controversy over the extent to which class is a salient social identity, and the importance of other social identities Marshall and his colleagues (1988) argue that class identity remains a salient frame of reference in people's daily lives while Saunders (1989;1990) and Emmison and Western (1990) argue that class identity is not as strong as they claim, and the importance of other social identities cannot be denied. However, proponents and opponents in the debate are agreed that the salience of social identities depends upon the context in which they are found which cannot be fully explored in highly-structured interviews. Drawing on data from a ‘qualitative re-study’ of the Affluent Worker series, it will be argued that people have many different identities, including a strong class identity, which co-exist at the same time. That said, their class identity is the most important influence on the formation of political perspectives. This finding concurs with the Essex team and Saunders even though he has sought to distance himself from this conclusion.     

Changing Old Habits: Dress of Women Religious and Its Relationship to Personal and Social Identity

Dress has played a critical and visible role in constructing social and personal identities of Roman Catholic nuns, or as those in noncloistered orders prefer to be called, women religious. This research utilizes symbolic interaction theory to examine how social identity, symbolized by the religious habit, communicated an image that was incompatible with the personal identities of the women religious who wore habits. To explore this issue, the author uses the concepts of identity distancing and embracing. During the 1960s and 1970s, following the mandates of Vatican II in 1962, the process of identity distancing was evidenced by relinquishing the habit. Identity embracing was at first symbolized by the ambivalence expressed in wearing the modified habit and more clearly conveyed through secular dress.     

Mature-aged Social Work Students: Challenges,Study Realities,and Experiences of Poverty

There has been a substantial increase in mature-aged students enrolled in higher education in recent decades. Equally, mature-aged women, often with family responsibilities, are well represented in social work degree programs. In this article, the findings from the National Study of Social Work Students (NSSWS) are examined in relation to mature-age students to better understand their study experiences, and factors that may be impeding their ability to take advantage of a university education. What is clear from the data is that many mature-age social work students were experiencing poverty at higher rates than their younger counterparts who were themselves financially struggling at higher than average rates for domestic Australian tertiary students. Here, mature-age social work students’ experiences and perspectives are presented using quantitative data and students’ own qualitative responses. The results have important implications for social work educators and administrators, and wider policy ramifications regarding student equity.

IMPLICATIONS

• These findings provide a spotlight for national bodies, universities, educators, policy makers, sector partners, and researchers into the under-researched, lived realities for mature-aged Australian social work students.

• Better understanding the grinding effect of poverty on many mature-aged social work students can spur political action to enact systemic change.

     

White Racism,Social Class,and the Backlash Against Affirmative Action

Among scholars in sociology and history, the backlash against affirmative action has been blamed on White working‐class Americans. What has received far less attention is the individual and collective institutional role(s) played by the White middle and upper middle‐class in backlash politics. Given that individuals in these social classes have far greater institutional power than White working‐class Americans, their beliefs and practices deserve sustained critical attention, and, as the few existing research studies demonstrate, White middle‐class and upper middle‐class Americans have played an influential role in backlash politics. Part of the reason for this gap in the literature is that these groups are more difficult to access as research subjects. Gaining access to this population may require working through many levels of a bureaucratic organization designed to protect their time and privacy. Moreover, when interviewed, these Americans are more likely than their working‐class counterparts to mask racist sentiments through the polite language of “color blindness.” Research methods that complement surveys and in‐depth interviews are recommended as strategies for probing White middle and upper middle‐class Americans' deeply hidden beliefs.     

Social Networks,Migration, and Care in Tanzania

This paper explores the impacts of the HIV/AIDS epidemic on children and families in northern Tanzania using the concept of social resilience.1 1. This paper is based on a presentation entitled, “Social Networks, Migration and Care in Tanzania: Supporting Women, Children and Young People's Resilience,” prepared for the 2nd African Conference on the Social Aspects of HIV/AIDS Research, International Convention Centre, Cape Town, May 9–12, 2004, organized by the Human Sciences Research Council, South Africa (see: www.sahara.org.za). View all notes The study is based on the findings of child-focused research with street children and children and families from HIV/AIDS-affected households. The paper illustrates the coping strategies that children and young people, and parents and caregivers adopt at the household level. In particular, it examines how the burden of care affects different generations of women and highlights their resilience, together with the importance of social networks and the fluidity of movement between rural and urban areas. The research suggests that migrating to urban areas to seek a living in the informal sector represents a survival strategy adopted by some children and young people orphaned by AIDS when their families and communities are unable or unwilling to support them. The paper concludes by exploring parents’, caregivers’, children's, and young people's views on the forms of social support that would promote their resilience and thereby help to mitigate the impacts of the epidemic at the household level.     

Class Imagery and Subjective Social Location During Iceland’s Economic Crisis, 2008–2010

It has long been argued that perceptions of the class structure shape how individuals see their position in society. However, researchers using nationally representative data to study subjective social location rarely include class imagery in their models. This study uses OLS regression of two surveys, conducted 18 months apart following Iceland’s 2008 economic collapse, to analyze the effects of class imagery on subjective social location. Results show that respondents who perceive the class structure as inegalitarian report lower subjective social location as compared to those with egalitarian class imagery. The influence of objective class position on subjective social location depends, partly, on class imagery. The study finds that Icelanders saw the class structure become more egalitarian and their own subjective social location climb following the collapse, even as the economic crisis deepened between the two surveys. These findings reflect that income inequality in Iceland dropped sharply after the collapse.     

A bidimensional view of distancing: Reciprocity versus compensation,intimacy versus social control

The present paper is devoted to placing two theoretical contrasts emerging in the interpersonal distancing literature into a metatheoretical framework. The first of these contrasts is that between reciprocity and compensation; the second is that between intimacy and social control. The point of departure for this placement is a bidimensional approach to interpersonal distancing.Reciprocity is defined as an individuated and attached mode of functioning,compensation as a deindividuated and detached mode.Intimacy is defined as a deindividuated and attached style andsocial control as one that is individuated and detached. Interpersonal and situational constraints are discussed in an attempt to understand better the workings of this typology in relationships.     

Social Capital,Interpersonal Trust,and Public Housing

Abstract

Addressing the relationship between housing tenure and social disadvantage, this research examines social capital among public tenants in Australia, concentrating on their level of interpersonal trust and confidence in a range of public institutions. Through multivariate analyses of national survey data it also profiles the social and political background of public housing tenants. As expected, public tenants tend to have lower incomes, lower levels of education, and working-class backgrounds, or do not identify with any class location at all. They are less likely to be married or in de facto relationships than people in other housing tenures, but are more likely to identify with the Australian Labor Party than with the Coalition parties. Although public housing tenants have access to secure and affordable housing, they appear to be generally less trusting than private renters or homeowners and exhibit less confidence in government institutions such as the Australian parliament. Public housing tenants express lower levels of interpersonal trust even controlling for a range of social background factors, suggesting that as a form of tenure, public housing in some ways exacerbates the disadvantage of tenants.     

Understanding Rural Social Class in an Era of Global Challenge

Social class is a foundational sociological concept that cuts across all domains of interest within rural sociology. Structured inequity rooted in social class and its intersectionalities also was the spark that drew many rural sociologists into the discipline. This article first considers definitions of social class and provides a rationale for its being the theme for the 2016 meetings of the Rural Sociological Society in Toronto, ON. It provides a brief sketch of social class in the rural and urban United States through an analysis of data from the General Social Survey. This leads into a discussion of four dimensions of social class that rural sociologists have helped to inform and on which more research is needed. These include class as a relational concept, class and economic livelihoods, expressions of class as signifiers of success, and the consequences of class stratification. Along the way, a sampling of RSS members are given voice as they describe in their own words the spark that ignited their pursuit of our discipline.     

The usual suspects: do risk tolerance,altruism, and health predict the response to COVID-19?

Review of Economics of the Household - We survey college students during California’s stay-at-home order to test whether compliance with social distancing requirements depends on primary...     

Social closure,micro‐class immobility and the intergenerational reproduction of the upper class: a comparative study

This article assesses how processes of social closure enhance intergenerational immobility in the regulated professions and thus promote persistence at the top of the occupational hierarchy. We compare four European countries (GB, Germany, Denmark and Sweden) that differ considerably in their degree of professional regulation and in their broader institutional arrangements. We run log‐linear and logistic regression models on a cumulative dataset based on three large‐scale surveys with detailed and highly comparable information at the level of unit occupations. Our analyses indicate that children of licensed professionals are far more likely to inherit the occupation of their parents and that this stronger micro‐class immobility translates into higher chances of persistence in the upper class. These results support social closure theory and confirm the relevance of a micro‐class approach for the explanation of social fluidity and of its cross‐national variations. Moreover, we find that, when children of professionals do not reproduce the micro‐class of their parents, they still display disproportionate chances of persistence in professional employment. Hence, on the one hand, processes of social closure erect barriers between professions and fuel micro‐class immobility at the top. On the other hand, the cultural proximity of different professional groups drives intense intergenerational exchanges between them. Our analyses indicate that these micro‐ and meso‐class rigidities work as complementary routes to immobility at the top.     

Religion,Race, Social Class,and Gender Differences in Dating and Hooking Up among College Students

Students at a mid-size state university in the Southeast were surveyed to examine religion, race, social class, and gender differences in dating and hooking up. Our analyses revealed that dating and hooking up coexist on campus and most students defined hooking up as a sexual encounter. Race impacted dating but the other demographics, social class and gender were not significant for either dating or hooking up. Conservative Protestants hooked up less than Catholics and other Protestants. Seniors have dated and hooked up more than other students, especially freshmen. How students define hooking up impacts their probability of hooking up and their feelings after hooking up also have an effect.     

Social Theory,Social Programs,and Program Evaluation: a Metatheoretical Note*

Program evaluation attempts to assess the consequence of deliberate efforts to intervene in ongoing social processes. Efforts to understand and explain social processes and social change constitute social theory. The evaluation of social programs provides an opportunity both to test existing theories of social change and to discover new theory. Current notions about theory in the evaluation literature are reviewed and cues from that literature provide the basis for suggested directions in the relationship between the design of programs, their evaluation, and theory.     

Budgets,Board Games,and Make Believe: The Challenge of Teaching Social Class Inequality with Non-Traditional Students

According to a 2002 study by the U.S. Department of Education, the percentage of “traditional students” on college campuses is declining. Students increasingly are delaying enrollment, attending college part time, working full time, financially independent, and single parents. In this paper, we explore the extent to which sociologists are adapting their teaching to address these shifting demographics. Based on a content analysis of articles published over a 20 year period in Teaching Sociology that suggest strategies for teaching social class inequality we find that most authors assume that their students are “traditional.” Most often this means that students are assumed to come from a privileged, middle class background, lack direct and substantial experience in the labor market, and enter college shortly after graduating high school. Accordingly, most articles advocate classroom strategies of “looking down,” whereby students pretend to be in the shoes of those less fortunate. Examples include creating household budgets based on poverty wages, playing board games, or assuming the role of the poor for a day. These strategies run the risk of being ineffective, alienating, and potentially ethically suspect when used with non-traditional students, whose real life experiences may resemble these simulations. We conclude with recommendations for pedagogical approaches to teaching social class inequality that are more appropriate for, and inclusive of, students from diverse backgrounds. Our goal in this paper is to start a discussion about pedagogy, social inequality, and the non-traditional student.     

Migrant Children,Social Capital and Access to Services Post‐Migration: Transitions,Negotiations and Complex Agencies

For migrant children, moving to a new country is marked by excitement, anxiety and practical challenges in managing this significant transition. This paper draws upon the concepts of social capital and social networks to examine migrant children's access to services post‐migration. Using data from a qualitative study with Eastern European families in Scotland, we identify a range of cumulative barriers that limit children's access to services and illustrate how their experiences are shaped by ethnicity, social class and place. The study shows that migrant children are often disadvantaged post‐migration and develop their own mechanisms to mitigate the impact of migration on their lives. We argue that migrant children's own social networks are relevant and they need to be analysed through a more individualised approach.