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Social mobility has been extensively documented based on two-generational associations. Whereas a few studies suggest that the approach related to social inequalities should be open to multigenerational associations, the topic of social mobility over multiple generations is still at its blooming stage. Very little is known about multigenerational effects on education in Britain and about empirical evidence of the mechanisms that underlie multigenerational effects. Drawing on the British Household Panel Survey and the UK Longitudinal Household Study, this thesis examines social mobility over three generations in Britain. The central aims of the thesis are to explore direct grandparental effects on grandchildren's educational and class attainments independent of parental influences. In particular, it focuses on mechanisms through which grandparental effects operate. The thesis finds that grandparental class is significantly associated with grandchildren's educational achievement, despite parental class, parental education, and parental wealth being taken into account. Regarding the mechanisms, the evidence suggests first that the impacts of grandparental class on education remain even though grandparents have passed away at the time of the survey, and second that the impacts disappear only when grandparents have only infrequent contact with the family. Furthermore, I find that grandparental effects are significantly stronger on grandchildren originating from advantaged parents than on those from disadvantaged parents, indicating the strong persistence of inequalities at the top of social stratification. The research also highlights significant, albeit modest, effects of grandparental class on grandchildren's class attainment over and above parental influences. For grandsons, maternal grandparental class still matters even after grandsons' education has been controlled for. In particular, self-employed grandparents have a strong impact on grandsons' likelihood of engagement in self-employment, a pattern that holds true even when parents are not self-employed. For granddaughters, neither paternal nor maternal grandparental class is found to have a direct substantial impact on granddaughters' class after granddaughters' education has been controlled for. The thesis suggests that the conventional social mobility approach based on parentchild associations may overestimate the effects of parental characteristics and underestimate the effects of family origins. Family advantages run deep; they are maintained over generations in Britain.

<p>Abstract</p><p>This dissertation is a case study of processes of inequality in disaster response in neighborhoods recently devastated by natural disaster. The context is New York City beginning from the immediate aftermath of Superstorm Sandy on October 29, 2012. Specifically, this is a multilevel, multi-process comparative examination of emergent racial and class inequality (1) between two storm-impacted neighborhoods on the Rockaway peninsula and Brooklyn, and (2) two adjacent neighborhoods within The Rockaways. The fulcrum of the study is to understand a cumulative process by which racial minority and urban poor residents residing in cities fare worse after a disaster relative to their white and non-poor neighbors. To examine this question, over the course of two years this study collected data through interviews with 120 respondents who are residents, community leaders, field-site managers, workers and volunteers from various disaster relief entities (FEMA, New York State agencies, a large NGO, and local NPOs including small and Large Churches) working and living in these post-disaster contexts. </p><p>The first part of the analysis traces how the spatial organization, practice and culture of federal and state institutional actors privilege white and middle class residents over minorities and the poor. For this analysis, I comparatively analyze the process of response building through agency and organizational ties across Canarsie in Brooklyn and Westville and Eastville in "The Rockaways." The aspects of response that I compare primarily focus on decisions, actions, beliefs and expectations of management of these relief centers run by FEMA, Churches and local state governmental agencies in the respective neighborhoods. These managers are "on the ground" field site managers for the various centers.</p><p>Drilling down from the institutional to the social network environment, a significant part of this research focuses on relational-level comparisons of resident-responder interactions and informational and resource exchanges in and around warming and distributional centers of one central large NGO and one central local NPO located in Westville and Eastville, on the Rockaway Peninsula. This part of the study uses the setting of a natural disaster to examine how and why poor and minority residents living in proximity to affluent and white residents are less inclined to convert social network opportunities into social capital. Although these neighborhoods receive similar types of aid through a large NGO and FEMA, the combination of racial and class characteristics of these neighborhoods and their residents influence the relational dynamics of response, with race and class consequences in receiving disaster assistance. </p><p>The main conclusions from this research are (1) at the institutional network level, organizational social capital through organization agglomeration, hosting and coalition building led to a "nucleus of relief" in communities endowed with spatial privilege and the presence of large churches. (2) At the social network level, while all residents generate and benefit from crisis capital, which has short term benefits, whites are better positioned to create social capital which has long-term benefits, despite desegregation of interactional space. </p><p>Together these findings challenge current explanations of minority network disadvantage which emphasize macro-level segregation and deficient networks. The findings of this research in fact suggest that despite opportunities for "mixing," inequalities emerge through racialized interactions that inhibit translation and development of new social ties into lasting resources among low-income minorities who are living and surviving in the same areas as whites. The findings also contribute to the disaster literature by showing how race infiltrates institutional and spatial aspects of response that are different from arguments of prejudicial discrimination or merely poor coordination. The emphasis on structural racialization processes is also a much needed consideration in disaster research which tends to focus on quantifying disaster outcomes by racial characteristics of individuals or community demographic composition.</p> / Dissertation

This dissertation is geared toward a deeper understanding of the complexity of the multiple positions of women in the "Third World," and on how these positions create, sustain, and reproduce inequalities. I examine class inequality among employed women in the Philippines in the context of mistress-maid employment relationship. Using feminist fieldwork approaches, my gatekeeper, Merly, and I conducted extensive interviews and focus groups with thirty-one maids and ten mistresses between May and August 2000 in a medium-sized city in the Philippines. Recorded interviews were transcribed and processed using QSR NUD*IST N4. Domestic workers, who started as child laborers, live in their mistresses' homes where they perform household chores and carework. Aside from their "job description," they carry out additional tasks within and outside the household. The maids' relationship with their mistresses is based on maternalism, in which the mistresses integrate them into the family, engage in gift giving, provide educational support, but at the same time, control their bodies, times, spaces, and relationships. Except in cases where maternalist behavior becomes violent, both maids and mistresses approve of maternalism. In looking at the factors that may contribute to the mistresses' maternalist behavior, this study found that mistresses who are subordinate relative to their spouses and their workplaces are more likely than those who are not subordinate to engage in maternalist behavior with their maids. As maids prefer maternalist relationship with their mistresses, they accommodate their mistresses' dominating tendencies. When reprimanded, they respond through culture-specific rituals of subordination. However, when their threshold of tolerance is breached, they apply a combination of subtle and blatant resisting strategies. Younger maids perceive domestic work as a stepping-stone toward a more comfortable future, while older maids view it as a dead-end occupation. From a global standpoint, class mobility is examined based on the domestic workers dialectic positions within the international division of reproductive labor. Throughout this dissertation, women's inequality in the context of mistress-maid relations were analyzed from various angles, shifting the analysis from micro to macro dynamics; from class to the intersection of gender, ethnicity, age, and class; and from local to global. In addition to providing a sociological understanding of this phenomenon, I put the varied voices of "Third World women" at the forefront of this study. / Ph. D.

Despite efforts of U.S. education institutions to encourage study abroad participation, Black and low income students are severely underrepresented compared with their White and higher income peers. Literature reveals that a combination of individual and institutional factors influences study abroad involvement; however, they fail to address how these factors work to limit the participation of interested students. Qualitative interviews were conducted with 21 Black and White students to investigate how they navigate the study abroad process. Cultural and social capital theories were used to understand their experiences. My findings demonstrate that for students that did not study abroad, Blacks compared to Whites encountered more difficulties when trying to activate their available resources to navigate the process. Also, non participating White students were more likely to make the conscious decision not to invest their class privileges to study abroad compared with their Black counterparts. Together, these findings suggest that race and class play a role in the activation and usage of cultural and social resources to study abroad.

This thesis is about social class and economic inequality, using the Goldthorpe class schema. It tests theories claiming that social class is increasingly irrelevant to inequality and people's life-chances with data on incomes and material living standards from the British Household Panel Survey. It covers the period over which the survey ran, i.e. 1991-2008. During this time many prominent social theories dismissed class analyses while others sought to retain the class concept but dismissed its economic foundations, seeking to ground it in culture instead. Economic inequality has not figured highly on the agenda of class analysts, at least not those working with the Goldthorpe class schema. There is a substantial body of work on mobility, voting behaviour, income poverty and material deprivation, but inequality in a broader sense has for the most part been neglected. This thesis is a step towards rectifying this situation. Thus it provides new information about within-career social mobility as well as income inequality within and between classes, on whether income mobility reduces class inequalities over time, and cast light on class inequalities in material living standards. The findings suggest that class is far from irrelevant to economic inequality. Class differences in incomes are persistent, between class inequalities contribute more to inequality overall than within-class inequalities, and while income mobility does reduce class inequalities over time it is not to the extent that supports the hypothesis that class is irrelevant to people's economic fortunes.

Despite efforts of U.S. education institutions to encourage study abroad participation, Black and low income students are severely underrepresented compared with their White and higher income peers. Literature reveals that a combination of individual and institutional factors influences study abroad involvement; however, they fail to address how these factors work to limit the participation of interested students. Qualitative interviews were conducted with 21 Black and White students to investigate how they navigate the study abroad process. Cultural and social capital theories were used to understand their experiences. My findings demonstrate that for students that did not study abroad, Blacks compared to Whites encountered more difficulties when trying to activate their available resources to navigate the process. Also, non participating White students were more likely to make the conscious decision not to invest their class privileges to study abroad compared with their Black counterparts. Together, these findings suggest that race and class play a role in the activation and usage of cultural and social resources to study abroad.

xii, 169 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Infant feeding has received insufficient attention in the social sciences. Breastfeeding is an important public health concern because it provides many benefits for infants, mothers, and the community. Breastfeeding rates in the United States increased from their lowest point in the early 1970s, but remain below the federal goals established by the Healthy People 2010 program. This is particularly the case for exclusive breastfeeding. Sociological and feminist theorists have identified several factors that influence breastfeeding, such as social class, race, and state support for lactating women. This research uses the National Immunization Survey, which contains a random sample of nearly 30,000 infant-caretaker pairs in the United States, to examine the affect of these factors on breastfeeding duration and intensiveness. Hierarchical linear modeling is used to analyze individual mothers within U.S. states to determine how class, race, and state-level policies affect breastfeeding rates. The models show that education level and income are strongly associated with both duration and intensity of breastfeeding. African-American and Hispanic women tend to breastfeed less than their white counterparts. State-level variables, particularly the number of lactation consultants employed in a state per 1000 live births, increase the likelihood of breastfeeding. The results of this research are used to suggest policy recommendations that may increase the duration and intensity of breastfeeding. / Advisers: Robert O'Brien, Richard York

The majority of mental illness on college campuses remains untreated, and mental illness stigma is the most cited explanation for not seeking mental health treatment. Working-class college students are not only at greater risk of mental illness, but also are less likely to seek mental health treatment and hold more stigmatized views toward people with mental illness compared to affluent college students. Research on college culture suggests that elite college contexts may be associated with greater stigmatization of mental illness. This study bridges the social status and college culture literatures by asking—does social status and college context together predict students’ mental health attitudes? By surveying 757 undergraduates at an Ivy League university and a Non-Ivy League university, I found that 1) elite college students had greater mental illness stigma than non-elite students, 2) social status was positively related to personal stigma and negatively related to perceived stigma, and 3) low social status students at the Ivy League university had greater personal mental illness stigma compared to their counterparts at the Non-Ivy League university. Low social status students’ perceptions of themselves as social status minorities may be responsible for their greater stigmatization of mental illness in the elite college context. These findings suggest that increasing socioeconomic diversity on college campuses may improve lower social status students’ mental health attitudes.

This thesis examines the role of social capital in Australian regional development. It does so though a case study of one of the most socio-economically disadvantaged regions in Australia, the City of Playford, (perhaps best known as the former City of Elizabeth and home of South Australian Manufacturing). The approach taken involves an examination of the historical roots, more recent academic and political debates, along with the structural political and economic conditions which have inspired the rise of social capital. This is accompanied by an exploration of the application and implications of the social capital approach to development in the City of Playford. Recent years have seen an explosion of interest in social capital theory. Of particular interest to policy makers has been the suggestion that there is a link between social capital and economic development. This argument has lent support to the idea that inequality in regional economic development can be tackled by building social capital in disadvantaged regions. In this thesis I take a critical approach to both the concept ‘social capital’ and the link between social capital and economic development. I suggest that the popularity of social capital may be due more to the political and academic environment in which the concept was spawned, than its ability to address issues of inequality in regional development. The results of the case study in the City of Playford highlight the continuing importance of issues of class and structural inequality in Australian regional development. I argue that contemporary applications of social capital in regional development are not only unable to adequately address such issues, but may also be contributing to their exacerbation. Having drawn attention to the inherently problematic nature of the concept, I then discuss the implications of the research findings for the future of social capital in both policy and social theory. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1345130 / Thesis (Ph.D.) - University of Adelaide, School of Social Sciences, 2008