Category: Social Class

Introduction

The Marxist theory identifies that people are usually divided into different social classes depending on how they relate to the factors of production. The theory further notes that the different political views humans hold and the various ideological differences in the minds of many are all as a result of class differentials.

According to the Marxist theory, the current structure of the factors of production is in direct relation to the structure of social classes in the society. However, the Marxist theory has been variable and open to different schools of thought such as those advanced by Thomson and Tronti, stating that class consciousness in capitalistic systems of production facilitate sound relationships in production. In this manner, the Marxist theory tries to explain the underlying factors that relate to class struggles.

Class Structure

The Marxists theory distinguishes class differentials existent in the society through the ownership of the factors of production and the influence an individual has on the labor power used as a factor of production. In this manner, the Marxist principles advance the fact that the society is typically segregated into three classes constituting the capitalists who control most of the factors of production, workers who are not empowered to buy the labor of others (and are therefore prompted to sell their own) and lastly, the society which is segregated into the petite bourgeoisie class which is an intermediary of the above social classes and has the power to own factors of production at a minimal level although they do not have the power to purchase labor from others. This classification exposes one of the biggest weaknesses to Marxist theory because the classification of the petite bourgeoisie class does not go beyond people being small capitalists.

Class Conflicts

The Marxist theory purports that most of societys conflicts trace their roots to class conflicts which later lead to societal revolutions that change the status quo. Even after societal revolutions were experienced in the past, the Marxist theory advances the fact that even in modern society, class antagonisms have not be eliminated.

Instead, the modern society has devised new ways of oppressing people, created new types of social classes and also devised new manners of class competition. In spite of nothing much being done by the modern society to reduce class conflict, the Marxist theory advances the fact that the new developments have simplified class conflict. More vividly, the theory purports that the society is quickly segregating into two large groups (upper and low classes) which are in constant feud with one another.

The Marxist theory further establishes that class conflicts have greatly influenced the progression of history plus the trajectories we evidence in the society today are also a result of the same. Nonetheless, even as Marx advances his principles, he makes us understand that even in light of all these class conflicts, there is a mutual interest all the classes have and in more conventional terms, this is known as class consciousness.

This concept is employed by the Marxist principles to identify that classes also have their own sense of consciousness which represent an individuals capability of acting according to the interests of his class and also very interesting is the fact that different social classes normally have their own distinct class consciousness which are normally in opposition to one another and thus the leading cause of class conflict.

Initially, class conflict was majorly observed in highly capitalistic societies and in factories but as capitalism changed and became more advanced, Marx notes that classes became more disparate. In turn, the society became somewhat integrated but the struggle now boiled down to individual conflicts. The Marxist theory therefore notes that from this kind of extreme capitalism at the societal level, there is bound to be an increased sense of class consciousness and individual interests are also likely to be amplified.

Also when the sense of class consciousness is augmented, the ruling class gains because the time factor for such interest is increased by manipulating policies in favor of higher classes. Through the influence of policies to maintain the current class differentials and extreme forms of capitalism, the issue becomes largely political. This later becomes the onset of political struggles for power.

Also, since the struggle for political power is largely influenced by the control of resources of the means to production; it does not come as a surprising fact that the high class people in the society would use the same power to safeguard their interests (in terms of property and wealth) and influence social relations through policies. The Marxist Principle therefore notes that the ruling class seeks to control most of the power in the society because a great percentage of economic power is also within their control.

Conclusion

The Marxist principles to a far extent emphasize that class differentials are dictated by the relationship people have towards factors of production. In this manner, those who control most of the factors of production constitute the high class people in the society (or the ruling class).

These people have tremendous power to control the factors of production and can also purchase the labor of others. Closely following is the petite bourgeoisie class which is the intermediary class that has a significant influence on the factors of production but they do not have the power to purchase labor. Lastly, those who cannot purchase labor or control the factors of production are termed as the lowest class and largely constitute of workers.

Your class will soon be graduating from college. Some of your friends keep saying how their parents will buy them cars and pay for their holidays abroad. Is the most you can hope for a family photograph? Whatever one gets on graduation day is a clear reflection of their social class.

According to Nasseri, social class is the distinction between groups and individuals these distinctions are different from one society to another. Conversely, these divisions are also visible and different in one society. It is on the basis of age, gender, religion, education, an income that classes arise. Class in the United States is on the basis of age, education and occupation. Furthermore, there is upper class, middle class and the lower class (Distribution of wealth in America, n.d.). These differences in class are responsible for such things as where one lives, their friend to which schools they will attend and the kind of jobs they will hold; thus the rise of inequality. To sociologists, social class is major determiner of beliefs, behaviors, lifestyle and more importantly, life itself. Consider this, when the Titanic sank, 97% of the first class survived, however, only 84% of the second and 55% of the third made it (Gilbert, 2007).

According to Mantsios, (2003) one cannot only look at dollar figures and percentages if they seek to understand inequality. Even access to basic amenities can tell it all. It is evident that the distribution of wealth and income in the United States is skewed in favor of the upper class. Those who have gone to the best schools and can access the best services. Very few have a lot of the wealth and the small remainder is for subdivision among the middle class and the lower class, which is where most of the population falls. One also cannot analyze class difference on the basis of appearance. Mantsios opines that, America has been successful at hiding poverty (Class in America-2003 312). However, it is generally argued that class does not only affect ones lifestyle and material wellbeing rather that it also affects ones physical as well as mental well being. Accordingly, there is link between social class and health. The lower class is more susceptible to certain diseases such as mental and heart diseases. Moreover, the lower class cannot access the best health care services (2003). The unequal distribution of wealth and the rising income inequality are responsible for the perseverance of classes (Devin, 1997). According to Harold Dalton, cultural myths inculcated to as in our families are also to blame (279). Most people grow up thinking that what they were born into, how things are is the way they are supposed to be.

Wealth is an aspect of social class. Wolff posits that wealth refers to the material possessions that one owns. This includes all the total assets one owns, from real estate to stocks and shares. After subtraction of debts, one then arrives at their wealth or what can also be referred to as net worth. Accordingly, the best way of measuring the distribution of wealth is by carrying out household surveys. From this it can be easier to ascertain the levels of inequality. In the US, the inequality levels have been shown to be rising. The rich only seem to be getting richer. For instance, in the survey carried out in the US in 1998, it was established that a large proportion of the wealth was owned only by a few. Thus, the richest 1% of households owned a whooping 38% of the wealth. Furthermore, the top 5% of the rich households own over half of the wealth in the US, about 59%. Ultimately, the bottoms 20% are more often than not left with nothing (2003). Thus, the have and the have nots. By 2004, the bottom 60% of households only held a meager 4% of the national wealth. (Distribution of Wealth in America, n.d.) This results in classes, the upper class, the middle class, the working class and the lower class (also the working poor). There are also sub classes within them such as the upper and the lower middle class. While the upper class can be classified as capitalist who earn their income and make wealth from their assets, the upper middle class are just usually well paid educated managers who rely mostly on their incomes. On the other end, the lower middle class comprises of low level managers while the working class comprises of the low paid unskilled workers (Wolff, 2003).

This has important ramifications, for one, it means that the children of the wealthy can attend better schools and will hold better jobs later in life. This is very different from those who are not wealthy and just struggle to get by in life. The same goes in the access of health and even other social services. Those who have plenty have not trouble at all. Closely related to this is the power element (Wolff, 2003). Those who hold the most wealth, also happen to be the ones who hold political power as well. The result of this is that they are still going to make policies that are in their favor and seek to enrich them even more. Ultimately, it can also be argued that wealth is closely related to income. According to the distribution of wealth in America, not only does the bottom 60% of the households possess only 4% of the national income but they also just earn 26.8% of all income. More over, the argument is that for wealth to have a noteworthy impact on ones standard of living, it first has to translate into a high income (Distribution of Wealth in America, n.d.). Thus, the more income one earns the more potential they have to create wealth. This is the reason the rich only seem to be getting richer. Think about it. They have more wealth with which they can use to make even more wealth.

Social mobility is possible, however, Dalton opines that the first step that should be taken is to challenge the myths we have grown up believing are true (283). Social mobility according to the Canadian encyclopedia is,

The movement of people from one social position to another. There can be upward or downward social mobility. Upward social mobility refers to when people to a social position that is higher than where they were before. This can happen for instance in such cases as when one gets an inheritance which considerably increases ones wealth. Conversely, as a result of a weak economy and unemployment which results in poor returns on investment and even low incomes, people may slip lower in their social class (2008).

Thus, the myth that most of America is middle class. The truth is there are very rich people and there are very poor people. Even the middle class itself has people who earn more income than others and can be considered to be wealthier than their other middle class counterparts.

Social stratification in America has seen the rise of social classes. These classes have their basis on education, gender, race, income and wealth. The richest 1% holds a massive 38% of all the wealth in America meaning those who do not fall under this bracket have to fight to stay relevant. While it is possible through social mobility to move from one class to another, the odds are clearly against the have nots. The haves will still go to the best schools, access the best services, hold the best jobs and use their wealth to make more money.

Works Cited

Dalton, Harlon L. Horatio Alger. Rereading America. Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle. 7th ed. Boston: Bedford/ St. Martins, 2007. 279, 283.

Devin, Fiona. Social class in America and Britain. Belford UK: Edinburgh University Press, 1997.

Distribution of wealth in America. n.d.

Gilbert. Social class in America. 2007.

Mantsios, Gregory. Class in America-2003. Rereading America. Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle. 7th ed. Boston: Bedford/St. Martins, 2007. 312

Mantsios, Gregory. Class in America in Rothenbergs, Paul S. Race, class and gender in the United States: An integrated study, 2003.

Nasseri, Hedyeh. Social Class in America. EzineArticles.com. n.d.

The Canadian Encyclopedia. Social mobility. 2008.

Wolff Edward, The wealth divide: The growing gap in the United States between the rich and the rest. The Multinational Monitor (2003): vol 24(5)

Your class will soon be graduating from college. Some of your friends keep saying how their parents will buy them cars and pay for their holidays abroad. The most you can hope for is a family photograph. Whatever one gets on graduation day is a clear reflection of their social class.

According to Nasseri, social class is the distinction between groups and individuals. These distinctions are different from one society to another. Conversely, these divisions are also visible and different in one society. It is on the basis of age, gender, religion, education, and income that classes arise. Class in the United States is on the basis of age, education, and occupation. Furthermore, there is upper class, middle class, and lower class. (n.d.) These differences in class are responsible for such things as where one lives, their friend to which schools they will attend, and the kind of jobs they will hold. Thus the rise of inequality. To sociologists, social class is a major determiner of beliefs, behaviors, lifestyle, and, more importantly, life itself. Consider this, when the Titanic sank, 60% of the first-class survived; however, only 40% of the second and 25% of the third made it. (Gilbert, 2007).

According to Mantsios (2003), one cannot only look at dollar figures and percentages if they seek to understand inequality. Even access to basic amenities can tell it all. It is evident that the distribution of wealth and income in the United States is skewed in favor of the upper class. Those who have gone to the best schools and can access the best services. Very few have a lot of the wealth, and the small remainder is for subdivision among the middle class and the lower class, which is where most of the population falls. One also cannot analyze class differences on the basis of appearance. Mantsios opines that America has been successful at hiding poverty. However, it is generally argued that class does not only affect ones lifestyle and material wellbeing. Rather that it also affects ones physical as well as mental well-being. Accordingly, there is a link between social class and health. The lower class is more susceptible to certain diseases such as mental and heart diseases. Moreover, the lower class cannot access the best health care services. (2003). The unequal distribution of wealth and the rising income inequality is responsible for the perseverance of classes. (Devin, 1997) According to Colombo, Cullen & Lisle, cultural myths inculcated to as in our families are also to blame. (2007) Most people grow up thinking about what they were born into, how things are in the way they are supposed to be.

Wealth is an aspect of social class. Wolff posits that wealth refers to the material possessions that one owns. This includes all the total assets one owns, from real estate to stocks and shares. After subtraction of debts, one then arrives at their wealth or what can also be referred to as net worth. Accordingly, the best way of measuring the distribution of wealth is by carrying out household surveys. From this, it can be easier to ascertain the levels of inequality. In the US, the inequality levels have been shown to be rising. The rich only seem to be getting richer. For instance, in the survey carried out in the US in 1998, it was established that a large proportion of the wealth was owned only by a few. Thus, the richest 1% of households owned a whopping 38% of the wealth. Furthermore, the top 5% of the rich households own over half of the wealth in the US, about 59%. Ultimately, the bottom 20% are, more often than not, left with nothing. (2003) Thus, the have, and the have nots. By 2004, the bottom 60% of households only held a meager 4% of the national wealth. (Distribution of wealth in America, n.d.) This results in classes, the upper class, the middle class, the working class, and the lower class (also the working poor). There are also subclasses within them, such as the upper and the lower middle class. While the upper class can be classified as a capitalist who earns their income and make wealth from their assets, the upper-middle class are just usually well paid educated managers who rely mostly on their incomes. On the other end, the lower middle class comprises low-level managers while the working class comprises low-paid unskilled workers. (Wolff, 2003).

This has important ramifications; for one, it means that the children of the wealthy can attend better schools and will hold better jobs later in life. This is very different from those who are not wealthy and just struggle to get by in life. The same goes for access to health and even other social services. Those who have plenty have not troubled at all. Closely related to this is the power element. (Wolff, 2003) Those who hold the most wealth also happen to be the ones who hold political power as well. The result of this is that they are still going to make policies that are in their favor and seek to enrich them even more. Ultimately, it can also be argued that wealth is closely related to income. According to the distribution of wealth in America, not only does the bottom 60% of the households possess only 4% of the national income, but they also just earn 26.8% of all income. Moreover, the argument is that for wealth to have a noteworthy impact on ones standard of living, it first has to translate into a high income. (n.d.) Thus, the more income one earns, the more potential one has to create wealth. This is the reason the rich only seem to be getting richer. Think about it. They have more wealth with which they can use to make even more wealth.

Social mobility is possible. However, Colombo, Cullen, and Lisle opine that the first step that should be taken is to challenge the myths we have grown up believing are true. (2007) Social mobility, according to the Canadian encyclopedia, is the movement of people from one social position to another. There can be upward or downward social mobility. Upward social mobility refers to when people to a social position that is higher than where they were before. This can happen, for instance, in such cases as when one gets an inheritance which considerably increases ones wealth. Conversely, as a result of a weak economy and unemployment, which results in poor returns on investment and even low incomes, people may slip lower in their social class. (2008) Thus, the myth is that most americans are middle class. The truth is there are very rich people, and there are very poor people. Even the middle class itself has people who earn more income than others and can be considered to be wealthier than their other middle-class counterparts.

Social stratification in America has seen the rise of social classes. These classes have their basis on education, gender, race, income, and wealth. The richest 1% hold a massive 38% of all the wealth in America, meaning those who do not fall under this bracket have to fight to stay relevant. While it is possible through social mobility to move from one class to another, the odds are clearly against the have nots. The haves will still go to the best schools, access the best services. Hold the best jobs and use their wealth to make more money.

References

Colombo, Gary, Cullen, Robert & Lisle, Bonnie. Rereading America: Cultural contexts for critical thinking and writing. 7th ed. Boston: Bedford/St. Martins, 2007.

Devin, Fiona. Social class in America and Britain. Belford UK: Edinburgh University Press, 1997.

Distribution of wealth in America. n.d. 2008. Web.

Gilbert. Social class in America. 2007. Web.

Mantsios. Class in America in Rothenbergs, Paul S. Race, class and gender in the United States: An integrated study, 2003.

Nasseri, Hedyeh. Social Class in America. EzineArticles.com. n.d. 2008.

The Canadian Encyclopedia. Social mobility. 2008. Web.

Wolff Edward, The wealth divide: The growing gap in the United States between the rich and the rest. The Multinational Monitor (2003): vol 24(5).

Social psychologists and geologists have started to examine the shifting form of attachment to a location in modern cities in advanced industrial nations in a recent resurrection of an earlier tradition of community surveys. When individuals interact with others from areas with which they have a connection, it can help to clear the ice and generate a feeling of attachment among those meeting for the first time (The Open University, 2021a). This implies that individuals who live in the same area share a common identity or a sense of shared connection. This paper is written with the aim of studying the relationship between place and class, namely, whether moving to a larger city affects the standard of living.

The sense of common connectedness that locations may evoke frequently conceals connection problems and the ways in which individuals, apparently living cheek-by-jowl inside the same apartment building, are divided. People may shape places in the same way that places shape the personalities of individuals in how they connect, their interests, and their methods of functioning together or separately (The Open University, 2021a). Thus, people can already talk about the relationship between class and place.

To get a sense of the magnitude of these alterations, people should look at the available statistics on where people resided and how that evolved throughout the nineteenth century; this is not as simple as it appears. It was frequently difficult to pinpoint where individuals resided. The majority of the population increase occurred in urban areas, with many people living in deplorable conditions (Dixon & Hinchliffe, 2014, p. 83). On the other hand, cities are spreading out, with farmland and country estates giving place to suburban development for the expanding middle classes.

Because the modern world is characterized by movement and new relationships, such as the movement of people across boundaries and between nations, as well as the pace and availability of communications infrastructure, being linked has become a severe issue for social scientists. Equally concerning has been the realization that ties may be severed, relationships can be severed, and much of what is considered forgiven about peoples intertwined lives might start to unravel.

At this stage of the essay, it can already be confirmed that the connection between place and class exists. In most countries, people from small towns and villages are trying to move to large cities for a better life (Dixon & Hinchliffe, 2014, p. 83). Unfortunately, states cannot provide the same standard of living everywhere. The level of medicine, salaries, and infrastructure can be an order of magnitude lower than the nearest large city (Clarke & Woodward, 2014, p. 173). The process of moving people and integrating small villages into the city is called urbanization.

Urbanization describes the growth of cities, the changes in where and how people live, and the experiences of living in an urbanized society. This process went hand in hand with industrialization, as people flocked from the countryside to the cities to work in factories and mills. Both urbanization and industrialization involved disruption to peoples lives and their existing connections to each other and places (Dixon & Hinchliffe, 2014, p. 83). Processes produced significant inequalities within and between cities.

The process of urbanization has recently been gaining momentum, and the line between classes is thereby blurred; however, this does not mean that the place does not affect the class in any way. On the contrary, the place plays a critical role in establishing the standard of living, thereby forcing a large number of people to move to the capital or other large and industrial cities. Urbanization is not a flawed process; it is an opportunity to give people the most favorable living conditions, however, with its drawbacks in the form of a harmful environmental situation.

It is not always simple to distinguish between the physical and social features of bodies. Some people are judged more beautiful than others, and they feature on television and in mainstream culture, as well as receiving financial compensation. Physical fitness is undoubtedly more important in some parts of society than in others (Clarke & Woodward, 2014, p. 173). Top athletes, for instance, are commonly described by their athletic capabilities. Bodies exist in a variety of forms and sizes, but societal values play a significant role in determining which bodies are more appreciated and regarded as more handsome than others (The Open University, 2021b). Individuals rely on having good bodies that can function in specific ways for a living. This once again confirms the fact that the connection between place and class is much stronger than it seems at first glance.

A small number of persons may be misidentified because their physical appearance is confusing, especially in newborns, or because of subtleties of genetics and other individual characteristics that are not readily perceptible. There are also individuals whose inner sense of gender identity as a woman or man differs from the identity revealed by their body (Clarke & Woodward, 2014, p. 173). Without these complexities, the anatomical characteristics used to distinguish a baby as a particular gender do not reveal much about its existence since it is hard to generalize across a variety of peoples experiences (Clarke & Woodward, 2014, p. 173).

Furthermore, the structures of difference that do occur, as well as the emotions of being a woman or a male, change between civilizations. Males and females are constantly differentiated, but generalizations beyond that level are complex. The issue of gender in terms of place and class has its own interpretation (The Open University, 2021c). Due to the fact that in small settlements, the old structure of society is very often, it is more difficult for women and other genders to develop. In big cities, people pursue their own careers, and the opportunity to develop inspires people to move to big cities.

To summarize, in a recent revival of an older history of surveys, personality researchers and geologists have begun to investigate the changing form of attachment to a site in cities in advanced industrialized countries. Individuals may change locations in the same way that locations form the personality of the people who live there, for better or worse, by how they relate to one another, their hobbies, and their ways of working together or separately. The term urbanization refers to the expansion of cities, alterations in how and where people live, and the realities of living in an urban society. People came from the rural to the metropolis to work in a factory and mills as industrial development coexisted.

Urbanization is not a flawed process; it is a chance to provide people with the best living circumstances, but it has consequences in the shape of a hazardous environmental situation. Outside of big cities, self-realization becomes even more difficult for persons with impairments, despite the fact that the construction of infrastructure for the disabled is a trend today. Nonetheless, life for the disabled is better in major cities since local officials are more perplexed by the issue of infrastructure. Gender has its own interpretation in terms of geography and class. Because the traditional social structure predominates in tiny villages, it is more difficult for women and other genders to evolve. Individuals from towns and villages in most nations are attempting to relocate to major cities in search of a better living. Regrettably, states cannot give the same level of living to everyone. The standard of medicine, wages, and infrastructure may be two orders of magnitude lower than in the next big metropolis.

First Reflection

This forum, in my opinion, is a good base for studying the topic of place and class, as it covers most of the topics that are related to this issue. Throughout the essay writing, I improved my writing and reasoning skills. This forum gave me the opportunity to study the topic deeply and thoroughly. I can say that I feel confident when I talk about this topic. In order to improve the forum, I would suggest creating a site where you can view all the materials without downloading them.

Second Reflection

Throughout the forum, communication with other participants helped at some points to start my reasoning, as I heard someone elses point of view and thus was able to derive my own. It seems to me that this forum has helped me develop communication skills with different people of different characters. At first, I was worried about how people would perceive my opinion, but then I relaxed and accepted the general rules. It seems to me that if I now participate in the forum again, I will be more active because I already understand how the whole system

Reference List

Clarke, J. and Woodward, K. (2014) Understanding Social Lives, Milton Keynes, The Open University. pp. 173-199.

Dixon, J. and Hinchcliffe, S. (2014) Connecting people and places, in Clarke, J. and Woodward, K. (eds) Understanding Social Lives, Part 2, Milton Keynes, The Open University, pp. 79-124.

The Open University (2021a) Arnold Circus: making and remaking the street through migration [Video], DD102 Introducing the Social Sciences. Web.

The Open University (2021b) Using evidence [Online], DD102 Introducing the Social Sciences. Web.

The Open University (2021c) Migrating mothers [Audio], DD102 Introducing the Social Sciences. Web.

Most sociologists agree with Webers social class ideas defining it as a group of people with similar power, wealth, and prestige. Joseph Kahl and Dennis Gilberts model of social class stratifies the U.S. population into six different groups. The underclass is the lowest one that consists of low-income households characterized by a lack of education, skills, substance abuse, or the presence of disabilities (Gilbert, 2018). The working poor is people who are more actively engaged in the labor force. Nevertheless, they receive inferior wages that see their income below the poverty level due to a lack of education or system-driven inequalities. For instance, many African Americans and Hispanics represent the working poor because of social inequalities and predominantly service occupations (U.S Bureau of Labor Statistics, 2018). The next one is the working class represented by high school education individuals who earn for life at factories. They comprise a large share of voters that play an important role in the nations politics.

Craftspeople, supervisors, and lower managers form the lower-middle class that is the densest social group in the U.S. Most of them have white-collar jobs, college education, and enjoy the average standard of living. In its turn, the upper-middle class consists of highly-educated individuals representing middle management and professionals (Gilbert, 2018). They usually have high work autonomy and a decent salary. According to the model, the capitalist class is situated at the top of the hierarchy. Politicians, celebrities, and top-level executives are the most known and wealthy people in the country. In general, the lower classes receive worse medical care, have more mental health issues, are less educated, and their marriages are more likely to fail. On the contrary, higher classes have full access to medical care, are better educated, and have greater control of their lives. However, the upper-class parents fail to be role models for their children, who consequently have distorted images of the world.

References

Gilbert, D. (2018). The American class structure in an age of growing inequality. (10th ed.). Sage.

U.S Bureau of Labor Statistics (2018). A profile of the working poor, 2016 (Report). Web.

Introduction

This paper discusses how the social class position in the society is attained. The paper explains how a lawyer as a professional person attains a social class in the society. This is based on Webers attributes of social class and stratification that encompass power, prestige, and wealth. The paper also expounds on the key social positioning attributes for a lawyer in the society.

Power and social class position

According to Weber, power is the ability of any given individual to exercise his or her own will, in spite of opposition from other people. Weber observes that power is one of the most desirable attributes for most people in the society, yet it can be hardly attained. However, it should be noted that the levels at which people attain and exercise power differ. This is why power is classified into two; soft power and hard power (Andersen and Taylor 212). More often than not, people who are professionals in the most demanding fields in the society are often in a better position to attain soft power. This, in turn, can be the key to accessing hard power. Law is one of the most demanding and respectable fields of professionalism in the world. Therefore, a lawyer as a professional person automatically attains respect from the society. A lawyer is in a better position to influence the course of events. Contrary to most people who use material resource to attain power and climb the social ladder, lawyers use the value that is attached to their profession (prestige) to climb the social ladder (Kendall 225-226).

Prestige and social position

According to Kendall (225), the society attributes honor to certain values and achievements that are made by individuals in the society. Therefore, prestige is something that can be individually earned or attained by the virtue of what the society believes in. For example, the society attaches a lot of value to certain professions in the society. Law is one of the professions that are highly valued in the society. Therefore, any person who pursues and attains qualifications in this profession is highly regarded in the society. This puts the person on a higher social scale compared to people who pursue other professions that are not highly regarded in the society. Therefore, the attachment of prestige to professions makes lawyers to be highly respected by most people in the society. This places lawyers on a higher social ladder (Ross 18). The more a person exerts influence in the profession, the more he or she is bound to climb the social ladder further (Andersen and Taylor 212).

Wealth and social class position

Wealth is the material resource that is accumulated by an individual, which in turn makes the individual to be more influential in the society. Therefore, the acquisition and control of the vast amount of resources in the society place a person on a higher rank than other people who have less or no resources. However, it should be noted that wealth is not only measured in terms of material resources, but it is also looked at in terms of intellectual resources. This brings in the issue of profession. A lawyer may not have a lot of material resources, yet he or she can still be placed on the same or higher social scale than the person who is endowed with the material resources just because of his intellectual ability to make vital legal determinations. Moreover, it is easy for one to bridge on a given attribute to climb up the social ladder. This is what Weber refers to as social mobility. Borrowing from this, it can be argued that the value that is attached to the law profession by the society puts lawyers in a better position when it comes to the accumulation of material resources. This makes lawyers wealthy and more influential (Kendall 225-226).

Key attributes of social positioning for a lawyer

What matters the most for a lawyer as a profession is the broadness with which the society views this profession. Law is one of the most essential components in maintaining order by checking all manners of breaches to bring order in the society. Therefore, prestige is one of the most important things in the definition of the social class for the lawyer. Prestige comes out as a form of soft power in the sense that the lawyer becomes famous owing to his track record in successfully defending people and winning cases. Such a lawyer gains the attention of many people in the society who seek for his services as far as legal and judicial issues are concerned. Thus, the lawyer gains wealth by way of being in a position to render legal services at a higher fee because of the high demand for his or her services. It is easy to attain a higher level of control and decision making in the society if one is wealthy. This denotes power and superiority to some extent (Ross 18).

Conclusion

The discussion in the paper denotes that the beliefs and practices of the society are critical in giving value to people. Therefore, changes that are taking place in the society are likely to result in changes in the way value and social status are attained by people in the society.

Works Cited

Andersen, Margaret L., and Howard F. Taylor. Sociology: Understanding a Diverse Society. Belmont, CA: Wadsworth/Thomson Learning, 2008. Print.

Kendall, Diana E. Sociology in Our Times. Belmont, CA: Wadsworth, Cengage Learning, 2013. Print.

Ross, Hamish. Law as a Social Institution. Oxford: Hart Publishers, 2001. Print.

During 19^th century, social class played an important role in lives of people and determined their destiny and life opportunities. In their novels, Austen and Gaskell depict the role and importance of class, and describe attitudes and values of different social classes. Persuasion and North and South are based on a class conflict between poor and rich people, working and upper classes. Thesis Gaskell and Austen distinguish two main social classes, working and upper classes, and depict that class location plays a key role in destinies and life of people.

Social class and class struggle can be interpreted as distinctions between individuals in society caused by economic difference (Eitzen and Johnston, p. 34). These concepts are important because they help to explain social classes utilized in Persuasion and North and South, and explain attitudes and values of the main characters. In both novels, Austen and Gaskell depict two main social classes: working class and bourgeoisie. The similarity is that the main women characters belong to an upper class while their fiancées belong to a working class. Using the idea and theme of class, Austen and Gaskell unveil social morality and importance of class location for marriage.

Describing a working class, Gaskell and Austen underline that workers have interests, and class interests. In both novels the authors portray that if ownership is operationally separated from control of industrial enterprises, the question becomes which group of bureaucrats decides what will be regarded as social cost or welfare. In North and South the main characters ebonizing to a working class are Nicholas Higgins and Bessy, Nicholas Higginss daughter. In this novel, a working class is depicted through industrial relations between Mr. John Thornton, the owner of the mill and his workers. Gaskell depicts class location in terms of ownership because it tends to make the choice between alternative systems an all-or-none bargain. Rather, the issue is which property incomes are to be considered social costs. Gaskells writes: have those others been working directly or indirectly? Have they been labouring to exhort, to enjoin, to act rightly for the sake of example, or have they been simple, true men, taking up their duty, and doing it unflinchingly, without a thought of how their actions were to make this man industrious (Gaskell, 2000). This passage shows that working class reacts to the barbarous conditions of manufacture by agitating for a shorter workday, higher wages, and for the limitation of child and female labor. The returns to labor get closer to their social cost, although Marx would insist that any profit return to capital was socially unwarranted. The result is the replacement of living labor by constant capital (Eitzen and Johnston, p. 34).

Similar to Gaskell, Austen unveils hardship and grievances faced by working class men. The main characters belonging to working class are servants. Thus, Austen portrays low social classes and their problems caused by social prejudices and lack of money: Mrs. Clay, Captain Frederick Wentworth, etc. in general, naval officer, Captain Frederick Wentworth, does not belong to working or low class. It is possible to say that Austen depicts a navy and naval officers as a separate class, but this class is lower in comparison with middle and upper classes. Austen describes class relations and class conflict using the example of two families:

the Musgroves were in the first class of society in the country, the young Hayters would, from their parents inferior, retired, and unpolished way of living, and their own defective education, have been hardly in any class at all, but for their connexion with Uppercross, this eldest son of course excepted, who had chosen to be a scholar and a gentleman, and who was very superior in cultivation and manners to all the rest (Austen, 2000).

This passage shows that class differences cannot be eliminated caused by education, income and social differences.

The protagonists of both novel, Anne Elliot and Miss Margaret Hale represent high social class. The story conflict and conflict resolution depicted by Austin is not usual for 19^th century class relations. The plot element in Persuasion lies in the marriage of Anne and Frederick at novels end. However, both the process of the couples getting there and a rather ambiguous ending create a substantial deviation from the happily-ever-after fairy tale. Annes mistake, her over-anxious caution (Austen, 2000) at being persuaded by her father and godmother, makes her appear more human and sympathetic, and it allows her room to grow: She had been forced into prudence in her youth, she learned romance as she grew older  the natural sequel of an unnatural beginning (Austen, 2000). When Wentworth returns to England more prosperous after years at sea, Anne becomes aware of her abiding love for him: she feels agitation, pain, pleasure, a something between delight and misery. In contrast, though romantic love seldom exist in 19^th century (Eitzen and Johnston, p. 34).

Anne and Miss Margaret are further guided as to the type of marriage they wants by observing married couples around them. Anne has the advantage over Miss Margaret, who has no marriages to use as comparison. Some of the marriages within her family show Anne what she does not want. She was exposed to her parents marriage until she was fourteen. Her mother, Lady Elliot, a wife for seventeen years (until her death) to a conceited, silly man (Austen, 2000), was an excellent& sensible and amiable (Austen, 2000) woman who, though not the very happiest being in the world, herself, had found in her duties, her friends, and her children, to attach to life (Austen, 2000). These were typical upper class values based on economic gain and class location. Also, during the 19^th century it was more important for a woman to marry a wealthy man belonging to an upper. This class location determines destiny and opportunities of a woman. Probably, for this reason Anne and Miss Margaret pay attention to class location and family of their husbands.

Gaskell and Austen depict domestic values and traditions of upper class women. They pay attention to themes of motherhood and religion. Christianity played a crucial role in lives of all women. Christianity and church was a strong force which dictated social norms and social order. Gaskell and Austen depict the situation of women inside family. Through dialogues and discussions Austen portrays that Lady Elliots choice of a marriage partner was not the best. Another marriage that Anne observes is that of her younger sister, Mary, and her husband, Charles Musgrove. In this relationship Charles is civil and agreeable, and in sense and temper he was undoubtedly superior to his wife (Austen, 2000). So although Charles and Mary might pass for the happy couple (Austen, 2000), Anne admits that a more equal match and a woman of real understanding (Austen, 2000) would be to Charless benefit. The lesson that Anne may learn from the Elliots and the Musgroves is to choose a marriage partner who is like herself  giving and not self-absorbed. Similar ot Austen, Gaskell portrays that at the nineteenth century womens life, their destiny defined and depended upon the men, and, particularly, upon the their marriage. Although men had an influence on womens behavior and exaggerated them in many life situations. Men perpetrate an ideological prison that subjected and silenced women. This ideology oppressed women by they eased to be subdues by religion and social norms. Gaskell idealizes family relations depicting that wife can openly express her life position to her husband.

Historically class representations were used to construct a reality and generate discourses of difference. Austen states: ,,Elizabeth had been lately forming an intimacy, which she wished to see interrupted. It was with the daughter of Mr Shepherd, who had returned, after an unprosperous marriage, to her fathers house, with the additional burden of two children. She was a clever young woman, who understood the art of pleasing -the art of pleasing, at least, at Kellynch Hall (Austen, 2000).

This passage unveils importance and role of class and equal marriage in destiny of a woman. As a result of few challenges or alternatives they are still available as a framework for understanding and positioning (Eitzen and Johnston, p. 34). This is why to proudly identify as working- class is often lived as a defensive mode, an angry reaction, fuelled by resentment at continually having to begin social interactions with a fear that one is being positioned by the discourses of degeneracy and vulgarity. Gaskell and Austen portray a positive side of womens life avoiding such negative things as absence of education and narrow-mindedness. In reality, most women in the nineteenth century had no good education and could not so openly express their life position. Closely related to this are the differences in economic relations, awareness of which persists long after they have acquired many of the trappings of a upper class lifestyle. The part that language and accent play in signifying our histories is particularly complex. Often occupation type, level of education, speech and dialect, body language, manner of dress, spatial locality and even the type of housing someone resides in are used to judge a persons social class. Therefore, they act as important social class signifiers. Determining membership of a specific social class also has much to do with the labels attached to individuals by those in power, for example, white middle-class male elites, rather than how we recognize and identify ourselves.

In sum, Gaskell and Austen portray two social classes, working class and upper class. Austin and Gaskell underline that women had little choice. Austen correctly says that marrying nearly any husband is more pleasant than remaining single and poor. Women received little education, and they could get only low-paid employment as servants, seamstresses, factory workers, or governesses. Upper-and middle class women were socially destined to be dependent on men for financial support, to be wives and mothers. Once married, they could be divorced only by an act of Parliament, which only the richest could afford. A womans decision about marriage must be made early, then, and it is permanent. Working class men had little chances to marry a wealthy woman who was protected by her family. both Gaskell and Austen idealize class relations portraying female characters as independent members of society. In reality, women were guided and supported by their husbands and family members. It is possible to say that all women represented in the novels do not suffer greatly, because of male oppression. Most of them were stuck to values preached by the society.

Works Cited

Austen, J. Persuasion. 2000. Web.

Eitzen,D.S., Johnston, J.E. Inequality: Social Class and Its Consequences. Paradigm Publishers, 2007.

Gaskell, E. North and South. 2000. Web.

Introduction

In sociology, social stratification refers to the classification of people within Society based on their education, wealth, income, power, and family background. Like in geology, people with more resources are placed in the topmost layer of the social structure of stratification. The other groups with minimal resources are placed in the lower layers. According to most Americans, people control their position in the stratification because everybody has an equal chance at success (Rodriguez et al., 2019).

Besides prejudicial treatment, societal values inherited wealth, and institutional racism, that is. However, this contradicts sociologists as they view social stratification as a society-wide system that causes inequalities to be inevitable. People with the same backgrounds, identities, and locations can still be placed on different stratification layers (social classes). Contrasting what most Americans believe, sociologists attribute a persons position within Society to its structure, which means Society creates and supports this type of system.

Social Classes and How Stratification Systems are Maintained

Every decision an individual makes, such as the kind of school to attend or job opportunities one has access to, is determined by their class. Social class is divided into the working, middle and upper classes. Social class is subject to change, with a new underclass emerging in the last few years. This class has very little prospect for full-time employment (Rodriguez et al., 2019). People grouped under the working class are involved in manual work, with most having little education qualifications. The most common jobs for this class include casual jobs in factories, such as cleaning, storekeeping, and heavy labor.

The middle class is involved in manual work and has higher levels of education. Examples of professions in this class include lawyers, engineers, professors, and doctors. The upper class, the elite class, has all the wealth and power in America under their control. Wrights model of social class specifies social class and explains that some people may belong to multiple ones. Gilbert and Kahl provide a more detailed depiction of class structure in capitalist countries. Social stratification is often motivated by cultural beliefs of the society. Parents are one of the main points in this event, as they give their position to their children. Social classes grant their counterparts with specific subcultures that get them ready for their roles. Through social classes, society ensures role allocation, fixing peoples social responsibilities.

Social Mobility & Social Class Advancement

Occasionally, people move upwards or downwards in the social stratification system. This is known as social mobility. People who improve on their resources, causing them to move to a higher socioeconomic class, for example, by completing their studies, finding employment, or getting a pay raise, experience upward mobility. On the other hand, those that move from a higher class to a lower one due to causes such as job loss, illness, and business setbacks experience downward mobility (Manstead, 2018). Additionally, it is common to see people of different generations from the same family belonging to different social classes. This is known as intergenerational mobility.

Nevertheless, another type of mobility sees a whole group of people moving upwards or downwards in the social class because of societal changes. For instance, the industrialization that occurred in the first half of the twentieth century expanded the economy of the U.S., causing an upward shift for most people. In another instance, recessions in the twenty-first century caused a downward shift for most people as they lost their jobs.

Role of Prejudice, Discrimination &Poverty in Society

Amongst many other factors that make it harder for social mobility, prejudice and discrimination remain fundamental problems in Society. Discriminatory behaviors and norms are key players in social exclusion. While it is easy to detect what institutionally marginalized groups face, there are more subtle ones, that is, the informal barriers that make measuring discrimination and prejudice difficult (United Nations, 2018).

These barriers are directly linked to the surge in poverty levels among the people of the U.S. Poverty refers to when Society excludes individuals or a group of people in a way that makes it hard for them to meet the set threshold. Poverty can be measured as either relative or absolute poverty. The former is when one barely has enough money for necessities, while the latter refers to insufficient money for basic needs. Poverty results in such issues as homelessness, poor nutrition and underresourced schools. The despair caused by poverty may result in violent behavior, which makes it a rather concerning issue.

How Social Classes Affect Behaviors and Interactions with Others

Socioeconomic classes affect peoples behavioral and emotional decisions. For example, people are more likely to interact almost exclusively with people with the same educational background, income, and occupation (Manstead, 2018). When they interact with people from different social classes, the relationships almost always end due to misunderstandings and tension. Cross-class interactions face limitless difficulties and differences associated with a lower capacity of people to engage as friends during daily interactions. They also rarely have any emotional connections with new associates.

Conclusion

In conclusion, social stratification categorizes people into social classes that determine their lives, their access to opportunities, and whom they interact with. There are three social classes: the working class, the middle class, and the upper class. It is not uncommon for people to experience social mobility when they move upwards or downwards the economic ladder. The shift is caused by an increase or decrease in resources. One of the main barriers to upward mobility is discrimination and prejudice. They limit the potential for the already underprivileged groups, such as blacks, to access the same opportunities as those in the upper levels. It is difficult for people from different classes to interact and create meaningful relationships.

References

Manstead, A. S. R. (2018). The psychology of social class: How socioeconomic status impacts thought, feelings, and behavior. British Journal of Social Psychology, 57(2), 267291. Web.

Rodriguez, J. M., Karlamangla, A. S., Gruenewald, T. L., Miller-Martinez, D., Merkin, S. S., & Seeman, T. E. (2019). Social stratification and allostatic load: shapes of health differences in the MIDUS study in the United States. Journal of Biosocial Science, 51(5), 627644. Web.

United Nations. (2018). Prejudice and discrimination: Barriers to social inclusion. Web.

Indroduction

The autobiography of our time at the colleges we attend, identifying what about your social class makes it easy or challenging for you to be in college. In other words, identify the parts of your college experiences that are shaped by social class.

Most teenagers and college students are very similar in terms of their likes and dislikes as well as their behavior. However the social class to which they belong does have a significant effect on the experience of the students at a college and the opportunities that are presented to them. Coming from a middle class as per the social class system in the local region, it can be said that the social class can be both a hindrance as well as a catalyst for the experiences that are available to a college student.

The presence of reputation, status, wealth and popularity for a student can result in a gregarious and social experience for the student which can provide the student with innumerable opportunities for growth, acceptance into the college of their choice as well as favorability in a class and or a subject by other students or professors/counselors. ON the other hand the unavailability of sufficient financial banking, and links to the poor and low-income social class can limit the opportunities and the experience of the student in terms of acceptance to the colleges of choice, exposure of the desired experience and cultures well as the choices available to the students.

A study based on qualitative survey pertaining to 30 respondents, of which 15 were from state college and 15 from the elite college provided that Significant disparities of wealth between students at the elite college heightened awareness of class, and led to feelings of intimidation, discomfort, inadequacy, deficiency, exclusion, and powerlessness among lower income students, feelings that were less prevalent among state college students.

Students at both colleges acquired new forms of cultural capital and coped with class-based discontinuities between who they were before college and who they were becoming, but these issues became heightened for the elite college students. (Aries & Sieder, 2005) Students from lower social backgrounds usually tend to face issues pertaining to less access to resources while the upper class students are of the opinion that they have been able to live an easy life but the main disadvantage of their social standing was the limited independence provided to them.

Another study based on research conducted on a sample of college graduates who traveled form the lower so9cialclass to the middle or relatively upper middleclass depicted that in order to achieve their current social standing they had to go through experiences of hardship as children, obstacles to advancement, resources that enabled academic pursuits, and thwarted belonging needs in academic environments and original referent group settings. Bicultural and tricultural identity development were identified as central phenomena for participants (Nelson et al, 2006) this depicts that social class does play a major role in determining the opportunities presented to the student and the experience that is exposed to the student

A discussion in ways that the college requires or encourages certain social class attitude or expressions.

It is possible for the college to encourage or explicitly demand certain attitudes pertaining to social class. This is characteristics of college and universities that are established on the bases of social class like elite schools and universities as well as the public or government run schools and universities for the underprivileged. In such universities, the discrepancy of the social standing and status as well as the social class is usually emphasized upon resulting in the preference or the encouragement of certain social class and attitudes.

Elite colleges and universities tend to have a high reputation in terms of quality, services and resources, however only the students who can afford the university can partake in education in such institutions causing a social class discrepancy and favoritism..Moreover in cases where scholarship based middle or low income students do attain positions at the elite university, they are usually require to adhere to the social norms and customs of the lifestyle as west by the higher social class based students. This can pertain to hanging out at certain spots, the behavior of the individual, the dressing as well as the appearance of the person etc. The main factors that influence the students in such circumstances are peer pressure as well as acceptance to the group they are residing or moving about in.

Other ways in which the college itself may require the students to adhere to or apply or adopt certain class attitudes can be by encouraging them to hand out in specific social circles, handled and organize events targeted for and participates in by a specific social class as well as by the orientation of the teachers, instructors and the professors towards favoritisms of certain type of behavior and social culture.

A discussion of the strategies that we use (consciously or unconsciously) to portray or overcome our social class to fit in college

When interacting in and participating in certain social groups, the students in a university and college tend to unconsciously as well as consciously change them to fit better amongst popular crowd. This is usually done by the students by adopting the socially accepted norms and the culture in the university/ college. Some of the strategies used by the students to fit much better by camouflaging or overcoming their social class at the college pertain to changing the manner of their dressing; changing the group of people and peers they hang around with, changing their aspirations as well as careers to fit the social class.

Other strategies or steps that are taken by the students to better fit into the social circle can include specifically taking up certain hobbies and activities which are better suited to the social class which is norm in the university, joining groups or organizations which establish and instill the values based on the dominant social class of the university and in certain extreme cases disassociation with people different social class in order to be accepted by the dominant society at the college or the university.

Other Sources of Change

Despite the socio-cultural elements, the innovations and technologies that are present in the world of today have also significantly affected the experience of college for the students. These innovations pertain to the cell phones, MM Online Role Playing games, digital video compression, the internet, VoIP, Google & search engines. FTP and sharing applications, textbooks in the CD and DVD formats, laptops and printers, SMS texting, PDA and Tablet computers with touch screens, virtual environments for learning, web based applications, as well as TIVO, mini coffee makers, energy drinks, WIFI and Community based file sharing and communicating platforms like Facebook and MySpace.

The attainment and availability of these services and innovations however is totally dependent on the social status as well as the wealth that is deposable at the hands of the students. Infact these innovations tend to establish a university/ college culture for the students, setting a social standard for the students.

References

Aries, E., Seider, M., The Interactive Relationship between Class Identity and the College Experience: The Case of Lower Income Students, Qualitative Sociology, (2005), Vol. 28 Issue 4, p419-443, 25p, 1 chart. Web.

Miller, J., Perrucci, R., Brimeyer, T., (2006), SOCIAL CLASS SENTIMENTS IN FORMATION: Influence of Class Socialization, College Socialization, and Class Aspirations, Sociological Quarterly, (2006), Vol. 47 Issue 3, p471-495, 25p, 7 charts. Web.

Nelson, M.L., Englar-Carlson, M., Tierney, S.C., Hau, J.M., Identities for Counseling Academics, Journal of Counseling Psychology, (2006), Vol. 53 Issue 1, p1-14, 14p. Web.

Ostrove, J., Social class and belonging: Implications for college adjustment, McAlester College Faculty Publications, (2007). Web.

The article Mothers on Display: Lunchboxes, Social Class and Moral Accountability is written by Vicki Harman et al. The authors seek to address parents moral accountability through everyday activities such as packing lunch for school-going children and whether the decisions are influenced by social ranking or the nutritional value of the food. This essay reviews the authors use of relatable artifacts in investigating good parenting practices, methodology, and findings regarding sociological factors influence on food choices.

Using a qualitative research methodology is appropriate for the topic of inquiry due to the social nature of the subject under investigation. The qualitative investigation emphasizes narrative inquiry, perspectives, and attitudes, while other approaches such as quantitative methodology focus on specific themes and present numerical data limiting narrative perspectives (Tobi & Kampen, 2018). In this investigation, qualitative research has helped the researcher draw significant quotations describing particular feelings and attitudes of the group, adding to the existing sociological knowledge about factors that influence good mothering in middle-class society. Cairns & Johnston (2018) also explore mothers perspectives regarding ethical eating using qualitative interviews which gives in-depth understanding of how mothers perceive meat products. Sociological issues describe human behavior in different contexts, and require narrative than numerical data to show the attitudes and beliefs of different communities.

The research design clearly describes the participants and sampling methods used during recruitment. However, the number of research participants does not meet the standard of qualitative research. According to Basias & Pollalis (2018), the minimum number of particulates for qualitative research is 18, whereas the study comprised had 11 participants. The limitation discredits this research as a qualitative study demanding the authors to re-strategize and conduct a relevant investigation. Consequently, the participants homogeneity is a significant limitation to this study. A broader geographical area and diverse participants would bring more sociological relevance, which the authors should address to fill the limitation gaps.

Photo-elicitation interviews increases rapport and engagement with participants, giving more insight into the topic. Taking photographs is the least restrictive method of data collection since the researcher has the freedom to document everything. Although pictures speak more than words, this study involved participants taking photos instead of the researchers, hindering effective data collection. Some participants could focus more on the visible demands of the study than the facts (Brailas, 2020). For instance, in one of the pictures, the background depicted nutrition magazines for high society, assuming that the parent follows strict diets according to socioeconomic status. Nevertheless, the research method is efficient, particularly in sociological research, involving much data. Discussion forums enable interactions and discussions, which is appropriate in this research.

It is commendable that the authors use the simplest and most common artifact, such as packaged lunch boxes, to demonstrate good mothering. Lunch box packaging is an everyday practice in many communities which is relatable and easily understood by the intended audience (Jacobs, 2022). Osera et al. (2017) echo the same approach in evaluating good mothering practices indicating the suitability and relevance of the technique. Thus, the authors use of lunchbox packages effectively shows responsible parenting.

The authors consideration for the mothers views and opinions appreciates and considers their functional role as family caregivers. From the literature review, it is a common belief that individuals from the highest socioeconomic statuses are more health-conscious and follow healthy guidelines to the latter (Warde and Martens, 2000). Nevertheless, Harman et al. (2015) suggest that as much as society shapes many aspects of life, mothers know and pack the best foods for their children despite policies and societal influences. Most of the mothers concerns involve the childs satisfaction and food preferences.

Additionally, contrary to the belief that mothers keep up with upcoming trends due to class and competition, the authors argue that the mothers hold onto class because of uncertainty and societal demands. Smyth and Craig (2017) agree with the authors findings that all mothers want to be seen as good parents and achieve it by practicing societal values and activities that portray good parenting regardless of willingness. The discovery is unexpected and sheds light on many areas of societal beliefs based on public display.

The researchers investigations and findings significantly expound the understanding of sociology in the academic field. The study shows how social groups interact and influence each others behaviors (Plummer, 2021). For instance, middle-class mothers package childrens food according to other mothers packages, such as food quality and the nature of lunch box containers. When a child talks about what others brought, the mother tends to pack the same to avoid alienation. Further, the research gives more understanding regarding social changes and societal demands. Due to appearances, the mothers keep up with trends in food consumption and packaging to align with the groups consumer behavior and identity regardless of the consequences.

Although the researchers have presented their study with significant arguments, they only consider healthy packaging diets to display good mothering regardless of the childs health. Children could carry healthy foods for public display while consuming other diets. Shorten (2018) and Davis et al. (2018) state that the family table brings people together through practiced traditions and food culture. Thus, the researcher could develop the study further by investigating the sociological factors such as childrens dietary behaviors at home since good parenting is a general practice.

Overall, the concept of this article is particular and straightforward to the topic under investigation. The authors research methodology is appropriate to the topic under investigation. However, the approach has few limitations regarding population size and homogenous characteristics of the participants, which could promote biased information. Some of the research findings align with the theoretical views, but the author gives different explanations that shed light on different societal perspectives regarding good mothering. For instance, while the public assumes that middle-class women make poor decisions regarding childrens diet, this research suggests that the women practice good motherhood through adequate preparation and packaging of nutritious foods for their children. The implications of this research include changes in perspectives regarding mothering practices. Overall, mothers feel pressured, leading to actions that do not display their true feelings towards parenting practices

References

Brailas, A. (2020). Using drawings in qualitative interviews: An introduction to the practice. The Qualitative Report, 25(12), 4447-4460. Web.

Cairns, K., & Johnston, J. (2018). On (not) knowing where your food comes from: Meat, mothering and ethical eating. Agriculture and Human Values, 35(3), 569580. Web.

Davis T., Marshall D., & Petersen A. (2018). Families and food: Marketing, consuming and managing. Emerald Publishing Limited, Bradford, West Yorkshire.

Harman, V., & Cappellini, B. (2015). Mothers on display: Lunchboxes, social class and moral accountability. Sociology, 49(4), 764781. Web.

Jacobs, A. (2022). Devouring bodies: An exploration of love through food representation in the lunchbox. India; dept of sociology & Teresian International St. Teresas College

Osera, T., Tsutie, S., Kobayashi, M., & Kurihara, N. (2017). Evaluation of childrens lunch box contents by photograph and their relationship with mothers concern. Journal of Food Research, 6(1), 78. Web.

Plummer, K. (2021). Sociology: The basics. Routledge.

Shorten, C. (2018). The secret ingredient: The power of the family table. Melbourne University Publishing.

Smyth, C., & Craig, L. (2017). Conforming to intensive parenting ideals: Willingness, reluctance and social context. Families, Relationships and Societies, 6(1), 107-124.

Tobi, H., & Kampen, J. K. (2018). Research design: The methodology for interdisciplinary research framework. Quality and Quantity, 52(3), 1209-1225. Web.

Warde A and Martens L (2000) Eating Out: Social Differentiation, Consumption and Pleasure. Cambridge: Cambridge University Press.