Class Identity Flashcards
What is identity
How you see yourself How others define you Social class identity, gender identity, sexual identity, ethnic identity, national identity, age identity, disability identity
Stratification
The division of society into hierarchy ordered layers or strata with most privileged at the bottom. Based on class
Social class
System of stratification which places people in different positions in society.
Classifying social class
Income, wealth, area lived in, educational qualifications, occupation, type of house, car, political party supported, speech, clothing, dialect, leisure activities
Theoretical approach to social class
Marxism 2 class system: bourgeoisie (ruling class)or proletariat (working class) B have power to exploit P. B owns means of production, P do not.
Descriptive approach to social class
Government way. Registrar generals scale, NSSEC, GBCS, BBC class calculator
Parts of great British class survey
Elite, established middle class, technical middle class, new affluent workers, emergent service workers, traditional working class, precariat
Elite
6% pop, age 57
Most wealthy and privileged, private school education, exclusive, privileged backgrounds
Established middle class
25% pop, age 46
Second wealthiest, culturally diverse, socialise broadly, management or traditional professions
Technical middle class
6% pop, age 52
Small prosperous group, socialise with similar people, suburban, work in research and science
New affluent workers
15% pop, age 44
Middle wealth, sociable, cultural activities, youthful, no high culture, come from working class
Emergent service workers
19% pop, age 34
Youngest, financially insecure, emerging culture, urban, socialise with broad range.
Traditional working class
14% pop, age 66
Oldest, own their home, don’t enjoy emerging culture, lorry drivers, cleaners
Precariat
15% pop, age 50
Poorest and deprived, socialise with similar people, old industrial areas
Upper class characteristics
Materialistic, well spoken, posh, lineage, confidence, connections
Polo, horse racing, croquet, public schools
“Social closure” intermarriage
Characteristics of middle class
Organisation, tasteful, rule-driven, aspirational
Brands, home decor, “shabby chic”
Characteristics of working class
Community, craftsmanship, funny
Tattoos, manual labour, spend money on your exterior(not houses), football, gym
New social class structure
Super rich (jet-set or entrepreneurial) New middle class New working class Underclass
Occupation effect on identity and view of others (upper class)
Occupation often used as conversation starter, this is for a reason, this is us making early judgements and dividing people into categories. Shows it’s key to someone’s identity. Awareness of occupation can make you affect view of how others higher treat you
Peer group effect on identity and intervention (upper class)
‘Old boy network’ in public schools you establish friendships and create networks early on. Involved in events and dinners which provide contacts into important opportunities, help you start careers. Exclusive.
Family traditions (upper class)
Strong political values- conservative
Intermarriage- marry within your social class (social closure) Strong network connections
King and Raynor- middle class- family
Teaching value of deferred gratification- hard work pays off
Emphasise importance of educational success
Child centeredness: spend lots of money and time on children
Want to meet their demands
Link: influences identity as they prioritise children and ensuring they reach their potential & spend time on this
Bourdieu- middle class- education
Hidden curriculum teaches and rewards middle class values that suits middle class cultural capital
Use models, imitation, rewards and sanctions
High cultural capital advantages: children educated at home through museums, theatre
High social capital: good links to get children into schools, favouring
Economic capital: paying for tutoring, afford lots of educational resources
Link: influences identity as helps them become high achievers and breeze through the education system
Goodwin- middle class- peer group
Middle class value of deferred gratification leads to competition Yummy mummies: females striving for recognition through consuming foods. Cooking gear, furniture, home decor, maternal capabilities Value defined by peer approval Link: define identity and status on peer approval from consumer patterns & capabilities within the home
Saunders- middle class- media
Conspicuous consumption is affected by advertisement and media
Buying not for necessity but to showcase wealth: designer, jewellery, watches, Waitrose, extravagant parties, cars
Shows disposable income
Link: defines identity through what they own through disposable income and consumer patterns
Wright- middle class- work place
Have some authority but not all authority
Contradictory class position
Exploited and exploit
Managerial roles
Link: influences identity as they have enough money but cannot revolt and help working class employees- difficult position
Willis- working class- family/work place/education
Younger lads value masculinity, sport, humour through sexism and racism in school
Anti-school subculture
No interest in academics and oppose conformist values
Subculture prepared them for autonomy of labour work
Adopted similar distraction techniques in the work place
All encourage hegemonic
Fathers taught lack of value of education as labour work was the norm
Value family work (labour) is key source of identity
Link: influences identity as this leads them to underachieve and define themselves through blue collar work
Mac an Ghaill on working class- workplace
Crisis of masculinity:
- loss of identity and purpose
- expressing masculinity through violence
- excessive drinking and crime
- shame of not being breadwinner
Link: influences identity as identity emphasised so much on pride in blue collar work/breadwinner role that decline in this can influence to have bad behaviour
Mertens and D’Haenens- working class- media
Working class use social media for entertainment purposes as they don’t feel a need to educate themselves and would feel out of their depth using it for education.
Watch reality tv and tabloids
Social compatibility with reality shows
Like watching achieved status they can relate to
Link: defines identity based on fun rather than using resources to self develop which could cause them to not reach full potential
Underclass
Murray- thinks unemployed on benefits are lazy, problematic, immoral and criminal
Jordan- thinks they are ashamed and aren’t in this position by choice
Postmodernists
Offe- occupation doesn’t define identity as much anymore. Opportunities are more open toe everyone and jobs aren’t as fixed Skeggs- intrumental attitudes to work. Jobs don’t influence identity. Growing capitalism in working class. No sense of class injustice. Meritocratic, all individuals have chance of success. New working class believe in individualism
Kath Woodward- Upper class- work place
Shows occupation is used as a conversation starter as it allows us to make snap judgements and divide people into groups. Shows it’s key to someone’s identity. Can affect view and treatment of others
Link: influences identity as they define themselves and others based on their job and treat them accordingly
Scott- upper class- work place
Old boys network
Public schools create networks to grow useful contacts to help gain careers.
Scott- upper class- peer group
Establish life long friendships through public schools/oxbridge experience
An integrated elite
‘Old Boys Network’
Social closure- exclusive
Involved in events together to get essential contacts (formal and informal)
Upper class values- family
Strong political values - conservative
Intermarriage- marry within class
Social connections
Scott- upper class- family
Encouraging intermarriage
immersing children into a culture of privilege contributes to social closure
Awareness of social superiority expressed in:
Children’s names (How many working class would be called Camilla, Rupert & Hugo)
Socialisation into high culture (ballet, opera)
Blood sports
Etiquette concern. Upper class must be addressed correctly
Link: influences identity as completely shapes lifestyle/future and who they can have familiies with
Upper class- media
Socialised into high culture such as going to the theatre to watch ballet, polo
Bowles and Gintus- Working class- education
Hidden curriculum maintains inequalities in wealth and power. Ruling class values are disguised as common values. Teaches working class to be passive in the future (to accept exploitation and conformity to ruling class ideology) Link: influences identity as made to feel their W/c identity is inferior/abnormal as values don’t match. Keeps them in position to be exploited
Scott- upper class- education
Public schools have an ‘old boys network Socialisation into ethos and culture Justifying privilege Hidden curriculum of conservatism, respect for tradition, nationalism and hierarchy Common culture that unifies class
Murray- underclass
Lazy, immoral, dependent on benefits
Culture based on failure
Portrayed in media this way
Jordan- underclass- media/work place/peers
Send of shame if they can’t provide
Would want to with to gain respect from family and peers
Skeggs- postmodernist- middle class- work place
Instrumental attitudes Jobs don’t influence identity Saw capitalism as effective No sense of political injustice Meritocratic- social mobility Like to use working class becoming successful as role models
Kenway- upper- education
Private school girls exclude others by devaluing comprehensive schools
Link: affects who they socialise with and define themselves by quality of education/ superiority
Offe- postmodern
People aren’t stuck in one job anymore
People don’t all share same experiences of working full time
Pakulski & Waters
Consumer culture is taking over, not defined by social class/occupation, status descends on what we consume
