For more than a half a century the role of education and its influence on social mobility and status attainment has been a subject of research. Further more, education has been shown to be an important contributor for success over the life course. Much of the research surrounding status attainment and higher education has dealt with the Baby Boomer cohort. The purpose of the study is to examine education from a perspective that is less talked about to this point. This study uses data gathered by the Pew Research Center and examines a specific age group, current 18-30 year olds (Millennials), to gather a better understanding of their attitudes towards the value of higher education within the current era of the economy, education, and job opportunity. According to the analysis, females report higher odds of feeling that a college degree is important to success later in life. Equally important, results indicate that Blacks have greater odds of perceiving education to be important for success in life. Results also demonstrated that in this particular study, other factors such as income and employment status did not significantly affect respondent's perceptions on the importance of education.

This dissertation examines social mobility as treated in stage comedies and litigation records circa 1603-1625. It argues that, in a historical context where rising in the world often awakened disapproval, stage representations of advantageous marriages negotiated cultural debates concerning socioeconomic change, political hierarchy, and individual aspirations. To understand the diverse meanings of social advancement, this study traces the discursive and narrative resemblances between two sets of texts: nearly two hundred Star Chamber cases that contested marital status incompatibility, and plays by Middleton, Jonson, Chapman, and their peers that dramatize intense competitions for marriages that could elevate characters in wealth and prestige. Pierre Bourdieu provides methods for approaching the multi-dimensional early modern social field with its many forms of status, and Frederic Jameson offers ways to consider the relation of fictional narratives to social and ideological problems. Using these theorists to align the two sets of texts, this dissertation reveals how London's theaters offered complex fantasies of achievement that balanced individual ambition against prevailing assumptions about gender, status, and social order. The Introduction traces relevant historical contexts, while Chapter One outlines the polyphonic features of the texts under investigation and culminates in an analysis of George Chapman's use of multiple temporal schemes in The Widow's Tears to represent a fantasy marriage as both an upstart's rise and a dynastic renewal. Chapter Two examines legal records to reveal how victims of alleged courtship frauds evoked a broad cultural script that represented social exogamy as a threat to the ruling elite. Chapters Three and Four focus on masculinity, arguing that both male defendants and playwrights like Thomas Middleton and Lording Barry responded to the cultural contradictions of social mobility by privileging alternative metrics of masculine worth and alternative trajectories of advancement. Chapter Five shows how female defendants positively rearticulated available negative stereotypes about women, especially servants, marrying up; in similar fashion Ben Jonson's The New Inn portrays a maidservant's engagement to an aristocrat as a triumph of merit. Finally, the Appendix examines one extensive case in which dozens of witnesses variously interpreted the scandalous elopement--or kidnapping--of a rich London woman. / 2019-08-01T00:00:00Z

English has been a central language in various sectors of South Korean (henceforth Korean) society for over a century, with historical events and contexts resulting in a glorification of the language as both an essentiality for success and an indicator of superiority and modernity (Park, 2009; Cho, 2017). With English becoming omnipresent in recent times due to an increasing focus on globalisation within Korean society, most families rigorously pursue English education to ensure optimal chances of employment. In turn, due to the necessity for additional English education outside of school, such as expensive private education, the divide between social classes in Korea has been continuously growing up to this day (Cho, 2017). Due to these existing inequalities and language ideologies, English is generally recognised as an indicator of social class in Korea. Despite the strong history of English in this country, however, Koreans’ perceptions of English, whether they see it as a key for vertical social mobility, and how they conceptualise English with respect to their self-images remain under-researched. Thus, by approaching this topic empirically, the present thesis explores the perspectives of English-speaking and non-English-speaking Korean native speakers regarding the role of English in Korea. To investigate this, the present study incorporates semi-structured interviews on the addressed topics and a subsequent content analysis through which themes are both established and interpreted. The participants were selected according to their age, English proficiency, and respective employment, with all interviewees being in their 20s and all working either in the real estate market or being involved in university undergraduate studies. The participants’ responses in the interviews showed similarities between the two groups, namely that both English-speaking and non-English-speaking participants of the present study position themselves similarly towards the role of English in Korea. First, it seems clear from the responses that English is perceived more as a marker of social class and less as a tool for vertical social mobility. This finding appears to indicate that English influences movement within the social hierarchy of Korea only to a certain extent, according to the interviewees’ perspectives, due to English being less important after recruitment by a company. Second, the participants conceptualise English as having general overt prestige. At the same time, the participants’ responses indicate that they connect English with the possibility of putting themselves in danger of face-threatening acts (FTAs). Thus English is conceptualised positively as being an indicator of intelligence, power, and wealth, while being negatively conceptualised as being a possible threat to the face of Koreans, resulting in their reluctance to speak English.

The American Dream Ideology is defined by Sociologist, Jennifer Hochschild as, "All persons in the United States can achieve the American Dream, which is defined as the achievement of success however that is defined to oneself, through hard work and one's own efforts." Filipino Americans have a unique history with the United States and much of Filipino culture has roots within its history of colonization by Spain and the United States. Previous research has shown a high consistent rate of immigration into the United States, and high rates of social mobility among second-generation Asian immigrants compared to first-generation Asian immigrants. A study also has shown that college students predominately mentioned wealth and material goods when discussing the American Dream Ideology. Inquiry on Filipinos and their perceptions of the American Dream have yet to be completed. Using the framework of culture as a "tool kit," this qualitative study investigates if Filipino college students that attend the University of Central Florida buy into the "American Dream Ideology," as defined by Sociologist, Jennifer Hochschild. This was done by analyzing 3 interviews with Filipino college students that attend the University of Central Florida. Based on the data, there are many factors that can attribute to a student's understanding of the American Dream Ideology. This study lays the groundwork for further research on the processes that create one's definition of the American Dream Ideology within Filipino communities.

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This quantitative study assessed student success by examining the academic progress of Act 101 summer bridge program subjects who completed two semesters in a suburban mid-Atlantic community college. The study compared qualified students who participated in the Act 101 program to Act 101 students who did not participate in the seven week academic experience in order to determine whether the program made a significant difference in the academic progress of these first year participants by reviewing the number of developmental courses required, assessing their semester one and semester two grade point averages, end of year credits, and retention rate over a five year period of time. A third group of students who did not qualify for the Act 101 program but met the admission requirements because of similar socio-economic and academic demographics were included for comparison purposes. The study also determined whether there were any significant differences in the level of success among the three groups based on student demographics including age, gender, ethnicity, and educational attainment of both the mother and the father. The outcomes of the study provide insight and infer policy implications: whether Act 101 students are likely to increase or reduce the prevailing pattern of proclivity for social reproduction. Act 101 summer bridge programs, targeted at college-bound freshman who are not college-ready, has a long history. Over forty years ago Honorable K. Leroy Irvis, then majority leader of the Pennsylvania House of Representatives, recognized that many residents of the Commonwealth were unable to pursue higher education due to prevailing social conditions. With the support of the State Black Conference on Higher Education, he created the 1971 Higher Education Equal Opportunity Act, frequently referred to as Act 101, to provide additional assistance. The summer experience is focused on academics including writing, reading, mathematics, study skills, time management, counseling and computer literacy. Act 101 bridge students are low-income, mostly first generation learners who have experienced limited success in high school and must enroll in two or more developmental classes. Research data documents that the more barriers that students face, the more unlikely it is that they will obtain a credential. Many of these students lack adequate high school preparation which will inhibit them from attaining their goals. The more developmental courses these students take, the less likely these students will earn a degree as they expend their finances and lengthen their timeline. The ethical question is raised as to whether these students should incur indebtness if they are at high risk for non-completion of their goals. However, going to college represents the best option for escape from poverty and it increases opportunity for upward mobility. The findings of this study show that the semester 2 grade point average for the summer bridge students was significantly higher compared to the grade point average of the non-summer bridge students. The summer bridge subjects also had significantly more credits at the end of year 1 compared to subjects in the non-summer bridge group. In addition, the summer bridge students had the highest rate of retention among the three groups. Among other findings, the Act 101 subjects were older, predominately African American and female whose parents had graduated from high school. Older students needed more developmental courses. Subjects in the non-summer bridge group, all of whom elected not to participate in the SBP, needed the most developmental courses among the three groups. Their year 1 credit total of 3.57 credits suggested that their decision to decline the tuition-free summer opportunity was not in their best interest. The outcomes support policy implications that subjects in the summer bridge group took a small step forward in reducing the prevailing pattern of proclivity for social reproduction but subjects in the non-summer bridge group did not make enough strides by the end of year one to indicate that their educational experience thus far is impacting their social mobility status. / Educational Administration

Debates on whether microfinance remains an effective measure to eradicate poverty and empower women have continued with a bigger question of if an alternative model is available to outweigh the problems of group-based solidarity-based lending scheme. This dissertation aims to study if and how a Lembaga Perkreditan Desa (LPD) – a community owned microfinance – affects women's agency in household and society, and most importantly to observe if it has long term effects on the reconstruction of gendered roles and relations. This study employed participation observation and semi-structured interviews for data collection because each method allowed the exploration of multi layered information and tacit values that other data collection methods do not provide. I spent four months conducting participant observation with female LPD clients from four villages and eight semi-structured interviews around Bali. This study concludes that social capital affects LPD's performance. Impacts of social capital on LPD are posited to occur through the immersion of LPDs into the village governance system that renders members' loyalty, trust, and respect, and the adoption of shared customary laws to name a few. LPD is also proven to strengthen social capital by increasing interdependence among community members; boosting the members' sense of belonging, trust, and responsibility for community development. However, LPD does not necessarily foster women's social capital. This study also found that access to LPD corresponds to women's agency in the household decision-making process. Three features of cooperative decision-making in household are 1) the ability to switch roles in the loan application process, 2) any LPD related financial decisions will involve women's opinion or approval in it, and 3) women have the control over the allocation and repayment of the loans from LPD. Furthermore, I argue that LPD facilitates women's social mobility by ensuring that their access to LPD remains intact. Moreover, LPD causes intergenerational impacts when women are involved in the lending-saving mechanism. Lastly, this study argues that LPD has long-term effects on the reconstruction of gendered roles and relations in Balinese society. / Doctor of Philosophy / This dissertation investigates the impacts of Lembaga Perkreditan Desa (LPD) – a community-owned village bank – to Balinese women from the perspective of four female LPD clients residing in various villages in Bali. In general, the study aims to gain understanding about rural Indonesian women in navigating their opportunities in male-oriented microfinance system. The study found that members of society – female and male – develop a shared understanding, norms, trust, and resources to strengthen their ties among each other called as community capital. My dissertation found that there exists a two-way relationship, instead of one way, between social capital and LPD. Derived from those reciprocal relationship, I argue that LPD may empower women in household and society, though it also may disempower them due to the LPD’s rules. Furthermore, LPD affects women’s capacity to make decisions in their households. These decisions including the ability to choose the right and most practical role when applying for loans and most importantly the capacity to manage the use of loans. LPD corresponds to women’s economic attainment and mobility across villages, yet, it does not correspond to the development of their professional networks. Moreover, LPD creates impacts across generation due to its lending mechanism, payment procedures, and financial benefits from allocating the loans for income generating activities. Lastly, if the LPD transforms the current and future relationships among men and women in household and society? my study found that LPD, through its immersion into the village system and customary values that guide the life of all community members, paves the way for women’s empowerment today and in the future.

The education of youth in the United States has become a highly contested subject over the past decades. This thesis argues that one of the earliest institutions American citizens encounter – the public school system – organizes the work of many teachers in ways that reproduce inequality of opportunity for students. Drawing on qualitative data from fourteen in-depth interviews with experienced elementary school teachers in Los Angeles, this thesis illustrates how teachers experience and navigate specific structural barriers to the pursuit of equity in the classroom. Applying social reproductive theory to teacher interviews, this research discovered how, despite rhetorical commitment to equality of opportunity in education student outcomes continue to vary according to the socioeconomic status of the student population. This will help us understand systemic barriers built into the structure of the education system. These barriers operate as obstacles that teachers and students must navigate, in order to achieve success. This thesis argues that teachers should begivenmore flexibility to assess the needs of each specific class and adapt their curriculum and strategies to meet those needs. Unfortunately, in the current test-score driven system, schools with the lowest performing students are the ones whose administrations are under the most pressure to improve the low scores rather than fix the problems associated with low scores. As such, the teachers that need this flexibility the most, are the ones whose administrations keep them on the tightest rein, further reducing their ability to utilize their knowledge and implement effective strategies in the classroom. The result is the self-perpetuating cycle of inequality reproduction that we can see across North America today. / Graduate / 2019-08-13