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Although much progress has been made in race relations in the United States, discrimination still persists in the workplace. As a result, Black women, among individuals from other underrepresented groups, develop coping strategies, such as identity shifting, to diminish the negative consequences of discrimination. We used the phenomenological variant of ecological systems theory to examine shifting racial, gender, and class identities among early career (recent college graduates) U.S. Black women working in predominantly White environments. Drawing on ten semi-structured interviews with college-educated Black women, data were analyzed with an interpretative phenomenological analysis. The results revealed two major themes: (a) benefits of identity shifting and (b) the costs of identity shifting, the latter with five subthemes: (a) managing interpersonal rejection: frozen effect, (b) assimilation to the dominant culture and inauthenticity, (c) confronting and dismantling stereotypes, (d) model Black citizen, and (c) mixed feelings toward identity shifting. The findings indicate that Black women vacillate between the benefits and costs of identity shifting, altering their dialect and behavior to meet social norms. Our study’s implications suggest the necessity of a multicultural approach by employers to affirm their workers’ social identities, strengthen employee relationships, and lessen the need for shifting identities. [ABSTRACT FROM AUTHOR]

The Chinese government redistributed houses, land and wealth across families and assigned an inheritable class identity ( chengfen) to each family in early 1950s. The government then implemented class-based discriminatory policies against the rich and middle class until 1978. This paper shows that individuals born after 1951 with rich class origins have significantly higher income and family assets per capita than those from the poor class in 2002. Moreover, those who were born after 1960 from rich class gained more years of education than others except for the descendants of the revolutionary class, after the abolition of the discrimination policy. Overall, the study provides evidence that intergenerational transmission of wealth status and education are not necessary flowing through the inheritance of physical capital. The paper further demonstrates that individuals with revolutionary background do not have lower economic outcome or educational attainment than those from the rich, suggesting that a new elite group emerges in contemporary China. [ABSTRACT FROM AUTHOR]

This paper explores the presence of women in the landlord villages of the Tehran Plain, Iran, drawing on recent field-work in the form of spatial analysis of the built environment, ethnographic interviews, excavation, and analysis of material culture assemblages. The visibility of women in the buildings and material culture of the villages is assessed and compared to the evidence gained through interview. Given the acknowledged importance of class as a social structure, analysis and discussion is extended to consider whether it is possible to distinguish women of different classes in the villages. Although largely ignored in many previous historical and ethnographic accounts, it is clear that women have played a key role in these villages, and that they can be detected in the material culture. While the ethnographic evidence and spatial analysis indicate the presence of different classes of women, determining this from the artifactual assemblages alone is very difficult. [ABSTRACT FROM AUTHOR]

While scholars know that young children are active if inadvertent participants in social reproduction, little has been said about how young children engage in class reproduction. Through observing in a preschool classroom with a class diverse student body, I show that preschoolers are already class actors, performing class through their linguistic styles. Upper-middle-class children speak, interrupt, ask for help, and argue more often than working-class children. Upper-middle-class children's classed linguistic style effectively silences working-class students, gives them less power, and allows them fewer opportunities to develop their language skills. The children's linguistic class performances have immediate consequences and potential future implications for class reproduction. [ABSTRACT FROM AUTHOR]

An article is presented that reports on social classes for college-educated adults and their work and home lives. This college class covers a spectrum of middle and upper class workers in management, intellectual, and professional fields. The article discusses class fractures and economic and cultural capital, as well as datasets of families examined to determine their class and employment placements. Information is provided on gender roles, motivation, family life, working parents, and social stratification as well.

The central aim of the present paper is to analyse the degree to which welfare problems accumulate over time and to what extent such an accumulation is related to class position and household formation. We utilize longitudinal data from the Swedish Survey of Living Conditions, following a panel that was first interviewed in 1979 and, thereafter, re-interviewed three times (1986–87, 1994–95 and 2002–03). We use structural equation modelling to extract latent deprivation indexes based on seven manifest indicators. Thereafter, the indexes are used as input values in a latent growth curve (LGC) model when estimating an intercept variable and a slope variable. We finally estimate two structural models. In the first model, the relation over time between class position, class mobility and deprivation are estimated, and the second model deals with the relationship between household types, change of household type and deprivation. Several interesting results can be reported. We find a strong relationship between the deprivation indexes over time. The LGC model can also confirm a positive relationship between deprivation intercept and deprivation slope. That is, individuals who score high on the deprivation index from the beginning are increasingly prone to accumulate additional welfare problems over time. The analysis also reveals a clear class gradient as well as effects of class mobility. In addition, it is shown that deprivation affects class mobility, meaning that we can confirm selection effects. Also household constellation and changes of household type are closely connected to deprivation and changes in deprivation over time. The analysis reveals selection effects even in this case. [ABSTRACT FROM AUTHOR]

Scholars have posited various theories as to which sector of society Mary Norton’s Borrowers most closely reflect, from exploitative aristocrats to helpless victims. Through social and literary contextualization, this article highlights the ways in which Norton represents social class in the series and explores the competing ideologies embedded in the texts. [ABSTRACT FROM AUTHOR]

Do the social and cultural specialists differ from the technocrats and other social classes with respect to their socio-political, cultural and economic preferences and behaviour? If they do, is this attributable to their level and field of education? The social and cultural specialists are assumed to form ‚new’ social class and the technocrats ‚old’ social class. A typical social class should differentiate itself with respect to moral attitudes, socio-political behaviour and lifestyle forms. To reveal whether these assumed classes are indeed typical classes, we have studied a variety of socio-political, cultural and economic preferences and behaviour of members of these social classes using the Family Survey of the Dutch Population (FSDP) 1992, 1998, 2000 and 2003. To unravel the net differences between the social and cultural specialists and the technocrats, we controlled for the field of study, the level of education and background factors. Taking these control factors into consideration, the social and cultural specialists differentiate themselves substantially from the technocrats in their socio-political and especially economic preferences and behaviour. With respect to their cultural preferences and behaviour, they do not differ significantly from the technocrats. [ABSTRACT FROM AUTHOR]

Authors have repeatedly argued that a nearly exclusive focus on the dominant form of masculinity limits our knowledge of masculinity. Qualitative masculinities researchers have revealed multiple masculine forms, but quantitative researchers have not yet assessed them. This study adopted a social identity approach to examine endorsement of ten typically male images (Average Joe, Businessman, Family Man, Jock, Nerd, Player, Rebel, Sensitive New-Age Guy, Stud, Tough Guy) and their connections to gender norms and traits. Data from 340 male and 348 female adults revealed that identification with each image was related to a particular pattern of norm conformity and trait endorsement. Patterns varied by sex. Findings suggested that distinctions across images may be assessed quantitatively. Implications for quantitative research on masculinities were discussed. [ABSTRACT FROM AUTHOR]

To probe the role that college context plays in influencing the class-based aspects of identity for lower income students, we interviewed 30 lower income students, 15 from an elite college and 15 from a state college. Significant disparities of wealth between students at the elite college heightened awareness of class, and led to feelings of intimidation, discomfort, inadequacy, deficiency, exclusion, and powerlessness among lower income students, feelings that were less prevalent among state college students. Students at both colleges acquired new forms of cultural capital and coped with class-based discontinuities between who they were before college and who they were becoming, but these issues became heightened for the elite college students. [ABSTRACT FROM AUTHOR]

Education leads to racial liberalism in a great many instances. In this piece, I show that better educated whites are more racially liberal than less educated whites on issues involving minority preferences, with one notable exception. Better educated whites are significantly more opposed to affirmative action in university admissions than less educated whites. This is a puzzle, and my resolution of it is informed by group conflict theory and how university preferences evoke the group interests of better educated whites as they approach the issue. Additionally, I show that the group interests of less educated whites also are engaged by the issue. In the context of the survey I study, the class orientations of the less educated are roused, and, I argue, lower status individuals are encouraged to view university preferences as an opportunity to “share the burden” of affirmative action, contributing to the puzzling reversal in the relationship of education and racial-political attitudes. [ABSTRACT FROM AUTHOR]