class identity Flashcards
AO1 - How is social class defined?
Social class is a tricky level stratification system, person’s social position based on occupation, forming a hierarchy where those higher up have more status, money, power, and influence.
AO3 - How does Fox (2004) categorise the middle class?
upper middles, middle middles, and lower middles, very diverse group, unlikely everyone shares the same experience. access to home ownership and uni education is widespread.
AO1 - What are the characteristics of the upper class?
The upper class is traditionally associated with inherited wealth, social closure, and exclusive leisure activities. Mackintosh and Mooney (2004) argue that the upper class maintains invisibility through private education and elite social circles.
AO1 - How does Reay argue family contribute to class identity?
argues that middle-class mothers influence their children’s schooling, while working-class mothers have less time due to work and housework.
AO1 -what did cater and Coleman find about girls in working families?
found that working-class girls were more likely to become teenage mothers. they value education less as their parents don’t influence them to focus on school.
AO1 - How does education reinforce class differences?
Power et al. found a strong link between middle-class children and attendance at elite schools and universities, often due to social and cultural capital rather than intelligence.
AO1 - How do peers reinforce class identity?
Peers from the same school and class background share similar values and activities, forming ‘cultural comfort zones.’ Mac an Ghail and Brah found that working-class identity played a crucial role in peer group formation.
AO1 - What did Murray find about wc/uc connection to benefits?
over generous benefits encourage ppl to not take responsibility and expect to be looked after by the state. Portrayed negatively by media - benefit street.
AO1 - Mackintosh and Mooney’s analysis of upper class
practice social closure, separate themselves from society e.g. boarding schools. leisure activities are exclusive (too expensive for lower classes to participate) example of high culture - ballet , opera. Sutton trust statistics.
AO1 - Bourdieu - 3 capitals
economic, social and cultural capitals, more opportunities if u have all 3. ‘old school boy connections’
AO3 - How has working-class identity changed over time?
Hutton argued that the decline in trade unions and manufacturing has eroded working-class identity.
AO3 - What do Pakulski and Waters mean by the ‘death of class’?
Pakulski and Waters argue that distinctions between class identities have blurred, making class less significant in shaping identity. they argue we are defined by what we buy not what we do.
AO3 - How does globalisation reduce the importance of class?
Globalisation means that inequalities between countries are now more significant than those within countries. The media allows us to compare global inequalities, making class distinctions less relevant.INCREASED SOCAIL MOBILITY - easy to move between classes.
AO3 - How does consumer culture weaken class identity?
Individuals can now ‘pick and mix’ their lifestyles and purchases, often through loan culture, meaning that identity is shaped more by consumption than by class background.
AO3 - How has the changing job market reduced class significance?
The decline in traditional manual jobs and the rise of service-sector jobs mean that most people are in middle-class jobs, reducing distinct class differences.
AO3 - What does Offe argue about work and class identity?
Offe states that fewer individuals share the unifying experience of full-time work, making class identity less relevant as people create their own identities beyond work and qualifications.
AO3 - savage et al analysis of British society.
most think Britain is a classless society, and see themselves ‘outside’ classes. paradox -m class is an important structural force but class identity is weak.
