Some Principles of Stratification

Davis, Kingsley; Moore, Walter J.

doi:10.4324/9780429494468-2

Cited by 252 publications

(74 citation statements)

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“…Representatives of this strand like Davis and Moore or Parsons state that schools are systems of social stratification in which all people get allocated to a role in society suiting their abilities and status. Schools serve in this system as bridges the gap between the particularistic values of the family and universalistic values of society [28,29]. Schools pass on two major values, namely the value of achievement (meritocracy) and the value of equal opportunity [29].…”

Section: Historical and Theoretical Frameworkmentioning

confidence: 99%

Inequality in Educational Development from 1900 to 2015

Speringer¹,

Goujon²,

Jurasszovich³

2019

Classes - From National to Global Class Formation

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The industrial revolution marked a turning point in mankind as it not only initiated an economic turn from predominantly agricultural to industrialized societies but also shaped the need for an education revolution. This was the period when most industrialized societies implemented compulsory schooling systems and created the opportunity for universal access to basic education and later medium and higher education levels. However, this did not occur at the same speed everywhere, generating divergence between countries, and subsocieties within countries, whether it was at the level of residence, gender, generation, or class. Based on a dataset developed at the Wittgenstein Centre for Demography and Global Human Capital reconstructing levels of education in 5-year steps by age (5-year age groups) and sex for a large number of countries in the world, we look at the education transition from 1900 to 2015 to uncover different patterns and pathways of educational improvements that might explain the differences in the level of human capital today.

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Section: Historical and Theoretical Frameworkmentioning

confidence: 99%

Inequality in Educational Development from 1900 to 2015

Speringer¹,

Goujon²,

Jurasszovich³

2019

Classes - From National to Global Class Formation

View full text Add to dashboard Cite

show abstract

“…The term 'social mobility' was first used in the 1920s (Sorokin 1925(Sorokin , 1927 referring broadly to the shifting of people in social space. It refers to changes within the social stratification hierarchy where social stratification is viewed as any system that ranks individuals according to differing power, status or prestige (Davis and Moore 1945). In the mid-twentieth century, social classification in the UK came to be based on the terms upper, middle and working (or lower) classes (Mills 1951, Thompson 1991 and is currently based on a ranking of occupations, the first of which was the UK Registrar General's five level scale 3 developed in 1911 and published in 1913 (Rose, Pevalin and O'Reilly 2005), with its most recent iteration dating from 2010.…”

Section: Social Mobilitymentioning

confidence: 99%

Deprivation, social class and social mobility at Big Four and non-Big Four firms

Paisey

Tarbert

et al. 2019

Accounting and Business Research

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Using the work of Bourdieu and Savage, this paper investigates social class and social mobility among chartered accountants who qualified with The Institute of Chartered Accountants of Scotland in 2009. We find that these accountants tend to come from privileged backgrounds and that those who qualified with Big Four firms possess more economic, social and cultural capital than those who qualify with other firms. Our study provides fresh insights into how elements of social class interact with social background. In contrast with the prevailing view that there is limited social mobility in the accountancy profession, we find some evidence of social mobility, suggesting that current debates are based on contestable assumptions. We also find that chartered accountants from more deprived backgrounds as indicated by childhood postcode often have a father who has a professional or managerial occupation, so are not deprived on all measures. Where those from more deprived backgrounds accessed chartered accountancy careers, this was at the expense of people whose parents held lower rather than higher professional or managerial jobs. This suggests that the most advantaged maintain access to chartered accountancy but those from more middling professional homes are displaced when those from more deprived backgrounds gain access.

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“…The CCT model thus draws on human capital theory in linking schooling and human capital to employment outcomes, and is the basis of CCTs aim to reduce longterm poverty; that is, increased human capital among young beneficiaries is meant to increase their future productivity and earnings in the labour market. Human capital theory similarly maintains that schooling contributes to the development of human capital, which determines access to employment (Davis and Moore, 1945;Mincer, 1958;Becker, 1962;Becker and Chiswick, 1966). In essence, education is the mechanism through which individuals acquire the skills required by the labour market, and labour market outcomes (that is, jobs and earnings) are proportional to individuals' human capital endowments.…”

Section: Linking Human Capital Formation and Employmentmentioning

confidence: 99%

More Education, Better Jobs? A Critical Review of CCTs and Brazil's Bolsa Família Programme for Long-Term Poverty Reduction

Jones¹

2016

Social Policy & Society

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Conditional cash transfers have come to play a prominent role in the social policy landscape in Latin America and especially in Brazil in recent years. Evaluations of their impacts, however, have focused on limited short-term outcomes, particularly consumption and school enrolment and attendance rates. Long-term outcomes have received comparatively little attention. This article reviews the existing evidence on the long-term impacts of CCTs, focusing on the underlying assumptions in the CCT model for intergenerational poverty reduction. In doing so, it questions the notion that CCTs can indeed interrupt the intergenerational cycle of poverty through human capital investments that are thought to lead to expanded opportunities in the labour market. Moreover, it highlights the need for more research on the social processes that may influence young beneficiaries’ life trajectories and experiences in poverty.

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Some Principles of Stratification

Cited by 252 publications

References 1 publication

Inequality in Educational Development from 1900 to 2015

Inequality in Educational Development from 1900 to 2015

Deprivation, social class and social mobility at Big Four and non-Big Four firms

More Education, Better Jobs? A Critical Review of CCTs and Brazil's Bolsa Família Programme for Long-Term Poverty Reduction

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