Social class. How does it work? Reprint.

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Autor/inn/en	Lareau, Annette; Hout, Michael; Grusky, David B.; Weeden, Kim A.; Goldthorpe, John; Jackson, Michael; Weininger, Elliot B.; Lacy, Karyn; Harris, Angel L.; Conley, Dalton; Manza, Jeff; Brooks, Clem; Carpiano, Richard M.; Link, Bruce G.; Phelan, Jo C.; Pattillo, Mary; McCall, Leslie; Wright, Erik Olin; Scott, Janny; Hodge, Roger D.; Suarez, Ray
Sonst. Personen	Lareau, Annette (Hrsg.); Conley, Dalton (Hrsg.)
Titel	Social class. How does it work? Reprint. Gefälligkeitsübersetzung: Soziale Klasse. Wie funktioniert sie?
Quelle	Russell Sage Foundation (2010), 388 S.Verfügbarkeit
Reihe	National poverty center series on poverty and public policy
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-0-87154-507-7
Schlagwörter	Bildungschance; Mittelschicht; Mobilitätsbarriere; Soziale Identität; Soziale Ungleichheit; Statusmobilität; Soziale Mobilität; Familie; Gesundheitszustand; Klassengesellschaft; Nachbarschaft; Segregation; Soziale Klasse; Soziale Schicht; Lohndiskriminierung; Geschlechtsspezifik; Ethnische Gruppe; Unterschicht; Oberschicht; Stadtbevölkerung; USA
Abstract	"The distinguished contributors to Social Class examine how class works in a variety of domains including politics, health, education, gender, and the family. Michael Hout shows that class membership remains an integral part of identity in the U.S. - in two large national surveys, over 97 percent of Americans, when prompted, identify themselves with a particular class. Dalton Conley identifies an intangible but crucial source of class difference that he calls the 'opportunity horizon' - children form aspirations based on what they have seen is possible. The best predictor of earning a college degree isn't race, income, or even parental occupation - it is, rather, the level of education that one's parents achieved. Annette Lareau and Elliot Weininger find that parental involvement in the college application process, which significantly contributes to student success, is overwhelmingly a middle-class phenomenon. David Grusky and Kim Weeden introduce a new model for measuring inequality that allows researchers to assess not just the extent of inequality, but also whether it is taking on a more polarized, class-based form. John Goldthorpe and Michelle Jackson examine the academic careers of students in three social classes and find that poorly performing students from high-status families do much better in many instances than talented students from less-advantaged families. Erik Olin Wright critically assesses the emphasis on individual life chances in many studies of class and calls for a more structural conception of class. In an epilogue, journalists Ray Suarez, Janny Scott, and Roger Hodge reflect on the media's failure to report hardening class lines in the U.S., even when images on the nightly news - such as those involving health, crime, or immigration - are profoundly shaped by issues of class." Die Untersuchung enthält quantitative Daten. Forschungsmethode: Theorieanwendung; Theoriebildung; Grundlagenforschung. (Text excerpt, IAB-Doku). Table of contents: Part I Conception of Social Class; Annette Lareau: Introduction: Taking Stock of Class (3-24); Michael Hout: How Class Works: Objective and Subjective Aspects of Class Since the 1970s (25-64); David B. Grusky, Kim A. Weeder: Are There Social Classes? A Framework for Testing Sociology's Favorite Concept (65-89); Part II Social Class in Daily Life: How Does it Work?; John Goldthorpe, Michelle Jackson: Education-Based Meritocracy: The Barriers to Its Realization (93-117); Annette Lareau, Elliot B. Weininger: Class and the Transition to Adulthood (118-151); Karyn Lacy, Angel L. Harris: Breaking the Class Monolith: Understanding Class Differences in Black Adolescents' Attachment to Racial Identity (152-178); Dalton Conley: Bringing Sibling Differences In: Enlarging Our Understanding of the Transmission of Advantage in Families (179-200); Jeff Manza, Clem Brooks: Class and Politics (201-231); Richard M. Carpiano, Bruce G. Link, Jo C. Phelan: Social Inequality and Health: Future Directions for the Fundamental Cause Explanation (232-263); Mary Pattillo: Race, Class, and Neighborhoods (264-292); Leslie McCall: What Does Class Inequality Among Women Look Like? A Comparison with Men and Families, 1970 to 2000 (293-325); Part III Reflections on Class; Erik Olin Wright: Logics of Class Analysis (329-349); John Goldthorpe: Two Oppositions in Studies of Class: A Reflection (350-353); Janny Scott: Reflection on "Class Matters" (354-358); Roger D. Hodge: Class Notes (359-360); Ray Suarez: Holding Up a Mirror to a Classless Society (361-365); Dalton Conley: Reading Class Between the Lines (of This Volume): A Reflection on Why We Should Stick to Folk Concepts of Social Class (366-373).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2011/3