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Fryd, Vivien Green. "Walking with The Murderers Are Among Us: Henry Ries’s Post-WWII Berlin Rubble Photographs." Arts 9, no. 3 (July 7, 2020): 75. http://dx.doi.org/10.3390/arts9030075.
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Henry Ries (1917–2004), a celebrated American-German photojournalist, was born into an upper-class Jewish family in Berlin. He immigrated to the U.S. in 1938 to escape Nazi Germany. As a new American citizen, he joined the U.S. Air Force. After the war, Ries became photo editor and chief photographer for the OMGUS Observer (1946–1947), the American weekly military newspaper published by the Information and Education Section of the Office of Military Government for Germany (OMGUS). One photograph by Ries that first appeared in this newspaper in 1946, and a second, in a different composition and enlarged format, that he included in his 2001 autobiography, create significant commentaries on postwar Germany. The former image accompanies an article about the first post-WWII German feature film: Wolfgang Staudte’s The Murderers Are Among Us. The photograph moves from functioning as a documentation of history and collective memory, to an individual remembrance and personal condemnation of WWII horrors. Both reveal Ries’s individual trauma over the destruction of Berlin and the death of family members, while also conveying the official policy of OMGUS. Ries’s works embody a conflicted, compassionate gaze, conveying ambiguous emotions about judgment of Germans, precisely because of his own identity, background and memories.
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Sergeenkova, I. F. "GERMAN EXPAT HISTORIANS AND THEIR ROLE IN THE DEVELOPMENT OF THE AMERICAN HISTORIOGRAPHY OF THE NATIONAL-SOCIALISM IN 1940-1960s." Вестник Удмуртского университета. Социология. Политология. Международные отношения 3, no. 4 (December 25, 2019): 483–502. http://dx.doi.org/10.35634/2587-9030-2019-3-4-483-502.
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The scientific migration from the Nazi Germany to the USA is the subject of close attention by experts who study development of historical science in the USA and, in particular, such a trend as History of Germany. In the USA before the second half of the XX century not much attention was paid to the history of European countries, and a few researches on the history of Great Britain and France are just some isolated examples. Expat historians had changed the situation. The article presents an analysis of political views of German historians who left for the USA after Nazis had come to power. German expat historians are divided into two groups: 1. emigrants of “the first wave” who earned their qualification in History in Germany and worked as instructors at German universities; and 2. emigrants of “the second wave” who were brought to the USA by their parents and obtained education in the host country. Along with the financial support the US government provided the German emigrants with an opportunity to continue their scientific and educational activities. The research activities by German expat historians embraced such a significant topic as the reasons of Nazis’ coming to power. The most important trends of their research are: sustainability of the historical pattern of Germany, the so called ‘extraordinary path’; the reasons for the Weimar Republic collapse; the role of the upper middle class and the army leadership as well as the intellectual elite of Germany in Hitler’s coming to power; the intellectual origin of Nazism; the ideas of ‘the conservative revolution’; the mass culture. Expat historians were the first ones who turned to the issues of ‘Holocaust’. The article reveals the influence of ‘the Cold War’ and the doctrine of totalitarianism on the study of Nazism. The article touches upon the problems of interaction between expat historians and their colleagues in the Federative Republic of Germany and the impact the former made on modernization of the historical science in the West Germany.
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Lauer, Mark. "The Performing Arts in Second Language Acquisition." Scenario: A Journal of Performative Teaching, Learning, Research II, no. 1 (January 1, 2008): 17–39. http://dx.doi.org/10.33178/scenario.2.1.3.
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This paper is a report on the experience of dramatizing Hans Peter Richter’s novel Damals war es Friedrich (1961). Subsequent to the discussion of the novel in an upper division German class, students and I worked on a dramatized version of the text. The play was performed in the Black Box Theater at Georgetown University, Washington D.C., on April 11, 2006. The first part of the report will illustrate how the work on the play was embedded within the context of a literacy approach towards teaching German as a foreign language. In addition to outlining the benefits of including a theater performance in language education, as experienced during the rehearsals and the performance of the play, the second part of the report will discuss how the project was carried out. This paper is a report on the experience of dramatizing Hans Peter Richter’s novel Damals war es Friedrich (1961). Subsequent to the discussion of the novel in an upper division German class, students and I worked on a dramatized version of the text. The play was performed in the Black Box Theater at Georgetown University, Washington D.C., on April 11, 2006. The first part of the report will illustrate how the work on the play was embedded within the context of a literacy approach towards teaching German as a foreign language. In addition to outlining the benefits of including a theater performance in language education, as experienced during the rehearsals and the performance of the play, the second part of the report will discuss how the project was carried out.
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Connelly, John. "Students, Workers, and Social Change: The Limits of Czech Stalinism." Slavic Review 56, no. 2 (1997): 307–35. http://dx.doi.org/10.2307/2500787.
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Only a few years after the defeat of Nazi Germany, communists throughout eastern Europe began constructing new societies according to models imported from the Soviet Union. One of the most important tasks facing them in this enterprise was to establish firm bases of social support. For this, the Soviet model seemed straightforward: communists had to destroy the power of the old elites and recruit new elites from underprivileged social strata. In the 1920s the Bolsheviks had attempted to achieve these goals through higher education. By using affirmative action in student admissions and setting up worker preparation courses—the rabfaky—they broke the ability of the former upper classes to bequeath status and rapidly increased the numbers of workers and peasants among university students. Between 1927-28 and 1932-33 the number of working-class students doubled to half of all students, while the total number of students more than doubled. Issues of ideology aside, the logic of this transformation was simple: underprivileged social classes were likely to reward communists with loyalty in exchange for upward social mobility. The middle and upper classes, on the other hand, had considered it their prerogative to aspire to elite status. Their attachment to communism would always seem suspect, because in the best of cases it was based upon ideological commitment alone.
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Das, Erwin. "Het Belgisch ministerieel carrièrepatroon : Proeve tot internationale vergelijking." Res Publica 29, no. 2 (June 30, 1987): 207–29. http://dx.doi.org/10.21825/rp.v29i2.18951.
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The sociography of the Belgian post-war minister is characterized by an upper middle-class or middle-class origin, a French-speaking and male preponderance and a university-education. The most frequent professional occupations are lawyer, professor and executive.The political career which led to a ministerial post, went in the first place through the legislative body (city-council, county-council and parliament) (the legislative type) and in the second place through thepolitical parties (the national and district-party-leader). After their ministerial career 39 % of the ministers played a promine part in the parliament; 35 %, however, prosecuted an extra-parliamentary and prestigious « after-function ».The Belgian ministerial career pattern bears some resemblances to the Dutch, German and French career pattern, but also many differences. The most outstanding difference is the importance of the bureaucratic component in the structure of the ministerial elite in those three countries, where in Belgium this is not very important.
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Dzuback, Mary Ann. "Gender and the Politics of Knowledge." History of Education Quarterly 43, no. 2 (2003): 171–95. http://dx.doi.org/10.1111/j.1748-5959.2003.tb00119.x.
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Contentious public debates about women's rational and moral capacity circulated during the European Enlightenment at the same time that science was emerging as a dominant mode of inquiry. As historian Karen Offen argues in European Feminisms, these debates preoccupied both men and women intellectuals of the middling and upper classes and represented a pivotal moment in the three-century campaign to rearticulate a politics of knowledge proclaiming women as deserving as men of formal schooling at all levels. Disputes about women's capabilities emerged in the context of efforts to redefine the rights and privileges of men, of male intellectuals to reassert male dominance over and control of females’ access to intellectual participation as well as the craft guilds associated with women's work, and of men and women to consider the meaning and structure of social institutions and social systems. The German poet Philippine Engelhard captured women's frustrations with the limits imposed upon them in comparison to men in the context of the formation of the liberal state, the development of the middle class, and the growth of humanistic and scientific inquiry:How oft with damnationAnd tears of frustrationMy gender I curse!Its ban ever doomsUs girls to our rooms;How freely men move!Even youngster and serf.
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Tikhоnova, Natalia E. "Life success and social status factors in the minds of Russians." VESTNIK INSTITUTA SOTZIOLOGII 27, no. 4 (December 17, 2018): 11–43. http://dx.doi.org/10.19181/vis.2018.27.4.536.
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This article reveals that, during the last 15 years, drastic shifts have occurred in the subjective social structure of Russian society: the people for the most part no longer consider themselves to be “social outsiders”, while Russian society itself has become a society undoubtedly dominated by a subjective middle-class, albeit predominantly a lower middle-class. However, such a positive shift does not equal Russians being completely satisfied with the situation at hand when it comes to stratification, since their actual position in the status hierarchy is currently much lower not only than desired, but also lower than those status positions which they reckon they should be occupying in this hierarchy “in all fairness”. Russian people’s dissatisfaction is mostly a result of them considering opportunities for success and prosperity to be associated with the social, economic and cultural capital of one’s parents, as well as with various unlawful practices (such as corruption, bribery), not only with one’s hard work or quality education. These views seem to be stable over time, and to some extent they are similar to the views of German people. However, in the eyes of Russians various unlawful practices (primarily bribery) play a greater role when it comes to achieving success in life. In addition to that, one’s parents’ education, as well as one’s own education, hard work and ambition play a slightly less significant role (which is decreasing year after year) in Russia. This means that, as time passes, more Russian people are becoming convinced that a person’s personal efforts and goals are not a key factor in achieving life success and high status positions in Russian society. Statistical verification indicates that these views are objectively justified, since, according to the former, upper strata of Russian society are becoming increasingly more closed, with lower strata starting to close as well. High indexes of self-reproduction of opposing status groups within mass layers of the population, together with an increasing polarization of the population (primarily young people) – these are all dangerous tendencies in terms of their socio-political and economic consequences, which lead to authorities being delegitimized, as well as Russian people losing their motivation to achieve success in life through their own efforts.
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White, D. "Upper-Middle-Class Complicity in the National Socialist Phenomenon in Germany." German History 20, no. 2 (May 1, 2002): 229–30. http://dx.doi.org/10.1191/0266355402gh255xx.
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Weiss, Felix, and Steffen Schindler. "EMI in Germany." American Behavioral Scientist 61, no. 1 (January 2017): 74–93. http://dx.doi.org/10.1177/0002764216682811.
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This article discusses effectively maintained inequality considering two different examples from the Germany education system: secondary school attainment and enrolment in highly ranked universities among freshmen. In our analyses of secondary school attainment, we investigate whether considering differentiation in upper secondary education leads to other conclusions than restricting the analyses to the conventional distinction between the traditional degree levels. In our analyses of university choice, we investigate whether the introduction of university ranking lists has created a new qualitative dimension of inequality in the German higher education system.
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Knott, Stephen. "Working Class, Middle Class, Upper Class, Evening Class: Supplementary Education and Craft Instruction, 1889–1939." Journal of Modern Craft 7, no. 1 (March 2014): 7–32. http://dx.doi.org/10.2752/174967814x13932425309471.
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Leppik, Lea. "Tartu ülikool kui eestlaste mälupaik [The University of Tartu as a memory site for Estonians]." Ajalooline Ajakiri. The Estonian Historical Journal, no. 2 (September 8, 2016): 245. http://dx.doi.org/10.12697/aa.2016.2.05.
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The City of Tartu is proud of its university and its status as a university town. The university is an even stronger memory site than the city and has special meaning for Baltic Germans in addition to Estonians, but also for Ukrainians, Armenians, Poles, Latvians, Jews and other minorities of the former Russian Empire. The commemoration of the anniversaries of the University of Tartu is a very graphic example of the use of memory and the susceptibility of remembering to the aims of the current political system and of various interest groups. Here history has become an “active shaper of the present” according to Juri Lotman’s definition. This article examines the commemoration of jubilees of the University of Tartu through two hundred years. Nowadays Estonians consider the entire history of the University of Tartu to be their own starting from its founding by King Gustav II Adolf of Sweden in 1632. The Estonian language was not unknown in the university in the Swedish era – knowledge of Estonian was necessary for pastors and some examples of occasional poetry written in Estonian have survived from that time. The university was reopened in 1802 when it was already part of the Russian Empire and became a primarily Baltic German university. It shaped the identity of the Baltic provinces in Russia and contributed to their growing together culturally in the eyes of both the German-speaking upper class and the Estonian- and Latvian-speaking lower class. The Estonian and Latvian languages were both represented at the university by one lecturer. There were also Estonians at the university in the first decades already but at that time, education generally meant assimilation into German culture. The 50th jubilee of the Imperial University of Tartu was commemorated in 1852 as a celebration of a Baltic German university. The 100th anniversary of the imperial university in 1902 was commemorated at a university where the language of instruction had been switched to Russian. The guests of honour were well-known Russian scientists, church representatives and state officials. For the first time, a lengthy overview of the history of the University of Tartu was published in Estonian in the album of the Society of Estonian Students under the meaningful title (University of the Estonian Homeland). Unlike the official concept of the 100 year old university, this overview stressed the university’s connection to the university of the era of Swedish rule. When the Russian Empire collapsed and the Estonian nation became independent, the University of Tartu was opened on 1 December 1919 as an institution where the language of instruction was Estonian. The wish of the new nation to distance itself from both the Russian and German cultural areas and to be connected to something respectably old was expressed in the spectacular festivities held in 1932 commemorating the 300th anniversary of the University of Tartu. After the Second World War, Estonians who ended up abroad held the anniversaries of the Estonian era University of Tartu in esteem and maintained the traditions of the university student organisations that were banned in the Soviet state. The 150th anniversary of the founding of the university was commemorated in the Estonian SSR in 1952 – at the height of Stalinism. The Swedish era university was cast aside and the monuments to the king and to nationalist figures were removed, replaced by the favourites of the Soviet regime. Connections to Russia were emphasised in every possible way. Lithuanians celebrated the 400th anniversary of their University of Vilnius in 1979, going back to the educational institution established in the 16th century by the Jesuits. This encouraged Estonians but the interwar tradition of playing up the Swedish era was so strong that the educational pursuits of the Jesuits in Tartu (1585–1625, with intervals) were nevertheless not tied into the institute of higher education. So it was that the 350th anniversary of the University of Tartu was celebrated on a grand scale in 1982. The protest movement among university students played an important role in the restoration of Estonia’s independence. Immediately thereafter, the commemoration of the anniversaries of the Estonian era university that had in the meantime been banned began once again. The 200th anniversary of the opening of the Imperial University of Tartu (2002) passed with mixed feelings. The imperial university as a university of the Russian state no longer fit in well and it was feared that the connection to the Swedish era would suffer. Yet since this period had nevertheless brought Tartu the greatest portion of its scientific fame, a series of jubilee collected works were published by various faculties. On the other hand, nobody had any qualms about commemorating the 375th anniversary of the Swedish era university five years later (2007) on a grand scale with new monuments, memorial plaques, exhibitions, a public celebration and a visit from the King of Sweden.
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Andersen, Robert, and Anna Zimdars. "Class, education and extreme party support in Germany, 1991–98." German Politics 12, no. 2 (August 2003): 1–23. http://dx.doi.org/10.1080/09644000412331307564.
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Çalık, Muammer. "A DILEMMA IN UPPER SECONDARY TEACHER EDUCATION." Problems of Education in the 21st Century 47, no. 1 (November 10, 2012): 5. http://dx.doi.org/10.33225/pec/12.47.05.
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There is a consensus about primary and lower secondary teacher education in that Faculty of Education is actively responsible for preparing them for their future teaching careers. However, a struggle between Faculty of Science and Faculty of Education has still been continuing to come up with an agreement for upper secondary teacher education. For example, the undergraduate students attend subject matter courses in Faculty of Science and then take pedagogical (content knowledge) courses in Faculty of Education at most of the developed countries, i.e. USA, Germany, England. Despite the fact that this program seems to have been time efficient for pedagogical courses, this has lacked of motivating them to become the upper secondary teachers. In fact, motivation and enthusiasms to be a teacher play a significant role to learn how to teach.
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Wenz, Sebastian E., and Kerstin Hoenig. "Ethnic and social class discrimination in education: Experimental evidence from Germany." Research in Social Stratification and Mobility 65 (February 2020): 100461. http://dx.doi.org/10.1016/j.rssm.2019.100461.
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Bronner, Eva. "School Curricula in Germany: Dancing on the Edge." Congress on Research in Dance Conference Proceedings 41, S1 (2009): 273–77. http://dx.doi.org/10.1017/s2049125500001217.
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In the German federal states of North-Rhine-Westfalia (NRW) and Baden-Württemberg dance isn't a school subject. However, there is dance within physical education—with big differences: In NRW physical education is committed to the purpose of holistic education. Dance is an essential part thereof and obligatory for girls and boys at all class levels and in all types of schools. In Baden-Württemberg dance diminishes within physical education the higher the class and educational level of the student. Unfortunately it has degenerated into a semisport without artistic or pedagogical depth. As an elective matter it can be chosen—or not.
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Soria, Krista, and Mark Bultmann. "Supporting Working-Class Students in Higher Education." NACADA Journal 34, no. 2 (December 1, 2014): 51–62. http://dx.doi.org/10.12930/nacada-13-017.
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Utilizing data from the multi-institutional Student Experience in the Research University survey, we examined self-identified working-class students' experiences in higher education. The results suggest that working-class students experience a lower sense of belonging, perceive a less welcoming campus climate, and pursue fewer social engagements than their peers who self-identify as middle/upper-class. Specific suggestions direct academic advisors to promote working-class students' success.
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Jacob, Marita, Cristina Iannelli, Adriana Duta, and Emer Smyth. "Secondary school subjects and gendered STEM enrollment in higher education in Germany, Ireland, and Scotland." International Journal of Comparative Sociology 61, no. 1 (February 2020): 59–78. http://dx.doi.org/10.1177/0020715220913043.
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This article examines the extent to which science, technology, engineering, and mathematics (STEM) subject choice in upper secondary education explains gender differences in STEM enrollment in higher education. We adopt a cross-country approach using Germany, Ireland, and Scotland as three case studies. These countries differ in terms of both the degree of subject choice offered in upper secondary education and the relevance for higher education admission of having studied specific school subjects. Using datasets of young people from all three countries, our results indicate a stronger mediation of school subjects for Scotland than in Germany and Ireland and a remarkable gender gap in STEM enrollment in all three countries. We conclude that females studying science subjects within upper secondary education appears to be a necessary but not a sufficient condition to ensure gender equality in progression to STEM fields.
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Betthäuser, Bastian A. "The Effect of the Post-Socialist Transition on Inequality of Educational Opportunity: Evidence from German Unification." European Sociological Review 35, no. 4 (April 1, 2019): 461–73. http://dx.doi.org/10.1093/esr/jcz012.
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Abstract In 1990, German unification led to an abrupt and extensive restructuring of the educational system and economy of the German Democratic Republic (GDR) as the latter was reintegrated into the Federal Republic of Germany (FRG). However, the consequences of this large-scale institutional change for the educational inequality between children from different social class backgrounds in East Germany continue to be poorly understood. This article seeks to shed new light on this question by using a quasi-experimental approach to examine the difference in educational inequality between East and West Germany before and after German unification. We compare changes in the class gradient in the attainment of comparable school and university qualifications in East and West Germany across six birth cohorts, including three cohorts of individuals who completed their schooling after unification. We find that before unification, inequality of educational opportunity at the mid-secondary, upper-secondary and tertiary level was substantially lower in East Germany than in West Germany and that unification led to a substantial and sustained convergence of the level of inequality of educational opportunity in East Germany towards that of West Germany.
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Posey, Linn. "Middle- and Upper-Middle-Class Parent Action for Urban Public Schools: Promise or Paradox?" Teachers College Record: The Voice of Scholarship in Education 114, no. 1 (January 2012): 1–43. http://dx.doi.org/10.1177/016146811211400105.
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Background/Context Recent trends suggest that middle-class parents may be a growing constituency in urban public schools and districts. Within the burgeoning literature on the middle class in urban public schools, most scholars have focused on parents’ goals and orientations and/or the consequences of parental involvement in classroom and school settings. This article broadens the literature's scope through a focus on middle- and upper-middle-class parents’ “out-of-school,” neighborhood-based engagement. Examining the place-based organizing of a middle- and upper-middle-class neighborhood parents’ group, this article highlights the significant influence that parents’ work outside classrooms and PTA meetings can have on a local school. Purpose/Objective/Research Question/Focus of Study The study examines the ways in which middle- and upper-middle-class parent group investments in urban public schooling may mitigate and/or exacerbate existing patterns of inequality in public education. Specifically, the research focuses on the efforts of a predominantly White neighborhood parent group in a Northern California city to increase neighborhood support for and enrollment in their predominantly African American, Title I local public school. Research Design An ethnographic case study research design was utilized, with data obtained from the following sources: participant observation in school and neighborhood meetings and events; semi-structured interviews with parents, teachers, staff, and community members; a prospective parent survey; and school and neighborhood parent group artifacts. Findings/Results The data reveal that neighborhood parent group members catalyzed community support for their local public school, attracting other middle- and upper-middle-class parents. The community support that the members engendered, however, ultimately threatened the diversity that many desired in a school for their child and contributed to patterns of inequality in district enrollment linked to race, class, and residence. Conclusions/Recommendations The research findings suggest that middle- and upper-middle-class parents are in many instances key actors in processes of school and neighborhood change. The efforts of middle- and upper-middle-class parents to invest in urban public schools, regardless of their intentions, may ultimately exacerbate race and class inequalities in public education. The study findings highlight the need for future educational research to examine the role that middle-class parent groups play in urban school reform and the equity implications of their actions.
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Lu, Huanhuan, Yanxia Jiang, and Hualin Bi. "MODELING TEACHING IN STUDY OF GALVANIC CELLS: UPPER-SECONDARY SCHOOL CONTEXT." Journal of Baltic Science Education 19, no. 6 (December 5, 2020): 972–88. http://dx.doi.org/10.33225/jbse/20.19.972.
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Besides improving students' understanding of scientific concepts, chemistry teaching should also improve students' ability of applying concepts to solve problems. The research aims to explore the effects of modeling teaching on students’ proficiency in solving galvanic cell problems. This research used a quasi-experimental design, and the independent variable of the research was the teaching method. Forty-five students in the experimental class received modeling teaching, and 48 students in the control class received lecture-style teaching. The dependent variable was the performance level of the student's ability to solve the problem of the galvanic cell, which was evaluated using the galvanic cell proficiency assessment tool. The research results show that the students in the experimental class were significantly more proficient in solving galvanic cell problems than those in the control class. The results of unstructured interviews assisted in illustrating the role of modeling teaching in improving the proficiency of students in solving galvanic cell problems, and students in the experimental class had positive views on modeling teaching. Keywords: galvanic cells, modeling teaching, problem solving, proficiency level
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Lulu, Ma, and Zhao Cuilan. "An Analysis of the Role of Higher Education Opportunity Expansion in Social Stratification." Journal of Educational Theory and Management 4, no. 2 (November 3, 2020): 38. http://dx.doi.org/10.26549/jetm.v4i2.5374.
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With higher education entering the public’s vision, the expansion of higher education opportunities has gradually become a hot topic. The lower class is eager to achieve class mobility through this opportunity, while the upper class firmly grasps the few high-quality places in higher education. What role will the expansion of higher education opportunities plays in the overall social stratification? This paper discusses the impact of the expansion of higher education opportunities on social stratification from the upper class and the lower class.
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Bellei, Cristián, Victor Orellana, and Manuel Canales. "Elección de escuela en la clase alta chilena. Comunidad, identidad y cierre social." education policy analysis archives 28 (January 13, 2020): 5. http://dx.doi.org/10.14507/epaa.28.3884.
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This article presents the results of a study about the reasons, motives and meanings associated with school choice among Chilean upper-class families. School choice has become a relevant issue in educational policy debates about marketization and privatization because it is linked to social segregation dynamics. The Chilean upper social class is an appropriate social space to study these issues since this group educates their children in a hyper-segregated set of very expensive private schools. The study followed a qualitative approach, conducting semi-structured interviews and focus groups in a prototypical zone of the upper social class in Santiago, Chile. Our main findings show the enormous relevance of communitarian, social and cultural concerns when choosing schools, seeking an identification between family and school community based on shared worldviews and social relationships. If we consider this social space as an educational market with prices, competition and school choice, this would be a market heavily embedded in a dense social world that support it and ultimately subordinate it. We also found some diversity within the upper social class, which is currently stressed by some processes of socio-cultural diversification.
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Brassard, Marla R., and Suhong Chen. "Boarding of upper middle class toddlers in China." Psychology in the Schools 42, no. 3 (2005): 297–304. http://dx.doi.org/10.1002/pits.20080.
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Wallace-Cowell, Susan M. "Constructing Female Identities: Meaning Making in an Upper Middle Class Youth Culture.:Constructing Female Identities: Meaning Making in an Upper Middle Class Youth Culture." Anthropology Education Quarterly 30, no. 4 (December 1999): 490–91. http://dx.doi.org/10.1525/aeq.1999.30.4.490.
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Soria, Krista M., Michael J. Stebleton, and Ronald L. Huesman. "Class Counts: Exploring Differences in Academic and Social Integration between Working-Class and Middle/Upper-Class Students at Large, Public Research Universities." Journal of College Student Retention: Research, Theory & Practice 15, no. 2 (August 2013): 215–42. http://dx.doi.org/10.2190/cs.15.2.e.
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Bettencourt, Genia M. ""You Can't Be a Class Ally If You're An Upper-Class Person Because You Don't Understand": Working-Class Students' Definitions and Perceptions of Social Class Allyship." Review of Higher Education 44, no. 2 (2020): 265–91. http://dx.doi.org/10.1353/rhe.2020.0041.
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Schneider, Silke L., and Nicole Tieben. "A healthy sorting machine? Social inequality in the transition to upper secondary education in Germany." Oxford Review of Education 37, no. 2 (April 2011): 139–66. http://dx.doi.org/10.1080/03054985.2011.559349.
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Feigenbaum, Elysa, and Ronald Friend. "A Comparison of Freshmen and Upper Division Students' Preferences for Small and Large Psychology Classes." Teaching of Psychology 19, no. 1 (February 1992): 12–16. http://dx.doi.org/10.1207/s15328023top1901_2.
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Contrary to the commonly held view, we hypothesized that freshmen would prefer small classes and that upper division students would prefer large classes. Twenty freshmen and 20 upper division students rated their preferences for 16 class structures, which varied on combinations of four variables: small or large class size, multiple-choice or essay exams, heavy or moderate work load, and average class grade of B or C. Subjects also filled out the Watson and Friend (1969) Social Avoidance and Distress (SAD) and Fear of Negative Evaluation (FNE) Scales as control variables. Finally, upper division students identified and rated the size of psychology classes they had taken. Results support our prediction: Freshmen prefer small classes, and upper division students prefer large classes. Moreover, upper division students with greater experience of large classes report stronger preferences for them. Gender and social anxiety do not affect these findings. We discuss these results as well as the need for longitudinal investigations of the effects of academic experience on personal and intellectual development in university students.
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Flemmen, Magne, Johs Hjellbrekke, and Vegard Jarness. "Class, Culture and Culinary Tastes: Cultural Distinctions and Social Class Divisions in Contemporary Norway." Sociology 52, no. 1 (January 26, 2017): 128–49. http://dx.doi.org/10.1177/0038038516673528.
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In this article we analyse class cultures by mapping out differences in ‘original taste’; that is, respondents’ classed preferences for food and drink. By employing Multiple Correspondence Analysis, we produce a relational model of tastes. Using three indicators of social class – occupational class, income and education – we find clear class divisions. The upper and middle classes exhibit diverse and what are typically regarded as ‘healthy’ tastes; this contrasts with the more restricted and what are typically regarded as ‘less healthy’ tastes found among the working classes. Our findings challenge ongoing debates within cultural stratification research where it has become almost usual to demonstrate that the contemporary upper and middle classes exhibit playful tastes for the ‘cosmopolitan’ and the ‘exotic’. We find that upper- and middle-class households also enjoy very traditional foodstuffs. We argue that this illustrates a need for a relational understanding of taste: even the consumption of the traditional peasant food of pre-capitalist Norway can be refashioned as a badge of distinction in the 21st century.
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Reimer, David. "Labour market outcomes and their impact on tertiary decisions in Germany: class and gender differences." Irish Educational Studies 30, no. 2 (June 2011): 199–213. http://dx.doi.org/10.1080/03323315.2011.569141.
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Putri, Dwi Anggita, Meliana Sari Samosir, Dedi Irwanto, and LR Retno Susanti. "ESTABLISHMENT OF KEDIRI KINGDOM HIGH CLASS STRATIFICATION BY BRAHMANIC EDUCATION." Journal of Asian and African Social Science and Humanities 8, no. 2 (June 30, 2022): 58–67. http://dx.doi.org/10.55327/jaash.v8i2.267.
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This study was conducted to determine the formation of the upper class stratification of the Kingdom of Kediri by Brahmin education. This kingdom is a fractional kingdom of the Medang Kamula Kingdom or it can also be called the Isyana Kingdom. The kingdom of Kediri gave a lot of color to civilization in the archipelago which was then named Indonesia at this time. The Kingdom of Kediri had a fairly wide area of power during its golden age, so in this study the author wanted to find out how the education of brahmins during the time of the Kingdom of Kediri was, like what the highest social stratification or top class existed in the society of the Kingdom of Kediri and the correlation of brahmin education to the formation of the upper class. in the Kingdom of Kediri. The method used in this study is the historical method with data collection carried out by searching for sources or data contained in books, journals, and articles related to the Kingdom of Kediri. The results in this article indicate that it can be used as an interesting material for teaching about the Kediri Kingdom and can be knowledge for the readers of this research.
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Savage, Corey, Michael Becker, and Jürgen Baumert. "Unequal Civic Development? Vocational Tracking and Civic Outcomes in Germany." AERA Open 7 (January 2021): 233285842110453. http://dx.doi.org/10.1177/23328584211045397.
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Vocational education and training (VET) is a common form of upper secondary school tracking in countries around the world. There are ongoing debates regarding the effects of this differentiation on academic and labor market outcomes; however, evidence on civic outcomes is lacking. Using a unique cohort study in Germany ( N = 2461) and a doubly robust weighting approach with a rich set of baseline covariates to address selection bias, we estimated the effects of VET (relative to academic upper secondary school) on political interest, internal political efficacy, and intent to vote across 15 years of late adolescence and early adulthood. We estimated negative effects of VET on these civic outcomes, particularly as participants grew older. Implications for future research and VET policy are discussed.
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Hoyte-West, Antony. "Hand in Hand or Worlds Apart? An Overview of Translation and Education in the Upper Sorbian Context." Translation Studies: Theory and Practice 1, no. 2 (December 23, 2021): 5–15. http://dx.doi.org/10.46991/tstp/2021.1.2.005.
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The second smallest of the Slavic languages, Upper Sorbian (hornjoserbšćina) is a minority language spoken in Upper Lusatia, located in eastern Germany close to the Czech and Polish frontiers. Building on previous work, this literature-based preliminary study explores the intersection between the domains of translation and minority language education with regard to the Upper Sorbian language. Initially, a historical and contemporary overview of the relevant sociolinguistic environment is provided, which is followed by an examination of the links between translation and education in the Upper Sorbian secondary and tertiary education sectors, as well as in professional training for language professionals. In addition, particular attention is also paid to the role of Domowina Verlag, the Sorbian-language publishing house. Finally, relevant information and new developments regarding the provision of translation and interpreting within the Upper Sorbian context are also presented, and the need for further empirical research is outlined.
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Mendis, B. I. L. M., P. A. D. S. Palihaderu, Dilan Amila Satharasinghe, J. M. K. J. K. Premarathne, Arosha S. Dissanayake, Harshini Rajapakse, Panduka Karunanayake, et al. "Exploration of Music Preferences among the Socioeconomic Stereotypes: A Cross-Sectional Study." Journal of Advanced Research in Social Sciences 4, no. 4 (December 20, 2021): 1–18. http://dx.doi.org/10.33422/jarss.v4i4.540.
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Music preference is being influenced by various sociological factors. This study was undertaken to investigate music preferences across five different socio-economic classes in selected urban and suburban areas of Sri Lanka. Ten music tracks representing the correspondent musical genres were selected. The single most preferred and the weighted hedonic mean score for the genres in each class were obtained as upper class: jazz, upper middle class: nature music, middle class: popular instrumental, working class: popular instrumental and poor class: rock. The interaction between socio-economic classes and genres was significant (p<0.05). Compelling associations for folk, jazz, and popular instrumental genres were found with the upper-middle class while the upper class has shown a significant association for popular instrumental music. Despite the socio-economic status, the highest preference and the highest weighted hedonic mean score were recorded with popular instrumental. Thus, understanding music preference behaviour is vital for music education and research.
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Mintrop, Heinrich, and Hans Weiler. "The Relationship between Educational Policy and Practice: The Reconstitution of the College-Preparatory Gymnasium in East Germany." Harvard Educational Review 64, no. 3 (September 1, 1994): 247–78. http://dx.doi.org/10.17763/haer.64.3.u0n1h10720t14201.
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In this article, Heinrich Mintrop and Hans Weiler examine how the recent political reunification of Germany has affected schools in two states in the former East Germany. Through the voices of administrators and teachers working in upper track college-preparatory Gymnasien (high schools), the authors describe the curricular and structural changes occurring within secondary schools. Among other issues, Mintrop and Weiler explore the central issue of tracking in a European context under conditions of rapid institutional restructuring and cultural reorientation. The authors' initial research suggests that tracking, in addition to being an equity issue, is also a practical, social, and vocational concern. At a more general level, the authors conclude that because disjunctures remain between state-mandated reforms and teachers' perceptions of the goals of education, only partial implementation of a unifying school structure has been possible.
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Liu, Binmei. "Social class, language attitudes, and language use." Chinese Language and Discourse 11, no. 1 (June 3, 2020): 5–30. http://dx.doi.org/10.1075/cld.19002.liu.
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Abstract Few previous studies have examined the impact of social class on language attitudes and language use in mainland China. A total of 215 questionnaires were collected from a university in China for this study. The participants were classified into four social classes: upper middle class, middle middle class, lower middle class, and lower class. Then an individual interview was conducted with 10 students. Findings show that the students from the upper middle class had significantly lower attitudes toward local dialects and they had the lowest percentage of current use of dialect at home. The study adds evidence to findings of previous studies that local dialects might face certain danger of maintenance. It also shows that this change would start from people from the upper middle class. The study also points out a possible future tendency that social class privilege will play a more significant role in English learning and education.
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Cutri, Ramona M., Jill Manning, and Cecilia S. Weight. "Negotiating Cross-Class Identities While Living a Curriculum of Moral Education." Teachers College Record: The Voice of Scholarship in Education 114, no. 10 (October 2012): 1–36. http://dx.doi.org/10.1177/016146811211401005.
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Background/Context A person's socioeconomic class is not a stagnant category based on her income level, but is rather an ongoing lived identity that includes a dynamic process of political struggle. In our self-study, we unpack both our poverty and upper-middle-class experiences and in so doing examine our intergenerational cross-class identity as a site of personal and political struggle. Purpose/Objective/Research Question/Focus of the Study This self-study of practice explores how we three mothers who are also educators negotiate our cross-class identities while living a curriculum of moral education with our children who are growing up upper middle class. Research Design The qualitative methodology of self-study of practice was employed, and narrative methods were used to gather and analyze data. Findings/Results The qualities of intimacy and altruism emerge from our stories as ways to foster cross-class identities that encourage awareness of inequities and promote learning oriented toward social justice. Conclusions/Recommendations The approaches and strategies of living a moral education curriculum chronicled in our stories offer a developmentally sensitive model of moral education that could, with modification, inform approaches to educating critical class-conscious educators. The narratives highlight opportunities for researchers and educators to move across cultures and illustrate how tensions between cultures can be held open for meaning making rather than assuming that people only have one class identity. Future research is called for to further explore the impact of race on practices of moral education and how the types of relationships necessary for moral authority can be fostered within the confines of academia.
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Byeonggon Min. "Analysis of Instructional Communication of Upper-Class Students in the University of Education." korean language education research ll, no. 33 (December 2008): 367–404. http://dx.doi.org/10.20880/kler.2008..33.367.
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von Mutius, E., DL Sherrill, C. Fritzsch, FD Martinez, and MD Lebowitz. "Air pollution and upper respiratory symptoms in children from East Germany." European Respiratory Journal 8, no. 5 (May 1, 1995): 723–28. http://dx.doi.org/10.1183/09031936.95.08050723.
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Whereas evidence of adverse effects of air pollution on lower respiratory tract illnesses in children is increasing, little is known about the effects of high and moderate levels of air pollution on the incidence of upper respiratory illnesses. 9 to 11 year old schoolchildren (n = 1,854) living in Leipzig, East Germany were studied. The presence of upper respiratory symptoms was documented by a physician. Daily mean and maximum concentrations of SO2, particulate matter (PM) and NOx, as well as temperature and humidity, were measured. Furthermore, a self-administered questionnaire was distributed to the parents to assess confounding factors. Parents of 1,500 (81%) children returned the questionnaire. When controlling for paternal education, passive smoke exposure, number of siblings, temperature and humidity, increased risks for the development of upper respiratory symptoms were found in the winter months for SO2 mean concentrations (odds ratio (OR) = 1.72; 95% confidence interval (95% CI) 1.19-2.49). NOx mean concentrations (OR = 1.53; 95% CI 1.01-2.31) and PM maximum values (OR = 1.62; 95% CI 1.08-2.45). In the summer months, only NOx mean concentrations were associated with a significantly increased risk (OR = 1.82; 95% CI 1.21-2.73). A combination of high mean levels of different pollutants resulted in the highest risk (OR = 2.10; 95% CI 1.30-3.37 in the winter, and OR = 2.16; 95% CI 1.23-3.81 in the summer). We conclude that high concentrations of SO2, and moderate levels of particulate matters and NOx are associated with an increased risk of developing upper respiratory symptoms in childhood.(ABSTRACT TRUNCATED AT 250 WORDS)
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Foulk, Doug S., and Emily E. Hoover. "Using Expressive Writing to Improve Horticultural Education." HortTechnology 3, no. 3 (July 1993): 356–61. http://dx.doi.org/10.21273/horttech.3.3.356.
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Horticulture students in an entry-level course (plant propagation) and an upper-level course (small fruit crop production) were assigned brief lecture-based writing tasks at the end of each class period. For the first 5 minutes of each subsequent class period, students divided into small groups to discuss their responses to the previous day s task and to generate questions related to the task topic. The class then reconvened as a whole for a question-and-answer session before the lecture was resumed. Students collected their task responses in a workbook that they turned in for experimental evaluation at the end of the quarter. When compared to previous and concurrent sections of the same courses, students engaging in the writing tasks more frequently posed questions in class, posed questions of increased complexity, and demonstrated improved ability to perform well on complex exam questions requiring integration and synthesis of information.
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Barak, Belma, and Görkem Avcı. "Comparative Analysis of Turkey and Germany (Bavaria) Secondary Education Curricula in Terms of Education for Sustainable Development." Discourse and Communication for Sustainable Education 13, no. 2 (November 15, 2022): 108–32. http://dx.doi.org/10.2478/dcse-2022-0022.
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Abstract Education for Sustainable Development (ESD) is a teaching and learning approach that is based on the principles that underpin sustainability and applies to all levels of education. However, there is a scarcity of research on the integration of curricula with ESD. In this study, secondary school curricula in Germany (Bavaria) (geography, nature and technology) and secondary school curricula in Turkey (social studies, sciences) were compared in terms of learning outcomes and learning areas to the principles of sustainable development (social-environmental-economic). Attempts have been made to shed light on how ESD is reflected in the curricula of Turkey and Germany, as well as how the approach of ESD directs the education curricula. According to the findings of the study, the learning outcomes and learning areas of the curricula of Turkey and Germany are related to the principles of sustainable development, and learning outcomes related to SD dimensions are given more place in the upper grades. Turkey’s social studies curriculum is more related to SD’s social dimension principles; the science curriculum is more related to SD’s environmental dimension principles; and Germany’s geography, nature and technology curricula are more related to SD’s environmental dimension principles. The number of learning outcomes related to the economic dimension principles of SD in both countries’ curricula has been determined to be very low. Especially in Germany’s curricula, unlike Turkey’s curricula, it has been determined that students offer solutions to existing environmental-social-economic problems for sustainability in the context of problem-solving skills and learning outcomes that include case study activities are included.
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Marsh, Robert. "Social Class Identification and Class Interest in Taiwan." Comparative Sociology 1, no. 1 (2002): 17–41. http://dx.doi.org/10.1163/156913202317346737.
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AbstractAre social classes perceived as a meaningful source of identity in Taiwan? I explore this issue with data from a 1992 survey (N = 2,377) of the population of Taiwan. Respondents were asked, "If people in our society are divided into upper, upper middle, middle, lower middle, working and lower classes, which class do you think you belong to?" Ninety-eight per cent placed themselves in one or the other of these six classes. The modal responses were "middle class" (41%) and "working class" (29%). Two tests are made of whether these responses are meaningful and consequential. First, I show that subjective class identification is rooted in respondent's position in the objective stratification system, i.e., the higher one's education, occupation, power and income, the higher the social class with which one identifies. The second test is the extent to which, controlling for one's objective position in the stratification system, subjective class identification has significant net effects on attitudes toward class issues (e.g, whether big enterprises have too much economic and political power). Class interest theory predicts that Taiwanese who identify with the "middle" or higher classes have a more conservative ideology concerning class conflict, while those who think of themselves as "working class" or lower are more likely to believe there is class conflict, to favor collective action by employees against their employer, and to think big enterprises have too much power. Multiple regression analysis provides at best weak support for class interest theory. Subjective class identification has a significant net effect on attitudes toward only two of eight class issues. While the Taiwan respondents are not generally conservative on these class issues, class identification appears to have little to do with whether one is conservative or nonconservative. A serendipitous finding concerns education, which more than any other variable had significant net effects on attitudes toward class issues. It is Taiwan's most educated who are the least conservative on class issues. This finding has parallels with what some observers of Europe and the United States have called the New Class. The paper concludes with a discussion of the reasons why class identification is only weakly consequential for class-relevant beliefs in Taiwan.
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Foulk, Doug S., and Emily E. Hoover. "USING EXPRESSIVE WRITING TO IMPROVE HORTICULTURAL EDUCATION." HortScience 27, no. 6 (June 1992): 578a—578. http://dx.doi.org/10.21273/hortsci.27.6.578a.
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Horticulture students in an entry-level course (Plant Propagation) and an upper-level course (Small Fruit Crop Production) were assigned brief writing tasks at the end of each class period based upon that day's lecture. Student writing was intended to be expressive in nature, i.e., for the author's use only. For the first five minutes of each class period, students divided into small groups to discuss possible responses to the previous day's task and to generate questions related to the task topic. The class then reconvened as a whole for a question-and-answer session before lecture was resumed. Students collected their writings in a workbook which they turned in for experimental evaluation only at the end of the quarter. When compared to previous and concurrent sections of the same courses, students engaging in the writing tasks asked more numerous and thoughtful questions in class and demonstrated increased ability to perform well on complex exam questions requiring integration and synthesis of information.
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Scharenberg, Katja, Sebastian Röhl, and Wolfram Rollett. "Who Are Your Friends in Class?" Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 52, no. 3-4 (July 2020): 75–87. http://dx.doi.org/10.1026/0049-8637/a000230.
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Abstract. Educational settings such as classrooms provide important opportunities for social learning through interactions with peers. Our paper addresses the research question of whether and to what extent classroom composition characteristics make a difference. We carried out multilevel analyses based on a sample of n = 791 students in 48 classrooms (grades 5 – 7) in inclusive lower-secondary comprehensive schools in Baden-Württemberg (Germany). 22.6 % of the variance in students’ reciprocal friendship nominations were attributable to classroom-level differences. A higher average socioeconomic status and, respectively, a lower percentage of immigrant students negatively affected the number of reciprocal friendship nominations within classrooms. These results indicate that more privileged classroom settings can be related to less dense friendship networks of students. Our findings can be understood as an impulse to consider contextual factors when evaluating and addressing the social structure of classrooms in research and practice.
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Freund, Micha-Josia, Ilka Wolter, Kathrin Lockl, and Timo Gnambs. "Determinants of profiles of competence development in mathematics and reading in upper secondary education in Germany." PLOS ONE 16, no. 10 (October 1, 2021): e0258152. http://dx.doi.org/10.1371/journal.pone.0258152.
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The registered report was targeted at identifying latent profiles of competence development in reading and mathematics among N = 15,012 German students in upper secondary education sampled in a multi-stage stratified cluster design across German schools. These students were initially assessed in grade 9 and provided competence assessments on three measurement occasions across six years using tests especially developed for the German National Educational Panel Study (NEPS). Using Latent Growth Mixture Models, Using Latent Growth Mixture Models, we aimed at identifying multiple profiles of competence development. Specifically, we expected to find at least one generalized (i.e., reading and mathematical competence develop similarly) and two specialized profiles (i.e., one of the domains develops faster) of competence development and that these profiles are explained by the specialization of interest and of vocational education of students. Contrary to our expectations, we did not find multiple latent profiles of competence development. The model describing our data best was a single-group latent growth model confirming a competence development profile, which can be described as specializing in mathematical competences, indicating a higher increase in mathematical competences as compared to reading competences in upper secondary school. Since only one latent profile was identified, potential predictors (specialization of vocational education and interest) for different profiles of competence development were not examined.
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Verwiebe, Roland. "Migration to Germany: Is a middle class emerging among intra-European migrants?" MIGRATION LETTERS 5, no. 1 (April 28, 2008): 1–19. http://dx.doi.org/10.33182/ml.v5i1.55.
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This article analyses intra-European migration on the basis of primary data gathered in Berlin in 2002 and 2003. The theoretical foundation of the contribution is mainly based on newer migration research and research on Europeanisation. The empirical results of the study show that the individual patterns of migration within Europe vary quite strongly. It can be hypothesized that inner-European migrants increasingly come from diverse social classes and possess education and work experience in varying degrees. Recent European migration seems to be, above all, a middle-class phenomenon.
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Schmitt, Anne, Matthew Atencio, and Gaëlle Sempé. "“You’re sitting on a hot soccer field drinking Gatorade…I’m sitting in a yacht club just enjoying the view, enjoying the drinks”: Parental reproduction of social class through school sport sailing." European Physical Education Review 26, no. 4 (April 3, 2020): 987–1005. http://dx.doi.org/10.1177/1356336x20911386.
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This paper examines the utilisation of light sailing within school sport programmes in Western France and California. Sailing has been identified as a key activity for upper class participation in both France and the USA because it heavily involves intellectual skills, including preparation, tactical decision making, leadership and problem solving. Following on from this, we develop the social class concepts of Pierre Bourdieu (1979) to demonstrate how cultural and economic capitals are sought after and reproduced in comparative school sailing environments to maintain upper class social values and positions. We highlight interview commentary and field observations from a 1.5-year comparative ethnographic study of youth sailors and supporting adults, including coaches, teachers and parents. Our findings indicate that Western French and Californian upper class student sailors and their adult supporters are differentiated from each other in terms of how they prioritise either economic or cultural capital acquisition. This finding aligns with Bourdieusian conceptual distinctions of culturally dominant class and economically dominant class values and membership. Upper class status reinforcement and capital reproduction in these divergent ways reflects distinctive national cultures as well as social and economic structures underpinning youth/school sport and educational participation.
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Pong, Suet-ling, and Aaron Pallas. "Class Size and Eighth-Grade Math Achievement in the United States and Abroad." Educational Evaluation and Policy Analysis 23, no. 3 (September 2001): 251–73. http://dx.doi.org/10.3102/01623737023003251.
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Using data from the Third International Math and Science Study (TIMSS), we examine the relationship between class size and eighth-grade math achievement in Australia, Canada, France, Germany, Hong Kong, Korea, Iceland, Singapore, and the United States. Class sizes tend to be greater and more homogenous in centralized education systems compared with those in decentralized systems. The United States seems to be unique among the countries in our study. After controlling for possible confounding characteristics of the teacher, school, and classroom, in no other country than the United States did we find a beneficial effect of small classes. Contrary to our expectations, we also found little evidence that smaller or larger classes differ in the amount of curriculum taught or in the instructional practices of teachers. Except for the case of Hong Kong, neither curricular coverage nor instructional practices mediates the relationship between class size and math achievement.
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Heller, Rafael. "More than one way to grow up: An interview with Annette Lareau." Phi Delta Kappan 100, no. 7 (March 25, 2019): 31–36. http://dx.doi.org/10.1177/0031721719841336.
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Kappan editor Rafael Heller interviews Annette Lareau about her research into different experiences of childhood and family life. In her observations of families of different social classes, she learned that upper-middle-class families approach parenting as an act of “concerted cultivation” requiring ongoing attention, making them more likely to become active participants in their children’s education. Working-class and poor parents, in contrast, focus on “natural growth” and are more likely to defer to teachers’ expertise. Lareau contends that both parenting strategies have advantages and disadvantages.
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Al Areqi, Dr Rashad Mohammed Moqbel. "The Upper Class’s Violence and Violations in Megha Majumdar’s A Burning." مجلة العلوم التربوية و الدراسات الإنسانية, no. 21 (February 18, 2022): 564–81. http://dx.doi.org/10.55074/hesj.v0i21.431.
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Class conflicts are mostly based on competing ideologies embraced by different segments of a community. These values may be religious, economic, political, social, etc. in nature. This study explores the class conflicts, the ideologies behind these conflicts and investigates how these ideologies both control the different classes’ behavior and dominate the form the relationships between them take. Using a Marxist approach and the concepts of class/sect conflicts, ideology, economic superstructure domination and hegemony, this study traces Jivan, a poor Muslim girl who lives a miserable life in the Kalabagan slums of Kolkata who is accused of terrorism in the aftermath a train burning; the transgender Lovely, a hijra who is a male but who lives as a female and wants to be an actor; and PT Sir, a physical education teacher. It does so to assess their progression in life as they negotiate the ideologies of contemporary India. The study finds that class conflicts emerge from the different ideologies adopted by the different classes, embodied in their social, political, and religious beliefs. It also reveals the discriminatory system of the upper class in the narrative community and its injustice and corruption. It shows how that discriminatory system, by dominating the mass media, economy, education and politics, eventually pushes the educational institutions and civil organizations to respond positively towards it, which serves its interests.