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This thesis focuses on Paul’s view on freedom for believers in the context ofslavery. Paul’s understanding comes through in his metaphorical usage of slavelanguage in 1 Cor 7:20-24. In this thesis, a comparison between the teaching ofPaul and that of the Stoics Seneca, Musonius, and Epictetus will support myinterpretation of Paul’s opinion regarding slavery and freedom. I first explore howPaul and the three Stoics advocate for their understanding of freedom for slaves,and then I compare Paul’s theological interpretation with the moral values of thethree Stoics. There is no doubt that Paul, Seneca, Musonius and Epictetus wereaware of the cruel physical judgments and hardships, which slaves suffered in thecontext of slavery. Though neither Paul nor the three Stoics expressed an intentionto terminate the existing hierarchical social structure and slavery system, they alsodid not ignore the physical judgments and hardships placed upon slaves. Theteachings of Paul, Seneca, Musonius and Epictetus testify that they had a commonwill to end, or at least reduce, the exploitation and dehumanization of slaves. Theircommon interest is to promote the possibility of freedom, equal fairness and kindlytreatments for slaves. Both groups preferred freedom and dignity for human beingsby ignoring the social standards and social identification of the Roman society.However, they emphasized inner freedom rather than the social freedom of the slaves.Aim of thesis: To compare Paul’s attitude to slavery and his metaphoricallanguage of slavery and freedom with that of the Stoic philosophers, Seneca,Epictetus, and Musonius.

My dissertation explores the higher education transition decisions made by senior high school students from diverse social backgrounds in Chile. I examine how family, school, and the broader institutional and political context interact with and influence these decisions during times of major social changes and educational reform. Through a 10-month qualitative multi-site case study, I interviewed senior high school students from different social backgrounds and schools, and their close social networks. Building upon the concept of college-going habitus, I examine how family support and expectations shape students' higher education choices. My findings suggest that all students participating in my study exhibited clear predispositions towards pursuing higher education, being endowed with a certain kind of college-going habitus transmitted by their families and mediated by social class. Yet, I find that this college-going habitus is a more nuanced phenomenon than has previously been acknowledged. By proposing acquired and incipient forms of college-going habitus among lower-class students, besides the traditional inherited one exhibited by the upper-class, I argue that college-going habitus—even though largely dependent on social class—can also be developed through discourses willfully integrated and learned over time, mainly through the strength and nature of explicit parental discourses and encouragement. My study also finds that the relationship between schools and its students’ college accomplishments is more complicated than simply “reproduction” or “school effect.” A school's socioeconomic status influences certain resources, organizational practices, and teachers' expectations, but does not preclude schools from diverging and making a difference—for better or worse—in their students' college decisions. My findings posit that a school’s academic rigor, quality of the standards in the education imparted, and the implementation or lack of robust college-readiness strategies, largely determines whether a school exerts a positive effect, a no-effect (reproduction), or a negative school effect on students’ aspirations and college decisions. Finally, my dissertation shows that not only educational policies and reform influence students’ views on college opportunities and choices, but unexpected social events, such as the October 2019 Social Outburst in Chile, also have dramatic consequences on students' perceptions of the opportunities available in Chile and, in turn, on their own college aspirations and decision-making. My research illuminates how the social outburst triggered a shift in students' discourses about opportunities, from an emphasis on a meritocratic approach to a focus on prevailing inequalities. This gives rise to a revised meritocratic discourse that puts the accent on effort rather than on merit (i.e., actual performance), placing an even greater burden on lower-class students. In sum, my research sheds light on the complex interplay of factors influencing Chilean high school students' higher education choices, offering insights into the nuanced nature of the college-going habitus, school effects, and the impact of societal events on students' aspirations and decisions.

Students with parents with different levels of education motivate their choice of Växjö University differently. They who have parents with at least three years academic studies motivate more frequently their choice with the program they are studying while those who have parents with lower studies are more inclined to motivate their studies with contacts and nearness to their hometown. I found this in a survey study with 201 respondents involved. The result was followed by interviews on respondents from the survey study. The interviewees were four women whose parents had different levels of education, two with parents with higher education and two with parents with lower education. The interviews were in this way limited to female students only. The conclusion is that the difference in how the students motivate their choice of Växjö University can partly be explained by the theory called “könskontraktet” which says, women from higher social classes want to brake out from the old gender roles, and that makes them value education and carrier, while those who are from lower social classes accept the old traditions between genders which makes them value family and safety. This don´t need to lead to reproduction of social classes and that it goes from parents to children if there is good accessibility to the universities and you can get higher education without moving a long distance.

Entrepreneurship is often touted as a key avenue for upward mobility. However, it is also a context that highlights the profound impact of underlying privileges, such as family wealth and social capital associated with higher social class origins. This dissertation consists of three empirical essays studying the impact of social class origins on entrepreneurial entry and outcomes. Chapter 1 documents the magnitude of the social class advantage in being an entrepreneur and investigates mechanisms in terms of human, cultural, and entrepreneurial capital. Chapter 2 examines how investors’ interest in a startup varies by the social class origins of the founder and the investor themselves, using a lab-in-the-field experiment on angel and venture capital investors. Chapter 3 studies the venture capital funding gap between founders from privileged backgrounds and others, using large-scale observational data on startup founders "at risk" for venture funding.

Wilson (1980) argued that social class has superseded race as the most important determinant of life chances for black Americans. His statements have sparked a heated debate in the sociology of race relations. This dissertation is an empirical test of the “declining significance of race" thesis in relation to the quality of life of black Americans. It assumes that "life chances” include not only economic criteria but also the possibility of attaining a happy, satisfying, and healthy life. Two perspectives on the relationship between race and well-being were distinguished. The “class" perspective identifies the source of the problems blacks face as increasingly a class phenomena rather than one of race. The “race” perspective sees race as increasingly the source of the problems blacks face. These two perspectives were tested using data from three different sources: the NORC General Social Survey; the Quality of American Life, 1971 and 1978 (Campbell and Converse, 1971, 1978); and Americans View Their Mental Health, 1957 and 1976: Selected Variables (Veroff, Douvan and Kulka, 1978). The effects of race and class (and other demographic variables) were compared across the years of each survey on selected measures of subjective well-being. The results revealed a persistent race effect on all of the quality of life measures except for the scales measuring psychiatric symptoms. Most of the race effects persisted even when controlling for social class, sex, marital status, and age across all the years examined. These results support the "race" perspective that “being black" is detrimental to the psychological well-being of blacks regardless of their social class status. There was, however, no discernible trend of race increasing or declining in significance--only its continuing significance. / Ph. D.

Hemingway has given us pictures of individual members of society in the United States, in Africa and in Europe from the nineteen-twenties to the present time. In order to present Hemingway's characters as a study in social structure, the following classes will be considered: primitives, peasants, middle class, upper class, aristocrats.

So Wan-suen. / Thesis submitted in: August 2005. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 168-172). / Abstracts in English and Chinese. / Abstract --- p.iii / 摘要 --- p.v / Chapter Chapter 1. --- Introduction --- p.1 / Chapter Chapter 2. --- Social Class and Restaurants --- p.31 / Chapter Chapter 3. --- Social Class and Space in Restaurants --- p.56 / Chapter Chapter 4. --- Social Class and Social Taste in Restaurants --- p.80 / Chapter Chapter 5. --- Social Class and Food in Restaurants --- p.106 / Chapter Chapter 6. --- Social Class and Behavior in Restaurants --- p.121 / Chapter Chapter 7. --- Conclusion --- p.144 / References --- p.168

<p>The paper aims to investigate the failure of the American Dream in the novel <em>The Grapes of Wrath </em>and the factors that affect it. Thus, the thesis of the paper is that it is the classes and castes of Californian that prevent the Joad family from fulfilling the American Dream.</p><p>The thesis will be discussed from four focal points of the American Dream: Freedom, Equality, Individualism and Family and Ideal Home. The novel takes place during the Great Depression, a time when many Americans were homeless and unemployed. An attempt will be made to define the American Dream and give a background to it. Furthermore, the binary pair of “self” and “other” will be used as an instrument of analysis.</p>

An attempt will be made in this study to determine the relationship between sixth grade students' creativity in art (as measured by selected instruments) and certain socio-cultural and community factors.