Dissertations / Theses on the topic '940116 Social Class and Inequalities'

The main research questions examined in this thesis concern the extent to which social class influence individuals' health, and how and whether individuals' occupation, education and lifestyles mediate between class and health. The conclusions drawn from the analysis of these empirical questions cast further light on the widening health inequalities seen in developed societies in recent decades. In particular, this research suggests that, employment conditions as well as educational levels are variables that need to be taken into account when planning policies aimed at tackling differences in health outcomes. Lifestyle variables, on the other hand, would appear to be almost irrelevant when explaining why the members of the more privileged social classes not only live longer than those in other classes, but also enjoy significantly better health over the course of their lives. In trying to understand the association between class and health, I define a theoretical framework that specifies the mechanisms through which class is linked to health. Social structure influences health by distributing certain factors such as material resources or some health-related behaviour that ultimately result in individuals having different living conditions. Educational attainment also affects the way these resources are employed and, therefore, lifestyles. A fundamental element of a social class is occupation: individuals' employment and working conditions also affect their health. Furthermore, the nature of a social structure has an effect on health at the aggregate level of analysis since social policies are partly the result of the structure of class interests. Four mechanisms are specified in order to systematically test this theoretical framework. Mechanisms (2) and (3), those that relate class and health through education and lifestyle lie at the heart of the empirical analysis. This analysis employs individual-level data drawn from health surveys carried out during the first half of the 1990s in the two countries selected for the analysis, United Kingdom and Spain. These countries are treated as contexts in which to test the theoretical explanation. The main results of the analysis reveal the importance of social class in determining health outcomes. Indeed, individuals from different classes enjoy distinct degrees of health. Specifically, individuals in the most privileged class categories have persistently better health than those in the other class categories. Differences exist in terms of both objective and subjective or self-perceived health. Moving on from observation to explanation, the analysis suggests that the distribution of certain resources across classes accounts for some of the variance in health outcomes. Hence, education is identified as a significant variable to comprehend part of the health inequalities in developed societies. Lifestyle, on the other hand, does not appear relevant in accounting for health outcomes. The small differences found between the United Kingdom and Spain in the mechanisms that link class and health suggest that the process through which class affects health is essentially similar in developed societies.

The aim of the present thesis is to examine various aspects of the school-class structure and their links to health in a life-course perspective. The empirical studies are based on two longitudinal data materials of cohorts born in the 1950s, followed up until middle age. In the first study, the overall status distribution in the school class was shown to be associated with both minor psychiatric disorder in childhood and self-rated health in adulthood. Thus, ill-health was more common among individuals who attended school classes less equal in terms of status. The second study demonstrated that it was more common among those who had fewer mutual friendships in the school class to report poorer health as adults. Socioeconomic career emerged as the primary explanation for men while, for women, these findings were largely unaccounted for by any of the included child and adult circumstances. Findings from the third study suggested the child’s status position in the school class, i.e. peer status, to be related to a wide range of health outcomes in adulthood. In particular, lower peer status was linked to an excess risk of mental and behavioural disorders, cardiovascular diseases and diabetes. Childhood social class did not confound these associations to any large extent. The fourth study examined two types of social isolation in the school class: marginalisation (low peer status) and friendlessness. Hospitalisation due to any disease was more common among marginalised children compared to among non-isolates, whereas no corresponding association was found for the friendless. For both types of isolates, the number of hospitalisations was greater than among non-isolated individuals. Of the studied childhood factors, scholastic ability emerged as an important mechanism. In sum, this thesis points to the relevance of the school class for health development across the life course and to the complexity of pathways through which influences of the school class may operate.
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Submitted. Paper 2: Accepted.

The general objective of this dissertation is to study breast cancer screening and specifically social inequalities by social class and country of origin and its relationship with decreasing mortality. Therefore, four different studies have been done: three with quantitative methodology and one with qualitative. According to the quasi-experimental study, breast cancer mortality decreased in Barcelona before the introduction of the population screening program, but this reduction is more marked after its introduction. According to data from the Spanish National Health Survey in 2006, there are inequalities in the rate of breast cancer screening according to country of origin and social class. According to two studies conducted in Barcelona, immigrant women from low-income countries are less aware, and hence do less, early detection practices, as they have other priorities and perceive more barriers and taboos. Chinese women are the immigrants who present more differences with native women, followed by Maghribian and Philippine women. Place of origin, social class and migration process are key factors in preventive practices. In conclusion, it is necessary to encourage access to preventive screening practices for all women and also to undertake specific actions directed at the most vulnerable groups, taking into account any socio-cultural factors that influence the use of preventive practices.
L’objectiu general d’aquesta tesi és estudiar el cribratge de càncer de mama i en concret les desigualtats socials per classe social i país d’origen, així com la seva relació amb la disminució de la mortalitat. En conseqüència, s’han realitzat quatre estudis diferents: tres de metodologia quantitativa i un de qualitativa. Segons l’estudi quasi-experimental, la mortalitat per càncer de mama a Barcelona disminueix des d’abans de la introducció del programa poblacional de cribatge, però aquesta reducció és més accentuada desprès de la seva introducció. En base a l’Enquesta Nacional de Salut de l’Estat Espanyol de l’any 2006, existeixen desigualtats en la realització de mamografies periòdiques segons país d’origen i classe social. Segons els dos estudis realitzats a Barcelona, les dones immigrades procedents de països de renda baixa coneixen i realitzen menys les pràctiques de detecció precoç, ja que tenen altres prioritats i perceben més barreres i tabús. Les dones xineses són les que presenten més diferències amb les dones autòctones, seguides de les magribines i les filipines. El lloc d’origen, la classe social i el procés migratori són factors claus en les practiques preventives. En conclusió, és necessari afavorir l’accés a les pràctiques preventives a totes les dones i també realitzar accions específiques dirigides als grups més vulnerables sense deixar de tenir en compte els factors socioculturals que influeixen en les pràctiques preventives de les dones.

Orientador: Maria da Luz Rosário de Sousa
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Odontologia de Piracicaba
Made available in DSpace on 2018-08-22T13:40:34Z (GMT). No. of bitstreams: 1 Silva_EdnaAlves_D.pdf: 1440931 bytes, checksum: e7d11d9f5bb4e88608c7134398a32634 (MD5) Previous issue date: 2013
Resumo: O objetivo deste estudo foi avaliar o impacto da saúde bucal na qualidade de vida em adultos de diferentes níveis socioeconômicos. Este estudo transversal foi realizado em adultos de 35 a 59 anos, residentes em São Paulo - SP. Sendo, 113 adultos que usam o serviço odontológico público e 97 adultos que utilizam o serviço odontológico privado. O impacto da saúde bucal na qualidade de vida foi avaliado com o instrumento Oral Health Profile Impact (OHIP-14), de 2 formas: O OHIP-14 gravidade (soma total) e OHIP-14 prevalência (uma ou mais classificação "frequentemente" e "sempre") que foram avaliados nas 7 dimensões. Os adultos do serviço público foram classificados como nível socioeconômico baixo (NSE baixo) e os adultos do serviço privado, como nível socioeconômico alto (NSE alto). Foram aplicados questionários para obter os dados sociodemográficos e características do serviço odontológico utilizado. O impacto da saúde bucal nos dois grupos de adultos de diferentes níveis socioeconômicos e foram comparados através do teste do Qui-quadrado e do teste Mann Whitney. Os grupos foram semelhantes quanto aos dados demográficos (idade e sexo). A média do OHIP-14 gravidade dos adultos do NSE baixo foi 11,5 (+11,3), e para os adultos do NSE alto foram 5,9 (+9,1). O grupo dos adultos do nível socioeconômico baixo apresentou maior impacto negativo no OHIP-14 prevalência 76,6% (n=49), quando comparado ao grupo dos adultos do nível socioeconômico alto, que foi de 23,4% (n=15). No OHIP-14 prevalência, o grupo do NSE baixo apresentou maior impacto em 4 dimensões: limitação física, desconforto psicológico, incapacidade psicológica e incapacidade social (p<0,05), e no OHIP-14 gravidade em todas as dimensões com exceção da limitação física (p>0,05). Os adultos dos níveis socioeconômicos baixos e altos relataram impacto negativo da saúde bucal na qualidade de vida. Entretanto, os adultos do nível socioeconômico baixo apresentaram impacto em quase todas as dimensões do instrumento, especialmente nos aspectos funcionais
Abstract: The aim of this study was to evaluate the impact of oral health on quality of life in adults according to different socioeconomic levels. This cross-sectional study was carried out in adults aged 30 t0 59 years, living in São Paulo - SP. Being, 113 adults who use public dental service and 97 adults who use private dental service. The impact of oral health on quality of life was assessed with the instrument Oral Health Impact Profile (OHIP-14), 2 ways: OHIP-14 severity (total score) and OHIP-14 prevalence (one or more rating of often and always) was evaluated in seven dimensions. Adults from public service were classified as low socioeconomic status (low SES) and adults from private service, as high socioeconomic status (high SES). Questionnaires were used to obtain demographic data and characteristics of the service used. The impact of oral health in two groups of adults from different socioeconomic levels were compared using the chi-square and Mann- Whitney test. The groups were similar with regard to demographic data (age and gender). The mean OHIP-14 severity of adults of low was 11.5 (+ 11.3), and for adults of high SES was 5.9 (+ 9.1). The group of adult of low socioeconomic status had more negative impact on OHIP-14 prevalence 76.6% (n = 49) compared to the group of adult high socioeconomic status, which was 23.4% (n = 15). OHIP-14 prevalence in the group of low SES had higher impact on 4 dimensions: physical limitations, psychological discomfort, psychological disability and social disability (p < 0.05), and OHIP-14 severity in all dimensions except for physical limitation (p>0.05). Adults of low and high socioeconomic levels reported negative impact of oral health on quality of life. However, adults of low socioeconomic impact exhibited in almost all dimensions of the instrument, particularly in the functional aspects
Doutorado
Saude Coletiva
Doutora em Odontologia

This dissertation aims to describe social inequalities in self-rated health in an integrated framework of gender, social class and immigration, and to identify the main intermediary factors and health problems that contribute to these inequalities. Three cross-sectional studies were performed with data from surveys of the general population residing in Catalonia and Spain in 2006. Migration from poor regions of Spain to Catalonia emerged as a health inequality dimension in addition to and interaction with gender and social class, highlighting the transitory nature of the ‘healthy immigrant effect’ partially observed in foreign immigrants. Material and economic resources made major contributions to all three types of health inequalities: individual income made the greatest contribution to gender inequalities; household material assets and financial difficulties to migration-related inequalities; and both to social class inequalities. Poorer self-rated health of women was showed to be not an issue of perception but a precise reflection of the higher burden of chronic conditions they suffered compared to men, such as musculoskeletal, mental and other pain disorders, which could be targets for a health system responsive to gender inequalities. Intersections between axes of inequality created complex social locations with unique consequences on health.

This thesis explores how Chilean teachers understand their life trajectories in terms of life-course change, socio-historical change and social mobility, examining whether they make distinctions between these different kinds of understandings of transitions. In a context of 40 years of transformations in Chile, teachers are used as a case-study for examination of the subjective dimension of social mobility, and people's sense of class location and inequality. Methodologically, this research adopted the approach of exploring people's sense of life course and social movement in its broadest sense, examining how teachers talked about their life trajectories in order to consider whether questions of social change, life-course change, social structure and social mobility featured. It is built on data collected through interviews with 41 teachers who live in Santiago, who were asked to outline their personal timelines as a way to reflect on the main changes which they regarded as significant in their life stories. The argument of this thesis draws on and contributes to sociological work on class and social mobility. Most social mobility research has been dominated by quantitative work about occupational patterns of movement, with subjective social mobility neglected because people's subjective understandings of social movement have been seen to be contradictory and inconsistent. It has been suggested that 'lay' understandings fail to distinguish 'social mobility' from socio-historical change and life-course change, so people fail to recognise the true extent of inequality and the limited nature of social mobility. This thesis foregrounds subjective social mobility and critically examines these assumptions. On the basis of my empirical research, I argue that the apparent inconsistences in 'lay' subjective social mobility disappear, or at least make more sense, when we locate people's understandings of social location, social change and social mobility within their broader sense of their life stories. These inconsistencies are partly the result of the complex ways in which people understand their life stories and position themselves within a broader social structure, and are best explained using an analytical focus which emphasises the multidimensional nature of trajectories in social space (Bourdieu, 1984) and a methodological focus which is sensitive to the multifaceted and practical ways in which people speak about their lives. The teachers in my sample resisted a linear summary of their timelines and issues of life-course change and socio-historical change also framed their accounts, adding additional layers of complexity to them, in narratives of trajectories along different dimensions which qualified or disrupted each other. Despite that the teachers framed their trajectories as complex, non-linear constructs, and some rejected 'social mobility' stories, they still all offered overall evaluations of their changing life circumstances. They looked beyond their own trajectories to make different sort of comparisons which helped them to establish a sense of relative social movement, characterising their lives as showing social improvement, stability or decline as different views of their relative social position, and of the social structure and inequalities. I argue that rather than focusing on whether or not ordinary people correctly recognise relative or absolute mobility, it is more pivotal to examine how these different understandings come into play when ordinary people reflect about their location in an unequal society. The thesis argues that subjective social mobility needs to be analysed in term of a multidimensional model of class location and class movement, and this also argues for a greater understanding of the complexities of issues of social location, trajectories and social mobility in which 'class' emerges in different way in people's accounts. Therefore, a more open-ended approach to how people understand their relative situation is needed, in order to explore whether and how issues of class position, social inequalities and social mobility feature in the accounts of 'ordinary' people when they discuss the key transitions of their lives.

Namibia is today the most unequal country in the world. It is 21 years since they gained independence, at that time the party that was and still are in power had the rhetoric of a socialist party. The divisions of the society are enormous, but to do a class analysis of the country is made difficult because of the ethnic divisions, which has its roots partly in the tribes that existed in the region before the colonialisation and partly in the apartheid regime.

One of the most significant challenges the globalized world encounters is how to build a society that is more at peace with diversity and cosmopolitanism. Further, in a world where highly unequal power relations and a vast plethora of inequalities persist, interrogating and resisting inequalities is key. From this context, this study focuses on interrogating inequalities in addressing an equality agenda highlighting a thesis of belonging; the human need for belonging and security in that belonging and the human right to have these needs satisfied (UDHR, 1948). A thesis of belonging relates to an innate human need for belonging (Maslow, 1943) and it is argued in this thesis that this innate human need for belonging is very important and very much connected to many fundamental human rights which should be driven much more through equality focused social movements and the laws. Clearly, where human rights are not being upheld then action must be taken to uphold them. The research findings of this thesis show the relevance of a thesis of belonging and the relevance of two core theories which have a connection, a marxist theory of racism and a social identity theory of racism. A marxist understanding of racism clearly delineates the inequalities capitalism produces and in this thesis while it is not argued that a marxist understanding of racism alone completely explains all varieties of racism, through a significant number of participants' discourses this thesis shows how capitalism often appears to be a driving force behind discrimination made on the basis of ethnicity. In addition, a significant number of participants' discourses in this thesis also point towards a social identity theory of racism which indicates the significance of what a social group affords an individual where a sense of belonging derived from affiliation and acceptance in group membership provides a feeling of self esteem and security (Tajfel and Turner, 1979; Breakwell, 1986; West, 1993, Aboud, 2008). Importantly, Tajfel (1981) emphasises how crucial it is to interrogate the social and economic context of discrimination and so here is where social identity theory relates to a marxist theory of racism.

This thesis considers the role of parents, teachers and peers in the school decision making processes of children at the end of compulsory education in England. This stage represents, in fact, the first and most important school transition when pupils will have to choose whether to enter post-secondary education or not, and in cases where they do, whether to choose an academic course or a vocational one, knowing that this will affect their next transition at the age of 18. This thesis is amongst the ones to most fully analyse the role of significant others in children’s education. All the quantitative analyses in this thesis are done using the Longitudinal Study of Young People in England (LSYPE). Most of the statistical modelling of this data is done using multivariate regression analysis. Some of the results are also based on evidence from qualitative interviews with children in their last year of GCSEs in two comprehensive schools in England and children attending an apprenticeship scheme in the London area. With regards to educational aspirations, minority students are those who show the highest and most stable aspirations during years 9 to 11, while White English working class students, especially boys, have lower and unstable aspirations. Among the explanatory factors for these results, along with social class and ethnicity, parental aspirations, friends’ plans and individual attitude to education have the strongest correlation with the intentions to stay on in school after year 11. Moreover, parental aspirations did not appear to differ with regards to social class, suggesting a different mechanism than the one indicated by Breen and Goldthorpe (B&G) (2000). Also, the fact that minority students have very high aspirations (and are high achievers), do not confirm the principles of the relative risk aversion theory by B&G. Among the types of parental involvement in children’s education, participation in school-related activities and feelings towards school and supervision of children’s school work seemed to have a positive impact on children’s entering A-levels in year 12, although the results did not highlight differences with regards to social class and ethnicity. Evidence from the qualitative interviews showed different results with regards to helping with homework - only educated parents do that – and with regards to supporting and encouraging their children’s aspirations, which is more effective with minority and middle class parents. Considering peer relationships, the evidence from qualitative interviews suggested a very small influence of peers, especially schoolmates, in children’s school decision processes; peers are, in fact, perceived as someone to share plans and common interests with, but not as well-informed and trustworthy sources such as family. Moreover, interviews suggest that school choices are not the results of long-term plans, and children treat school transitions as separate stages. This does not support Morgan’s model of prefigurative and preparatory commitment.

This research utilizes an intersectionality framework to examine the complexity of social location and its effects on women's health. By examining connections among the state, processes of globalization, and the production of health inequalities for poor women in a rural community in southern Veracruz, Mexico, the research highlights the nexus of nationality, class, and gender. Four interconnected contexts are explored: (1) women's increasing paid and unpaid labor in the context of a poverty of resources brought on by sustained economic crisis; (2) the maintenance of reproductive labor as the responsibility of women; (3) the development of migrant "illegality" and its consequences for the well being of women who are consistently anxious about the lives of their migrant family members and the stability of remittances that sustain the household, and (4) the increasing neoliberalization of public health care that includes the heightened surveillance of women's hygienic activities and chronic underfunding of public health resources. Using an ethnographic methodology including interviews, case studies, and participant observation, the research explores the daily lives of wives and mothers of transnational migrants as well as those women who, although they do not have migrant family members, live within the context of transnationalism because it pervades the community. In addition, all women in the research confront the inadequacy of public health services because most never have the resources to utilize private health services. The research makes three important contributions to medical anthropology and the social sciences. First, it contributes to ongoing debates concerning the potential uses of the intersectionality framework in anthropology and related social sciences. Second, it contributes to border studies by elaborating an example of productive ways that the border can be theoretically extended to include examinations of the lives of migrant family members living far from the border. Third, it critically examines a public health insurance program that has the potential to fulfill Mexico's constitutional right to health care for all citizens and to be a model for global health care policy. By doing so, it provides a basis for future study and development of progressive health care policy in Mexico and beyond.

I examine one explanation of social class differences in educational achievement, school allocation. Class differences in achievement are decomposed. One term of the decomposition is class differences in "Type A" school effectiveness. This is the effect of class differences in school allocation on class differences in achievement. Sufficient conditions to estimate causal "Type A" school effects in non-experimental data are stated. Uniquely rich birth cohort data, the Avon Longitudinal Study of Parents and Children (ALSPAC), matched to the National Pupil Database (NPD), are used. The difference in effectiveness of the 20 percent most and least effective schools is two-thirds to threequarters of a standard deviation during Key Stage 2 (KS2). The majority of class differences in school effectiveness are significant. Over 20 percent of class differences in KS2 progress are explained by class differences in school allocation. Much quantitative educational research in the UK relies on free school meal (FSM) status to proxy measures of socio-economic status. In ALSP AC-NPD data, FSM status is a quite imperfect measure of low income or employment, or one-parenthood. There is a large bias when using FSM status to estimate differences in average KS2 achievement by low-income status. When used as a control variable in a model ofKS2 achievement, FSM status reduces the bias from omitting measures of socio-economic status to a limited extent only.

The work environment constitutes a key social determinant of health, yet previous research is relatively limited vis-à-vis the contribution of both physical and psychosocial work-related stressors on occupational class differences in health among Swedish employees. This study used cross-sectional data from the Swedish Level of Living Survey 2010 to assess the mediating effect of physical and psychosocial work-related stressors to occupational class differences in physical and mental ill health in Sweden. Disparities between gender were also considered. A sub-sample of 2,624 full- and part-time employed individuals aged 18-65 was analysed using logistic regression. Employees who belonged to higher occupational classes had a lower risk of physical ill health compared to employees from lower occupational classes when age, gender and part-time work is accounted for – but there was no evidence of an occupational class gradient in mental ill health. Similar results were observed among men and women. In line with previous research, differential exposure to physical work-related stressors explained most of the occupational class gradient in physical ill health, yet certain psychosocial work-related stressors were also influential. Future research should further examine what other work-related factors – or social determinants of health – can help explain the association between occupational class and mental health.

Esta tesis doctoral está basada en la identificación de las desigualdades de género en salud laboral descritas en la literatura científica, así como en el análisis de las desigualdades de género en la población ocupada en España y Europa, y como estas desigualdades se ven influenciadas por la clase social ocupacional, el sector de actividad de la empresa y el estado del bienestar. En primer lugar, se identificaron las desigualdades de género en la exposición a los riesgos laborales derivados de las condiciones de empleo y trabajo, así como de los problemas de salud derivados del trabajo a partir de una revisión sistemática de la literatura científica en distintas bases de datos. En segundo lugar, se analizaron 25 indicadores de desigualdades de género relacionados con las condiciones de empleo, trabajo, conciliación de la vida laboral y la familiar y con los problemas de salud derivados del trabajo. Para ello, se analizó la sexta edición de la Encuesta Nacional de Condiciones de Trabajo de 2007. Igualmente, se exploró como estos 25 indicadores variaban en función de la clase social ocupacional y el sector de actividad de la empresa. Finalmente, se analizó como la clase social ocupacional y el estado del bienestar podrían influir en las desigualdades de género en la exposición a los riesgos psicosociales derivados del trabajo. Para ello, se analizó la cuarta edición de la Encuesta Europea de Condiciones de Trabajo de 2005.
This thesis is based on the identification of gender inequalities in occupational health described in scientific literature, as well as in the analysis of gender inequalities in employed population in Spain and Europe, and how these gender inequalities are influenced by the occupational social class, sector of activity of the company and welfare state regime. Firstly, we identified gender inequalities in exposure to occupational hazards arising from the employment and working conditions, as well as work-related health problems from a systematic review on the scientific literature in different databases. Secondly, we analyzed 25 indicators of gender inequalities related to employment and working conditions, balancing job and family life and work-related health problems. To achieve this objective, we analyzed the sixth edition of the National Survey on Working Conditions from 2007. In addition, we explored how these 25 indicators of gender inequalities varied according to occupational social class and sector of activity of the company. Finally, we analyzed how the welfare state regime and the occupational social class could influence gender inequalities in the exposure to work-related psychosocial hazards. To achieve this objective, we analyzed the fourth edition of the European Survey on Working Conditions from 2005.

Ce travail de thèse étudie la façon dont se construisent les pratiques et les représentations des sciences des enfants en milieux populaires. L’enjeu est de renouveler l’approche des inégalités persistantes dans l’accès aux filières et carrières scientifiques, dans lesquelles les femmes, les classes populaires et les minorités sont largement sous-représentées. Pour interroger à nouveaux frais les rapports de pouvoir qui sous-tendent l’accès aux sciences, cette recherche les considère non seulement comme un ensemble de connaissances et comme un champ professionnel, mais aussi en tant que culture. L’analyse repose sur une enquête empirique longitudinale par entretiens avec une cinquantaine d’enfants suivis du CM1 à la 5e ainsi qu’avec des parents, enseignant·es et médiateur·rices scientifiques. Elle s’appuie aussi sur l’étude détaillée d’un projet éducatif visant à favoriser l’égalité en sciences (quatre années d’observation en classe) qui a impliqué une partie de notre échantillon, et interroge les effets de ce type de dispositif. La thèse établit que la construction de rapports différenciés aux sciences selon le sexe et l’origine sociale procède des pratiques culturelles scientifiques enfantines. D’une part, plusieurs instances de socialisation culturelle(famille, germains, pairs, école) se combinent pour favoriser ou entraver le développement des loisirs scientifiques des enfants. D’autre part, la culture scientifique que consomment et pratiquent les enfants des classes populaires les amène à construire des représentations des sciences comme étrangères et dénuées de possibilités identificatoires, ce qui décourage filles comme garçons de formuler des aspirations scientifiques
This thesis examines the way working class children’s practices and representations of science areconstructed. It aims to renew the approach of persistent inequalities in access to science pathwaysand careers, in which women and people from the working class and/or ethno-racial minoritiesremain largely underrepresented. In order to question power relationships underlying access toscience in a new way, this research considers science not only as a body of knowledge and aprofessional eld, but also as a culture. Evidence for this study comes from longitudinal interviewsconducted with about 50 children (two interviews, in the 4th and 6th grade) and with parents,teachers, and science mediators. The analysis also relies on the detailed ethnographic study (4years of observation in classrooms) of an educational project aimed at promoting equality inscience which involved part of our sample, thus questioning the effects of this type of program.The thesis establishes that the social construct of gendered, classed and racialised patterns ofattitudes to science is the result of science-related cultural practices developed during childhood.On the one hand, several instances of cultural socialization (family, siblings, peers, school)combine to favor or hinder the development of children’s science hobbies. On the other hand, thescientific culture that children from the working class consume and practice leads them to constructrepresentations of science as other, and devoid of identificatory possibilities. This discourages girlsand boys from formulating science aspirations

Submitted by Gabriela Renata Rodrigues dos Santos (gabriela_rrs@hotmail.com) on 2017-06-01T16:35:01Z No. of bitstreams: 1 Dissertação_Gabriela Santos_ versaofinal_revisada1.pdf: 1477031 bytes, checksum: 06690dbbb087c5418d876194cb9a3a11 (MD5)
Approved for entry into archive by Pamela Beltran Tonsa (pamela.tonsa@fgv.br) on 2017-06-01T16:47:19Z (GMT) No. of bitstreams: 1 Dissertação_Gabriela Santos_ versaofinal_revisada1.pdf: 1477031 bytes, checksum: 06690dbbb087c5418d876194cb9a3a11 (MD5)
Made available in DSpace on 2017-06-02T13:26:00Z (GMT). No. of bitstreams: 1 Dissertação_Gabriela Santos_ versaofinal_revisada1.pdf: 1477031 bytes, checksum: 06690dbbb087c5418d876194cb9a3a11 (MD5) Previous issue date: 2017-04-25
The purpose of this research is to analyses the professional path of black women in multinational companies in São Paulo. The research looked at the diversity polices that these companies their procedures practices and try to answer how that influence on the career path of black women. We used for theory perspective the studies of durable inequalities stablish in the organizations and in the societies of Charles Tilly (1999) associated with the theory discussion of intersectionality of oppressions that has occurred belonging the racial, gender and social class perspectives from the black feminism, consolidated for Patrícia Hill Collins (2000) and Kimberlé Crehshaw (1993), about the definitions of matrix of domination and intersectionality of oppressions from race, gender and social class perspectives. The research uses qualitative method such as life history and the method of analyses was the thematic analyses. Semi-structured questionnaire was applied with six black women worked in multinationals companies in São Paulo. We began for the analyses of the black women path in the companies and about the process, polices of diversity promotion for identify the socio-organizational aspects that interfere in their professional path; which the individual and collective strategies that women deployed for compete in the labor market and if the diversity polices implemented for the companies contribute (or not) with their professional path. Based on the analyses of the interviews with these black women the research highlights the following: the research also provides insights that most of these women they come from low social class and their path showed a mix of oppressions belongs to the racial, gender and social class characteristics and all of them had to confront in company’s environment. This environment is still homogeneous – White, masculine and upper class – hampered and putted barrier to be win for the black women for the fact that the categorical peer woman/black/poor intervene with as durable inequality, individually and collectively for their women. These durable inequalities stablish the apprehension and control to access to the productive resources in the organizations, build discrimination related and analyzed in the interviews of the black women professional path, in the basic mechanisms of perpetuation of these durable inequalities could be identify and analyses in the existence of black women in companies, in this present thesis. (TILLY, 1999).
A presente pesquisa visa analisar as trajetórias profissionais de mulheres negras em empresas multinacionais em São Paulo, atendo-se às políticas de diversidade que essas multinacionais vêm empreendendo. Trata-se de compreender se as práticas, os processos e os procedimentos de valorização da diversidade interferem na trajetória profissional dessas mulheres. A pesquisa lança mão dos estudos sobre desigualdades duráveis e a discussão que o mesmo estabelece para compreender as organizações em sociedades desiguais, como os estudos de Charles Tilly (1999). Esta perspectiva associa-se à discussão teórica da interseccionalidade de opressões, advindas dos pertencimentos racial/de gênero/de classe social; dos estudos do feminismo negro, consolidados por Patrícia Hill Collins (2000) e Kimberlé Crehshaw (1993), sobre as definições dos conceitos: de matrix de dominação e insterseccionalidade de opressões, relacionados ao pertencimento de raça, gênero e classe social. Foram realizadas entrevistas junto a seis mulheres negras que trabalham em empresas multinacionais em São Paulo. Partiu-se da análise das trajetórias delas nas empresas e dos processos, práticas e procedimentos de promoção de políticas de diversidade para identificar os aspectos sócio-organizacionais que interferem nas trajetórias dessas mulheres; quais as estratégias individuais e coletivas que elas utilizaram para competir no mercado de trabalho e, ainda, se as políticas de diversidade implementadas pelas empresas contribuíram (ou não) para suas trajetórias. A pesquisa utilizou a história de vida como abordagem metodológica qualitativa e, como análise de conteúdo, o método de exame das entrevistas. Alguns dos principais resultados encontrados indicam que a maioria das mulheres negras entrevistadas advém de classes sociais baixas e suas trajetórias apresentam um mix de opressões, resultantes do pertencimento racial, de gênero e classe social; aspectos presentes no âmbito das empresas. Tais espaços ainda são homogêneos – brancos, masculinos e ricos – dificultando e impondo barreiras a serem vencidas pelas mulheres negras, devido ao trio categórico mulher/negra/pobre se interpor como uma desigualdade durável, não só individualmente, mas também de forma grupal para estas mulheres. Essas desigualdades duráveis estabeleceram a detenção e controle ao acesso de recursos produtivos nas organizações, criando distinções narradas e analisadas nas trajetórias profissionais das mulheres negras entrevistadas, nos quais os mecanismos básicos de perpetuação destas desigualdades duráveis puderam ser identificados e analisados no caso da vivência profissional de mulheres negras em empresas. (TILLY, 1999).

Moins soumis à l’investigation sociologique, les « Beaux quartiers » n’en demeurent pas moins en France des espaces ségrégatifs de premier plan. Les études et travaux de recherche relatifs à la bourgeoisie et aux espaces de la bourgeoisie sont en outre souvent orientés vers les grandes villes françaises à l’instar de Paris, Lyon ou Marseille. Une ville de taille plus modeste comme Metz n’a jamais été étudiée au seul prisme de sa population bourgeoise.Ce travail de thèse a ainsi pour objectif de rendre compte des caractéristiques socio-économiques de la bourgeoisie messine et de la manière dont elle se distribue au sein de l’aire urbaine messine entendue comme la ville centre de Metz augmentée de sa banlieue et de sa couronne périurbaine. Notre recherche s’appuie sur un matériau empirique constitué d’entretiens semi-directifs menés auprès de membres représentatifs de la bourgeoisie messine ou de grandes familles messines mais aussi auprès de spécialistes divers (agents immobiliers spécialisés dans les biens de prestige, historiens de l’art, etc.). Afin d’appréhender la bourgeoisie messine dans toute sa complexité, nous avons également eu recours à divers indicateurs statistiques, cartographiques ou encore à du matériau photographique.L’étude se propose d’abord de présenter un état de l’art sur les fragmentations sociales et territoriales en France visant notamment à mettre en exergue la ghettoïsation vers le haut. L’étude fait ensuite apparaître les grands repères sur la richesse et son estimation tout en en précisant les aspects représentationnels et multidimensionnels. En outre, sont également explicités les enjeux et les difficultés à étudier la richesse et la bourgeoisie. La bourgeoisie messine est par ailleurs étudiée ensuite au quadruple prisme de sa distribution résidentielle, de ses espaces de sociabilité, de ses caractéristiques socio-économiques et socio- électorales mais également - après une mise en perspective historique – de quelques grandes familles emblématiques de la ville.Enfin, l’étude décrit et analyse de manière comparative, un espace de la bourgeoisie messine – le quartier Nouvelle-Ville – en donnant à voir et à comprendre des éléments de morphologie urbaine et sociale et en y explicitant les moteurs de choix résidentiels et les pratiques de l’entre-soi afférentes aux habitants de ce quartier
Although the "Beaux quartiers” are less subject to sociological investigation, they remain prominent segregated spaces in France. Studies and research on the bourgeoisie and on specific spaces of the bourgeoisie are often focused on large French cities such as Paris, Lyons or Marseilles. A smaller city such as Metz has never been studied solely in terms of its bourgeois population.The objective of this dissertation is to examine the socioeconomic characteristics of the Metz bourgeoisie and the way in which it is distributed within the Metz urban area. The latter encompasses the central city of Metz and also its suburbs and suburban ring. Our research is based on empirical material consisting of semi-structured interviews conducted with representative members of the Metz bourgeoisie or highly regarded bourgeois and aristocratic Metz families, as well as with various specialists (real estate agents specialising in prestigious properties, art historians, etc.). In order to grasp the complexity of the Metz bourgeoisie, various statistical and cartographic indicators but also photographic material were used.Firstly, the study presents a state of the art on social and territorial fragmentation in France so as to highlight upward ghettoization.Secondly, the study sheds light on the main benchmarks of wealth and its estimation, while specifying the representational and multidimensional aspects. In addition, the challenges and difficulties of studying wealth and the bourgeoisie are also explained.The Metz bourgeoisie is then studied through the fourfold prism of its residential distribution, its sociability spaces, its socio-economic and socio-electoral characteristics, but also the prism of some of the city's great emblematic families – after a historical perspective.Finally, the study describes and comparatively analyses a particular space of the Metz bourgeoisie – the “Nouvelle Ville” neighbourhood – by showing elements of urban and social morphology and by explaining the criteria of residential selection and the forms of sociability specific to the inhabitants of this rich self-segregated neighbourhood

This thesis critically explores the role state schooling and education plays in contributing to the lived experiences of social class inequalities and the knock on effect this has upon and throughout adulthood. Five female adults from the lower strata of the working class who live with multiple deprivations in an English town with economic, social and education disadvantages were recruited. Through a critical theoretical framework, this thesis draws from both Marxist and Bourdieusian class and reproduction theories. This framework was most suitable to uncover and expose relations of power and domination at the root cause of the inequalities with the view to creating the space for individual and wider sociopolitical change. However, Bourdieu offered no way forward for agency to become active in challenging existing structures and as Marx did not write widely about education this thesis further relates to a Freirean form of praxis. That is, agency engaging in a cyclical process of action and reflection for transformation. A critical ethnography was employed and methods used were multiple, in-depth and participatory. In addition to developing and raising consciousness amongst the adult participants, space was created for a visual intervention, referred to as VICE, to complement the dialogue. The findings demonstrate the ways in which state schooling and did contribute to the reproduction of inequalities and how the lower strata of the working class internalise their negative experiences resulting in struggles between the ‘self’ and wider society. Furthermore, the findings from the VICE show the adult participants did take some positive steps towards their individual and socio-political transformation and they had raised their social, political and economic consciousness. More nuanced research is needed from adult perspectives for a micro, meso and macro level analysis. There is also a need for research to develop innovative methods to bridge a gap between theory and practice led methodologies to include otherwise marginalised voices.

Na presente pesquisa procurou-se conhecer os perfis e processos subjacentes aos trajetos escolares bem-sucedidos de alguns jovens das classes populares e descendentes de africanos (trajetos de contratendência) por forma a contribuir para o entendimento das desigualdades sociais perante a escola. Exploraram-se várias pesquisas sobre esse tipo de trajetos, muitas delas interessadas nas estratégias e estilos educativos das famílias, mas também trabalhos, parte deles enquadráveis nas “teorias da reprodução”, que se dedicam aos processos de “exclusão relativa” que perpassam a massificação escolar e às especificidades da experiência escolar dos “novos alunos”. Os dados do Observatório de Trajetos dos Estudantes do Ensino Secundário e as 20 entrevistas realizadas a jovens de origem africana em trajetos de contratendência permitem observar que a construção desses percursos está ancorada em combinações variáveis e suficientemente duráveis de fatores que procurámos organizar numa tipologia. Do ponto de vista do debate das desigualdades, saem realçados os desafios de fundo da exclusão económica; as desigualdades nas condições de “continuidade cultural” de partida; mas também aspetos que têm que ver propriamente com a experiência escolar dos estudantes e com a capacidade excludente ou integradora dos “circuitos de escolarização” em que se encontram. De diferentes formas, esses aspetos contribuem para que os jovens das classes populares, especialmente das franjas mais instabilizadas e marginalizadas, muitos deles de origem africana, encontrem, à partida e ao longo do trajeto escolar, maiores obstáculos à (re)construção de um sentido significativo para o projeto e sucesso escolares.
The present research focuses on the profiles and processes underlying successful educational paths of some students with working class background and of African descent (school counter-trend paths) in order to contribute to the understanding of school social inequalities. We explore the results of several researches on this kind of paths, many of them interested in the families educational strategies and styles, but also studies, some of them related with the "theories of reproduction," dedicated to the processes of "relative exclusion" that permeate the school massification and the specificity of the school experience of the "new students". The data from the Observatório de Trajetos dos Estudantes do Ensino Secundário and 20 interviews with protagonists of counter-trend paths allowed us to observe that the construction of these paths are anchored at a varying and sufficiently durable combinations of factors that we organize in a typology. From the point of view of the school inequalities debate, we highlight the deep challenges of economic exclusion; disparities in conditions of "cultural continuity" of departure; but also aspects that have to do specifically with the school experience of students and the inclusive or exclusive potential of the 'circuits of schooling'. In different ways, these aspects constitute important obstacles, in the outset and along the school pathways, to the (re) construction of a meaningful sense for the educational project and school success of the working class students, especially the most marginalized segments of it, many of them of African descent.