Tag: class

The coronavirus class-divide

Those in working class jobs are about two to three times more likely to die of covid-19 related deaths compared to those in middle class jobs.

The Office for National statistics allows you to look at the latest figures for covid-19 infections and covid-19 related deaths, and one of the aspects of the death rate it focuses on is how it varies by occupation.

The covid-related death rate is three times higher among men working in elementary and service occupations (the working classes) compared to those working in professional and managerial occupations (the upper middle classes)

The class difference in the covid related death rate isn’t quite as large for women – those in ‘working class’ jobs are only around twice as likely to die as those in professional jobs…

OK so I’m being quite crude in my measurements of social class, but nonetheless, this is yet more evidence of social class inequality in the UK

Why are the working classes more likely to die from Covid-19?

This article from The Conversation sums it up nicely:

Referring to the ‘coronavirus class divide’ (there’s a not so nice new concept for you!) the answer is very simple:

Working class jobs are the kind of jobs you have to be physically present to be able to do – cleaning, care work, taxi-driving, food and accomodation services – you simply have to be ‘out there’ away from home and you are more likely to be interacting with people.

And thus you are more exposed to the virus if you are working in a manual, working class job:

While if you’re in a managerial or professional role, it is much easier for you to work remotely, to work from home, or if you must go into your workplace, it is easier for you to maintain social distance by shielding yourself in an office or at your individual work station.

The figures for stay at home work, post lockdown, are much higher for those in middle class jobs:

So there is even a class divide when it comes to your chances of contracting and dying from covid-19

Relevance to A-level sociology

This can be used as a rather depressing update to the ‘death rate’ topic which is part of families and households, or the ‘health’ topic within global development.

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Class, gender and ethnicity and your chances of getting to university…

How does your social class background, your gender and your ethnicity influence your chances of getting into university?

There are still huge variations in the types of student who make it to university, if we analyse the Department for Education’s Higher Education data by ‘Free School Meals’ (a proxy for social class), gender and ethnicity. This update should be of clear relevant to the education module within A-level sociology.

We can see from the table above that there are stark differences by pupil characteristics.

  • 82% of non Free School Meal Chinese girls make it to university, compared to only 2% of girls of Free-School Meal Traveler of Irish Heritage background.
  • The above chart is very effective in showing the ethnic differences in university students, and with some interesting variations by FSM status – Black African FSM girls seem to do particular well, for example.
  • It’s also interesting to note that ‘White British’ students come very near the bottom of the table, with figures of around 40% HE participation for non FSM students, but only around 20 average for FSM White British pupils. The reason for singling out White students here is that the majority of pupils are white, so these figures are going to have most impact on the national average statistics.

The University FSM gap

There is still an 18.6% gap in Higher Education participation by Free School Meal status, this has decline by almost 1.5% points in the last decade, but this is slow progress!

The University Gender Gap

TBH I’m somewhat surprised to see the gender gap continuing apace, and it seems to be a steady increase year on year!

Other Higher Education inequalities

The latest report (see link below) also highlights inequalities by region (the biggest gap is in the South East, the smallest in London) and by Special Educational Need. See below for more details!

It also looks at the differences for ‘high tariff’ universities (the ones which ask for higher grades) which show starker differences.

Widening Participation Targets

The Office for Students has been campaigning to get universities to widen participation by reducing the above gaps. Most universities have in fact pledged to try and half some of these gaps by 2025 for example – if they succeed this would mean only a 10% gap between FSM and non FSM pupils.

However, this would mean fewer middle class students getting into university, assuming that more places are not created.

Sources/ find out more

Department for Education – Widening Participation in Higher Education

Who uses New Media?

What are the patterns of new-media usage in the UK by age, social class, gender. Is there still a digital divide?

Statistics on New Media usage reveals that young people use new media a lot more than old people, men more than women and the middle classes slightly more than the working classes.

In 2019, almost nine in ten (87%) UK households had internet access, and adults who use the internet spent, on average, 3 hours 15 minutes a day online (in September 2018) (1)

Around 70% of UK adults have a social media account and about one in every five minutes spent online is on social media (1)

The number of households connected to the internet and the use of New Media has increased rapidly in the last decade, but statistics from OFCOM clearly show that there are still differences in new media usage by age, social class and gender.

For an overview of what the New Media are, please see these two posts:

The generation divide

New media usage varies significantly by age.

This is especially clear if we contrast the youngest age groups (as classified by OFCOM) of 16-24 year olds with the oldest of 74+

The differences are less marked, but still clear if we look at a wider variety of age groups. I’ve deliberately selected two consecutive age groups below (45-54 and 55-64) because there appears to be quite a significant drop off in new media usage between these two age categories.

AGE 16-24s45-54s: 55-64s: AGE 75+
93% have a social media profile; 1% do not use the internet76% have a social media profile; 7% do not use the internet

58% have a social media profile; 19% do not use the internet

20% have a social media profile; 48% do not use the internet

The social class digital divide

Working-age adults in DE socio-economic group1 households are more than three times as likely as those in non-DE households to be non-users of the internet (14% vs. 4%). (1)

The contrast is best shown by comparing the highest socio-economic group (AB) with the lowest socio-economic group (DE):

Socio-Economic Group AB:

  • 97% use a mobile phone
  • 73% watch on-demand or streamed content
  • 74% have a social media profile
  • 57% correctly identify advertising on Google
  • 6% do not use the internet (2)

Socioeconomic Group DE:

  • 93% use a mobile phone
  • 46% watch on-demand or streamed content
  • 56% have a social media profile
  • 37% correctly identify advertising on Google
  • 23% do not use the internet (2)

The digital gender divide

  • In 2017, women (81%) continue to be more likely to have a profile/ account, compared to men (74%). (4)
  • Women are more likely than men to say they have ever seen content that upset or offended them in social media over the past year (58% vs. 51%). (4)
  • (50%) of men say they are ‘very’ interested in the news (50%) compared to only a third (34%) of women. Twice as many women (15%) as men (8%) are not interested. (4)
  • A quarter of men (24%) play games online, compared to 9% of women. (4)

Is there a significant new media digital divide in the UK in 2019?

  • While there does seem to be a very significant generation divide between the very youngest and oldest, the differences between young adults and those in their early 50s is relatively small.
  • There does appear to be some evidence that those in class DE are less well connected than those in class DE with nearly a quarter of adults in class DE not being connected to the internet.
  • There also appear to be quite significant differences by gender: women are more likely to have social media profiles while men are much more likely to take an interest in the news.
Signposting and Relevance to A-level Sociology

This material is mainly relevant to students studying the media topic as part of A-level sociology.

Sources
  1. OFCOM – Online Nation 2019 – https://www.ofcom.org.uk/__data/assets/pdf_file/0024/149253/online-nation-summary.pdf
  2. OFCOM – Media Use and Attitudes Report 2019 – https://www.ofcom.org.uk/__data/assets/pdf_file/0021/149124/adults-media-use-and-attitudes-report.pdf
  3. OFCOM’s Interactive data link.
  4. https://www.ofcom.org.uk/__data/assets/pdf_file/0011/113222/Adults-Media-Use-and-Attitudes-Report-2018.pdf

Compensatory Education

Compensatory Education aims to tackle cultural deprivation by providing extra funds and resources – examples include Operation Head Start, Education Action Zones and Sure Start

Compensatory Education aims to tackle cultural deprivation by providing extra funds and resources to schools and communities in deprived areas. It can also mean targeting extra resources to culturally deprived children specifically to make up for their cultural deficiencies.

The idea of compensatory education is that culturally deprived children lack the skills, knowledge and attitudes to do well in education, so to promote equality of opportunity, they need extra help to make up for these deficiencies.

The kind of skills culturally deprived children may lack include linguistic skills, cognitive abilities, and having inappropriate behavioural attitudes.

Three examples of Compensatory Education Policies are:

  • Operation Head Start
  • Education Action Zones
  • Sure Start

Positive Discrimination

Compensatory education policies are examples of positive discrimination: working class children are given extra help and support to make up for their deficiencies, so they can compete on a level playing field with middle class children.

Operation Head Start

Operation Head Start was a multi-billion-dollar scheme of pre-school education which took place in America in the 1960s to the early 1970s as part of President Johnsons’ War on Poverty.

It began in Harlem and was then extended to other areas across America.

It was a programme of ‘planned enrichment’ for children from deprived areas and consisted of the following:

  • Improving parenting skills
  • Setting up nursery classes
  • Home visits by educational psychologists.  
  • Using mainstream media to promote the importance of values such as punctuality, numeracy and literacy.

However the results were disappointing: a large-scale evaluation found that the programme produced no long-term benefits for those who had taken part in it.

Education Action Zones

Education action Zones (EAZs) were set up in in 1998. These programmes directed resources to low-income, inner city areas in an attempt to raise educational attainment.

By 2003 there were 73 EAZs in England funded by central government with extra funding from business.

An OFSTED report on EAZs praised some initiatives such as breakfast clubs and homework clubs and found some improvement at Key Stage 1, but no improvement at GCSE.

Sure Start

Sure Start was one of the main policies New Labour introduced to tackle poverty and social exclusion.

The aim of Sure Start was to work with parents to promote the physical, intellectual and social development of babies and young children.

The aim of Sure Start was to create high quality learning environments to improve children’s ability to learn and help parents with supporting their children in this process. The idea was to intervene early and break the cycle of disadvantage

The main specific outcome of Sure Start was the establishment of 3500 Sure Start Centres, initially established in low-income areas. These centres provided ‘integrated’ family, parenting, education, and health care support.  Parents could attend Sure Start centres with their pre-school children for up to 12 hours a week.

The problem with Sure Start is that although parents liked it there was no measurable improvement to the academic ability of the children who took part in it!

Criticisms of Compensatory education

Critics have argued that by placing the blame on the child and his/her background, it diverts attention from the deficiencies of the educational system.

Compensatory education policies accept the view that working class culture is inferior and this is why children fail in school. However, it may be more accurate to say that working class culture is just different to middle class culture, but schools are middle class institutions and working class children just feel like they don’t fit in.

Sharon Gewirtz (2001) goes as far as to say that Compensatory Education is really an attempt to eradicate working class culture by transforming working class parents into (better) middle class parents.

Building on the above point, cultural capital theory argues that the middle classes construct their culture as superior, and this creates a barrier to the working classes succeeding.

Compensatory education policies are likely to only have limited success in raising achievement because they involve quite a modest redistribution of resources to poor areas. They are unlikely to do much for the inequalities in the wider society which lead to poor achievement

Early intervention may be intrusive – it involves monitoring the poor more than the rich.

Compensatory Education is the solution to cultural deprivation, so any of the criticisms of cultural deprivation theory can also be applied to Compensatory Education.

Signposting

This material is relevant to the sociology of education.

Why are trades unions in decline? And does it matter?

Trades Unions membership is in decline in the UK, but why is this, and what is the social significance of this seemingly depressing social trend?

The Trades Unions Congress celebrated its 150th anniversary recently, but it seems there is little to celebrate: Frances O’Grady, the TUC’s general secretary has admitted that the union movement needs to ‘change or die’ in the context of declining membership and action.

Membership levels among the under 30s fell to 15.7% last yea, down from 20.1% in 2001, and industrial action is also declining: last year there wre only 79 stoppages, the lowest figure since records began.

decline trades unions UK.png

According to Zoe Williams in the Guardian, the reason for the declining membership among the young is because they are increasingly employed in low-wage sectors where unions are not recognised: and when people are on zero-hours contracts, working in the gig-economy, or trying to get on the first step of the career ladder by doing an unpaid internship, it is difficult to find the support, time or energy to get organised.

As a result, Kenan Malik, writing in the observer, has suggested that unions are increasingly becoming clubs for professionals – as people with degrees are twice as likely to be part of a union than those who have no qualifications.

However, there are also deeper reasons for the decline in industrial action including the following: there are new laws restricting trade union power; technological advances which facilitate more home-working and flexible working hours mean that day strikes and picket lines less effective.

It might also be that working conditions have generally improved: last decade saw the introduction of the minimum wage and then the national living wage, and there have been new laws to tackle discrimination and improved health and safety legislation.
It could just be that unions in general and strikes in particular have had their day

Relevance to A-level sociology

  • Probably the most obvious application is that this is one of the dimensions in the shift towards post-modernity – maybe unions, with their mass membership and place-based day-strikes were more relevant to the modernist era, while in a postmodern age of flexibalised working they are just not the appropriate vehicle to effectively improve the working conditions of the precariat?
  • It also serves as a reminder of the class and age divide around unions – generally older more educated people are in them (the established and technical middle class?) while the younger and less educated are not (the precariat especially)

Sources:

Why are Oxford and Cambridge Still Bastions of Privilege?

A recent freedom of information request from David Lammy MP led to him commenting that Oxford and Cambridge operate a form of ‘social apartheid‘. Two of the most stark statistics are below:

  • More than 80% of offers go to the top two social class, the children of barristers, doctors and CEOS, many of whom are privately educated and from the South East.
  • In 2015, one in five colleges at Cambridge and one in five at Oxford failed to admit a single black A-level student.

Writing in The Independent, Tom Rasmussen suggested that this was because people who work in admissions in Oxford and Cambridge are disproportionately from privileged white backgrounds, and so fail to grasp the challenges that people from socially disadvantaged backgrounds face.

Labelling at Cambridge

A second possible reason, according to The Observer, is that the independent schools themselves are institutions of white privilege.

Cambridge and Oxford respond to the above by saying that they’re not institutionally racist, pointing out that they recruit plenty of Indian, Pakistani and Chinese A-level students, and that the simple truth of the matter is that only a few hundred black Britons achieve the required 3 As at A-level.

Discussion Question

Given the above – do you think that Oxford and Cambridge should practice ‘positive discrimination’ and recruit more black A-level students?

Is There a Crisis in Youth Mental Ill Health?

  • Girls are more than twice as likely to report mental health problems as boys
  • Poor girls are nearly twice as likely to report mental health problems than rich girls.

One in four teenage girls believe they are suffering from depression, according to a major study by University College London the children’s charity the National Children’s Bureau (NCB).

The research which tracked more than 10,000 teenagers found widespread emotional problems among today’s youth, with misery, loneliness and self-hate rife.

24 per cent of 14-year-old girls and 9% of 17-year-old boys reported high levels of depressive symptoms compared to only 9% of boys.

However, when parents were asked about their perceptions of mental-health problems in their children, only 9% of parents reported that their 14 year old girls had any mental health issue, compared to 12% of boys. (Possibly because boys manifest in more overt ways, or because boys are simply under-reporting)

Anna Feuchtwang, NCB chief executive said: “This study of thousands of children gives us the most compelling evidence available about the extent of mental ill health among children in the UK, and Lead author of the study Dr Praveetha Patalay said the mental health difficulties faced by girls had reached “worryingly high” proportions.

Ms Feuchtwang said: “Worryingly there is evidence that parents may be underestimating their daughters’ mental health needs.

Dr Marc Bush, chief policy adviser at the charity YoungMinds, said: “We know that teenage girls face a huge range of pressures, including stress at school, body image issues, bullying and the pressure created by social media.

The above data is based on more than 10,000 children born in 2000/01 who are taking part in the Millennium Cohort Study.

Parents were questioned about their children’s mental health when their youngsters were aged three, five, seven, 11 and 14. When the participants were 14, the children were themselves asked questions about mental health difficulties.

The research showed that girls and boys had similar levels of mental ill-health throughout childhood, but stark differences were seen between gender by adolescence, when problems became more prevalent in girls.

Variations by class and ethnicity 

Among 14-year-old girls, those from mixed race (28.6%) and white (25.2%) backgrounds were most likely to be depressed, with those from black African (9.7%) and Bangladeshi (15.4%) families the least likely to suffer from it.

Girls that age from the second lowest fifth of the population, based on family income, were most likely to be depressed (29.4%), while those from the highest quintile were the least likely (19.8%).

The research also showed that children from richer families were less likely to report depression compared to poorer peers.

Links to Sociology 

What you make of this data very much depends on how much you trust it – if you take it at face value, then it seems that poor white girls are suffering a real crisis in mental health, which suggests we need urgent research into why this is… and possibly some extra cash to help deal with it.

Again, if you accept the data, possibly the most interesting question here is why do black African girls have such low rates of depression compared to white girls?

Of course you also need to be skeptical about this data – it’s possible that boys are under-reporting, given the whole ‘masculinity thing’.

On the question of what we do about all of this, many of the articles point to guess what sector….. the education sector to sort out the differences. So once again, it’s down to schools to sort out the mess caused by living in a frantic post-modern society, on top of, oh yeah, educating!

Finally, there’s an obvious critical link to Toxic Childhood – this shows you that the elements of toxic childhood are not evenly distributed – poor white girls get it much worse than rich white girls, African British girls, and boys.

Sources and a note on media bias 

You might want to read through the two articles below – note how the stats on class and ethnicity feature much more prominently in the left wing Guardian and yet how the right wing Telegraph doesn’t even mention ethnicity and drops in one sentence about class at the the end of the article without mentioning the stats. 

Telegraph Article

Guardian Article

Analyse the reasons for social class, ethnic and/ or gender differences in society

Analysis Grid Sociology.pngThe issue of why differences in life chances by class, gender and ethnic differences exist forms a major part of any A level sociology syllabus, and I would say the analysis of the reasons behind these social differences is fundamental to sociology’s very self-identity.

Within A level sociology, students need to be able to a very general ‘macro’ analysis the ‘general reasons’ behind differences in life-chances by class gender and ethnicity, and they need to be able to focus in and analyse more specifically the reasons why there are specific variations. For example, across the A level syllabus you might reasonably ask students to do any of the following:

  • Analyse the reasons for gender differences in the division of labour (families and households)
  • Analyse the reasons for differences in educational achievement by social class(education)
  • Analyse two reasons for differences in conviction rates between ethnic minorities (crime and deviance, AND this was an actual question in the AQA’s 2017 paper 3.

The point of this post is to provide a general framework to help students analyse why there are variations in class, gender and ethnicity in so many areas of social life.

A framework for analysing in A level sociology

To analyse the any social difference by class, gender or ethnicity I’d recommend simply looking at the following:

  1. (Functionalism) Socialisation (@home) differences – material versus cultural
  2. (Marxism/ Feminism) Society – Power/ Ideology/ Blocked Opportunities/ Patriarchy/ Capitalism/ Racism
  3. (Labelling Theory) Micro processes, especially labelling.
  4. (Postmodernism) – Individual Freedom….

The picture below shows the prompts I use to get students to analyse the reasons for gender differences in child care….

Analysis A Level Sociology

The above is a ‘BIG VERSION’ so it shows up here, I actually provide my students with the following blank A3 grid (prompts are the same as on the big version)

Analysis Grid Sociology

And I Include the following instructions either on the back of the A3 ‘grid’ or on a PPT…

Developing Analysis Skills in Sociology—Instructions

  1. Write in/ place the cards/ discuss the concepts and research evidence you could include in each bubble.
  2. Try to be logical— demonstrate how each ’broken down’ concept forms a ’causal chain’ to answer the question.
  3. You COULD add in evaluation outside each bubble.
  4. If you like ‘subvert the bubbles’ by analysing differently (see below)

Alternative ways of doing it!

  • Analysing this question from four broad perspectives is only one way of doing it—you could adopt a purely Marxist/ Feminist analysis and analyse using Marxist. Liberal, Radical and Difference Feminism.
  • You could also analyse this by using different institutions… focus on the family, education, work and the media.
  • And you could even analyse by research methods—simply macro versus micro….

The idea is that students can develop analysis within each bubble, but also across each bubble, the bubbles on the left and right (as you go down the template) should be especially easy to link together.

Essentially, students need to be able to analyse the reasons for any difference (within education/ families/ crime/ religion/ work, depending on options chose) by any of class/gender/ ethnicity (or two or three of these). This means there are a lot of possible combinations – in other words, there is a limitless amount of fun to be had with developing analysis skills.

Analysis questions in the A level sociology exams

All three of the A level sociology exam papers will have one 10 mark ‘analyse two reasons why’ questions. For example:

  • Analyse two reasons for gender differences in the division of labour (families and households)
  • Analyse two reasons for differences in educational achievement by ethnicity (education and research methods

These questions will have an item which will fundamentally limit what reasons students can choose. I’d recommend a different template for specific exam preparation.

More of that later, personally I think it’s better to encourage ‘open analysis’ early on, as this also helps with the ‘outline and explain’ questions as well as any of the essay questions.

Ironically (not surprising for the AQA) the above template is probably better preparation for the 10 mark ‘outline and explain questions’, because good explanation also requires analysis!

Comments welcome!

As far as I see it, the above structure works for any combination of class/ gender/ ethnicity for any topic within A level sociology, although it doesn’t apply as well to Global Development.

Of course you might disagree, if so, do lemme know, and keep analysing!

 

Social Class and Inequality Visualizations

Here a few visual updates and links which highlight the extent of class inequality in the UK today…

1. In Education… 3 year olds from the richest fifth of households are twice as likely to be ‘school ready’ than 3 year olds from the poorest fifth of households

education

2, by health – This is a nice, if dated article which reminds us that Based on 2007-2009 mortality rates, a man aged 65 could expect to live another 17.6 years and a woman aged 65 another 20.2 years. This graphic demonstrates that men and women from routine manual backgrounds are twice as likely to die before the age of 64 than those from professional backgrounds(my title is clearer than that in the picture!)

c

 

3. The chances of being a victim of violent crime (available from the ONS and the Home Office Annual crime stats reports)

bh

4. Births outside of wedlock (not that I think the decline in marriage is a bad thing!, unlike the author of the post where I got the info!

The chart below shows the proportion of kids who are born outside marriage by social class in Britain. Its quite a short period of time, but you get the general idea. At the top, things haven’t changed much. At the bottom, having children inside marriage is not the norm, and increasingly rare.

121109-coming-apart

 

More Sources to follow…

Top Ten ‘Big Questions’ for A-Level Sociology Students

Does society shape the individual? Do class, gender, ethnicity influence our life chances? How and why do societies change?

One way of introducing sociology is to introduce some of the ‘big questions’ that sociologists asks. These questions get students thinking sociologically before they even start studying sociology!

Big Sociology Questions

  1. To what extent is the individual shaped by society?
  2. Is there such a thing as a social structure that constrains individual action, or is society nothing more than a figment of our imaginations?
  3. To what extent does our social class background affect our life chances?
  4. To what extent does our gender affect our life chances?
  5. To what extent does our ethnicity affect our life chances?
  6. What is the role of institutions in society – do they perform positive functions, or simply work in the interests of the powerful and against the powerless? (a related question here is why do our life chances vary by class, gender and ethnicity)
  7. How and why has British society changed over the last 50 years?
  8. What are the strengths and Limitations of macro-scale research in helping us to understand human action?
  9. What are the strengths and limitations of micro-scale research in helping us to understand human action?
  10. Is it possible to do value free social research and find out the ‘objective’ knowledge about society and the motives that lie behind social action?
  11. Is British Society today better than it was 400 years ago?

OK there are 11 questions in fairness, but top ten makes for a more classic title!

Getting Students thinking about Social Theory

The questions above get students thinking critically about social theory, social inequalities, research methods, social change and social progress.

Questions one to six introduce students to the main sociological theories: Functionalism, Marxism, Interactionism and Feminism, and to the basic stratifications in society: class, gender and ethnicity.

Depending on how they answer (even before they start studying sociology) you can explain to them either ‘this is what Functionalists think’ you clearly disagree and get them involved in some early days critical dialogue.

The later questions move on to social change and progress (questions 7 and 11) and this brings up the topic of postmodernism.

Finally there are some questions on research methods – and yes, these are a little dry, but I think it’s good to be up front about the centrality of social research in sociology!

When to ask these questions…?

I used to use these at Open Evening events for prospective A-level sociology students.

Typically at these events there’d be too many students for staff so these questions (among other things) could be something for them to ponder while waiting to chat with a staff member – and then you’ve got something to ask them about when you have a discussion.

You can basically use the questions to introduce the main themes of sociology.

And of course you can return to these questions at the end of the course too, to see what students think about them after almost two years of studying!

Hopefully their responses would be more critical and nuanced than two years earlier!

Signposting

These questions run all the way through the AS and A-level sociology AQA specification – the idea of sociology is to develop a position on each of these questions, using a range of research-evidence, and be able to critically evaluate the validity etc. of the research evidence you have used to support your ‘position. 

I use these questions at the end of the very first lesson of my Introduction to Sociology, and return to them frequently during the two years of study. They’re quite a good place to start and end!

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And so it goes on….