Lecture Notes: Social Class and Family Life in America

Introduction

• Language of Race vs. Social Class:
  • Americans are familiar with discussions on race and racial inequality.
  • There is less discourse on social class.
  • Many Americans see themselves as 'middle class,' resisting the concept of social classes.
  • Birth circumstances significantly impact children's life paths.

Family Influence on Children's Outcomes

• Unequal Society:
  • Families are significant predictors of children's outcomes (health, income, education).
  • A study was designed to examine class differences in family life.

Study Design

• Participants:
  • 88 families with 10-year-old children.
  • Diverse sample: African American and white families.
  • Included middle-class, working-class, and poor families.
• Methods:
  • Two-hour interviews.
  • Observations of 12 families over three weeks, witnessing daily routines.

Parenting Styles by Class

• Working-Class Families:
  • Parents give clear directives; children typically do not question authority.
  • Less verbal negotiation/interaction between children and parents.
• Middle-Class Families:
  • Children are more expressive, protest, and negotiate.
  • Parents are more involved in supervising children's activities and education.

Educational Involvement

• Working-Class and Poor Families:
  • Parents often lack a college degree; some are high school dropouts.
  • Tend to delegate educational responsibilities to schools.
  • Await instructions from teachers.
• Middle-Class Families:
  • Parents actively engage in education, contact teachers, and advocate for children’s opportunities.

Children's Activities

• Middle-Class Children:
  • Participate in many organized activities.
  • Develop skills valued by institutions (organization, leadership, negotiation).
• Working-Class Children:
  • Enjoy more autonomy and creative play.
  • Develop interpersonal skills and autonomy not emphasized in middle-class structures.

Long-Term Outcomes

• Observations at Age 19-20:
  • Middle-class children often attend college.
  • Fewer working-class children take college prep courses, SATs, or apply to college.
  • Barriers beyond financial, including cultural knowledge and guidance.

Barriers and Opportunities

• Formidable Barriers:
  • Working-class children face challenges due to lack of information and cultural capital.
  • Need for resources from community (church, extended family, school) for guidance.

Conclusion

• American Dream and Social Mobility:
  • Success is influenced by a blend of financial resources and cultural knowledge.
  • Importance of social networks in bridging the gap for working-class families to achieve educational and economic goals.