1. 1 Preview Section 1: Systems of StratificationSystems of Stratification Section 2: The American Class SystemThe American Class System Section 3: PovertyPoverty Chapter Wrap-Up

2. Read to Discover  What are the characteristics of caste systems and class systems?  How do the major theories of social stratification differ? 2 Section 1: Systems of Stratification

3. Caste System:  Closed and lifelong  Immobility and inherited status  Based on specific occupations  Ascribed status 3 Section 1: Systems of Stratification Class System: Open and mobile Open and mobile Reward is determined by achieved status Reward is determined by achieved status Property, prestige, and power are important Property, prestige, and power are important

4. 4 Question What are the major theories of social stratification? Section 1: Systems of Stratification

5. 5 Theory Cause of Stratification Criticisms of Theory  Society does not provide equal access to education and jobs.  Lower-class talented people may be unable to contribute to society.  Rewards do not always reflect the social values of roles. Unequal rewards are based in part on differences in talents, skills, and desires among people. Stratification is needed to help society function smoothly by ensuring that specific roles are performed. Higher rewards guarantee that important roles that require more skill are filled. Groups compete for scarce resources. Those with power exploit and control others to maintain their position. Functionalist Conflict

6. 6 Section 1: Systems of Stratification Functionalist Theorists — view stratification as a necessary feature of the social structure and argue that the more important a role and the more skill needed to perform it, the higher the reward Conflict Theorists — view stratification as a result of conflict over scarce resources and argue that groups who gain power then use that power to maintain their advantage

7. 7 Section 2: The American Class System Read to Discover What are the characteristics of the American class system? How do different motivations and cultural values influence the American class system?

8. 8 Question What are the characteristics of the American class system? Section 2: The American Class System

9. 9 AMERICAN CLASS SYSTEM Section 2: The American Class System

10.  Income, Occupation & Education 10

11.  Reputational method – ask someone who knows the individual. (small community)  Subjective method – rank yourself (most say middle) in-group move!  Objective method – least biased, Income, occupation, education 11

12. 12 Section 2: The American Class System Upper Class—Attend prestigious universities; owners of large businesses, investors, heirs to family fortunes, top business executives Upper Middle Class—Attend college or university; business executives, professionals Lower Middle Class—High school, some college; lower-level managers, skilled craft workers, supervisors

13. 13 Section 2: The American Class System Working Class—High school education; factory workers, clerical workers, lower-level salespeople, some craft workers Working Poor—Some high school; laborers, service workers Underclass—Some high school; undesirable, low-paying jobs, unemployed, on welfare

14. 14 Question How do different motivations and cultural values influence the American class system? Section 2: The American Class System

15. 1. New money- basically acquired through own efforts. Not as prestigious as “old”. No family heritage. Looked down upon for their “conspicuous consumption”. 2. Old money- wealthy for generations. Bulk of money comes from inheritance. Family name and accomplishments are as important as wealth. Conservative politically. Conspicuous consumption refers to buying goods for status rather than usefulness Example: Hummer vehicles 15

16.  Class membership based on income rather than assets. Power and influence is at local level rather than national. 16

17.  Work does not involve manual labor. These groups live comfortable but must work hard to maintain lifestyle. Traditional values and consider themselves conservative. 17

18.  Manual laborers  Blue collar  Few financial reserves 18

19.  The lowest paying jobs  Work very hard, but still don’t make living wages. Lack education and skills.  Don’t believe that their situation will change regardless of which party is in power. 19

20.  Chief source of income is often public assistance. Life is a day-to day struggle. 20

21.  Horizontal – Moving from one job to another of equal social ranking. Does not make a major change in wealth, status or prestige.  Vertical – Upward or Downward mobility  Intergenerational Mobility - status difference between generations in the same family. Ex: the son or daughter of a factory worker who becomes a doctor. 21

22.  Technology (access)  Merchandising patterns (job creation)  Education 22

23.  Illness  Divorce  Widowhood  Retirement  Skills become obsolete  Age 23

24. 24

25. 25 Section 2: The American Class System Americans believe that people who possess enough ability and motivation will rise to the top. Motivations include finances, status, prestige. Such values influence Americans to try to do better financially than their parents and to help their children do the same. These values and motivations keep the American system open and mobile.

26. 26 Section 3: Poverty Read to Discover What groups of Americans are affected by poverty? What steps have been taken by the federal government to lessen the effects of poverty?

27. 27 Question What groups of Americans are affected by poverty? Section 3: Poverty

28. 28 Characteristics of Poor Americans Section 3: Poverty Sex Women represent 57% of the poor. Female-headed households: 50% Age As an age group, children have the largest percentage in poverty. Race & Ethnicity African Americans and Hispanics are twice as likely as whites to be poor.

29. 29 Section 3: Poverty Age—Children have the largest percentage in poverty; 25% of Americans are under 18, but 35% of the poor are children; three times more African American and Hispanic children are poor than white children. Race and Ethnicity— African Americans and Hispanics are more than twice as likely as white Americans to be poor. Sex—Women are the largest segment (57%); female- headed households account for about half of all poor families; 34% of African American and Hispanic female- headed households are poor, as compared to only 20% of white female-headed households.

30. 30 Section 3: Poverty Government attempts to reduce inequality through various social-welfare programs using two approaches: Transfer Payments—redistribution of money among various segments of society; major programs include Supplemental Security Income (SSI) and Temporary Assistance for Needy Families (TANF) Subsidies — transfer goods and services rather than cash; include the Food Stamp program, housing, school lunches, and Medicaid

31.  Reward is determined by achieved status  The 3 P’s  Property, prestige, and power are important. 31

32. 32