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Academic literature on the topic 'Social Class and Inequalities'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Social Class and Inequalities"

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Cyba, Eva. "Gender inequalities between individualization and social class." Women's Studies International Forum 17, no. 2-3 (March 1994): 169–79. http://dx.doi.org/10.1016/0277-5395(94)90023-x.

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Sullivan, Alice, Sosthenes Ketende, and Heather Joshi. "Social Class and Inequalities in Early Cognitive Scores." Sociology 47, no. 6 (April 29, 2013): 1187–206. http://dx.doi.org/10.1177/0038038512461861.

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Tello, Juan Eduardo, and Paola Bonizzato. "Social economic inequalities and mental health II. Methodological aspects and literature review." Epidemiology and Psychiatric Sciences 12, no. 4 (December 2003): 253–71. http://dx.doi.org/10.1017/s1121189x00003079.

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SummaryObjective - This study provides a framework for mental health inequalities beginners. It describes the methods used to measure socio economic inequalities and the inter-relations with different aspects of mental health: residence, mental health services organisation and main diagnostic categories. Method - Literature electronic-search on Medline, Psyclit, Econlit, Social Science Index and SocioSearch usingand relating the key-words inequalities, deprivation, poverty, socio-economic status, social class, occupational class, mental health for the period 1965-2002 (June). The articles selected were integrated with manual search (publications of the same authors, cross-references, working documents and reports of international andregional organisations). Results - Inequality is not an absolute concept and, mainly, it has been changing during the last years. For example, the integration and re-definition of variables that capture, in simple indices, a complex reality; the accent on social more than on economic aspects; the geo-validity and time-reference of the inequality's indices. Moreover, the inequalities could be the result of individual preferences, in this case, the social selectionand social causation issues will raise the suitability for a public intervention. Conclusions - Up to now, research has been mainly concentrated in describing and measuring health inequalities. For designing effective interventions, policy makers need to ground decisions on health-socioeconomic inequalities explanatory models.Declaration of Interestthis work was partly funded by the Department of the Public Health Sciences “G. Sanarelli” of the University of Rome “La Sapienza” and the Department of Medicine and Public Health of the University of Verona.
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Heath, Oliver. "Policy Alienation, Social Alienation and Working-Class Abstention in Britain, 1964–2010." British Journal of Political Science 48, no. 4 (September 22, 2016): 1053–73. http://dx.doi.org/10.1017/s0007123416000272.

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This article presents an examination of class-based inequalities in turnout at British elections. These inequalities have substantially grown, and the class divide in participation has become greater than the class divide in vote choice between the two main parties. To account for class inequalities in turnout three main hypotheses – to do with policy indifference, policy alienation and social alienation – are tested. The results from the British context suggest that the social background of political representatives influences the ways in which voters participate in the political process, and that the decline in proportion of elected representatives from working-class backgrounds is strongly associated with the rise of working-class abstention.
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Wenczenovicz, Thaís Janaina, ANA CAROLINA MARTINS DA SILVA, and JANAINA RECZIEGEL. "SOCIAL INEQUALITIES AND YOUTH." International Journal for Innovation Education and Research 10, no. 2 (February 1, 2022): 128–38. http://dx.doi.org/10.31686/ijier.vol10.iss2.3654.

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The struggle against social inequalities in Brazil has been the center of analysis in several areas of knowledge. Scholars, public managers, researchers, and public policymakers strive to diagnose and implement measures to reduce inequalities in the Brazilian context. Among the multiple forms of manifestation of such inequalities, the social markers of gender, race, and social class are the most investigated. However, color or race occupies a central space in most of the debates given the process of the socio-historical constitution of Brazil. In this debate, besides the aspects that are related to the Brazilian development process characteristics, whose dynamics have produced erasures and silencing throughout the country's history, black youth are among those included. As a consequence, the partial inclusion of the black, brown, or indigenous populations in this process has translated into higher levels of economic and social vulnerability, with greater incidence in some communities. The present reflection analyzes the impact of the social racial marker among the black Brazilian youth. The bibliographical-investigative methodological procedure is used.
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Iannelli, Cristina. "Educational Expansion and Social Mobility: The Scottish Case." Social Policy and Society 10, no. 2 (February 24, 2011): 251–64. http://dx.doi.org/10.1017/s147474641000059x.

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For over a century, the goal of reducing class inequalities in educational attainment has been based at least in part on the belief that this would help to equalise life chances. Drawing upon the main findings of three ESRC-funded projects, this paper reviews the empirical evidence on trends in social class inequalities in educational attainment and the role of education in promoting social mobility in Scotland. The findings show that in the second half of the twentieth century, despite the increase in overall levels of attainment, class differences in educational attainment persisted. Educational policies in Scotland supported educational expansion which allowed larger numbers of working-class children to climb the social class ladder than in the past. However, these did not translate into any break with the patterns of social inequalities in the chances of entering the top-level occupations. The conclusions highlight that educational policies on their own are not powerful enough to change patterns of social mobility which are mainly driven by labour market and social class structures.
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Fairley, L. "Social class inequalities in perinatal outcomes: Scotland 1980-2000." Journal of Epidemiology & Community Health 60, no. 1 (January 1, 2006): 31–36. http://dx.doi.org/10.1136/jech.2005.038380.

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West, Patrick. "Inequalities? Social class differentials in health in British youth." Social Science & Medicine 27, no. 4 (January 1988): 291–96. http://dx.doi.org/10.1016/0277-9536(88)90262-6.

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Veenstra, Gerry. "Social space, social class and Bourdieu: Health inequalities in British Columbia, Canada." Health & Place 13, no. 1 (March 2007): 14–31. http://dx.doi.org/10.1016/j.healthplace.2005.09.011.

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Krieger, Nancy, and Elizabeth Fee. "Social Class: The Missing Link in U.S. Health Data." International Journal of Health Services 24, no. 1 (January 1994): 25–44. http://dx.doi.org/10.2190/2jg7-ymd5-wcp2-xxnt.

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National vital statistics in the United States are unique among those of advanced capitalist countries in reporting data only by race, sex, and age—not by class and income. This article reviews the limited U.S. data resources that may be used to document social class inequalities in health. Summarizing the strengths and weaknesses of the British approach to gathering data on social class and health, the authors discuss possible approaches to collecting data that could be feasible in the U.S. context. They argue that educational level is an insufficient marker for socioeconomic position and contend that appropriate measures must take into account not only individual but also household and neighborhood markers of social class. These additional types of social class data are especially important for accurately describing and understanding social class inequalities in health among women and across diverse racial/ethnic groups.
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Dissertations / Theses on the topic "Social Class and Inequalities"

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Roche, Jose Manuel. "Capabilities and Group Inequalities : Measuring geographical and social class inequalities in housing adequacy in Venezuela." Thesis, University of Sussex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505898.

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Díaz, Martínez Elisa. "Does social class explain inequalities? : a study of Great Britain and Spain." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400395.

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Silva, Edna Alves 1963. "Impacto da saúde bucal na qualidade de vida de adultos de diferentes níveis socioeconômicos." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/288038.

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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
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Diaz, Martinez Elisa. "Does social class explain health inequalities? : a study of Great Britain and Spain." Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:ca53a88e-0459-47d0-b13a-2525745d0d6a.

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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.
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Pons, i. Vigués Mariona. "Breast cancer screening: social inequalities by country of origin and social class and its impact on mortality." Doctoral thesis, Universitat Pompeu Fabra, 2010. http://hdl.handle.net/10803/31903.

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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.
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Almquist, Ylva. "A class of origin : The school class as a social context and health disparities in a life-course perspective." Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55628.

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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.
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Malmusi, Davide 1980. "Determinants of social inequalities in selfrated health: analysis at the intersection of gender, class and migration type." Doctoral thesis, Universitat Pompeu Fabra, 2012. http://hdl.handle.net/10803/116733.

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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.
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Lizama, Loyola Andrea. "The entangled and complex nature of everyday understandings of social mobility, life-course change and social change : the experience of Chilean school teachers." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/the-entangled-and-complex-nature-of-everyday-understandings-of-social-mobility-lifecourse-change-and-social-change-the-experience-of-chilean-school-teachers(e2196939-2798-4978-adaf-eeed458f32ed).html.

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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.
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Olofsson, Louise. "Inequalities in Namibia : what happened to the socialist dream?" Thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-73598.

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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.
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Forestan, Elisa. "The role of social ties in the school decision making processes at the end of compulsory schooling in England." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:d0f91a7b-f348-4195-a479-d3b28a51a68b.

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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.
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Books on the topic "Social Class and Inequalities"

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

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

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

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

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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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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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Margaret, Miers, ed. Class, inequalities and nursing practice. Houndmills,Basingstoke, Hampshire, UK: Palgrave, 2003.

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Penny, Babb, Martin Jean 1926-, Haezewindt Paul, and National Statistics (Great Britain), eds. Social inequalities. 2nd ed. London: TSO, 2004.

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Book chapters on the topic "Social Class and Inequalities"

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Marmot, M. G. "Social inequalities in mortality." In Class and Health, 21–33. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003284673-2.

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Pigliapoco, Stefania. "Teachers' perceptions of social class." In Reproducing Inequalities in Teaching, 40–63. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003162193-3.

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Jones, Sharon. "Social Class and Generational Transmission." In State Schooling and the Reproduction of Social Inequalities, 95–117. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003258216-5.

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Scandone, Berenice. "Social class, ethnicity, and the process of ‘fitting in’." In Higher Education and Social Inequalities, 116–35. Abingdon, Oxon ; New York, NY : Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315449722-8.

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Browne, Irene, and Joya Misra. "Labor-market Inequality: Intersections of Gender, Race, and Class." In The Blackwell Companion to Social Inequalities, 165–89. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996973.ch9.

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Thompson, Ron. "Performance, Choice and Social Class: Theorising Inequalities in Educational Opportunity." In Education and Working-Class Youth, 79–103. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90671-3_4.

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DelVecchio Good, Mary-Jo, Cara James, Byron J. Good, and Anne E. Becker. "The Culture of Medicine and Racial, Ethnic, and Class Disparities in Healthcare." In The Blackwell Companion to Social Inequalities, 396–423. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996973.ch18.

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Jones, Sharon. "Working Class Experiences of Schooling and Beyond." In State Schooling and the Reproduction of Social Inequalities, 118–36. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003258216-6.

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Easterbrook, Matthew J., Ian R. Hadden, and Marlon Nieuwenhuis. "Identities in Context: How Social Class Shapes Inequalities in Education." In The Social Psychology of Inequality, 103–21. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28856-3_7.

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Jones, Sharon. "Class, State Schooling and Social Inequality in the UK." In State Schooling and the Reproduction of Social Inequalities, 17–41. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003258216-2.

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Conference papers on the topic "Social Class and Inequalities"

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Pereira Martins, Maria Niedja, Carolina Fernandes de Carvalho, and Carlos Eduardo Monteiro. "The Challenges Of Learning In Statistics In Hybrid Education: The Case Of A Primary School Class In Brazil." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t2b3.

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With the advent of the COVID-19 syndemy, primary schools progressively returned to face-to-face activities in 2021. This article presents aspects of a study that aimed to analyze the challenges of teaching and learning in statistics in the hybrid model of a 4th grade elementary school class in Brazil. The results suggest that the use of this model in realities where online tools are not accessible to all, generates impacts on the continuum of learning related to statistics. In addition, teachers are faced with the task of reinventing teaching strategies to close gaps caused by structural inequalities in access to technologies. The study contributes to reflecting on the impacts of the COVID-19 syndemia on statistical education in contexts of social and technological inequality. Com o advento da sindemia do COVID-19, as escolas básicas retornaram progressivamente às atividades presenciais em 2021. Este artigo apresenta aspectos de um estudo que teve como objetivo analisar os desafios do ensino e da aprendizagem em Estatística no modelo híbrido de numa turma do 4º ano do Ensino Fundamental no Brasil. Os resultados sugerem que a utilização desse modelo em realidades onde as ferramentas online não são acessíveis a todos, gera impactos no contínuo da aprendizagem relacionada à Estatística. Além disso, professores se veem na tarefa de reinventar estratégias de ensino para suprir lacunas ocasionadas por desigualdades estruturais no acesso às tecnologias. O estudo contribui para refletir sobre os impactos da sindemia do COVID-19 na educação estatística em contextos de desigualdade social e tecnológica.
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D’Sena, Peter. "Decolonising the curriculum. Contemplating academic culture(s), practice and strategies for change." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.13.

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In 2015, students at the University of Cape Town called for the statue of Cecil Rhodes, the 19th century British coloniser, to be removed from their campus. Their clarion call, in this increasingly widespread #RhodesMustFall movement, was that for diversity, inclusion and social justice to become a lived reality in higher education (HE), the curriculum has to be ‘decolonised’. (Chantiluke, et al, 2018; Le Grange, 2016) This was to be done by challenging the longstanding, hegemonic Eurocentric production of knowledge and dominant values by accommodating alternative perspectives, epistemologies and content. Moreover, they also called for broader institutional changes: fees must fall, and the recruitment and retention of both students and staff should take better account of cultural diversity rather than working to socially reproduce ‘white privilege’ (Bhambra, et al, 2015) Concerns had long been voiced by both academics and students about curricula dominated by white, capitalist, heterosexual, western worldviews at the expense of the experiences and discourses of those not perceiving themselves as fitting into those mainstream categories (for an Afrocentric perspective, see inter alia, Asante, 1995; Hicks & Holden, 2007) The massification of HE across race and class lines in the past four decades has fuelled these debates; consequentially, the ‘fitness’ of curricula across disciplines are increasingly being questioned. Student representative bodies have also voiced the deeper concern that many pedagogic practices and assessment techniques in university systems serve to reproduce society’s broader inequalities. Certainly, in the UK, recent in-depth research has indicated that the outcomes of inequity are both multifaceted and tangible, with, for example, graduating students from Black, Asian and Minority Ethnic (BAME) backgrounds only receiving half as many ‘good’ (first class and upper second) degree classifications as their white counterparts (RHS, 2018). As a consequence of such findings and reports, the momentum for discussing the issues around diversifying and decolonising the university has gathered pace. Importantly, however, as the case and arguments have been expressed not only through peer reviewed articles and reports published by learned societies, but also in the popular press, the core issues have become more accessible than most academic debates and more readily discussed by both teachers and learners (Arday and Mirza, 2018; RHS, 2018). Hence, more recently, findings about the attainment/awarding gap have been taken seriously and given prominence by both Universities UK and the National Union of Students, though their shared conclusion is that radical (though yet to be determined) steps are needed if any movements or campaigns, such as #closingthegap are to find any success. (Universities UK, 2019; NUS, 2016; Shay, 2016)
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Tóth, Veronika, and Miriam Šebová. "Climate change awareness and climate-friendly activities: Identifying resident typologies in Košice, Slovakia." In XXIV. mezinárodního kolokvia o regionálních vědách. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9896-2021-68.

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The research focuses on studying climate change awareness and climate-friendly activities among different socioeconomic groups in the city of Košice, Slovakia. Public awareness is a key element when tackling complex issues demanding wide-ranging compliance across sectors and individuals. In order to assess the perceptions and activities related to the climate change, we analyze the data stemming from survey conducted during the last quarter of 2019. Applying latent class cluster analysis to the sample of 368 observations, we were able to identify four types of respondents. These groups differ in the degree of vulnerability to adverse conditions due to climate change. This study sheds light on how different groups of citizens perceive the threat of climate change impacts in their everyday lives and how they act in order to adapt. Such findings can be applied by policymakers at both national and local level when designing and communicating socially just measures reflecting the needs of all major types of citizens. The paper identifies four different groups of residents based on their perceptions of climate change and their activities to adapt. Each group needs to be considered separately when designing adaptation strategy in order not to exacerbate existing socioeconomic inequalities. The findings also point to the need to strengthen municipality's activities in the area of climate change education.
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Özdemir, M. Emin, Alper Ekinci, Mustafa Gürbüz, and Ahmet Ocak Akdemir. "Simpson type inequalities for Q- class functions." In FIRST INTERNATIONAL CONFERENCE ON ANALYSIS AND APPLIED MATHEMATICS: ICAAM 2012. AIP, 2012. http://dx.doi.org/10.1063/1.4747673.

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Collado, Ana Antonia, Sandra Fachelli, Núria Vergés Bosch, Pedro López-Roldán, and Leon Freude. "EXPLORING INNOVATIVE WAYS TO COUNTERACT SOCIAL INEQUALITIES." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1350.

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Crepalde, Neylson J. B. F. "Social Capital Inequalities among Postgraduate Students and Social Selection Processes." In VI Brazilian Workshop on Social Network Analysis and Mining. Sociedade Brasileira de Computação - SBC, 2017. http://dx.doi.org/10.5753/brasnam.2017.3259.

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This paper aims to discuss social capital inequalities between postgraduate students enrolled in a social sciences program in a Brazilian university. I analyze data from 47 postgraduate students using linear models, stochastic blockmodelling and the Social Selection Model (SSM). The analysis shows that social formations occur mainly from participation in research groups and from methodological perceived habilities.
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Fantuzzi, Giovanni, and Andrew Wynn. "Semidefinite relaxation of a class of quadratic integral inequalities." In 2016 IEEE 55th Conference on Decision and Control (CDC). IEEE, 2016. http://dx.doi.org/10.1109/cdc.2016.7799221.

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Sen, Gita, and Aditi Iyer. "THE MECHANISMS OF INTERSECTIONING SOCIAL INEQUALITIES IN HEALTH." In EPHP 2016, Bangalore, 8–9 July 2016, Third national conference on bringing Evidence into Public Health Policy Equitable India: All for Health and Wellbeing. BMJ Publishing Group Ltd, 2016. http://dx.doi.org/10.1136/bmjgh-2016-ephpabstracts.47.

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Wu-Sheng Wang and Zizun Li. "A new class of impulsive integral inequalities and its application." In 2011 International Conference on Multimedia Technology (ICMT). IEEE, 2011. http://dx.doi.org/10.1109/icmt.2011.6002439.

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Zhong, Hua, Wusheng Wang, and Lele Fan. "Estimation of Unknown Function of a Class of Integral Inequalities." In 2015 International Conference on Education, Management, Information and Medicine. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/emim-15.2015.82.

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Reports on the topic "Social Class and Inequalities"

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Rojas Scheffer, Raquel. http://mecila.net/wp-content/uploads/2020/11/WP-27-Rojas-Scheffer_Online.pdf. Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America, 2020. http://dx.doi.org/10.46877/rojasscheffer.2020.27.

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Households that hire domestic workers are a space of compulsive encounters where people of different origins and social class meet, experiencing physical proximity that makes the social distance that prevails between them even more noticeable. Drawing on current research and scholarship on paid domestic work in Latin America, this paper explores the different ways of analysing the encounters of women from highly unequal social positions in the narrowness of the private household, arguing that the combination of physical proximity and affective ties fosters the (re)production of social inequalities and asymmetries of power. But while it is within the convivial relations of these households that inequality becomes evident, it is also there where it can be negotiated, fought, or mitigated. Households that hire domestic workers are thus a privileged site for observing negotiations and disputes concerning social inequalities, and hence, a critical context to study the reciprocal constitution of conviviality and inequality.
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Tadros, Mariz, and Claire Thomas. Evidence Review: Religious Marginalities and COVID Vaccination - Access and Hesitancy. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/sshap.2021.033.

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Religious minority affiliation or status can play a very important role in influencing people's access to vaccines as well as their willingness to undergo vaccination. Many studies focus on class, ethnicity and geographic location when examining how social inequalities impact vaccination programmes. However, religious marginality is often overlooked. Here we explore how being situated on the margins, on account of religious affiliation, shapes experiences of vaccine access and uptake. The issues addressed are important for COVID-19 vaccination roll out, but also contain lessons for all vaccination programmes and many other preventative health measures. In this brief, we present key considerations for addressing differentials in access to and willingness to undergo vaccinations that are linked to religious minority status, experiences, authorities or doctrine. We explain why the study and awareness of religious marginality is crucial for the success of vaccination programmes broadly and specifically as they apply to COVID-19 vaccination. We also explore ways in which religious marginality intersects with other identity markers to influence individual and community access to vaccines. Finally, we examine vaccine hesitancy in relation to religious minorities and outline approaches to community health engagement that are socio-religiously sensitive, as well as practical, to enhance vaccination confidence.
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Tadros, Mariz, and Claire Thomas. Evidence Review: Religious Marginalities and COVID Vaccination - Access and Hesitancy. Institute of Development Studies (IDS), November 2021. http://dx.doi.org/10.19088/sshap.2021.043.

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Religious minority affiliation or status can play a very important role in influencing people's access to vaccines as well as their willingness to undergo vaccination. Many studies focus on class, ethnicity and geographic location when examining how social inequalities impact vaccination programmes. However, religious marginality is often overlooked. Here we explore how being situated on the margins, on account of religious affiliation, shapes experiences of vaccine access and uptake. The issues addressed are important for COVID-19 vaccination roll out, but also contain lessons for all vaccination programmes and many other preventative health measures. In this brief, we present key considerations for addressing differentials in access to and willingness to undergo vaccinations that are linked to religious minority status, experiences, authorities or doctrine. We explain why the study and awareness of religious marginality is crucial for the success of vaccination programmes broadly and specifically as they apply to COVID-19 vaccination. We also explore ways in which religious marginality intersects with other identity markers to influence individual and community access to vaccines. Finally, we examine vaccine hesitancy in relation to religious minorities and outline approaches to community health engagement that are socio-religiously sensitive, as well as practical, to enhance vaccination confidence.
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Song, Kyungchui (Kevin), Yoon-Jae Whang, and Sokbae (Simon) Lee. Testing for a general class of functional inequalities. Institute for Fiscal Studies, March 2014. http://dx.doi.org/10.1920/wp.cem.2014.0914.

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Howard, Jo. Understanding Intersecting Vulnerabilities Experienced by Religious Minorities Living in Poverty in the Shadows of Covid-19. Institute of Development Studies, October 2021. http://dx.doi.org/10.19088/creid.2021.012.

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The purpose of this study, conducted during the Covid-19 pandemic between November 2020 and March 2021 in India and Nigeria, is to explore the direct and indirect effects of Covid-19 on religiously marginalised groups experiencing intersecting vulnerabilities. The findings provide recognition of the impact of Covid-19 on targeting and encroachments faced by these groups in order to inform policy so that it includes their perspectives in building back better and promoting inclusive development. Policymakers need to understand both the direct and indirect impacts of Covid-19 in order to coordinate effective support and avert deepening marginalisation. This research demonstrates how religious inequalities intersect with other inequalities of power – historical, structural, and socially determined characteristics (class, ethnicity, caste, gender, age) – to shape how people experience the Covid-19 pandemic. Both India and Nigeria manifest high levels of authoritarianism, an absence of press freedom, targeting of religiously marginalised groups, and unequal access to public services and the protection of the state by religiously marginalised groups, according to geographic location. The findings of this report reveal the appalling everyday realities as well as the great courage of religious minorities living in poverty during the pandemic. Greater sensitivity to the critical intersection of vulnerabilities is essential for the longer-term recovery of these groups, who otherwise face slipping deeper into intergenerational poverty. Deepening poverty and proliferating ethno-religious injustices are fuelling tensions and conflict, and the risks of neglecting these issues are immense.
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Carter, Becky. Analysing Intersecting Social Inequalities in Crisis Settings. Institute of Development Studies (IDS), January 2022. http://dx.doi.org/10.19088/k4d.2022.003.

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Analysis of intersecting social inequalities is key to effective, inclusive interventions in crisis settings. Gender equality and social inclusion analytical frameworks provide key research questions and participatory methodologies which seek to understand: Who is excluded? How are they excluded? Why are they excluded? What can be done to address this and support greater inclusion? There is a focus on underlying power dynamics, drivers of marginalisation, and entry points for external support. This rapid review presents a summary of relevant analytical frameworks and good practice for analysing intersecting social inequalities in crisis settings. The focus is on how to undertake contextual analysis of the vulnerabilities and needs of people in crises that are shaped by overlapping and compounding social inequalities, arising from discrimination based on gender, age, disability, sexual orientation, gender identity and/or expression and sex characteristics, ethnicity and religion (among other identifiers). The review draws on and presents prior research that identified relevant analytical frameworks, learning and key resources on how to undertake this type of analysis, through a rapid literature search and input by key experts. It summarises a range of frameworks relevant for analysing intersecting social inequalities in crisis settings, developed for various development, humanitarian and peacebuilding objectives. It was harder to find published learning from undertaking this analysis that focuses specifically on crisis settings, but it was possible to draw findings from some individual case studies as well as relevant summaries of learning presented in the analytical frameworks and other guidance materials.
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Carter, Becky, and Luke Kelly. Social Inequalities and Famine and Severe Food Insecurity Risk. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.097.

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This rapid review summarises the evidence on the ways in which social inequalities and discrimination affect the risk of famine or severe food insecurity. Looking at the risk at the national and sub-national level, gender and other horizontal inequities can affect a society’s risk of violent conflict and therefore food insecurity, while fragile livelihoods associated with ethnic marginalisation can impact regional food security. At the individual and household level, there is a lack of disaggregated data on people’s social characteristics and famines. There is a broader literature on the impact of systemic discrimination (based on gender, age, disability, sexuality, and ethnic identity) on individuals’ and households’ livelihoods and assets, thereby increasing their vulnerability to food insecurity. A key finding from the literature is the gender gap, with women more at risk of being food insecure than men. Also, some ethnic groups are highly vulnerable particularly in conflict-related famines; starvation is used as a warfare tactic in political and ethnic conflicts. There is evidence of how social inequalities heighten individuals’ risks during food crises and famines, including through exposure to protection threats, while limiting their access to essential services and humanitarian assistance. A broad range of measures seeks to address the multi-dimensional ways in which social inequalities affect vulnerability and resilience to food insecurity.
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Carter, Becky. Impact of Social Inequalities and Discrimination on Vulnerability to Crises. Institute of Development Studies, April 2021. http://dx.doi.org/10.19088/k4d.2021.049.

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This rapid literature review summarises the key evidence on the impact of social inequalities and discrimination on vulnerability to crises. The review focuses on inequalities among groups in society arising from the discrimination of people based on their gender; age; disability; sexual orientation, gender identity and/or expression, and sex characteristics; and religious belief. It has looked for evidence on whether – and how – these inequalities and associated discriminatory norms and practices affect people’s experiences of a severe humanitarian crisis. The review looks mainly at the impact on individuals, with a final section briefly summarising key points on the impact of social inequalities and discrimination on collective vulnerability to crises. The scope of this rapid review is limited to providing some illustrative examples of the evidence relevant to this broad query. It is not a comprehensive mapping of all the available evidence; the review has been undertaken through nine days of research, through online searching of publicly available and English language materials, and input from a few experts.
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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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