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Published: 10 December 2022
Last updated: 28 January 2023

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1

1948-, Kivisto Peter, and Hartung Elizabeth, eds. Intersecting inequalities: Class, race, sex, and sexualities. Upper Saddle River, N.J: Pearson Education, 2007.

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2

Lundberg, Ingvar. Work and social inequalities in health in Europe. Brussels: P.I.E.-Peter Lang, 2007.

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3

Environmental inequalities: Class, race, and industrial pollution in Gary, Indiana, 1945-1980. Chapel Hill: University of North Carolina Press, 1995.

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4

Identities and inequalities: Exploring the intersections of race, class, gender, and sexuality. New York: McGraw-Hill, 2007.

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5

Harnois, Catherine E. Analyzing Inequalities: An Introduction to Race, Class, Gender, and Sexuality Using the General Social Survey. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9781506304090.

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6

Graham, Hilary. Unequal lives: Health and socioeconomic inequalities. Maidenhead: Open University Press, 2007.

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7

Corporation, Rand, and National Science Foundation (U.S.), eds. Multiplying inequalities: The effects of race, social class, and tracking on opportunities to learn mathematics and science. Santa Monica, CA: Rand Corp., 1990.

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8

Marshall, Stephanie M. Diet, health and social class: An examination of the contribution of dietary factors to the health inequalities found between different classes. [Guildford]: [University of Surrey], 1990.

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9

Suriano, Alba Rosa. al-Farāfīr. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-240-6.

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Based on the Hegelian dialectic of the servant-master, this comedy represents, with the sarcasm and irony typical of its author, a profound reflection on the relationships between human beings. Starting from the local, with a pungent criticism on the social and political condition of Egypt in the Sixties, the two protagonists Farfūr and the Master guide and involve the spectator in a consideration on humanity and on the meaning of life that reaches universality. Divided into two acts, the comedy has no precise indications about time and space, which is confused with the time of representation, also thanks to the involvement of actors who are among the spectators. Discussing each other on names, trades and interpersonal relationships, the two protagonists criticise corruption, poor management of public health, social inequalities, but also the intellectual class that fails to give answers to people’s practical needs. The division in two of human society is even more evident with the second act, when the author’s reflection moves towards the existing organisational and economic systems, dismantling the complexity and reducing them again to a mere servant-master relationship. The other characters of the play are functional to the discourse of Idrīs: wives and children, spectators-actors and especially the figure of the author, who gradually disappears and abandons his own creatures to their fate.
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10

Collins, Patricia Hill. Race, Class, and Gender: Intersections and Inequalities. Cengage Learning, 2019.

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11

Collins, Patricia Hill. Race, Class, and Gender: Intersections and Inequalities. Cengage Learning, 2023.

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12

Meier, Lars. Working Class Experiences of Social Inequalities in Industrial Landscapes: Feelings of Class. Taylor & Francis Group, 2021.

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13

Meier, Lars. Working Class Experiences of Social Inequalities in Industrial Landscapes: Feelings of Class. Taylor & Francis Group, 2021.

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14

Meier, Lars. Working Class Experiences of Social Inequalities in Industrial Landscapes: Feelings of Class. Taylor & Francis Group, 2021.

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15

Meier, Lars. Working Class Experiences of Social Inequalities in Industrial Landscapes: Feelings of Class. Taylor & Francis Group, 2021.

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16

Social Inequalities: Select Readings on Race, Class, and Gender. Cognella, Inc., 2020.

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17

Social Class in Europe: New Inequalities in the Old World. Verso Books, 2020.

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18

Social Class in Europe: New Inequalities in the Old World. Bloomsbury Publishing Plc, 2020.

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19

Harnois, Catherine E. Analyzing Inequalities: An Introduction to Race, Class, Gender, and Sexuality Using the General Social Survey. SAGE Publications, Incorporated, 2017.

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20

Sociologists in Action on Inequalities: Race, Class, Gender, and Sexuality. SAGE Publications, Incorporated, 2014.

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21

White, Jonathan M., Kathleen Odell Korgen, and Michelle K. White. Sociologists in Action on Inequalities: Race, Class, Gender, and Sexuality. SAGE Publications, Incorporated, 2014.

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22

Newman, David M. Identities and Inequalities: Exploring the Intersections of Race, Class, Gender, & Sexuality. McGraw-Hill Humanities/Social Sciences/Languages, 2005.

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23

Newman, David M. Identities and Inequalities: Exploring the Intersections of Race, Class, Gender, & Sexuality. McGraw-Hill Humanities/Social Sciences/Languages, 2005.

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24

Identities and Inequalities: Exploring the Intersections of Race, Class, Gender, & Sexuality. McGraw-Hill Education, 2016.

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25

ISE Identities and Inequalities: Exploring the Intersections of Race, Class, Gender, and Sexuality. McGraw-Hill Education, 2021.

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26

Identities and Inequalities: Exploring the Intersections of Race, Class, Gender, and Sexuality. McGraw-Hill Education, 2021.

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27

Dawson, Tricia. Gender, Class and Power: An Analysis of Pay Inequalities in the Workplace. Palgrave Macmillan, 2018.

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28

Ball, Stephen. The More Things Change ...: Educational Research,Social Class and 'Interlocking' Inequalities (Professorial Lectures). Institute of Education, 2003.

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29

Analyzing Inequalities: An Introduction to Race, Class, Gender, and Sexuality Using the General Social Survey. SAGE Publications, Inc, 2017.

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30

Hurley, Andrew. Environmental Inequalities: Class, Race, and Industrial Pollution in Gary, Indiana, 1945-1980. University of North Carolina Press, 2009.

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31

Hurley, Andrew. Environmental Inequalities: Class, Race, and Industrial Pollution in Gary, Indiana, 1945-1980. University of North Carolina Press, 2009.

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32

Studying Health Inequalities: An Applied Approach. Policy Press, 2015.

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33

Byrne, David, Gerald Wistow, Tim Blackman, and Jonathan Wistow. Studying Health Inequalities: An Applied Approach. Policy Press, 2015.

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34

Wistow, Jonathan. Studying Health Inequalities: An Applied Approach. Policy Press, 2015.

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35

Walker, Amelia Dean, and Laura Smith. Social Class Oppression as Social Exclusion: A Relational Perspective. Edited by Phillip L. Hammack. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199938735.013.27.

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The ways we think about systemic inequalities can open up new forms of resistance and reform. This chapter explores and extends understandings of social class oppression with an aim to re-imagine psychologists’ role in contesting economic inequalities. It argues that social class injustice is produced through and constituted by forms of social exclusion. In emphasizing the ways that poor people are excluded from everyday sources of power, security, and democratic rights, the chapter highlights the relational dimension of social class, demonstrating that class is something that happens in human relationships. From a relational view, class is embodied through the everyday processes in which we all participate, and patterns of systemic injustice are enacted among individuals occupying different social class locations. A relational approach opens up new possibilities for counteracting the social exclusion of poor people, both for psychologists and for citizens committed to social change.
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36

Davies, Scott. In search of the culture clash: evaluating a sociological theory of social class inequalities in education. 1992.

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37

Race, Class, and the Postindustrial City: William Julius Wilson and the Promise of Sociology (The New Inequalities). State University of New York Press, 2004.

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38

Race, Class, and the Postindustrial City: William Julius Wilson and the Promise of Sociology (The New Inequalities). State University of New York Press, 2004.

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39

Tomaskovic-Devey, Donald, and Dustin Avent-Holt. Relational Inequalities. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190624422.001.0001.

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Relational Inequalities focuses on the organizational production of categorical inequalities, in the context of the intersectional complexity and institutional fluidity that characterize social life. Three generic inequality-generating mechanisms—exploitation, social closure, and claims-making—distribute organizational resources, rewards, and respect. The actual levels and contours of the inequalities produced by these three mechanisms are, however, profoundly contingent on the historical moments and institutional fields in which organizations operate. Organizational inequality regimes are comprised of the resources available for distribution; the task-, class-, and status-based social relations within organizations; formal and informal practices used to accomplish goals and tasks; and internal cultural models of people, work, and inequality, often adapted from the society at large to fit local social relationships. Legal and cultural institutions as they are filtered through workplace inequality regimes steer which groups are exploited and excluded, blocking or facilitating the conditions that lead to exploitation and closure. Sometimes exploitative and closure claims-making are naked and open for all to see; more often, they are institutionalized, taken for granted, and legitimated, sometimes even by those being exploited and excluded. The implications of RIT for social science and equality agendas are discussed in the conclusion. Case studies examine historical and contemporary workplace inequality regime variation in multiple countries. The role of intersectionality in producing regime variation is explored repeatedly across the book. Many occupations and industries are examined in depth, with particular attention given to engineers, CEOs, financial service, airlines, and information technology industries.
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40

B, Rottman David, ed. The distribution of income in the Republic of Ireland: A study in social class and family cycle inequalities. Denver, CO: iAcademic Books, 2001.

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41

Rottman, David B. The Distribution of Income in the Republic of Ireland: A Study in Social Class and Family Cycle Inequalities. Intl Academic Pub, 2004.

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42

Bull, Anna. Class, Control, and Classical Music. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190844356.001.0001.

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Through an ethnographic study of young people playing and singing in classical music ensembles in the south of England, this book analyses why classical music in England is predominantly practiced by white middle-class people. It describes four ‘articulations’ or associations between the middle classes and classical music. Firstly, its repertoire requires formal modes of social organization that can be contrasted with the anti-pretentious, informal, dialogic modes of participation found in many forms of working-class culture. Secondly, its modes of embodiment reproduce classed values such as female respectability. Thirdly, an imaginative dimension of bourgeois selfhood can be read from classical music’s practices. Finally, its aesthetic of detail, precision, and ‘getting it right’ requires a long-term investment that is more possible, and makes more sense, for middle- and upper-class families. Through these arguments, the book reframes existing debates on gender and classical music participation in light of the classed gender identities that the study revealed. Overall, the book suggests that inequalities in cultural production can be understood through examining the practices that are used to create a particular aesthetic. It argues that the ideology of the ‘autonomy’ of classical music from social concerns needs to be examined in historical context as part of the classed legacy of classical music’s past. It describes how the aesthetic of classical music is a mechanism through which the middle classes carry out boundary-drawing around their protected spaces, and within these spaces, young people’s participation in classical music education cultivates a socially valued form of self-hood.
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43

Olsen, Jan Abel. The social environment and health. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198794837.003.0007.

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This chapter explores three main issues related to the analyses of the social gradient in health: correlations, causations, and interventions. Observed correlations between indicators of socioeconomic position and health do not imply that there are causations. The usefulness of various indicators is discussed, such as education, income, occupation categories, and social class. A causal pathway is presented that suggests a chain from early life circumstances, via education, occupation, income, and perceived status onto health. The chapter ends with a discussion of various policy options to reduce inequalities in health that are caused by social determinants.
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44

Cerón-Anaya, Hugo. Privilege at Play. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190931605.001.0001.

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Privilege at Play is a book about inequalities, social hierarchies, and privilege in contemporary Mexico. Based on ethnographic research conducted in exclusive golf clubs and in-depth interviews with upper-middle-class and upper-class golfers, as well as working-class employees, the book focuses on the class, racial, and gender dynamics that underpin privilege. This study makes use of rich qualitative data to demonstrate how social hierarchies are relations reproduced through a multitude of everyday practices. The vast disparities between club members and workers, for example, are built on traditional class indicators, such as wealth, and on more subtle expressions of class, such as notions of fashion, sense of humor, perceptions about competition, and everyday oral interactions. The book incorporates race and gender perspectives into the study of inequalities, illustrating the multilayer condition of privilege. Although Mexicans commonly attributed racial relations a marginal role in the continuation of inequities, the book explains how affluent individuals frequently express racialized ideas to describe and justify the impoverished condition of workers. In doing so, Privilege at Play demonstrates the necessity of considering the role of racialized dynamics when studying social inequalities in Mexico. An analysis of gender relations shows how men maintain a dominant position over their fellow female golfers despite the similar upper-class origins of both male and female golf club members. This book pays particular attention to the spatial dynamics that reinforce social inequalities, arguing that the apparent triviality of space makes it a highly effective way to mark social inequalities and, hence, emphasize privilege.
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45

Heath, Anthony F., Elisabeth Garratt, Ridhi Kashyap, Yaojun Li, and Lindsay Richards. The Challenge of Inequality of Opportunity. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198805489.003.0007.

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Discrimination and inequality of opportunity run counter to British values, are inefficient and waste talent, and can be a potent source of grievance. Discrimination also has highly negative consequences for the well-being and mental health of those affected. However, despite the various Acts of Parliament which made discrimination for jobs illegal, Blacks and Asians experience much the same level of discrimination as they did forty years ago. There is a rather more optimistic picture in the case of the gender wage gap, where the evidence suggests that there was some decline in unequal treatment. In contrast, the story for social class inequalities of opportunity is less encouraging, with little evidence of improvement over the post-war period. Most peer countries exhibit similar inequalities, but Canada appears to do better with respect to social class and France with respect to gender inequalities. There is scope for improvement.
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46

Hurtado, Aída. Intersectional Understandings of Inequality. Edited by Phillip L. Hammack. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199938735.013.12.

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To address the increase in social and economic inequalities requires complex paradigms that take into account multiple sources of oppression. This chapter proposes the concept of intersectionality elaborated through social identity theory and borderlands theory as a potential avenue for research and policy to speak to and solve multiple sources of disadvantage. The multiple sources of inequality produce intersectional identities as embodied in the social identities constituted by the master statuses of sexuality, gender, class, race, ethnicity, and physical ableness. By applying intersectionality to inequality one can examine both intersections of disadvantage (e.g., being poor and of Color) or intersections of both of disadvantage and privilege (e.g., being male and of Color). Intersectionality also permits the study of privilege when advantaged social identities are problematized. I conclude with reviewing the possible ways of empirically studying intersectionality and the advantages in applying it to the understanding of social and economic inequalities.
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47

Beckfield, Jason, and Nancy Krieger. Political Sociology and the People's Health. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190492472.001.0001.

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Health, illness, and death are distributed unequally around the world. Babies born in Japan can expect to live to age 80 or over, while babies born in Malawi can expect to die before the age of 50. As important, birth into one race, class, and gender within one society vs. another also matters enormously for one’s health. To answer such questions about social inequalities in health, Political Sociology and the People’s Health responds to two research trends that are motivating scholarship at the leading edge of inquiry into population health. First, social epidemiology is turning toward policy and politics to explain the unequal global distribution of population health. Second, social stratification research is turning toward new conceptualizations and theorizations of how institutions—the “rules of the game” that organize power in social life—distribute social goods, including health. Political Sociology and the People’s Health advances these two turns by developing new hypotheses that integrate insights from political sociology and social epidemiology. Political sociology offers a rich array of concepts, measures, and data that help social epidemiologists develop new hypotheses about how macroscopic factors like social policy, labor markets, and the racialized and gendered state shape the distribution of population health. Social epidemiology offers innovative approaches to the conceptualization and measurement of population, etiologic period, and distribution that can advance research on the relationships between institutions and inequalities. Developing the conversation between these fields, Political Sociology and the People’s Health describes how human institutional arrangements distribute life and death.
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48

Levien, Michael. Rajpura. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190859152.003.0003.

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This chapter examines the pre-SEZ agrarian milieu of Rajpura, the study’s main fieldsite. On the eve of its dispossession, Rajpura was a monsoon-dependent agricultural and livestock-rearing village in which many farmers were already partially diversified from agriculture. Sharp class, caste, and gender inequalities reflected the failures of the postcolonial Indian state to effectively redistribute land, invest in education and social welfare, and tackle entrenched forms of social domination that characterized pre-independence rural Rajasthan. Unlike some parts of India, the village had little political history of peasant rebellion. These three factors would help the Rajasthan government produce compliance to dispossession in Rajpura, and would affect the ability of farmers to benefit from the economic changes unleashed by the Mahindra World City.
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49

McCrory Calarco, Jessica. Conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190634438.003.0009.

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This chapter argues that the middle-class advantage is, at least in part, a negotiated advantage. That argument has implications for research on cultural capital, teacher bias, student resistance, and teacher authority. It also supports recommendations for researchers, practitioners, and policymakers interested in reducing class-based inequalities in school. First, I urge teachers to be sensitive to social class differences in student problem-solving. Second, I encourage schools to alleviate the challenges teachers face in assessing and responding to students’ individual needs. Third, I call on policymakers to avoid deficit-oriented programs that teach working-class students to act like their middle-class peers. Those programs ignore the fact that working-class families are often the ones complying with institutional expectations and the fact that middle-class families are the ones demanding support in excess of what is fair or required. Thus, unless educators are willing to deny such requests, middle-class children will always stay one step ahead.
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50

McCrory Calarco, Jessica. Seeking Accommodations. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190634438.003.0005.

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Chapter 4 describes social class differences in children’s efforts to seek accommodations from teachers. Classroom rules, procedures, and expectations sometimes conflicted with students’ individual needs or desires. In those situations, middle-class children treated rules as flexible—trying to negotiate changes and exemptions. When middle-class children were caught breaking rules, they would offer excuses for their actions, and they were generally able to avoid punishment by doing so. Working-class children almost never tried to negotiate changes to or exemptions from rules, expectations, and procedures. They treated rules as fixed and adjusted their behavior accordingly. When working-class students were caught misbehaving, they rarely offered excuses; instead, they endured their punishment without complaint. Those contrasting approaches to rules and expectations also contributed to inequalities. Because teachers generally said “yes,” middle-class students had more opportunities to express their creativity, experienced less discomfort and fewer inconveniences at school, and even avoided consequences for misbehavior.
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