Relevant bibliographies by topics / Social class and culture

Academic literature on the topic 'Social class and culture'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Social class and culture"

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Kraus, Michael W., Paul K. Piff, and Dacher Keltner. "Social Class as Culture." Current Directions in Psychological Science 20, no. 4 (August 2011): 246–50. http://dx.doi.org/10.1177/0963721411414654.

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Miyamoto, Yuri. "Culture and social class." Current Opinion in Psychology 18 (December 2017): 67–72. http://dx.doi.org/10.1016/j.copsyc.2017.07.042.

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Grossmann, Igor, and Michael E. W. Varnum. "Social Class, Culture, and Cognition." Social Psychological and Personality Science 2, no. 1 (August 23, 2010): 81–89. http://dx.doi.org/10.1177/1948550610377119.

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Veenstra, Gerry. "Culture and class in Canada." Canadian Journal of Sociology 35, no. 1 (October 1, 2009): 83–112. http://dx.doi.org/10.29173/cjs4198.

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I apply Pierre Bourdieu’s conception of relationally-defined social spaces of capitals and classes that delimit highbrow and lowbrow cultural forms to Canadian society. I use categorical principal components analysis techniques and a nationally representative survey dataset from 1998 containing measures of economic capital, cultural capital and a wide range of cultural practices to construct a visual representation of Canadian social space which is directly inspired by the social space for 1960s France crafted by Bourdieu in Distinction: A Social Critique of the Judgement of Taste (Bourdieu 1984). After identifying nascent class groupings and potentially highbrow and lowbrow cultural practices in my depiction of social space, I speculate on precisely how such cultural practices might factor into class dynamics in Canada, in particular examining the role played by “cultural omnivorism” in identifying and reinforcing class distinctions.
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Conway, Steve. "Death, working-class culture and social distinction." Health Sociology Review 21, no. 4 (December 2012): 441–49. http://dx.doi.org/10.5172/hesr.2012.21.4.441.

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Grossmann, Igor, and Alex C. Huynh. "Where Is the Culture in Social Class?" Psychological Inquiry 24, no. 2 (April 2013): 112–19. http://dx.doi.org/10.1080/1047840x.2013.792568.

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Aguiar, João Valente. "Skeggs, Beverley, Class, Self, Culture." Revista Crítica de Ciências Sociais, no. 83 (December 1, 2008): 192–93. http://dx.doi.org/10.4000/rccs.592.

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Yates, Simeon, and Eleanor Lockley. "Social Media and Social Class." American Behavioral Scientist 62, no. 9 (May 4, 2018): 1291–316. http://dx.doi.org/10.1177/0002764218773821.

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Background:This article explores the relationship between social class and social media use and draws on the work of Pierre Bourdieu in examining class in terms of social, economic, and cultural capital. The article starts from a prior finding that those who predominantly only use social media formed a higher proportion of Internet users from lower socioeconomic groups. Data: The article draws on data from two nationally representative U.K. surveys, the OfCom (Office of Communications) Media Literacy Survey ( n ≈ 1,800 per annum) and the Department of Digital, Culture, Media and Sport’s Taking Part Survey ( n ≈ 10,000 per annum). Methods: Following Yates, Kirby, and Lockley, five types of Internet behavior and eight types of Internet user are identified utilizing principal components analysis and k-means clustering. These Internet user types are then examined against measures of social, economic, and cultural capital. Data on forms of cultural consumption and digital media use are examined using multiple correspondence analysis. Findings: The article concludes that forms of digital media use are in correspondence with other social, cultural, and economic aspects of social class status and contemporary social systems of distinction.
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Hirsch, Eric L., and Stanley Aronowitz. "The Politics of Identity: Class, Culture, Social Movements." Contemporary Sociology 22, no. 4 (July 1993): 508. http://dx.doi.org/10.2307/2074380.

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Thapa, Dharma. "Class and Culture: A Study of Social Dynamism." Tribhuvan University Journal 30, no. 2 (December 1, 2016): 25–34. http://dx.doi.org/10.3126/tuj.v30i2.25543.

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The author of this article makes an attempt to explore how culture emerged and became a tool of perpetuating or resisting exploitative social order. An attempt has been made to show how, like capital, culture is produced by the working class but the exploiting class appropriates it and turns it against the interests of the producer. It also tries to show that, as a dynamic component of class struggle, the dominance of the capitalist culture can be challenged, resisted, and at times replaced by the culture of the dominated class.
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Dissertations / Theses on the topic "Social class and culture"

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O'Brien, Timothy. "Football, violence and working class culture." Thesis, University of Manchester, 1985. http://clok.uclan.ac.uk/21061/.

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This thesis is based on fieldwork, carried out over a five year period, amongst a group of young, male, football fans. The question of what football means to its loyal adherents is asked and answers such as a religion, a quasi religion, or a magical ceremony are analysed and discussed. The language of the fans in terms of songs, chants, and graffiti, as well as emblems, scarves and their way of dress is e camined as a development of this analysis, and finally the position of football as a central interest in the lives of the fans is discussed. Throughout ethnographic examples and case studies from the group under study are dispersed in the relevant sections, linking the twin themes of violence and football, and, in the case of this particular group, putting the emphasis firmly on football. The thesis also looks at the history of violence at football grounds and at other places over the years where young males from working class backgrounds have been involved. Issues of class and culture, especially the sub-culture of the young and the sub-culture of violence are also examined with special reference to young males and their occupation of the football terraces. Statistics on arrests and ejections at football matches are analysed and correlated with research already carried out on football related offences, convictions and punishments. Particular attention is paid to the role of the group as an intervening variable on the football terraces between the individual and the crowd on the football terraces.
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Meghji, Ali. "Cultural capital and cultural repertoires among the black middle-class : race, class, and culture in the racialised social system." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/285101.

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In this thesis, I ask 'Do racism and anti-racism affect black middle-class cultural lives?' I answer this question through interviews with thirty-two black Brits in professional occupations, and ethnographic work across middle-class spaces in London. I argue there are three black middle-class identity modes - strategic assimilation, ethnoracial autonomous, and class-minded - that each show a different relationship between racism, anti-racism, and cultural lives. Each of these identity modes are characterised by specific cultural repertoires. Individuals towards strategic assimilation draw on cultural repertoires of code-switching and cultural equity. Through the repertoire of code-switching, individuals towards strategic assimilation 'switch' identities when around the white middle-class. This identity-switching is based on the premise that one must become palatable to the white middle-class in order to attain legitimate middle-class cultural membership. Racism thus affects such individuals' cultural identities as they show racialised (white) barriers to middle-class cultural membership. Nevertheless, such individuals draw on the anti-racist repertoire of cultural equity, meaning they strive to be equal to the white middle-class in terms of cultural capital. Such individuals therefore often 'decode' traditional middle-class culture as white, but consume such culture to maintain an equal standing to the white middle-class in terms of cultural capital. Those towards the ethnoracial autonomous identity mode draw on cultural repertoires of 'browning' and Afro-centrism. Through their anti-racist repertoire of browning, they stress that people ought to be proud of being black. They therefore resist 'code-switching' and challenge the view that one must assimilate with white norms to prove their middle-class status. Such individuals also use the anti-racist repertoire of Afro-centrism to argue that they have a moral duty to positively uphold black diasporic histories, identities, and culture. They therefore prioritise consuming cultural forms which give positive, authentic representations of the black diaspora, consequently challenging the devaluation of blackness in British society. Lastly, those towards the class-minded identity mode draw on cultural repertoires of post-racialism and de-racialisation. Such individuals believe British society is 'beyond' racism, and they define as 'middle-class' rather than 'black', often reproducing negative stereotypes of other black people. Such individuals use their consumption of middle-class cultural forms to symbolically separate themselves from other black people. Racism affects their cultural lives, therefore, as they often reproduce negative ideologies of other black people as being culturally myopic, uncultivated, or 'playing the race card'. My thesis develops the 'two streams' of research on Britain's black middle-class. Firstly, studies of black British middle-class identity have been unidimensional, focusing predominantly on strategic assimilation. My research shows that strategic assimilation is only one identity mode. Secondly, the literature on black middle-class cultural consumption is also unidimensional, making it appear as though all black middle-class people seek to consume 'middle-class' cultural forms that have a 'black' focus (for example, literature exploring black identity). My research shows that certain black middle-class people (those towards the class-minded identity mode) have no affinity towards 'black' cultural forms, while others (those towards strategic assimilation) make sure to consume 'traditional' middle-class culture to maintain an equal standing with the white middle-class.
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Paddock, Jessica. "Class, food, culture : exploring 'alternative' food consumption." Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/27436/.

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Contributing empirically, methodologically and conceptually to the body of work that remains unconvinced of the ‘death of class’ (Pahl 1989), this thesis explores the resonance of class culture in contemporary ‘alternative’ food practice. Indeed, arising from disenchantment with conventional industrial food production and supply chains, ‘alternative’ food networks aim to provide a means to reconnect consumers, producers and food (Kneafsey et al. 2008). By taking seriously the act of shopping for food as culturally meaningful and not merely a practice of routinely provisioning the home (Lunt and Livingstone 1992) this thesis then argues that ‘alternative’ food practice provides a platform for the performance of class identities. That is, both structurally and culturally, class is thought to matter to people (Sayer 2011), and is elucidated and reproduced through food practice. By means of mixed methods data collection; participant observation, survey, semi-structured interviews and documentary analysis, this study provides support for a Bourdieusian approach to class analysis. In particular, the thesis makes use of Bourdieu’s toolkit of concepts by conceiving of class as a relative ‘position’. This is understood to be achieved via the moral derision of the ‘other’, where participants draw moral boundaries between ‘good’ and ‘bad’ foods and the ‘good’ or ‘bad’ who partake in its consumption. In this way, the field of ‘alternative’ food practice seems not only ground from which to observe class. Rather, ‘alternative’ food is understood to be appropriated as a resource of ‘distinction’ (Bourdieu 1984) that is then figured in the very maintenance and reproduction of class culture. This interface between class, food and culture may prove consequential for those seeking substantive alternatives to conventional foodways. Crucially, it is argued that by imagining less socially and culturally uniform strategies to promote ‘alternative’ food practice, we may unlock their potential to provide an equitable and sustainable food future. To this end, by elucidating the moral significance of class in the field of ‘alternative’ food practice, this thesis has wider implications in carving a role for sociological enquiry in the emerging field of ‘sustainability science’ (Marsden 2011).
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Hampson, Keith C. (Keith Christopher) Carleton University Dissertation Canadian Studies. "Consumer culture and social relations: white middle class nostalgia." Ottawa, 1994.

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Carruth, Paul Andrew. "Unemployed Steelworkers, Social Class, and the Construction of Morality." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2142.

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This thesis explores the dynamics of economic relations and distributive outcomes according to displaced steelworkers' own accountings of deindustrialization and job loss. Whereas class analyses tend to investigate consciousness according to “true” versus “false” preferences and “post-class” scholars assert that “post-materialism” is replacing “materialist” social concerns, the author abandons these dualisms to demonstrate that workers use cultural codes of “purity” and “pollution” to represent and evaluate individuals, interests, and relations. The findings buttress the continuing relevance of social class for explaining social identity, consciousness, and antagonism.
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Smith, Gregory O. "Vulgar Ambitions: Social Class and Self-Culture in Modern British Literature." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313083827.

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Ağlamaz, Fatma Sibel. "Understanding the dynamics of cultural stratification: the case of Spain." Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/672392.

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Advanced societies have witnessed unprecedented socioeconomic and technological changes in the last 50 years. The growth of the service sector has transformed the class structure, and social mobility has increased for younger cohorts. Massive urbanization has altered social interactions; educational expansion has raised people’s cognitive abilities, and the spread of the mass media and new information technologies has facilitated contacts between different cultures. These social transformations have been accompanied by deep cultural changes at the individual and societal levels. This thesis explores the many different manifestations of cultural change and investigates the underlying mechanisms through which social change has promoted differentiation in cultural consumption and the multiplication of social connections. Using data from Spain, a society that experienced one of the fastest modernization processes in the second half of the 20th century, I examine three dimensions of culture that are central to the literature on the sociology of culture: cultural tastes, omnivority, and social capital. The findings of this thesis highlight the persistent importance of structural factors such as education and social class in explaining the differences in cultural manifestations. However, the results also suggest that cultural preferences may be becoming more socially heterogeneous and individualistic over time due to the levelling role of public education, urbanization, social mobility, and the spread of new communication technologies. The thesis's main conclusion is that to study the relationship between social and cultural change it may be necessary to adopt a pluralist perspective that considers the role of both social structure and individuals’ actions in shaping culture.
Las sociedades avanzadas han presenciado cambios socioeconómicos y tecnológicos sin precedentes en los últimos 50 años. El crecimiento del sector de servicios ha transformado la estructura de clases y la movilidad social ha aumentado para las cohortes más jóvenes. La urbanización masiva ha alterado las interacciones sociales; la expansión educativa ha aumentado las capacidades cognitivas de las personas; y la difusión de los medios de comunicación y las nuevas tecnologías de la información han facilitado los contactos entre diferentes culturas. Estas transformaciones sociales han ido acompañadas de profundos cambios culturales a nivel individual y social. Esta tesis explora las diferentes manifestaciones del cambio cultural e investiga los mecanismos subyacentes a través de los cuales el cambio social ha promovido la diferenciación en el consumo cultural y la multiplicación de contactos sociales. Utilizando datos de España, una sociedad que experimentó uno de los procesos de modernización más rápidos en la segunda mitad del siglo XX, examino tres dimensiones de la cultura que son centrales para la literatura sobre la sociología de la cultura: los gustos culturales, la omnivoridad cultural y el capital social. Los resultados de la tesis resaltan la importancia continuada de los factores estructurales como la educación y la clase social para explicar las diferencias en las manifestaciones culturales. Sin embargo, los resultados también sugieren que las preferencias culturales pueden volverse más socialmente heterogéneas e individualistas con el tiempo debido al papel democratizador de la educación pública, la urbanización, la movilidad social y la difusión de las nuevas tecnologías de la comunicación. La principal conclusión de la tesis es que para estudiar la relación entre cambio social y cultural puede ser oportuno adoptar una perspectiva pluralista que considere el papel tanto de la estructura social como de las acciones de los individuos en la configuración de las manifestaciones culturales.
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Heffernan, Nick. "Projecting post-Fordism : capital, class and technology in contemporary culture." Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282454.

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Shildrick, Tracy Anne. "'Spectaculars', 'trackers' and 'ordinary' youth : youth culture, illicit drugs and social class." Thesis, Teesside University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411192.

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Dunk, Thomas W. (Thomas William). ""It's a workin' man's town" : class and culture in Northwestern Ontario." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74063.

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Books on the topic "Social class and culture"

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Ebert, Teresa L. Class in culture. Boulder, Colo: Paradigm Publishers, 2008.

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Kirk, John. Class, Culture and Social Change. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230590229.

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Szczelkun, Stefan A. Class myths and culture. Kennington, London: Working Press, 1990.

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1939-, Bottomley Gillian, De Lepervanche Marie M, and Martin Jeannie, eds. Intersexions: Gender, class, culture, ethnicity. St Leonards, NSW: Allen & Unwin, 1991.

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The politics of identity: Class, culture, social movements. New York: Routledge, 1992.

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Blanning, T. C. W. The French Revolution: Class war or culture clash? 2nd ed. New York, N.Y: St. Martin's Press, 1998.

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1936-, Jones J. Gwynfor, and University College, Cardiff. Dept. of Welsh History., eds. Class, community, and culture in Tudor Wales. Cardiff: University of Wales Press, 1989.

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Foster, Gwendolyn Audrey. Class-passing: Social mobility in film and popular culture. Carbondale: Southern Illinois University Press, 2005.

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Class-passing: Social mobility in film and popular culture. Carbondale: Southern Illinois University Press, 2005.

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Commodity culture and social class in Dublin 1850-1916. Dublin: Irish Academic Press, 2010.

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Book chapters on the topic "Social class and culture"

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Henry, P. J. "Culture and social class." In Culture reexamined: Broadening our understanding of social and evolutionary influences., 49–75. Washington: American Psychological Association, 2014. http://dx.doi.org/10.1037/14274-003.

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Brison, Karen J. "Kindergartens and Culture in Fiji." In Children, Social Class, and Education, 35–51. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137464088_2.

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Gorman, Thomas J. "Social Structure and Culture: The Macro Context." In Growing up Working Class, 181–208. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58898-8_6.

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Biressi, Anita, and Heather Nunn. "Essex: Class, Aspiration and Social Mobility." In Class and Contemporary British Culture, 23–43. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137314130_2.

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Kirk, John. "Introduction." In Class, Culture and Social Change, 1–12. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230590229_1.

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Kirk, John. "Northern Exposure: The Travails of Class in a Post-Industrial Landscape." In Class, Culture and Social Change, 13–37. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230590229_2.

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Kirk, John. "In Search of the Working Class: The Rise of British Cultural Studies." In Class, Culture and Social Change, 38–72. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230590229_3.

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Kirk, John. "Abyss-mal Sites: Representation and the British Working Class." In Class, Culture and Social Change, 73–102. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230590229_4.

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Kirk, John. "‘Speaking for more than Itself’: Answerability and the Working-Class Text." In Class, Culture and Social Change, 103–41. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230590229_5.

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Kirk, John. "Working through Change (i): Oral Testimony and the Language of Class." In Class, Culture and Social Change, 142–68. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230590229_6.

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Conference papers on the topic "Social class and culture"

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Tsz-lok, Lee Trevor. "Beyond Structure Versus Culture: Class-specific Parenting Practices in Hong Kong." In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-656-665.

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Xue, Zhong. "A DESIGN OF SMART FLIPPED CLASSROOM TEACHING MODE IN COLLEGE ENGLISH READING CLASS." In International Conference on Education, Culture and Social Development (ICECSD). Volkson Press, 2018. http://dx.doi.org/10.26480/icecsd.01.2018.60.62.

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Liu, Zi, Qiong Ma, and Xiao-Hong Dong. "Using Schema Teaching Mode for Students' Cultural Capability through Learning Culture-Type English Courses in Class." In 3rd Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/sschd-17.2017.71.

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Jiang, Fang. "Research on the Theory of Marx and Engels' Class and Stratum and the New Changes of the Contemporary Chinese Working Class." In Proceedings of the 1st International Symposium on Education, Culture and Social Sciences (ECSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ecss-19.2019.87.

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Mouli, T. Sai Chandra. "Towards Understanding Identity, Culture and Language." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-8.

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Knowledge of self is at the core of all human endeavours. In the quest identity assumes significance. It acquired greater relevance and respect on account of Postcolonial concerns. ‘Class’ emerged as the basis of a person’s identity. Subsequent to liberation of colonies from alien rule, postcolonial concerns gained ground. Focus on indigenous ways of life adds new dimension. Social, cultural, psychological and economic structures became the basis of one’s own view of identity. These dynamics are applicable to languages that flourished, perished or are on the verge of extinction. In India, regional, linguistic, religious diversity add to the complexity of the issue in addition to several subcultures that exist. Culture is not an independent variable. Historical factors, political developments, geographical and climatic conditions along with economic policies followed do contribute to a larger extent in fixing the contours of a country’s culture. Institutional modifications also sway the stability of national culture. Cultural transmission takes place in diverse ways. It is not unidirectional and unilateral. In many countries culture models are passed on from one generation to another through recitation. The learners memorize the cultural expressions without understanding meaning or social significance of what is communicated to them. Naturally, this practice results in hierarchical patterns and hegemony of vested elements. This is how norms of ‘high’ and ‘low’ are formed and extended to written works and oral/folk literatures respectively. This presentation focuses on the identity, culture and language of indigenous people in Telugu speaking states of Telangana and Andhra Pradesh in South India.
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Schow, Ryan C., and Tatjana Jevremovic. "Feeding the Nuclear Safety Culture Pipeline." In 2016 24th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/icone24-60445.

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The University of Utah Nuclear Engineering Program (UNEP) has established and continues to build a strong nuclear safety culture by developing class and laboratory soft skills training and activities. An effective safety-culture is essential to nuclear safety and can help prevent errors and misconduct by ensuring expectations and consequences are clearly stated and understood. Academic and research reactors present additional challenges as new students are joining the program and nuclear environment for the first time. The UNEP is leading the way in establishing and building a strong positive nuclear safety culture. Social media and practical training is being developed that is intertwined with class and laboratory work along with integrating industry used tools and software to prepare the future nuclear workforce to meet the needs of the nuclear industry.
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Mendez, EA, and M. Lopez. "CLASS ENGAGEMENT USING SOCIAL MEDIA." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7134.

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Many adaptations had to be made to classes worldwide amid the COVID-19 pandemic and keeping students engaged and interested in class became a priority for educators. This pandemic has posed a challenge since it forced schools to rapidly migrate the teaching-learning process to an online platform. Particularly, Gen-Z class engagement has been an issue for most teachers, because students tend to rapidly drift away from class; this, alongside the anxiety and stress over the future and the health of their loved ones, has made class engagement an even greater challenge. Using social media as a tool in class may seem unorthodox but given the main features that distinguish Gen-Z, it can be a useful tool to approach and engage them. In order to do so, three different phases of educational innovations were implemented, coronabunker, teaching with memes, and open thread. Each implementation built on the learnings from the previous one, to develop strategies targeted for the participants. The results indicated that students perceive these implementations as fun, when developing the posts from the thread activity, students stated that it also allowed them to integrate curricular content. This generation shares unique language and cultural references that may provide educators a rare glimpse to approach and start to build a bridge that would eventually diminish the gap between generations. Keywords: medical education, digital education, distance learning, educational innovation, student engagement
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Yang, Yu. "Drawing on the World-Class Bay Area Endogenous Logic to Fully Integrate the Existing Resources Stand on the Track of the World-Class Bay Area." In Proceedings of the 2019 3rd International Conference on Education, Culture and Social Development (ICECSD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icecsd-19.2019.36.

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Wang, Jinghan. "Analysis on the Cultivation of Students’ Critical Thinking Ability in Oral English Class." In Proceedings of the 1st International Symposium on Education, Culture and Social Sciences (ECSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ecss-19.2019.39.

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Bayu Tejo Sampurno, Muchammad, and Imam Zaini. "Art Approach in Inclusive Class to Help Student with Autism." In 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-18.2018.65.

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Reports on the topic "Social class and culture"

1

Gorton, Gary, and Alexander Zentefis. Social Progress and Corporate Culture. Cambridge, MA: National Bureau of Economic Research, January 2019. http://dx.doi.org/10.3386/w25484.

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Guiso, Luigi, Paola Sapienza, and Luigi Zingales. Social Capital as Good Culture. Cambridge, MA: National Bureau of Economic Research, December 2007. http://dx.doi.org/10.3386/w13712.

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Acemoglu, Daron, and James Robinson. Culture, Institutions and Social Equilibria: A Framework. Cambridge, MA: National Bureau of Economic Research, May 2021. http://dx.doi.org/10.3386/w28832.

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Welter, Alison. Conformity, attitude toward authority, and social class. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6098.

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Li, Yaojun. Social Class and Social Capital in China and Britain: A Comparative Study. Librello, August 2013. http://dx.doi.org/10.12924/si2013.01010059.

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Miquel, Gerard Padró, Nancy Qian, Yiqing Xu, and Yang Yao. Making Democracy Work: Culture, Social Capital and Elections in China. Cambridge, MA: National Bureau of Economic Research, April 2015. http://dx.doi.org/10.3386/w21058.

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Gelfand, Michele. Culture and the Contagion of Conflict: Social Science and Computational Approaches. Fort Belvoir, VA: Defense Technical Information Center, August 2015. http://dx.doi.org/10.21236/ada621201.

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OFFICE OF NAVAL RESEARCH ARLINGTON VA. Human Social Culture Behavior Modeling Program Newsletter. Volume 1. Issue 1, Spring 2009. Fort Belvoir, VA: Defense Technical Information Center, March 2009. http://dx.doi.org/10.21236/ada496310.

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Lin, Mei-Hua, and Alvin W. Yeo. Influence of Cultural Cognition, Social Aspect of Culture, and Personality on Trust. Annotation. Fort Belvoir, VA: Defense Technical Information Center, December 2011. http://dx.doi.org/10.21236/ada553843.

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Daugherty, Terrence. Involvement, social class and attrition in higher education : the case of the stop out. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3181.

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