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In this paper the author want to focus especially on the education of girls from Hungarian aristocratic families by studying not only the relationship between the parents and the children but also the aim, content, methods of education. The sources were primarily the memoirs that have been more frequently published, that resulted in more detailed, subtle conclusions complete with personal motivations as well. The research method was narrative text analysis. The author concluded that there were practically only some aristocratic girls who had enrolled a secondary school before WW1. After WW1 there were more and more girls taking part in school education, the reason being their financial circumstances and the changed social and cultural situation. Some have already enrolled in university or obtained a vocational qualification. However, working women were very rare among them. The relationship between the parents and children was different by families, but the strict distance increasingly loosened up. One of the most important goal of education was the knowledge of modern languages. Besides practising religion and arts physical education and sports were present in the lives of the girls in the country. Girls could only move around in their own social groups, they put special emphasis on developing social competences. A girl's goal was to find a spouse who is worthy of her rank.

This paper examines the education of the Hungarian aristocracy in the period from 1790 to 1848. Since the progressive-minded members of this social class, which was highly qualified by European standards, played a significant role in promoting culture and education, especially since the Reform Era, I wanted to find out what educational characteristics underpinned their education. I explored the question of what trends prevailed in the different directions of home education and how the political, social and intellectual challenges and changes in the first half of the 19th century affected private education. In the course of the research, I applied the traditional method of educational history, source and document analysis and the analytical (deductive) research strategy. After studying the Hungarian, German and English literature on the subject, I examined and evaluated the primary sources available in Hungary- diaries, memoirs, journal articles, autobiographical writings, records of foreign travellers, archival and manuscript sources. In addition to asserting their primary power interests and their role as patrons, a small but crucial group of aristocrats took an active role in raising the level of national culture and education. They championed the cause of education, founded educational institutions and thus became mediators of culture for other strata of society. Their education, enlightened thinking and European erudition undoubtedly contributed to their recognition of this role and task and their commitment to it.

Emergent scholarly studies on the use of social network sites (SNSs) in higher education have focused mainly on how SNSs could enhance effective teaching and learning. However, very few studies have explored how social relationships between teachers and learners could serve as a learner-centered approach to promote teaching and learning through SNSs. To address this gap, the current study gathered and analyzed qualitative data from 27 teachers and 51 students in a public university in South Africa. The findings show how the outcomes of the use of SNSs in the university are also linked to learner-centered approaches which include: the development of the knowledge, skills, and attributes of students required for the twenty-first century; students' demonstration of good social skills, teamwork, individual self-esteem, and confidence; and empowering students through their scholarly voices in the social network environment. To the teachers, the use of SNSs enhances their relational skills, enables them to be innovative in the use of digital technology, and allows them to create new pedagogical approaches. The study also reveals that when teachers interact and share knowledge with students in the social network environment, they serve the learning needs of all students, including those from low socio-economic backgrounds and first-generation students, through leaner-centered approaches. This paper adds to the literature on social constructivism by highlighting how the development of good social relationships between teachers and learners through what the authors term as digital relational pedagogies could serve as a learner-centered approach to effective teaching and learning, especially when facilitated by SNSs.

This paper studies multigenerational health transmission mechanisms in Australian panel data. Using inequality-of-opportunity (IOP) models, we demonstrate that grandparental socioeconomic status (SES) is an important determinant of personal health, even after controlling for health and SES at the parental level. Our findings hold over a range of health/biomarkers of individuals' physical and mental well-being and appear to be especially sensitive to educational outcomes on the father's side. Since ingrained socioeconomic (dis)advantages that persist over multiple generations may be indicative of social class, our results suggest that subtle attitudinal and behavioural characteristics associated with this variable may be a key factor driving health disparities., (© 2024. The Author(s).)

Background: The purpose of this paper is to explore the relationship between subjective well-being, social class identity, and Self-rated health among older persons,. Focusing on the mediating role of health and the impact of epidemic infectious diseases on these relationships., Methods: Based on the 2018 and 2021 China General Social Survey (CGSS) databases, the data were screened, and processed. Using Stata17, we employed ordered probit regression to examine the relationships among variables and Bootstrap methods to assess mediation effects, and the CGSS data for 2018 and 2021 were compared and analyzed., Results: Our results revealed that factors such as social class identity, health status, and personal income significantly positively impact older persons' subjective well-being (P<0.01). Notably, there was a partial mediating effect of health status between the subjective well-being of the elderly and social class identity. And findings showed that when older adults were affected by epidemic diseases, their subjective well-being, social class identity, and Self-rated health remained significantly positively correlated. Subjective well-being, social class identity. What is more noteworthy is that when affected by epidemic infectious diseases, older adults' subjective well-being, social class identity, and Self-rated health remained significantly positively correlated. The mediating role of self-rated health in older adults' subjective well-being and social class identity increased from 9.6% to 12.4%., Conclusions: In the face of epidemic infectious diseases, we need to pay more attention to the Self-rated health of the elderly, and the Chinese government should take effective measures to improve their health level, which will in turn improve the subjective well-being of the elderly and realize the goal of healthy aging., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Feng et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Do social classes differ inmoral judgment? Previous research showed that upper-class actors have a greater inclination toward utilitarian judgments than lower-class actors and that this relationship is mediated by empathic concern. In this paper, we take a closer look at class-based differences inmoral judgment and use the psychometric technique of process dissociation to measure utilitarian and deontological decision inclinations as independent and orthogonal concepts. We find that upper-class actors do indeed have a greater inclination toward decisions consistent with utilitarian principles, albeit only to a quite small extent. Class-related differences are more pronounced with respect to deontological judgments, in so far as upper-class actors are less inclined to judgments consistent with deontological principles than lower-class actors. In addition, it is shown that class-based differences in utilitarian judgments are mediated by cognitive styles and not so much by empathic concern or moral identity. None of these potential mediators explains class-based differences in the inclination toward deontological judgments. [ABSTRACT FROM AUTHOR]

Copyright of Pós: Revista do Programa de POS-Graduacao Em Artes - EBA/UFMG is the property of Pos - Programa de Pos-graduacao em Artes (PPG-Artes) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper shows how class shaped service workers' experiences of administrative burdens during the COVID-19 pandemic. I use the pandemic and pandemic-related shutdowns as a pseudo natural experiment in which job loss was applied to a set of workers from different class backgrounds and with different class locations, workers who then turned to the state for assistance. Drawing on 46 interviews I conducted with service workers across the United States from May to October of 2020, I use Bourdieu's theory of the habitus to show how class background shaped the administrative burdens workers encountered. Workers' class origins left them with distinct approaches to bureaucracy that translated into disparate experiences of administrative burdens when workers sought unemployment insurance benefits. As a result, compared to workers from middle-class backgrounds, workers from working-class backgrounds more often experienced housing difficulties, dangerous work, and challenges to their sense of integrity. [ABSTRACT FROM AUTHOR]

Research about the experiences of underrepresented groups in higher education (HE) demonstrates the persistence of challenges, despite policies and institutional strategies to promote inclusion. Diversity and inclusion policies have been part of the HE agenda for several decades, yet most policies and interventions focus on (a) a given, isolated identity experience (e.g., based solely on gender, social class, or ethnicity) rather than more intersectional approaches to identity; and (b) top-down interventions that do not include participants insights in their design. In this paper, we report a case study of a workshop with students at an elite university that drew on an intersectional approach to social identities (IASI), specifically, looking at gender and social class. We explore three key themes: (a) the importance of group processes, (b) the use of visual techniques, and (c) the institutional tensions and the (de)politicisation of social psychology research. Reflecting on this case study we argue that approaches to identity and inclusion in HE can benefit from intersectionality beyond the use of multi and overlapping identity and social group categories. We argue that research in this space is not neutral and needs to acknowledge researchers' position about (a) inclusion and diversity, (b) perceptions of participants in research, and (c) the motivation and aims of institutions where the research is conducted. Finally, we discuss the theoretical and practical implications of integrating an intersectional approach within social identity research in HE when focusing on underrepresented groups. [ABSTRACT FROM AUTHOR]

Copyright of Humanities Diliman is the property of University of the Philippines - Diliman and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper examines the prevalence and benefits of upward social mobility in the early accountancy profession by analyzing the lifespan of chartered accountants admitted to membership in Scotland between 1853 and 1940. We find that 76 percent of the chartered accountants in our sample experienced upward social mobility, a greater percentage than found in previous studies. The chartered accountants in our sample experienced an average life expectancy premium of approximately three years over the general population, irrespective of social origins, and were less likely to die from most preventable causes than the general population. Upwardly mobile chartered accountants achieved lifespans consistent with their achieved professional status rather than their previous social class. While the findings confirm the existence of a social mortality gradient, the increase in longevity is likely attributable to the superior resources of higher social class and other factors affecting self-selection into the accountancy profession. Data Availability: Data are available from the public sources cited in the text. JEL Classifications: I1; I3; M4; N3. [ABSTRACT FROM AUTHOR]

A recent report by G. Clark points to a sustained persistence of social status in England that extends vertically across several generations and horizontally across many levels of kinship. We seek to put his findings in historical perspective. We do so by relating them to two lines of thinking related to biological inheritance. One predated the rediscovery of Mendel’s work and led to the field of quantitative genetics, which dealt on the whole with quasi-continuously varying traits. The other is based on the rediscovery itself and led to a reconciliation between quantitative genetics and discrete Mendelian elements of heredity. Both were enmeshed with the supposed need for, and societal consequences of, eugenics and assortative mating. Also on both issues, the significant ideas can be traced to R. A. Fisher, inspired in one case by F. Galton and in the other by J. A. Cobb, with strong support for Galton and Cobb coming from Karl Pearson. Clark’s findings point to societal stratification, and assortative mating for wealth is a straightforward hypothesis to account for it. However, it should be noted that the findings support, but do not prove, the hypothesis. [ABSTRACT FROM AUTHOR]

College is regarded as the great equalizer. People with four-year degrees expect to reap the rewards of their education. This paper examines the pivotal transition from college to the labor market. How do candidates fare when they reveal to prospective employers that they are "first-gen"? Based on the literature, one may advance two competing predictions. One perspective predicts the possibility of a first-gen advantage. This view predicts that revealing one's first-gen status can help applicants, by making them seem motivated, committed, responsible, and hardworking. It also makes for a compelling narrative; many Americans love stories of "bootstrapped" success. In contrast, a competing perspective predicts the possibility of a first-generation disadvantage. According to this view, there are forces that block decision makers from recognizing the strengths of first-gen students. We tested these two perspectives with an audit study (n = 1,783) and four follow-up studies (n = 4,920). The results supported the first-gen disadvantage hypothesis. Even in the mainstream labor market, first-gen students were evaluated less favorably. We traced this bias to the impact of one possible mechanism: deficit thinking. Despite overcoming hardships, first-gen students were often viewed through the lens of deficits. As a consequence, they were often denied opportunities to gain entry into organizations. Importantly, we found that a mindset shift can help ameliorate the problem. When we nudged decision makers to adopt a strengths-based lens, they became more receptive to hiring first-gen applicants. This work extends knowledge on the mechanisms that drive social class gaps in hiring. It also invites a reassessment of how to study social class in organizations. Deficit models dominate the study of social class. However, as we demonstrated, focusing on deficits can exacerbate inequality. It is important to consider people's experiences and humanity holistically. Supplemental Material: The e-companion is available at https://doi.org/10.1287/orsc.2023.1682. [ABSTRACT FROM AUTHOR]

We develop a novel application of machine learning and apply it to the interview transcripts from the American Voices Project (N = 1,396), using discourse atom topic modeling to explore social class variation in the centrality of family in adults' lives. We take a two-phase approach, first analyzing transcripts at the person level and then at the line level. Our findings suggest that family, as represented by talk, is more central in the lives of those without a college degree than among the college educated. However, the degree of institutional overlap between family and other key institutions--health, work, religion, and criminal justice--does not vary by education. We interpret these findings in the context of debates about the deinstitutionalization of family in the contemporary United States. This demonstrates the value of a new method for analyzing qualitative interview data at scale. We address ways to expand the use of this method to shed light on educational disparities. [ABSTRACT FROM AUTHOR]

Background: Iraq and Iraqi Kurdistan face significant challenges regarding mental disorders. Individuals with mental health disorders often conceal their conditions, particularly in certain cultural contexts, due to the negative attitudes they face. This study aims to explore the attitudes of university students towards individuals with mental health disorders. Methods: A sample of 294 university students from five distinct colleges within a public university in the Kurdistan region of Iraq was selected to participate in an attitudinal survey. The participants were chosen using convenience sampling. The survey encompassed 34 items, which were categorized into six overarching conceptual sub-scales: benevolence, separatism, stereotyping, restrictiveness, pessimistic prediction, and stigmatization. Descriptive and inferential statistics were employed to analyze the gathered data. Results: The findings indicate that the majority of participants held negative attitudes towards individuals with mental health disorder. Furthermore, the study identified statistically significant associations between socio-demographic variables and students' attitudes across most of the subscales. Conclusion: The study highlights the prevalence of negative attitudes towards individuals with mental health disorder among university students. It suggests the establishment of a psychological and guidance counseling center at the university to promote awareness about mental health disorder and provide guidance and training to mitigate its severity, similar to physical illnesses. [ABSTRACT FROM AUTHOR]

Purpose: This study explores a nuanced understanding of tiger parenting by moving beyond cultural essentialist perspectives and an East (Chinese)-versus-West binary framework. Design/Approach/Methods: The study draws on data from 80 parents in Hong Kong SAR, an example of a culturally-hybrid East Asian metropolis. We applied maximum variation sampling to recruit participants with diverse school choices encompassing different education levels, occupations, social classes, and ethnicities. We used semi-structured interviews to investigate parental beliefs, practices, and understandings of tiger parenting. Findings: The findings suggest that tiger parenting is a cross-class and cross-culture phenomenon that would be more fruitfully analyzed by considering parental mindsets, educational structures, peer pressure, generational influences, cultural roots, class preferences, and global aspirations. We posit that tiger parenting and similar parenting practices are increasingly necessitated by fiercely competitive education systems, and becoming globalized across ethnic groups and social class spectrums. Originality/Value: This study contributes to the discussion on tiger parenting by highlighting previously understudied factors underpinning the concept. We argue that our analytical approach avoids the previous narrow and cultural essentialist understanding of tiger parenting, and advances the theoretical cogency of the concept. [ABSTRACT FROM AUTHOR]

Abstract This paper studies multigenerational health transmission mechanisms in Australian panel data. Using inequality-of-opportunity (IOP) models, we demonstrate that grandparental socioeconomic status (SES) is an important determinant of personal health, even after controlling for health and SES at the parental level. Our findings hold over a range of health/biomarkers of individuals’ physical and mental well-being and appear to be especially sensitive to educational outcomes on the father’s side. Since ingrained socioeconomic (dis)advantages that persist over multiple generations may be indicative of social class, our results suggest that subtle attitudinal and behavioural characteristics associated with this variable may be a key factor driving health disparities.

This study takes a comprehensive approach to the issue of Not in Education, Employment, or Training (NEET), delving into the often overlooked role of social class disparities. By using a multilevel mixed-effects logistic model and data from the 2022 National Social Economic Survey (SUSENAS), it provides a robust exploration of the complex socioeconomic factors that shape the transition to adulthood among youth. This study contributes to understanding social stratification and its impact on NEET youth. The main finding underscores the protective role of social class against youth being NEET, revealing that adolescents from higher social class households are less likely to disengage from study or work compared to those from lower social classes. The analysis uncovers determinants of NEET youth, including, among others, being female, married, having higher education, and having a female-headed household. Meanwhile, protective factors of NEET youth include, among others, age, disability, residing in a household whose head is working, and residing in urban areas. Comparing estimation results across social classes reveals that individuals from the low social class have a significantly higher propensity to be NEET than those from the high social class. [ABSTRACT FROM AUTHOR]

Changes in demography in developing countries haves led to new issues among older rural populations, such as self-neglect which is under researched.Self-neglect identified as poor self-care, unsafe living quarters, inadequate medical care and poor utilization of services increase the odds of morbidity and mortality. Methods Our study was conducted in Kaniyambadi, a rural block in Vellore district in the state of Tamil Nadu, India. Ten villages were randomly selected. The study was conducted among people older than 60 years who were selected by random sampling using a computer-generated list. The following assessments were done: (i) A 19-item questionnaire was used to assess self-neglect, (ii) Katz index of daily living to assess functional activity, (iii) Mini Mental State Examination to evaluate cognition, (iv) Geriatric Depression Scale to identify depression, (v) Duke Social Support Index to measure social supports. Clinical data and anthropometric data were also collected. Data were entered into Epidata v3.1. All analyses were performed using SPSS v23.0. Results One hundred fourteen people above 60 years of age participated. The prevalence of self-neglect was 21.1% (95% CI 14.9%—29%); about half of the elderly population (47.38%) refused to seek or follow medical advice. Lower levels of education (OR 3.678, 95% CI 1.017 – 13.301), lower social class (OR 4.455, 95% CI 1.236 – 16.050) and functional impairment (3.643, 95% CI 1.373 – 9.668) were found to be significant factors associated with self–neglect. Though prevalence of comorbidities (70%) and depression (27%) were high, there was no statistical evidence of association with self-neglect. [ABSTRACT FROM AUTHOR]

This paper presents a review of scholarly work on social class identities (SCI) in second and foreign language (S/FL) educational contexts. Of the 94 studies identified, 31 were annotated. Thematic analysis was employed to identify trends elucidating where, what, and how SCI has been conceptualized, theorized, and methodologically designed. Inclusion criteria focused on SCI research in S/FL contexts, while studies examining SCI outside educational settings were excluded. Results indicate a slow-growing interest in SCI and critical theory, with a Europe-Western dominance. SCI has been approached as: a fixed category based on socioeconomic status determining educational and L2 learning factors; a performed sociocultural phenomenon grounded in individuals lived experiences; a process experienced by study-abroad and migrant individuals; and as an element of colonial difference. Research gaps include SCI examination in EFL contexts and from decolonial perspectives, highlighting the need for political action to subvert social inequalities and address colonial wounds related to socioeconomic issues.

This paper shows how class shaped service workers' experiences of administrative burdens during the COVID-19 pandemic. I use the pandemic and pandemic-related shutdowns as a pseudo natural experiment in which job loss was applied to a set of workers from different class backgrounds and with different class locations, workers who then turned to the state for assistance. Drawing on 46 interviews I conducted with service workers across the United States from May to October of 2020, I use Bourdieu's theory of the habitus to show how class background shaped the administrative burdens workers encountered. Workers' class origins left them with distinct approaches to bureaucracy that translated into disparate experiences of administrative burdens when workers sought unemployment insurance benefits. As a result, compared to workers from middle-class backgrounds, workers from working-class backgrounds more often experienced housing difficulties, dangerous work, and challenges to their sense of integrity.

Copyright of Geopolitica(s): Revista de Estudios Sobre Espacio y Poder is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Do social classes differ in moral judgment? Previous research showed that upper-class actors have a greater inclination toward utilitarian judgments than lower-class actors and that this relationship is mediated by empathic concern. In this paper, we take a closer look at class-based differences in moral judgment and use the psychometric technique of process dissociation to measure utilitarian and deontological decision inclinations as independent and orthogonal concepts. We find that upper-class actors do indeed have a greater inclination toward decisions consistent with utilitarian principles, albeit only to a quite small extent. Class-related differences are more pronounced with respect to deontological judgments, in so far as upper-class actors are less inclined to judgments consistent with deontological principles than lower-class actors. In addition, it is shown that class-based differences in utilitarian judgments are mediated by cognitive styles and not so much by empathic concern or moral identity. None of these potential mediators explains class-based differences in the inclination toward deontological judgments.

Recent years have seen the creation of a complex and multifaceted body of scholarly work examining the role of translators and interpreters in conflict situations. More is yet to be discovered, however, about these significant individuals and their functions and contribution to past and current wartime situations. Using data collected from oral histories gathered as part of the digital archive project by the Free University of Berlin, and the written testimonials provided by the Center for Neo-Hellenic Studies, this study focuses on the underexplored role of interpreters in German Occupied Greece (1941–1944). The digital archive offers key information regarding issues beyond what has been recorded so far regarding interpreter ethnic and ideological allegiances, for instance. Issues connected to the interpreters’ background, with a special emphasis on acquisition of linguistic skills, shed light on broader anthropological and sociological issues, such as their level of education, which may be linked to social class. Gender is another aspect discussed, as a result of the finding that a large number of interpreters in Occupied Greece were women. This paper includes an annex with excerpts from testimonials (in Greek).