Scott (Upper Class)
"Old boy networks", social capital, inter marriage, social closure and culture of privilege
Macintosh and Mooney (Upper Class)
Invisibility, social closure and sense of belonging
Kenway (Upper Class)
Private school girls - high self-esteem by devaluing status and achievement of state-educated students
King and Raynor (Middle Class)
Reinforce attitudes about educational success and child centeredness
Bordieu (Middle Class)
School helps socialise using processes of social control, cultural capital, economic capital and social capital
Goodwin (Middle Class)
Define identities by peer approval and 'yummy mummies'
Saunders (Middle Class)
Conspicuous consumption and disposable income so media targets
Wright (Middle Class)
Contradictory class position, hold managerial or supervisory roles and resources need to be controlled are: investment, means of production and labour power
Willis (Working Class)
Manual labour occupations, traditional gender roles, counter school subculture, hegemonic masculinity and influenced by fathers
Mac an Ghail (Working Class)
Deindustrialisation led to 'macho lads', 'crisis of masculinity' and 'making of men'
Bowles and Gintis (Working Class)
Hidden curriculum, obedient workers, exploitation, alienation and conformity
Bourdieu (Working Class)
Cultural capital, education reinforces identity, social capital and economic capital
Mertens and D'Haenens (Working Class)
Digital divide
Murray (Underclass)
Poor people, welfare state, illegitimacy, lazy, incompetent single mothers and voluntary unemployment
Jordan (Underclass)
Same values/attitudes, sense of shame and gain respect
Pakulski and Waters (Changing Social Class Identities Postmodernism)
Production to consumption
Offe (Changing Social Class Identities Postmodernism)
Own identities
Skeggs (Changing Social Class Identities Postmodernism)
Women - instrumental, capitalism, meritocratic, social mobility, individualism, popular culture, conspicuous consumption and consumer culture