1. How are childrearing strategies representative of class status? And how do these how do these strategies define the classes. Use texts of Alfred Lubrano or Annette Lareau or both! a. This question asks students to think critically about two readings, one of which provided a good amount of the discussion in the class. b. Answerable in 2-3 paragraphs 2. How does Marx think about class; how do they interact with each other? How does Hooks think about class differences and the impact on family? Place the authors in conversation with each other. a. If a student didn’t understand the distinction then the comprehension of the rest of the class may have been impaired. b. Hooks thinks that with communication people can have solidarity between classes this is one of the more revolutionary readings in the class because most other readings posit classes as out for their own interests (Marx). c. Answerable in 3-4 paragraphs.

1. Demonstrate how social and cultural capital promotes inequality. 3-5 paragraphs 2. Do welfare programs such as Obamacare aid participants in eradicating inequality or perpetuate a culture of poverty? 2-5 paragraphs 3. How, according to Weber and Mills, is power created and maintained? What impact does "the power elite" catalyze on the political and economic order? 3-4 paragraphs

Question 1: This article discusses the ways in which schools are sites of cultural capital distribution, of valorizing and legitimizing certain types of cultural capital, and reifying and rewarding both through the official curriculum and direction towards future jobs. Bourdieu's discussion of forms of capital provides new insights into the role of education (from early family socialization to higher education) in perpetuating social inequalities. In developing the concept of cultural capital, Bourdieu explicitly departs from his theory of human capital, arguing that such a theory fails to recognize the role of the educational system in reproducing the social structure. Discuss the ways in which the article above fits Bourdieu’s framework for perpetuating inequality through the university and address how his distinction between forms of capital is complicated by the fact that significant economic capital is also required to pay for and the social capital necessary to be accepted to these institutions. Feel free to bring other sources into your argument to support your conclusions. 3-4 paragraphs

-Do you think the example of collective decision making regarding social welfare in Moises-Velaques article would work on a large scale like in the United States? Would these stipends help if the society had a "Culture of Poverty"? Why or why not? In five paragraphs use both the Moises-Velaques articles and Hook's ideas on importance of solidarity with the poor. -Anomie is an idea discussed in Robert Merton's article "social structure and anomie", is anomie class specific or is can it be found in all classes of society? If it is class specific, are theses characteristics of anomie a form of cultural capital that is shared in a community? Are there any characteristics of the working class that Lareau mentioned that may cultivate anomie in the working class? Answer in 3-4 paragraphs

In his theory of cultural capital, Bourdieu argues that not only does the availability of financial resources affect child upbringing but that money must be invested strategically at certain times to truly encourage class reproduction. How does this framework help us understand the Velasquez articles? In what ways might we consider Bourdieu’s theory inadequate to our understanding (feel free to bring in other theories you think might offer better explanations)? Length: At least 2 pages. David Graeber sees a shared identity (or at least a motivation for willing cooperation between the rich and relatively poor) while Marx perceives an inherent hostility. Picking one of the two thinkers, use his theory to explain the case of failure of the VW plant to evidence that thinker’s theory (feel free to use other theories as they are relevant to making case). Length: 1 page

1. Is inequality inherently rooted in the same fundamental ideas or do the characteristics of inequality adapt over time to changes in the social, economic, and/or political climate that this inequality is situated in? Make an argument for or against these ideas in a full-length essay, drawing from at least three of the following texts: Marx & Engels, Weber, bell hooks, Oscar Lewis, Fischer & Hout, and/or Wilkinson & Pickett. Feel free to bring in other course readings in addition to these texts. 2. Explore the ways in which the American Dream is influenced by/perpetuates/creates the ‘culture of poverty.’ Draw from Lewis, Cohen, hooks, Hochschild, Lubrano, Wilkinson & Pickett, Lakoff & Smith, Judt, and/or Hill to craft your argument.

After reading the article ‘Why Democracy is Public: The American Dream Beats the Nightmare’ (Lackoff and Smith Week 13), discuss the idea of the American Dream. Make an argument forOR against the European Welfare System working more efficiently than in the U.S., in order to achieve something resembles the American Dream. Reference Hochschild, Hill and/or Quadagno in your argument. Answerable in 3-4 paragraphs There are various cultural and structural explanations of poverty. Choose from the ‘Culture of Poverty’, ‘Cycle of Poverty’, ‘Political Economy of Capitalism’ and ‘Poverty as Functional’. Compare and contrast at least two of these approaches. Answerable in 3-4 paragraphs

Thus far this course has focused almost solely on inequality within the United States (and comparisons between the US and Western Europe), but many of the theories can be applied to the systemic inequality present between countries. In this light, compare Hochschild’s American Dream and Oscar Lewis’s Culture of Poverty as applied to the USA and developing countries, respectively. Consider how Merton’s theory of Anomie, and his classification of responses, can be applied to constructed national characters and how this serves to perpetuate international economic inequalities between the USA and other countries. ~5 paragraphs