Journal articles: 'Social classes'

1

Skellett, N. J. "Social classes." British Dental Journal 182, no. 3 (February 1997): 86. http://dx.doi.org/10.1038/sj.bdj.4809306.

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Schönberger-Stepien, C. "Social Classes and Social Form." Anglistik 34, no. 1 (2023): 73–84. http://dx.doi.org/10.33675/angl/2023/1/9.

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Little, Walter E. "Portraying Social Classes." Anthropology News 47, no. 4 (April 2006): 23–24. http://dx.doi.org/10.1525/an.2006.47.4.23.

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4

Chiesi, Antonio M. "Back to social classes?" Quaderni di Sociologia, no. 88- XLVI (April 1, 2022): 3–33. http://dx.doi.org/10.4000/qds.4824.

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Ünveren, Burak. "Social Classes and Equilibrium." Bogazici Journal 27, no. 1 (January 1, 2013): 69–83. http://dx.doi.org/10.21773/boun.27.1.4.

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da Costa, Antnio Firmino, Rosrio Mauritti, Susana da Cruz Martins, Fernando Lus Machado, and Joo Ferreira de Almeida. "Social Classes in Europe." Portugese Journal of Social Sciences 1, no. 1 (April 1, 2002): 5–39. http://dx.doi.org/10.1386/pjss.1.1.5.

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7

Clark, Terry Nichols, and Seymour Martin Lipset. "ARE SOCIAL CLASSES DYING?" International Sociology 6, no. 4 (December 1991): 397–410. http://dx.doi.org/10.1177/026858091006004002.

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8

Elliott, David R., Edward Bell, and Maurice Pinard. "Social Classes and Social Credit in Alberta." American Historical Review 100, no. 5 (December 1995): 1731. http://dx.doi.org/10.2307/2170161.

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Fierlback, K., and Edward Bell. "Social Classes and Social Credit in Alberta." Canadian Journal of Sociology / Cahiers canadiens de sociologie 21, no. 2 (1996): 259. http://dx.doi.org/10.2307/3341981.

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Finkel, Alvin, and Edward Bell. "Social Classes and Social Credit in Alberta." Labour / Le Travail 34 (1994): 311. http://dx.doi.org/10.2307/25143864.

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11

Snedeker, George. "Culture, alienation and social classes." Nordic Journal of English Studies 11, no. 2 (July 1, 2012): 189. http://dx.doi.org/10.35360/njes.471.

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12

Maffeo, Vincenzo. "Economic theory and social classes." STUDI ECONOMICI, no. 114 (December 2015): 30–50. http://dx.doi.org/10.3280/ste2014-114002.

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13

Rattansi, Ali, and Allin Cottrell. "Social Classes in Marxist Theory." Contemporary Sociology 15, no. 1 (January 1986): 156. http://dx.doi.org/10.2307/2071002.

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Laurin-Frenette, Nicole. "The sociology of social classes." Canadian Review of Sociology/Revue canadienne de sociologie 26, no. 3 (July 14, 2008): 457–84. http://dx.doi.org/10.1111/j.1755-618x.1989.tb00431.x.

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15

Bourdieu, Pierre, and Loïc Wacquant. "Symbolic capital and social classes." Journal of Classical Sociology 13, no. 2 (May 2013): 292–302. http://dx.doi.org/10.1177/1468795x12468736.

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16

K.J.G. "Agrarian Classes and Social Change." Americas 47, no. 1 (July 1990): 96. http://dx.doi.org/10.1017/s0003161500016023.

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17

Isaac, Jeffrey C. "Political Power and Social Classes." Perspectives on Politics 14, no. 2 (June 2016): 297–306. http://dx.doi.org/10.1017/s1537592716000037.

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18

Kertaeva, Zaure Saparali qizi. "CRITICAL THINKING ORIENTED TEACHING IN ENGLISH CLASSES." Frontline Social Sciences and History Journal 02, no. 04 (April 1, 2022): 71–76. http://dx.doi.org/10.37547/social-fsshj-02-04-07.

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Today, critical thinking oriented teaching in English classes is highly promoted as it provides the ability to recognize and defend personal views on certain issues, the ability to find new ideas and critically analyze problems, participate in debates, the ability to rethink actions and arguments, to foresee the possible consequences of further actions. In order to develop the critical thinking of students, the teacher should activate students’ learning, choose interesting topics to develop internal motivation, use strategies and techniques to enable students to comprehend, compare and evaluate the issues during class. This article presents the use of technology of developing critical thinking through reading and writing during English classes.

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Immorlica, Nicole, Rachel Kranton, Mihai Manea, and Greg Stoddard. "Social Status in Networks." American Economic Journal: Microeconomics 9, no. 1 (February 1, 2017): 1–30. http://dx.doi.org/10.1257/mic.20160082.

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We study social comparisons and status seeking in an interconnected society. Individuals take costly actions that have direct benefits and also confer social status. A new measure of interconnectedness—cohesion—captures the intensity of incentives for seeking status. Equilibria stratify players into social classes, with each class’s action pinned down by cohesion. A network decomposition algorithm characterizes the highest (and most inefficient) equilibrium. Members of the largest maximally cohesive set form the highest class. Alternatively, players not belonging to sets more cohesive than the set of all nodes constitute the lowest class. Intermediate classes are identified by iterating a cohesion operator. We also characterize networks that accommodate multiple-class equilibria. (JEL D11, D85, Z13)

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20

Farias, Francisco Pereira de. "As condições de existência das classes sociais no capitalismo." Cadernos Cemarx, no. 12 (October 2, 2019): 37–50. http://dx.doi.org/10.20396/cemarx.v0i12.11314.

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A ciência social enfrenta o problema das condições de existência das classes sociais no capitalismo. O que constitui uma classe social? Quais fatores a fazem emergir na cena política? Uma proposição inicial, para a qual importa a contribuição de Nicos Poulantzas, em Poder político e classes sociais, é que as classes sociais são e não são efeitos das estruturas da totalidade social, formulação que leva em conta duas modalidades de agrupamento: a classe em luta por reformas (internas aos limites impostos pela vigência das estruturas) e a classe antagônica (tendente a transformar o modelo de sociedade).

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21

Cattani, Antonio David, and Francisco dos Santos Kieling. "A escolarização das classes abastadas." Sociologias, no. 18 (December 2007): 170–87. http://dx.doi.org/10.1590/s1517-45222007000200009.

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Após indicar a inadequação do termo elite ou burguesia para designar os detentores de grandes fortunas, este artigo sustenta que as classes dominantes se constroem continuamente e se mobilizam de todas as formas para assegurar sua reprodução ampliada, sua existência cotidiana com vistas à preservação e à transmissão das posições dominantes para seus descendentes. A formação ideológica na família e o período de formação nas instituições escolares são parte importantes do processo de construção de classe. O artigo considera que os estudos sobre a escolarização das classes dedicam-se, de modo geral, à formação universal, com ênfase nos problemas que acometem a população menos privilegiada. Os estudos sobre a formação da classe dominante são recentes e apresentam resultados inusitados tais como a relação instrumental com a educação o que distinguiria o caso brasileiro das estratégias das classes abastadas dos países economicamente mais avançados. Entretanto, como as classes dominantes são heterogêneas elas podem se valer de outras estratégias de escolarização para garantir suas posições e a reprodução de classe.

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22

Geoff, Payne, Payne Judy, and Hyde Mark. "‘Refuse of All Classes’? Social Indicators and Social Deprivation." Sociological Research Online 1, no. 1 (March 1996): 50–68. http://dx.doi.org/10.5153/sro.1293.

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The development and electronic accessibility of indices of poverty and social deprivation have yet to be fully exploited by mainstream sociology, not least in the field of class analysis where it might seem likely to be taken up. While reasons for this can be suggested, there are several conceptual frameworks within sociological debates about class that might accommodate deprivation and its indicators, and also valuable empirical resources in the form of indices which are now available to researchers interested in contemporary social inequality. The potential of this approach in the UK is demonstrated by an examination of patterns of social deprivation in 1991 Census data for 391 wards in the South West of England, using the Townsend, Jarman, Breadline Britain and the new DoE Local Conditions indices. Urban and rural patterns are demonstrated in inter-pair correlations between index scores, component variable values, and social class represented as SEGs. A factor analysis similarly shows distinct patterns for urban areas, small towns and rural areas. However, in all cases class, single-parent families, and children living in low- income households show the strongest associations with other deprivation indicators. An explanation for the empirical findings may be found in two main strands of class analysis. First, following Weber, deprivation and occupational class both derive from market situations, but the reported deprivation patterns cannot be entirely explained in terms of class: other factors (such as life-cycle) need to be included. Second, while there is no clear evidence of residualization in the data, some aspects of consumption sector theory seem to be born out; for example, differential opportunities for access to consumption. In addition, it is suggested that the rural/urban differences raise issues for ameliorative policies, further demonstrating the potential for a closer integration of the social indicators approach into the techniques of sociological analysis.

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23

Jereb, Eva, and Marko Ferjan. "Social Classes and Social Mobility in Slovenia and Europe." Organizacija 41, no. 6 (November 1, 2008): 197–206. http://dx.doi.org/10.2478/v10051-008-0021-7.

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Social Classes and Social Mobility in Slovenia and EuropeIn closed social systems the social position of an individual is determined by the social position of the family into which he or she was born, whereas in open social systems mobility from one social class to another is possible. This paper concerns the relationship between the class position an individual actually occupies and the class into which he or she was born. First the concept of social class is described and different types of social mobility are presented. Than the research methodology is described and the results are presented and discussed. At the end of the paper certain comparisons to other European countries are made.

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24

Roberts, Elizabeth, and Alastair J. Reid. "Social Classes and Social Relations in Britain, 1850-1914." Economic History Review 46, no. 3 (August 1993): 618. http://dx.doi.org/10.2307/2598380.

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25

Sakellaropoulos, Spyros. "Revisiting the social and political theory of social classes." Rethinking Marxism 14, no. 4 (December 2002): 110–33. http://dx.doi.org/10.1080/008935690212331340991.

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26

Bhambhri, C. P. "Indian State, Social Classes and Secularism." Social Scientist 22, no. 5/6 (May 1994): 52. http://dx.doi.org/10.2307/3517902.

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27

Ellis, David H., James C. Bednarz, Dwight G. Smith, and Stephen P. Flemming. "Social Foraging Classes in Raptorial Birds." BioScience 43, no. 1 (January 1993): 14–20. http://dx.doi.org/10.2307/1312102.

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28

Patrício, Pedro, and Nuno A. M. Araújo. "Inheritances, social classes, and wealth distribution." PLOS ONE 16, no. 10 (October 27, 2021): e0259002. http://dx.doi.org/10.1371/journal.pone.0259002.

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We consider a simple theoretical model to investigate the impact of inheritances on the wealth distribution. Wealth is described as a finite resource, which remains constant over different generations and is divided equally among offspring. All other sources of wealth are neglected. We consider different societies characterized by a different offspring probability distribution. We find that, if the population remains constant, the society reaches a stationary wealth distribution. We show that inequality emerges every time the number of children per family is not always the same. For realistic offspring distributions from developed countries, the model predicts a Gini coefficient of G ≈ 0.3. If we divide the society into wealth classes and set the probability of getting married to depend on the distance between classes, the stationary wealth distribution crosses over from an exponential to a power-law regime as the number of wealth classes and the level of class distinction increase.

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29

McManus, Patricia, Tim Butler, and Mike Savage. "Social Change and the Middle Classes." Social Forces 75, no. 2 (December 1996): 750. http://dx.doi.org/10.2307/2580427.

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30

Kincaid, Harold. "Debating the Reality of Social Classes." Philosophy of the Social Sciences 46, no. 2 (November 29, 2015): 189–209. http://dx.doi.org/10.1177/0048393115614254.

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31

Almeida, Joo Ferreira de, Fernando Lus Machado, and Antnio Firmino da Costa. "Social classes and values in Europe." Portugese Journal of Social Sciences 5, no. 2 (January 18, 2006): 95–117. http://dx.doi.org/10.1386/pjss.5.2.95_1.

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32

Rossiter, John R. "A new measure of social classes." Journal of Consumer Behaviour 11, no. 2 (March 2012): 89–93. http://dx.doi.org/10.1002/cb.372.

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33

Bertoncelo, Edison. "Classes sociais e consumo." Civitas - Revista de Ciências Sociais 22 (August 16, 2022): e41931. http://dx.doi.org/10.15448/1984-7289.2022.1.41931.

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O objetivo deste artigo é investigar a relação entre classe social e consumo. A partir de uma perspectiva teórica que busca conectar práticas, disposições e classes, o consumo é visto como uma instância empírica privilegiada para a investigação das divisões sociais baseadas em classe. Existem homologias entre as estruturas de gastos das famílias e suas posições sociais? É provável que tais estruturas de gastos variem entre as classes e suas frações em função dos princípios de diferenciação do espaço social. Os dados são extraídos da Pesquisa de Orçamentos Familiares (2017-2018). Além da comparação dos gastos médios relativos das famílias conforme sua posição social, serão utilizadas técnicas exploratórias descritivas, como a Análise Geométrica de Dados.

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34

Cardoso, Franci Gomes. "CLASSES SOCIAIS E CONSTRUÇÃO DA HEGEMONIA DAS CLASSES SUBALTERNAS." Revista de Políticas Públicas 22 (September 27, 2018): 403–18. http://dx.doi.org/10.18764/2178-2865.v22nep403-418.

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Aborda categorias analíticas centrais do pensamento de Gramsci e da tradição marxista (Classes Sociais, Classes subalternas, Hegemonia e transformação Social) reconstruindo-as na con< guração histórico-conceitual do objeto de estudo: Classes Sociais e Construção da Hegemonia das Classes Subalternas. Parte da premissa inspirada, fundamentalmente, na visão gramsciana: é exigência histórica do processo de transformação social a ruptura, pelas classes subalternas, com a ideologia dominante e a construção de uma concepção de mundo própria que constitui a base de ações vitais. Essa premissa se constitui eixo condutor para a reconstrução do objeto deste estudo.

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35

Ribeiro, Carlos Antonio Costa. "Mobilidade e Estrutura de Classes no Brasil Contemporâneo." Sociologias 16, no. 37 (December 2014): 178–217. http://dx.doi.org/10.1590/15174522-016003711.

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Este artigo apresenta análises sobre estrutura de classes e mobilidade social no Brasil usando os dados mais recentes disponíveis. A evolução da estrutura de classes entre as décadas de 1970 e 2000 é apresentada, indicando que medida em termos das ocupações houve uma diminuição gradual das classes de trabalhadores manuais qualificados e profissionais. Esta mudança, no entanto, não significa que a sociedade brasileira passou a ser predominantemente de classe média como vem sendo defendido por alguns cientistas sociais. Além disso, o artigo argumenta que informações sobre mobilidade intergeracional são fundamentais para definir as principais clivagens de classe. Nesse sentido, o artigo descreve o padrão de fluidez social no Brasil que determina as desigualdades de oportunidades de mobilidade social e os principais pontos de fechamento social na estrutura social brasileira. O padrão vertical ou hierárquico é o que melhor descreve a fluidez social no país, o que implica em dizer que a distância entre as classes em termos de mobilidade intergeracional é fundamental. O papel mediador entre classes de origem e de destino desempenhado pela educação alcançada também é apresentado. A maioria das análises é baseada em dados provenientes da Pesquisa Dimensões Sociais das Desigualdades (PDSD-2008), mas dados das Pesquisas Nacionais por Amostragem Domiciliar (PNADs) de 1973, 1982, 1988, e 1996 também são apresentados.

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36

Bourdieu, Pierre. "Capital simbólico e classes sociais." Novos Estudos - CEBRAP, no. 96 (July 2013): 105–15. http://dx.doi.org/10.1590/s0101-33002013000200008.

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O artigo desenvolve e esclarece a noção de classe social subjacente aos estudos sociológicos de Bourdieu desde A distinção. A teoria das classes sociais deve superar a oposição entre teorias objetivistas que assimilam as classes a grupos discretos objetivamente inscritos na realidade e teorias subjetivistas que reduzem a "ordem social" a uma classificação coletiva obtida pela soma das estratégias individuais pelas quais os agentes classificam a si e aos outros.

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37

Bash, Harry H., and Louis Maheu. "Social Movements and Social Classes: The Future of Collective Action." Social Forces 75, no. 1 (September 1996): 356. http://dx.doi.org/10.2307/2580786.

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38

Smith, David Horton. "Students' Applications of Social Psychology in Introductory Social Psychology Classes." Teaching Sociology 19, no. 2 (April 1991): 193. http://dx.doi.org/10.2307/1317851.

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39

Aquirre, B. E., and Louis Maheu. "Social Movements and Social Classes: The Future of Collective Action." Contemporary Sociology 25, no. 6 (November 1996): 767. http://dx.doi.org/10.2307/2077279.

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40

Ferreira, Adriano Charles, Edvanderson Ramalho dos Santos, and Ademir José Rosso. "Representação social da indisciplina escolar." Psicologia: Teoria e Pesquisa 32, no. 1 (March 2016): 199–208. http://dx.doi.org/10.1590/0102-37722016012074199208.

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RESUMO O artigo analisa comentários de professores (n=414), em duas redes sociais, sobre a temática da indisciplina escolar. A abordagem é plurimetodológica, com caráter exploratório-descritivo e procedente análise de conteúdo. Para análise textual dos comentários, utilizou-se o software Alceste, que repartiu o corpus em três classes: classe 1, problemas disciplinares encontrados no cotidiano docente, em sala de aula; classe 2, causas extraescolares para indisciplina; classe 3, ações coercitivas para reprimir a indisciplina. Pelos comentários, conclui-se que há uma representação social dominante pautada em atitudes defensivas, compreensão heterônoma e explicação exógena ao ambiente escolar e pedagógico, e outra minoritária, de natureza relacional, que leva em consideração a interação dos fatores que a produzem.

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41

Cardoso, Adalberto, and Edmond Préteceille. "Classes Médias no Brasil: Do que se Trata? Qual seu Tamanho? Como Vem Mudando?" Dados 60, no. 4 (December 2017): 977–1023. http://dx.doi.org/10.1590/001152582017140.

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RESUMO O artigo procura responder à seguinte questão: até que ponto a melhoria nas condições de vida no país entre 2002 e 2014 resultou de mudanças na estrutura de posições de trabalhadores e trabalhadoras na divisão social do trabalho, a ponto de podermos sustentar que o Brasil tornou-se um país de classe média? Para isso, discute-se a literatura internacional e nacional sobre classes médias, incluindo o debate sobre a “nova classe média”; apresenta-se inovadora alternativa sociológica de construção da estrutura de classes no Brasil a partir da Classificação Socioprofissional francesa; mostra-se empiricamente a evolução dessa estrutura; e conclui-se que as classes médias cresceram significativamente no período, mas o país está muito longe de ser “um país de classe média”.

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42

Pernías, Tomás Rigoletto. "Estratificação e classe social sob a ótica weberiana – um breve ensaio." Em Tese 18, no. 1 (February 10, 2021): 324–54. http://dx.doi.org/10.5007/1806-5023.2021.e74269.

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Este artigo realiza uma ampla discussão da sociologia weberiana que diz respeito à estratificação e classes sociais. Em primeiro lugar, discute-se algumas limitações da “hipótese de Clarke”, ao demonstrar que a teoria de Weber é muito mais rica e complexa do que os estreitos limites do marginalismo econômico permitem. Em segundo lugar, o artigo demonstra pontos de convergência e de divergência entre a teoria de classes de Weber e a de Marx, corroborando para evidenciar a riqueza pensamento weberiano. Derradeiramente, aprofunda-se nos elementos de classe e estratificação social em Weber. As considerações finais reiteram a contribuição do autor para a sociologia e para as ciências sociais, ao reiterar a qualidade da teoria de classes do autor.

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43

Lara, Ricardo, and Jonaz Gil Barcelos. "Classe e racismo na formação social brasileira." Revista Linhas 21, no. 46 (August 13, 2020): 204–23. http://dx.doi.org/10.5965/1984723821462020204.

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O objetivo deste artigo é discutir introdutoriamente a intrínseca relação entre classe e raça na formação do povo trabalhador brasileiro. Para isso, abordaremos aspectos concernentes à figura do negro como escravo e, posteriormente, como trabalhador assalariado. Destacaremos questões que consideramos fundamentais para o entendimento do conceito de classe, entendendo que para essa discussão, na especificidade brasileira, a análise do racismo torna-se imprescindível para não cometermos equívocos no estudo da sociedade de classes.Palavras-chave: Trabalho. Classes sociais. Racismo.

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44

Emelyanova, L. A., L. A. Glazyrina, and D. V. Tatyanchenko. "ACADEMIC CLASSES: CLUSTER INTEGRATION OF SOCIAL PARTNERS." Современная высшая школа инновационный аспект, no. 1 (2022): 54–63. http://dx.doi.org/10.7442/2071-9620-2022-14-1-54-63.

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The article clarifies and concretizes the postulates of project management in the format of a general education organization. The main positions of the strategic vision of academic classes, characteristics of the content and organization of the technological profile of training with an engineering focus are presented. Special attention is paid to the creation and development of a territorial and multi-sectoral educational and career guidance cluster.

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45

Emelyanova, L. A., L. A. Glazyrina, and D. V. Tatyanchenko. "ACADEMIC CLASSES: CLUSTER INTEGRATION OF SOCIAL PARTNERS." Современная высшая школа инновационный аспект, no. 1 (2022): 54–63. http://dx.doi.org/10.7442/2071-9620-2022-14-1-54-63.

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The article clarifies and concretizes the postulates of project management in the format of a general education organization. The main positions of the strategic vision of academic classes, characteristics of the content and organization of the technological profile of training with an engineering focus are presented. Special attention is paid to the creation and development of a territorial and multi-sectoral educational and career guidance cluster.

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46

Gallissot, René. "Lutte de classes et État national social." L Homme et la société 117, no. 3 (1995): 81–89. http://dx.doi.org/10.3406/homso.1995.2804.

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47

Stern, Mark J., Lydia Morris, Jonathan Simon, and Christopher Jencks. "Dangerous Classes: The Underclass and Social Citizenship." Labour / Le Travail 39 (1997): 351. http://dx.doi.org/10.2307/25144155.

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48

Lambert, Ronald D., Steven D. Brown, James E. Curtis, and Barry J. Kay. "Canadians' Beliefs about Differences between Social Classes." Canadian Journal of Sociology / Cahiers canadiens de sociologie 11, no. 4 (1986): 379. http://dx.doi.org/10.2307/3341050.

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49

Preteceille, E. "Collective Consumption, Urban Segregation, and Social Classes." Environment and Planning D: Society and Space 4, no. 2 (June 1986): 145–54. http://dx.doi.org/10.1068/d040145.

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Although collective consumption is recognized as a major issue for urban research, the specificity of the urban field should not be limited to it, thus reproducing theoretically the dominant separation enforced ideologically and practically between production and reproduction, Production, and more generally work relations and practices, should be considered as basic determinants of the urban, not only because of their direct spatial dimensions and implications, but also because of their relations to reproduction practices. These relations are not mechanistic determinations but complex, contradictory, mediated, and retroactive processes. Therefore social differentiations or cleavages related to consumption practices, like urban social segregation and unequal access to collective consumption, are not simple translations of class structure in the most general and abstract sense. They contribute both to the strengthening of class identities and social solidarities in certain situations, areas and conjunctures, and to class fragmentation and competition or conflict in others. Nevertheless, they are but another aspect of the complexity of class structures and not an independent mode of social cleavage. This can be seen in class differentiations of consumption practices as well as in the related stakes for urban social struggles.

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50

Indarti, Dwi. "Directive Speech Acts in Different Social Classes." Wanastra: Jurnal Bahasa dan Sastra 11, no. 2 (September 9, 2019): 121–26. http://dx.doi.org/10.31294/w.v11i2.5835.

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Journal articles on the topic 'Social classes'

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