ISS Exam 1 Flashcards
Continuous Approach
Suggests that there is a linear progression from very poor to very rich, rather than several ordered groups
Categorical Approach
Suggests that inequality is structured by distinct groups that have somewhat clear, and possibly fluid, boundaries and that may be associated with the personal identities of people within the specific groups
Economic Dimensions of Class Structure
Social class is seen as a group of people with relatively common wealth, income, occupation, and education
Objective method of identifying class -> difficulty determining when one group ends and the other begins
Relationships among variables are not perfect
Cultural Dimensions of Class Structure
The behaviors, lifestyles, attitudes, beliefs, and preferences, common among members of the same social class
Cultural Capital
Used to imply knowledge of or comfort with ‘highbrow’ or upper-class behaviors.
Also used to acknowledge the cultural traits of the middle, working, and lower classes
Social Capital
The benefits and resources one can obtain through their social networks and interpersonal connections
Objective Method (for identifying class)
Uses measures such as income, wealth, education, and occupation to identify groups of people who constitute social class
Subjective Method (for identifying class)
Allows individuals to identify their own social class
Reputational Method (for identifying class)
Allows other people to identify people’s social class
Warner Class Groups
- Upper-upper
- Lower-upper
- Upper-middle
- Lower-middle
- Upper-lower
- Lower-lower
Davis and Gardner Class Groups
- Upper
- Upper-middle
- Lower-middle
- Working
- Working poor
- Underclass
Coleman and Rainwater
Upper-Americans: upper-upper, lower-upper, upper-middle
Middle-Americans: middle, working
Lower-Americans: upper-lower, lower-lower
Intergenerational Transmission of Class
The process by which parents and other adults affect the social class that children ultimately will join
Social Reproduction
The process by which social class is recreated from generation to generation through conscious and unintentional practices, behaviors, and social connections
Learning Generalization Hypothesis
Describes how lessons learned in part of life affect behaviors and outcomes in other realms
Class Awareness
An understanding of the class that an individual is a part of
“I belong to this class”
Class Identification
Knowing what kinds of resources are/are not available based on class
Class Solidarity
Individuals within a certain class tend to gather together and avoid other classes
Embodiment of one’s class
Class Action
Behaviors or actions that reinforce class solidarity
Income
Flow of money going to factors of production
Ex. wages and salaries, rental income, interest from savings
Wealth
Current value of a stock of assets owned by someone or society as a whole
Ex. savings in bank accounts, ownership of property, shares/stocks in business
Inequality of Condition
Disparities in the resources, power, and prestige that people or groups currently have
Inequality of Opportunity
Disparities in access to important resources such as education and occupational experience
Opportunities that people have early on in life that allow them certain beneficial experiences
Power
Influence, authority, or persuasion
The ability to make others do what you want them to do
