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This paper explores racial differences in maternal risk factors associated with adverse pregnancy outcomes across urban and rural geographies using 2019 data from the Behavioral Risk Factor Surveillance System. Bivariate chi-square tests and logistic regression were performed which showed statistically significant geographical differences among Non-Hispanic (NH) Black pregnant women across income levels (p =.016) and perceived health status (p =.003). Regression analyses indicated an increased racial gap between NH White pregnant women and other racial/ethnic groups. The findings support that there are statistically significant racial differences in maternal risk factors across urban and rural geographies for NH Black and Hispanic pregnant women. [ABSTRACT FROM AUTHOR]

Given the increasing prevalence of youths with chronic medical conditions and the racial, gender, and class disparities in health in the U.S., it is important to understand how families manage their youths' health condition during the transitional time of adolescence when parents and youths are renegotiating their respective roles and responsibilities related to that condition. This paper explores a relatively understudied factor to this fraught and often confusing process: family involvement in multiple institutions for both health and non-health related issues. Based on qualitative fieldwork with 33 families in New York City whose youths have chronic health conditions (e.g., diabetes, asthma, obesity), the paper shows how family multi-institutional involvement can sap family resources in often unexpected ways. This type of institutional involvement has greater implications for poor and minority families who are more likely to be compelled to participate in these organizations with less influence to shape their cases as opposed to middle class and white families. In sum, this paper provides a more nuanced perspective of parental involvement in youths' health management practices as a fluid evolving process shaped in part by family involvement in other institutions. [ABSTRACT FROM AUTHOR]

Aims and Objectives: This paper describes the development of a SBHC with an innovative model of care that grew out of a partnership between a public‐school district and a university nursing programme in the midwestern region of the United States. Background and Purpose: Persistent barriers to health and health care experienced by youth are well documented. School‐based health centres (SBHCs) can improve educational and health outcomes, positively impacting health equity. Academic systems are positioned to address health care needs of the school‐aged population, yet educators face challenges of accessing quality learning placements for students and faculty practice sites. Methods: A community‐based collaborative methodology guided the planning phases that were driven by priority needs identified by families and stakeholders. With the mission of "partnering with students, families, and communities in the promotion of health and wellness through engagement in practice, education, and research," an ongoing dialogue over a two‐year period led to articulating a vision, designing a plan and implementing a nurse‐managed SBHC. The Standards for Reporting Qualitative Research (SRQR) checklist was considered in the preparation of this paper. Results: In three years, this SBHC has addressed and identified priority needs and served individual youth and families. The SBHC provides opportunities for the faculty to fulfil a practice requirement for certification and accreditation. Nursing students engage with youth and families in health education and health promotion while strengthening their technical and relational skills. Family nurse practitioner students gain valuable clinical experience. Faculty with expertise in family nursing guide family assessments, support family resiliency and direct therapeutic conversations with family units. Conclusion: SBHCs serve youth, families, and community. This academic–practice partnership has the added benefit of providing faculty practice opportunities and nursing student experiential learning. Relevance to Clinical Practice: SHBCs provide practice opportunities that address needs in individuals, families, and communities. Partnerships should be considered at academic nursing programmes to support their needs and fulfil commitments to address health equity gaps. [ABSTRACT FROM AUTHOR]

Aims: To identify the barriers and facilitators to healthcare for people without documentation status. Design: We conducted a systematic integrative literature review following the Whittemore and Knafl methodology. Methods: Literature search was conducted to identify studies addressing barriers or facilitators to healthcare for people without documentation status in the United States between 2012 and 2022. Studies were critiqued for quality, with results analysed thematically using the social‐ecological model. Data Sources: Searches were conducted in PubMed, PAIS, Web of Science, CINAHL and Psych Info in October 2022. Results: The review incorporated 30 studies (19 qualitative and 11 quantitative). People without documentation status encountered numerous healthcare barriers such as intrapersonal (lack of financial resources and health insurance, fear), interpersonal (language and cultural discrepancies, discrimination), community (bureaucratic requirements, anti‐immigrant rhetoric) and policy‐related barriers. Conversely, linguistically and culturally competent care, empathetic and representative staff, health navigators, safety‐net clinics and supportive federal policies emerged as key facilitators. Conclusion: These findings illuminate the complex healthcare disparities experienced by people without documentation status and underscore facilitators enhancing care accessibility. Future research is needed to explore interventions to increase access to care for this population. Impact: This paper provides a comprehensive examination of the complex barriers and facilitators to healthcare for people without documentation status in the United States. The findings support the value of universal healthcare access, a priority of the World Health Organization, and can inform healthcare policies and practices worldwide. Reporting Method: The review was reported following the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses framework. Patient or Public Contribution: No patient or public contribution was needed. Trial and Protocol Registration: The study protocol was registered with the PROSPERO database (registration number: CRD42022366289). [ABSTRACT FROM AUTHOR]

Drawing insights from an ethnographic study with two young refugee-background children, this paper examines the multiple contexts that influence their identity negotiations during their first three years of resettlement to the United States. The analysis aims to expand the growing literature on funds of identity (FOI) with specific attention to structural barriers that defund their FOIs. The findings are categorised in three intersecting themes: 1) transnational and translinguistic funds of identity, which are challenged by xenophobia, monolingualism and social class barriers; 2) funds of intercultural identity, which are jeopardised by racial and religious exclusion; and 3) funds of academic identity in the home which are threatened by social class challenges. The paper concludes with the implications of the analysis for theory and practice. [ABSTRACT FROM AUTHOR]

While considerable attention has been given to the ways that parents contribute to undergraduates' success, far less attention has been given to what these students do for their families, variation in students' provision of help, or the consequences of giving. Drawing on 61 interviews with Asian American college students from diverse ethnic and class backgrounds, this paper extends conventional understanding of families and college by analyzing the financial assistance and translation support Asian American undergraduates give their parents. Using a trichotomous model of class—comparing disadvantaged, advantaged, and ambiguous students—I show that class disadvantage motivated students' helping, advantage deterred it, while the ambiguous fell in between. Culture (i.e., filial piety) and a broad view of family (i.e., siblings' contributions) also influenced students' help. Finally, based on interview data combined with partial support from analysis of participants' grade point averages data, I demonstrate that helping had positive and negative implications for students' college experience. [ABSTRACT FROM AUTHOR]

Aim/Purpose Latina doctoral students' educational experiences are often mediated by their social class status, race, and gender. Latinas have sustained an increasing presence in doctoral programs at various colleges and universities across the United States; yet, they are continually underrepresented in doctoral programs at predominantly White institutions. The author identifies evidence-supported, personal and institutional factors that may contribute to working-class Latina doctoral students' successful persistence at predominantly White institutions. Background The tension between personal identities versus academic capability can make the doctoral education experience academically, socially, emotionally, and financially challenging for Latinas from low-income backgrounds. Latina/Latino Critical Race Theory and Multiracial Feminist Theory are introduced as lenses to examine aspects of the doctoral education experience that may impede or support Latina students' retention. Methodology As a conceptual article, this paper is an examination of research regarding the experiences of doctoral students of color at predominantly White institutions in the United States and summarizes how Latina doctoral students from economically disadvantaged backgrounds can succeed in these environments. Contribution This article outlines evidence-supported strategies that may influence workingclass Latina doctoral students' successful persistence at predominantly White institutions. Findings The research highlighted in this article emphasizes how factors such as embracing familismo, increasing faculty diversity, establishing peer networks, and creating inclusive class-conscious academic programs and new student orientations, may contribute to the doctoral persistence of Latinas from economically disadvantaged backgrounds attending predominantly White institutions. Recommendations for Practitioners Personal and institutional factors are recommended for faculty and student affairs professionals to support the doctoral persistence of Latina students such as embracing personal agency and academic efficacy, embracing familismo, recognizing the myth of meritocracy, establishing peer support networks, creating inclusive academic environments, establishing formal faculty mentorships, and fostering class conscious faculty. Recommendations for Researchers The literature presented in this paper provides ideas for future research opportunities that could further examine how supportive relationships and inclusiveness promote Latina doctoral students' educational success. Impact on Society Latinas experience overlapping forms of privilege and subordination depending on their race, social class, gender, sexual orientation, and academic setting. Future Research Further development of transformative research on this topic may improve inclusive educational practices and potentially increase access to doctoral-level education for Latinas and other economically disadvantaged students of color. [ABSTRACT FROM AUTHOR]

Socio-demographic inequities in health treatment and outcomes are not new. However, the COVID-19 pandemic presented new opportunities to examine and address biases. This article describes a scoping review of 170 papers published prior to the onset of global vaccinations and treatment (December 2021). We report differentiated COVID-19-related patient outcomes for people with various socio-demographic characteristics, including the need for intubation and ventilation, intensive care unit admission, discharge to hospice care, and mortality. Using the PROGRESS-Plus framework, we determined that the most researched socio-demographic factor was race/ethnicity/culture/language. Members of minoritized racial and ethnic groups tended to have worse COVID-19-related patient outcomes; more research is needed about other categories of social disadvantage, given the scarcity of literature on these factors at the time of the review. It is only by researching and addressing the causes of social disadvantage that we can avoid such injustice in future public health crises. [ABSTRACT FROM AUTHOR]

Background: Computer‐based assessment allows for the monitoring of reader behaviour. The identification of patterns in this behaviour can provide insights that may be useful in informing educational interventions. Objectives: Our study aims to explore what different patterns of reading activity exist, and investigates their interpretation and consistency across different task sets (units), countries, and languages. Three patterns were expected: on‐task, exploring and disengaged. Methods: Using log data from the PISA 2012 digital reading assessment (9226 students from seven countries), we conducted hierarchical cluster analyses with typical process indicators of digital reading assessments. We identified different patterns and explored whether they remained consistent across different units. To validate the interpretation of the identified patterns, we examined their relationship to performance and student characteristics (gender, socio‐economic status, print reading skills). Results and Conclusions: The results indicate a small number of transnational clusters, with unit‐specific differences. Cluster interpretation is supported by associations with student characteristics—for example, students with low print reading skills were more likely to show a disengaged pattern than proficient readers. Exploring behaviour tended to be exhibited only once across the three units: It occurred in the first unit for proficient readers and in later units for less skilled readers. Major Takeaways: Behavioural patterns can be identified in digital reading tasks that may prove useful for educational monitoring and intervention. Although task situations are designed to evoke certain behaviours, the interpretation of observed behavioural patterns requires validation based on task requirements, assessment context and relationships to other available information. Lay Description: What is already known about the subject matter?: Students differ in how they read, comprehend and use digital information.Indicators from process data provide insight about how students engage with digital reading tasks. What does this paper add to the subject matter?: Based on multiple process indicators, a small number of clusters indicating different behavioural activity can be distinguished.These clusters can be described as on‐task, passive, hasty, exploring, disengaged, persistent and lost interest.A meaningful interpretation of the clusters must consider the requirements of the underlying tasks. Implications for practice and/or policy: Knowledge of how students engage with digital resources may provide useful feedback for teachers to guide students' learning or intervene when they struggle.Educational monitoring: The high comparability of country‐specific results suggests an invariant set of solution strategies in the digital reading assessment. [ABSTRACT FROM AUTHOR]

Adolescence is a vulnerable period for the development of eating disorders, but there are disparities in eating disorder risk among adolescents. One population that may be at increased risk but is vastly understudied, is adolescents residing in rural regions within the United States. Rural communities face many mental and physical health disparities; however, the literature on rural adolescent eating disorder risk is nearly nonexistent. In this paper we summarize the scant literature on disordered eating and eating disorder risk and prevalence among rural US adolescents. We also detail eating disorder risk factors that may have unique influence in this population, including socioeconomic status, food insecurity, healthcare access, body image, and weight stigma. Given the presence of numerous eating disorder risk factors, we speculate that rural adolescents may be a particularly vulnerable population for eating disorders and we propose critical next steps in research for understanding eating disorder risk among the understudied population of rural adolescents. Public Significance: Rural adolescents may be at increased risk for eating disorders due to disproportionate burden of known risk factors, though this relationship remains understudied. We present a summary of the literature on prevalence and unique risk factors, proposing that this may be a high‐risk population. We detail next steps for research to understand eating disorder risk in this population to inform future prevention, identification, and treatment efforts needed in this community. [ABSTRACT FROM AUTHOR]

The Great Recession of 2008 had a tremendous impact on the economic vitality of neighborhoods in the cities of the U.S. This paper looks at the effect that the Recession had on neighborhood change in Cincinnati (Hamilton County). The county's 222 census tracts are classified into five categories: poor; urban-upgrading; working-class; middle-class, and elite tracts. 31.1% of census tracts changed their classification between 2000 and 2016 and most of this changed resulted in a downgrading of the tract's status from 2000. Tracts which economically upgraded were in areas of the city which received large financial investments after 2000 for urban revitalization. Several working-class/upper middle-class tracts at the suburb-city interface downgraded between 2000 and 2016. It is likely that many of these tracts were adversely affected by the housing crisis and Great Recession which significantly affected the welfare of working-class/middle-class households. [ABSTRACT FROM AUTHOR]

Purpose: Housing is essential to health. Governmental rental assistance is one way to increase access to affordable housing, but little is known about how it varies by rural/urban location. This paper seeks to address that gap by examining rural/urban and within‐rural differences in receipt of rental assistance, with particular attention differences by health and disability. Methods: We used data from the 2021 National Health Interview Survey (n = 28,254) to conduct bivariate analyses to identify significant differences in receipt of rental assistance by rural/urban location. We then conducted logistic regression analyses to generate odds ratios of receiving rental assistance, adjusting for self‐rated health, disability, sociodemographic characteristics, and the US Census region. Findings: When limiting the sample to those who rent (20.6% of rural residents and 29.6% of urban residents), rural residents were nearly 5 percentage points more likely to receive rental assistance (13.1% vs 8.2%, P<.001). Rural recipients of rental assistance were more likely to have a disability than urban residents (27.9% vs 20.3%, P<.05) and were more likely to report fair/poor health (41.6% vs 31.4%, P<.05). Conclusions: Rural residents are less likely to rent their homes, but, among those who rent, they are more likely to receive governmental rental assistance. This may be reflective of the greater need for rental assistance among rural residents, who were in poorer health and of lower socioeconomic status than urban renters. As housing is essential to good health, policy attention must prioritize addressing a persistent and growing need for affordable housing in rural and urban areas alike. [ABSTRACT FROM AUTHOR]

As postponement of first births continues in the United States, women and couples will likely continue to turn to assisted reproductive technologies (ART) to overcome biological barriers to childbearing. This paper uses stochastic projections to estimate the potential impacts of ART on the US total fertility rate (TFR) overall and across sociodemographic groups using publicly available data. Assuming the trends in ART continue and the TFR remains at the mean estimate, the projection shows the ART TFR will rise from 0.023 accounting for 1.29% of the mean projected TFR in 2020 to 0.048 or 2.64% of the TFR by 2040. However, for the TFR of women over 30, this percentage is estimated at 2.68% in 2020 and 5.60% by 2040. Group-level projections quantify stratification by parity, race, and education assuming trends across these groups continue. Overall, the results show that if current trends continue, growth in demand for ART will likely increase, especially at older maternal ages, even as inequalities by race and social class remain. These projections provide a picture of ART births if inequality in access and outcomes is not addressed and highlight the need for attention to policies that address these disparities. [ABSTRACT FROM AUTHOR]

This article is a reaction paper to the article in this journal issue entitled Human Service Cartels: The Soft Repression of the Mediocracy by David Stoesz. As such, it addresses two significant questions about the Stoesz article. One question is as follows: Are we really talking about a cartel? The other question is as follows: Isn't it the power elite that promotes societal control and repression? [ABSTRACT FROM AUTHOR]

This paper seeks to explore and depict the implicit force of classism impacting social work practice and discourse using the example of white rural poverty. The demographics and the specific psychosocial needs of this population will be explored. Cultural attitudes toward the white rural poor will also be examined, as well as the origin of the negative and pejorative sentiments that exist toward this population. Social work's participation in perpetuating these negative biases and stereotypes will be addressed, both currently and historically. The historic examples illustrated herein are social works' participation in the national eugenics movement and the efforts to eradicate hookworm in the early 20th century. These historic examples will be used as the backdrop to the examination of classist beliefs. By using boundary theory and the concept of implicit biases, this paper seeks to demonstrate the creation of belonging or not-belonging based on class standing. Using composite case material from this writer's own experience as a clinician working in primarily impoverished rural enclaves, this paper will highlight the risk of practicing clinically without acknowledging the implicit class bias at play in a cross-class dyad. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to provide a response to the Petr and McArdle (2012) and Paskus (2012) papers. The author suggests that academic reform should be couched within broader diversity issues affecting intercollegiate athletics, with a particular emphasis on race, social class, and the ability to implement reforms. Implications and conclusions are discussed. [ABSTRACT FROM AUTHOR]

This paper explores teachers' conceptions of the ideal student, aspects of the hidden curriculum, and how each varies by neighborhood-level social class. I used a thematic analysis to analyze 30 semi-structured interviews with public elementary school teachers in the United States. Emergent themes indicate the creation of archetypes regarding the ideal student, their connection to social class, and their effect on the hidden curriculum. Most notably, teachers teaching in lower-class neighborhoods idealized the eager conformist; teachers teaching in middle-class neighborhoods idealized the well-rounded collaborator; and teachers teaching in upper-class neighborhoods idealized the independent innovator. Findings suggest that teachers' conceptions of the ideal student reflect the social conditions of the neighborhood where they teach, which impacts aspects of their teaching pedagogy and classroom-management techniques. [ABSTRACT FROM AUTHOR]

First-generation college students and those from ethnic groups such as African Americans, Latinx, Native Americans, or Indigenous Peoples in the United States are less likely to pursue STEM-related professions. How might we develop conceptual and methodological approaches to understand instructional differences between various undergraduate STEM programs that contribute to racial and social class disparities in psychological indicators of academic success such as learning orientations and engagement? Within social psychology, research has focused mainly on student-level mechanisms surrounding threat, motivation, and identity. A largely parallel literature in sociology, meanwhile, has taken a more institutional and critical approach to inequalities in STEM education, pointing to the macro level historical, cultural, and structural roots of those inequalities. In this paper, we bridge these two perspectives by focusing on critical faculty and peer instructor development as targets for inclusive STEM education. These practices, especially when deployed together, have the potential to disrupt the unseen but powerful historical forces that perpetuate STEM inequalities, while also positively affecting student-level proximate factors, especially for historically marginalized students. [ABSTRACT FROM AUTHOR]

Background: While research on trans People of Color's experiences has been increasing in recent years, this intersectional work has often not included a focus on the specificities of multiracial and multiethnic trans experiences. Aims: This study explores shifts in racial identity by multiracial/multiethnic trans people as they transition gender and the ways Whiteness and nationalist ideology shape their racialized gender experiences. Methods: This paper is based on six in-depth, semi-structured interviewswith self-identifiedmultiracial, multiethnic, andmulti-heritage trans people in the USA. Data collection centered participants' experiences of self-identification and interactionswith others (e.g., family, acquaintances, and strangers). Results: As participants transitioned gender and were acknowledged by others in their gender identity, shifts in their embodiment were used by others to ascribe a new racialized gender. This often resulted in participants reflecting on their sense of self and racialized gender identities in new ways. Discussion: Multiracial and multiethnic transgender people's experiences in transitioning race confirm the importance of intersectional analysis, reveal the intersectional fluidity of social categories, explicate how social understandings of one category (e.g., race) influence another category (e.g., gender), demonstrate that the meanings associated with racialized gender are based in relations of power, and show that, in transgender studies particularly, we must attend to the ways that the concept of transition implicates not only gender, but also other categories such as race and nationality. [ABSTRACT FROM AUTHOR]

This paper is a reply to William Lazonick’s criticism of our analysis of managerial capitalism and its later phase in neoliberalism, based on the data on income distribution put forward by T. Piketty, E. Saez, and G. Zucman. Two of these criticisms are the expressions of basic misunderstandings. First, we do not believe the managerial revolution occurred against the will of capitalist classes, although, in various later decades, the income and wealth of these classes were dramatically diminished in the New Deal and after World War II. Second, we see in the maximization of shareholder value a central feature of neoliberal capitalism, as Lazonick does. The difference is that we address this feature in the broader context of variegated tendencies jointly expressing the class nature of neoliberalism, a social order targeted toward maximizing the income and wealth of upper classes. What Lazonick says of the taxation of stock options stresses some of the ambiguous features of the distinction between “wages” and capital income at the top that we fully acknowledge, but does not question our interpretation of the new trends in the income of the broader managerial class. [ABSTRACT FROM PUBLISHER]

The article criticizes the class-dominance theory, which is exactly how the corporate rich dominate the federal government in the U.S. Although the paper was aimed at the pluralists, who may not be recognized by the younger generation as the main rivals to a class-dominance view in those days, the model proved to be just as useful in the arguments that arose with the state autonomy theorists shortly after the paper appeared. The change in the economy meant that the Southern capitalists had less reason to remain Democrats, and the change in the polity meant that African-Americans had the ability to force the worst racists out of the Democratic Party through their votes in both primaries and regular elections. The end result was that most of the Southern rich were on their way to the Republican Party, taking the majority of average-income whites with them on the basis of appeals to racism and religious fundamentalism.

[This paper examines how an African country, Zambia, reproduces patterns of health care delivery system of the West characterized by U.S. The replication of pattern of health discriminates against the poor, and rural inhabitants. First, a brief theoretical analysis of underdevelopment is provided. Secondly, the structure of the present U.S. health care delivery system is provided highlighting the role of the academic-medical component. The analysis shows how health care resources are distributed among socioeconomic, racial groups and between urban and rural areas. The major part of the paper examines health care delivery system in Zambia, outlining those areas that are replicated. The paper emphasizes that this should serve as lessons for Africa. This replication is made possible by the indigenous African middle class through which Western values are transmitted. This class (elites) is in control of state machinery and makes decisions on the distribution, and consumption of health resources. In conclusion, I recommend a radical economic and political transformation of these societies if resources have to be distributed equitably.] [ABSTRACT FROM AUTHOR]

This paper tests whether effects of individual characteristics on redistributive preferences are constant across ideological subgroups. Using data from the U.S. General Social Surveys, we estimate ordered probit models for a full pooled sample, and liberal, moderate, and conservative subsamples. Wide cleavages in redistributive attitudes between liberals and conservatives, and between Democrats and Republicans are observed. Substantial gaps between Democrats and Republicans persist within ideological subgroups. Attitudinal differences across social classes exist for conservatives and moderates, but not liberals. Among moderates and conservatives, blacks are more likely than whites to support government redistribution. No black-white gap is observed among liberals. Though conservative women are more likely than conservative men to support major government involvement in redistribution, no gender gap emerges for liberals or moderates. Full sample results suggest that education has no discernible impact on redistributive attitudes, but subsample results strongly suggest that a college degree reinforces ideological effects. [ABSTRACT FROM AUTHOR]

Middle-class young adults in the United States increasingly face insecurity around social class. This situation is especially fraught for women, whose economic and social gains are still not equal to men's. Using interviews with 20 heterosexual- and LGBTQ-identified women from middle-class backgrounds, this paper investigates the gendered and classed messages in women's communications with friends and family regarding romantic intimacy choices. Women's accounts suggest that family and friends monitor their choices in the interest of protecting class privilege. However, classed messages sometimes conflict with gendered expectations, creating ambiguity for women. Women's accounts also illustrate the importance of heteronormativity to the classed project of adult womanhood, posing a dilemma for LGBTQ women in particular. Despite increased individualization in Western society, women's accounts suggest continued influence from friends and family in the interest of upholding class and heteronormative gender privilege among middle-class women. However, this classed project ultimately comes at the expense of limiting women's intimacy options and maintaining class inequalities. [ABSTRACT FROM AUTHOR]

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This paper raises four broad questions related to the neighbourhood effect issue. (1) Is there really a strong relation between housing mix and social mix? (2) How does the social composition of neighbourhoods affect residents' social interaction and behaviour? (3) Are social opportunities of individual residents related to their neighbourhood context? (4) If there is such a relation, to what extent is this produced through local social interaction? While the answer to the first question is often taken for granted, not only by planners but also by urban research, the following three have been much discussed over the last decade on both sides of the Atlantic. Most researchers hypothesise that neighbourhood effects would be less pronounced in countries like Sweden, where planning practices, social class differences, segregation patterns, and welfare state regulations substantially differ from those found in the U.S. However, recent empirical studies -- based on large longitudinal datasets -- confirm the existence of neighbourhood effects also in Sweden. Future European research should not only further explore the above four questions but needs also to systematically engage with issues concerning how neighbourhoods should be defined (scale issues), the importance of time of residency in particular neighbourhoods, and how mix should be operationalised (class, ethnicity etc). [ABSTRACT FROM AUTHOR]

This paper sought to improve upon the understanding of the social class and workplace cultural expectations for the determination of Chief Executive Officers in the United States vs the United Kingdom. The author found that workplace cultural expectations were very different for aspiring executives in the United States vs the United Kingdom. In addition, the author found strong indications of a potential social class barrier for aspiring executives in the United Kingdom that was not evident in the United States. Workplace culture was determined by weekly hours worked by CEO's vs typical executives in the United States and the United Kingdom. Social class was determined by the exploration of undergraduate alma maters and consideration of whether these schools would be considered "Ivy League" or not. [ABSTRACT FROM AUTHOR]

This paper analyses the identity politics of the US Patriot Movement and how it addresses the anxieties its primary constituency—working-class whites—have with globalization. White workers find themselves straddling an identity fault under globalization. By virtue of their class, they suffer exploitation within a capitalist system. By virtue of their race, they find themselves the beneficiaries of racial privileges. To analyse how a patriot politic addresses this dual positionality, a poststructuralist identity theory is employed, focusing on a subset of this literature known as whiteness studies. It is argued that discourses of patriotism keep patriots from addressing the economic basis of many of their grievances while buttressing notions of cultural/racial superiority through 'safe' nationalistic coding. The Patriot Movement in Central Kentucky is examined as a case study—in particular,its deployment of a patriot politic around two issues: calls to legalize industrial hemp and efforts to stop the designation of a biosphere reserve in the state.This paper's conclusions are situated within a current debate in whiteness studies between those calling for the abolition of whiteness and those calling for its reconstruction. The paper contends that disidentification is not a viable option without alternative categories to replace it. The willingness of Kentucky patriots to galvanize around a patriot politics despite realizing goals through it indicates that working-class whites are anxious for political categories of action in the new global era. Given that working-class whites are mobilizing around categories that code their race-based anxieties, however, reconstruction paradigms must also consider the reconstruction of categories—such as 'patriot'—that currently work to divide workers along racial lines. [ABSTRACT FROM AUTHOR]

This paper analyzes data on 461 large U.S. industrial corporations to determine the factors that led large firms to participate in the wave of diversifying acquisitions that peaked in the late 1960s. We elaborate and test a class theory of corporate acquisitions, maintaining that firms pursued acquisitions in this period when they were commanded by well-networked challengers who were central in elite social networks but relatively marginal with respect to social status, isolated from the resistance of established elites, and free from control of owning families. We also consider a wide range of factors highlighted by alternative accounts of acquisition likelihood, including resource dependence, institutional pressures, and principal-agent conflicts. The results provide support for our main theoretical arguments, even when controls related to alternative explanations are taken into account. [ABSTRACT FROM AUTHOR]

The rise of Large Language Models (LLMs) like ChatGPT marks a pivotal advancement in artificial intelligence, reshaping the landscape of data analysis and processing. By simulating public opinion, ChatGPT shows promise in facilitating public policy development. However, challenges persist regarding its worldwide applicability and bias across demographics and themes. Our research employs socio-demographic data from the World Values Survey to evaluate ChatGPT's performance in diverse contexts. Findings indicate significant performance disparities, especially when comparing countries. Models perform better in Western, English-speaking, and developed nations, notably the United States, in comparison to others. Disparities also manifest across demographic groups, showing biases related to gender, ethnicity, age, education, and social class. The study further uncovers thematic biases in political and environmental simulations. These results highlight the need to enhance LLMs' representativeness and address biases, ensuring their equitable and effective integration into public opinion research alongside conventional methodologies. [ABSTRACT FROM AUTHOR]

Background: Empirical evidence from European countries has shown that economic conditions in early life are associated with mortality risk. This study aims to assess the effects of economic conditions in early life, as well as their interaction with parental education, on the risk of adult mortality in the U.S. Methods: To capture exogenous variation of economic conditions early in life, we use the Gross Domestic Product (GDP) cyclical deviation during a respondent's birth year. Using the linked U.S. General Social Survey and National Death Index data (1979–2008), we employed parametric frailty survival models to examine the effects of economic conditions in early life on all-cause and cause-specific mortality. Results: We found that exposure to recession in the first year of life was associated with increased all-cause mortality only among women (hazard ratio = 1.54, 95% CI 1.03–2.31). This adverse effect was also found in women's mortality from cancers (hazard ratio = 2.24, 95% CI 1.18–4.28). We also found a significant interaction between economic conditions in infancy and paternal education on women's mortality risk—higher paternal education was protective against mortality under good economic conditions in infancy; however, higher paternal education was associated with greater mortality risk under poor economic conditions in infancy. We discuss how aspiration theory may explain these results. Conclusion: Our study concludes that worse macroeconomic conditions early in life heighten the risk of mortality among women, and paternal education moderates this relationship. [ABSTRACT FROM AUTHOR]

The middle class is central to American political life, yet the political alignment of this occupationally diverse class is unclear. This paper proposes an ideal-typical scheme of alignment structures for the middle class that incorporates several major theories of middle-class politics. Using data from the General Social Surveys and employing Multiple Correspondence Analysis, this framework is used as the basis for comparing the observed pattern of political alignments among middle-class occupations in two recent periods, 1974-1978 and 1989-1994. In the earlier period, the middle class was clearly segmented into liberal, conservative, and centrist groups in a way that accorded with established sociological descriptions. By the second period, this clear segmentation had largely broken down. Much of this breakdown occurred on the political right. The paper concludes with a discussion of this finding. Political alignment, social class, middle class [ABSTRACT FROM AUTHOR]

The article presents a paper that seeks to explore the referential dimensions, that is, the ways in which viewers apply the television program to their real lives. The paper originates in a study of "readings" of the television serial "Dallas" by viewers of different cultural backgrounds. Theoretically and methodologically, it stands at the intersection of several converging research traditions. The data consist of tape recordings of focus-group discussions of "Dallas" immediately after viewing an episode of the program. The referential statements all deal with transitions from discussing the program to discussing life, analyzed in terms of content, rhetorical sequence, and certain aspects of interaction among the discussants. The more formal statements discuss the characters in relation to issues such as social class, success, corruption in social institutions and their interrelations; they reject or ignore traditional American myths of achievement and mobility.

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Copyright of Question (1669-6581) is the property of Universidad Nacional de La Plata 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.)

Are public officials more responsive to requests from affluent or poor constituents? A growing body of evidence suggests that lawmakers are more responsive to the rich when they craft policy. However, some scholars theorize that officials also exhibit a corresponding bias in favor of the poor when they handle casework, essentially giving policy to the rich and services to the poor. In this paper, we test this casework prediction using four experiments in which confederates sent simple requests to state or local officials. In each, our confederates’ reported social classes were randomly assigned and signaled with a brief introductory statement mentioning the sender’s occupation or economic situation. Across our samples, we find precisely-estimated null effects of social class biases: the officials we studied were equally likely to respond regardless of the constituent’s class. These findings raise doubts about whether casework is really a class-biased process. [ABSTRACT FROM AUTHOR]