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"Classes, stratification, mobility"
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A New Model of Social Class? Findings from the BBC's Great British Class Survey Experiment
The social scientific analysis of social class is attracting renewed interest given the accentuation of economic and social inequalities throughout the world. The most widely validated measure of social class, the Nuffield class schema, developed in the 1970s, was codified in the UK's National Statistics Socio-Economic Classification (NS-SEC) and places people in one of seven main classes according to their occupation and employment status. This principally distinguishes between people working in routine or semi-routine occupations employed on a 'labour contract' on the one hand, and those working in professional or managerial occupations employed on a 'service contract' on the other. However, this occupationally based class schema does not effectively capture the role of social and cultural processes in generating class divisions. We analyse the largest survey of social class ever conducted in the UK, the BBC's 2011 Great British Class Survey, with 161,400 web respondents, as well as a nationally representative sample survey, which includes unusually detailed questions asked on social, cultural and economic capital. Using latent class analysis on these variables, we derive seven classes. We demonstrate the existence of an 'elite', whose wealth separates them from an established middle class, as well as a class of technical experts and a class of 'new affluent' workers. We also show that at the lower levels of the class structure, alongside an ageing traditional working class, there is a 'precariat' characterised by very low levels of capital, and a group of emergent service workers. We think that this new seven class model recognises both social polarisation in British society and class fragmentation in its middle layers, and will attract enormous interest from a wide social scientific community in offering an up-to-date multi-dimensional model of social class.
Journal Article
Is a college degree still the great equalizer?
A quarter century ago, an important finding in stratification research showed that the intergenerational occupational association was much weaker among college graduates than among those with lower levels of education. This article provides a comprehensive assessment of the \"meritocratic power\" of a college degree. Drawing on five longitudinal data sets, the author analyzes intergenerational mobility in terms of class, occupational status, earnings, and household income for men and women. Findings indicate that the intergenerational association is strong among those with low educational attainment; it weakens or disappears among bachelor's degree holders but reemerges among those with advanced degrees, leading to a U-shaped pattern of parental influence. Educational and labor market factors explain these differences in mobility: parental resources influence college selectivity, field of study, and earnings more strongly for advanced-degree holders than for those with a bachelor's degree alone. Adapted from the source document.
Journal Article
The Grandparents Effect in Social Mobility: Evidence from British Birth Cohort Studies
Using data from three British birth cohort studies, we examine patterns of social mobility over three generations of family members. For both men and women, absolute mobility rates (i.e., total, upward, downward, and outflow mobility rates) in the partial parents-children mobility tables vary substantially by grandparents' social class. In terms of relative mobility patterns, we find a statistically significant association between grandparents' and grandchildren's class positions, after parents' social class is taken into account. The net grandparents-grandchildren association can be summarized by a single uniform association parameter. Net of parents' social class, the odds of grandchildren entering the professional-managerial class rather than the unskilled manual class are at least two and half times better if the grandparents were themselves in professional-managerial rather than unskilled manual-class positions. This grandparents effect in social mobility persists even when parents' education, income, and wealth are taken into account.
Journal Article
Decomposing 'Social Origins': The Effects of Parents' Class, Status, and Education on the Educational Attainment of Their Children
Divergent findings on trends in inequalities in educational attainment associated with individuals' social origins have led to much discussion of how far these reflect real differences by place and time or, rather, differences in research procedures. But in this latter regard, one issue has received relatively little attention: i.e. that of the conceptualization and measurement of social origins. We propose decomposing social origins into parental class, parental status, and parental education. Following this approach, we analyse data from three British birth cohort studies. We show that these three components of social origins have independent and distinctive effects on educational attainment, and ones that persist or change in differing ways across the cohorts. We also make some assessment of their combined effects. We consider the methodological implications of our findings, in particular for analyses of trends in educational inequalities, and, further, how they might result from other, independently established, changes in social stratification in Britain over the historical period covered.
Journal Article
Racial Fluidity and Inequality in the United States
The authors link the literature on racial fluidity and inequality in the United States and offer new evidence of the reciprocal relationship between the two processes. Using two decades of longitudinal data from a national survey, they demonstrate that not only does an individual's race change over time, it changes in response to myriad changes in social position, and the patterns are similar for both self-identification and classification by others. These findings suggest that, in the contemporary United States, microlevel racial fluidity serves to reinforce existing disparities by redefining successful or high-status people as white (or not black) and unsuccessful or low-status people as black (or not white). Thus, racial differences are both an input and an output in stratification processes; this relationship has implications for theorizing and measuring race in research, as well as for crafting policies that attempt to address racialized inequality. Adapted from the source document.
Journal Article
Why Status Matters for Inequality
To understand the mechanisms behind social inequality, this address argues that We need to more thoroughly incorporate the effects of status—inequality based on differences in esteem and respect—alongside those based on resources and power. As a micro motive for behavior, status is as significant as money and power. At a macro level, status stabilizes resource and power inequality by transforming it into cultural status beliefs about group differences regarding who is \"better\" (esteemed and competent). But cultural status beliefs about which groups are \"better\" constitute group differences as independent dimensions of inequality that generate material advantages due to group membership itself. Acting through microlevel social relations in workplaces, schools, and elsewhere, status beliefs bias evaluations of competence and suitability for authority, bias associational preferences, and evoke resistance to status challenges from low-status group members. These effects accumulate to direct members of higher status groups toward positions of resources and power while holding back lower status group members. Through these processes, status writes group differences such as gender, race, and class-based life style into organizational structures of resources and power, creating durable inequality. Status is thus a central mechanism behind durable patterns of inequality based on social differences.
Journal Article
Variation in the Heritability of Educational Attainment: An International Meta-Analysis
To assess heterogeneity in the influence of genetic variation on educational attainment across environmental contexts, we present a meta-analysis of heritability estimates in fifteen samples and thirty-four subgroups differing by nationality, sex, and birth cohort. We find that heritability, shared environment, and unshared environment each explain a substantial percentage of the variance in attainment across all countries, with between-sample heterogeneity in all three variance components. Although we observe only meager differences in the total family effect by cohort or sex, we observe large cohort and sex differences in the composition of the family effect, consistent with a history of higher heritability of educational attainment for males and for individuals born in the latter half of the twentieth century. Heritability also varies significantly by nation, with the direction of variation specific by sample. We find a markedly larger impact of shared environment on attainment than has been found for other social outcomes, with the percent of variation in attainment attributable to shared environment exceeding the percent attributable to heritability in one-third of the studies in our sample. Our findings demonstrate the heritability of educational attainment to be environmentally contingent, affirm the widespread and enduring role of shared environment in determining ultimate socioeconomic attainment, and emphasize the importance of considering behavioral genetics techniques in models of social mobility.
Journal Article
The Price of the Ticket: Rethinking the Experience of Social Mobility
Increasing social mobility is the 'principal goal' of the current Coalition Government's social policy. However, while mainstream political discourse frames mobility as an unequivocally progressive force, there is a striking absence of studies examining the long-term impact of mobility on individuals themselves. In British sociology the most influential research was carried out by Goldthorpe 40 years ago and argued that the mobile were overwhelmingly content with their trajectories. However, using a critique of Goldthorpe as its springboard, this article calls for a new research agenda in mobility studies. In particular, it proposes a large-scale re-examination of the mobility experience — one which addresses the possibility that people make sense of social trajectories not just through 'objective' markers of economic or occupational success, but also through symbols and artifacts of class-inflected cultural identity. Such enquiry may yield a richer account that explains both the potential social benefits and the costs of mobility.
Journal Article
\I Need Help!\ Social Class and Children's Help-Seeking in Elementary School
What role do children play in education and stratification? Are they merely passive recipients of unequal opportunities that schools and parents create for them? Or do they actively shape their own opportunities? Through a longitudinal, ethnographic study of one socioeconomically diverse, public elementary school, I show that children's social-class backgrounds affect when and how they seek help in the classroom. Compared to their working-class peers, middle-class children request more help from teachers and do so using different strategies. Rather than wait for assistance, they call out or approach teachers directly, even interrupting to make requests. In doing so, middle-class children receive more help from teachers, spend less time waiting, and are better able to complete assignments. By demonstrating these skills and strategies, middle-class children create their own advantages and contribute to inequalities in the classroom. These findings have implications for theories of cultural capital, stratification, and social reproduction.
Journal Article