1. 1 Welcome To Rural Sociology 1000 Introduction to Rural Sociology Mary Grigsby Associate Professor of Rural Sociology Division of Applied Social Sciences

2. 2 Topics of Discussion Class Business Movement in the Class System Anderson High (Case Study) Weber and Stratification Marx and Stratification Functionalist Perspective in Stratification Weaknesses of Functionalist Perspective

3. 3 Movement in Class Systems Term Definition Social Mobility Social Mobility Vertical Mobility Vertical Mobility Downward Mobility Downward Mobility Upward Mobility Upward Mobility Movement From One Social Class to Another A Change in Class Status That Corresponds to a Gain or Loss in Rank or Prestige A Change in Social Class That Corresponds to a Loss of Rank A Change in Social Class That Corresponds to a Gain of Rank Intragenerational Mobility Intragenerational Mobility Vertical Movement During an Individual’s Lifetime

4. Questions on Anderson High 1. At Anderson High there are clear status groups recognized by most students. List and describe them. 2. Is their a hierarchy present? Are some groups more desirable than others to belong to? Who valued them? Why? 4

5. Questions on Anderson High 3. Describe a feature of the stratification system outside the school that is linked to status group membership in the school. 4. Do you think social mobility in the Anderson High stratification system is possible? Why or why not? 5

6. 6 Weber and Social Class Status Group Political Parties Negatively Privileged Property Class Positively Privileged Property Class Social Class Derived From Marketable Abilities, Access to Consumer Goods and Services, Control Over the Means of Production, Ability to Invest in Property Social Class Derived From Marketable Abilities, Access to Consumer Goods and Services, Control Over the Means of Production, Ability to Invest in Property ComplicatingFactor ComplicatingFactor

7. Marx and Social Class Conflict Between Distinct Classes Propels Us To Next Historical Epoch Conflict Between Distinct Classes Propels Us To Next Historical Epoch Views Social Class In Terms of Sources of Income Views Social Class In Terms of Sources of Income Conditions of Successful Revolt Are Multifaceted and Complex Conditions of Successful Revolt Are Multifaceted and Complex Key Ideas of Marx’s Approach to Social Class Key Ideas of Marx’s Approach to Social Class

8. Functionalist Perspective Kingsley Davis and Wilbert Moore (1945) Social inequality-the unequal distribution of social rewards-is the device by which societies ensure that the most functionally important occupations are filled by the best-qualified people. Unique-requires high degree of training and not that many people are capable of doing it. Status is the incentive for undergoing long and difficult training.

9. Functionalist Perspective The degree to which other occupations depend on the one in question. Efficiency weakened if capable people are not granted access or are overlooked; elite groups control the avenues of training; parents’ influence and wealth rather than ability determine the status that their children attain.

10. Critique of Functionalism If societies fail to adjust to fill functionally important occupations the society as a whole will suffer and will be unable to compete with other societies. Tumin and Simpson showed that the assumption that rewards are structured in keeping with functional importance is flawed. (Salaries of pro athletes compared to elementary school teachers.)

11. Critique of Functionalism Also why is there often differential pay based on gender and race/ethnicity so many places in the world? In the complex division of labor every individual makes a significant contribution from the garbage collector to the corporate head.

13. A Contemporary View of the American Class Structure (Gilbert 2003) Class, Percent HouseholdsSource of Income Occupation of Main Earner Typical Education Privilege Classes Capitalist (1%)Investors, heirs executivesSelective college or university Upper-Middle (14%)Upper managers and professionals, medium-sized businesses College, often post-graduate study Majority Classes Middle (30%)Lower managers, semi- professional, non-retail sales workers At least some high school, often college Working (30%)Operatives, low-paid craftsmen, clerical workers, retail sales workers High school Lower Classes Working Poor (13%)Low wage service workers, laborers, low paid operative, clerical Some high school Underclass (12%)Unemployed or part-time, public assistance Some high school