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'America's Anxious Class', 2006.
A review of Robert Reich's 'America's Anxious Class'.
1,435 words (approx. 5.7 pages), 4 sources, MLA, £ 32.95
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Abstract
This paper takes a look at 'America's Anxious Class' by Robert Reich. According to the paper, as secretary of labor during Clinton's administration, Reich focused on the relation of the government's economic party to the nation's economic health. The paper reports that it was his opinion that the nation should develop industrial policies designed for the nation as a whole rather than interest groups. The paper goes on to talk about the struggles of the American middle class.
From the Paper
"Secondly, the job growth was very slow after the Second World War and the wages became flat. "In inflation-adjusted terms, family incomes did not rise in any single year between 2000 and 2004. Almost all groups saw either declines or flat incomes during this period, with two small exceptions: High income families and Hispanic families saw minimal income increases from 2003 to 2004. But the overall declines from 2000 and 2004 were larger for minority families and lower income earners than for their higher-earning counterparts. For instance, from 2000, the last full year of the last business cycle until 2005, the inflation-adjusted incomes of black families declined by 8.2 percent, and those of Hispanic families dropped by 4.3 percent. White families saw their inflation-adjusted earnings drop by 2.5 percent over the same period. Low income families' earnings declined by 7.5 percent compared to a decrease of 3.3 percent for middle income families. In fact, the decline after 2000 for low income families was large enough to erase almost all income gains made by low-income families from 1989 to 2000" (Middle Class in Turmoil)."
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Class, Class Cleavages and Mao, 2002.
This paper examines Mao's analysis of Chinese class structure.
1,400 words (approx. 5.6 pages), 5 sources, £ 36.95
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Abstract
Two elemental texts on class by Mao are considered and compared to J B Starr's analysis of Mao's concepts of class. Additionally the actual class structure of contemporary China is also compared to Mao's analysis.
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Class Struggles in 19th Century England, 2002.
A look at England in the 1850's and the class struggles which existed between the landowners and the middle class, and the working class against the industrial revolution.
1,725 words (approx. 6.9 pages), 4 sources, MLA, £ 38.95
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Abstract
An examination of the chaos existing in 19th century England and the causes and consequences. The paper states that England?s development of a dual class struggle -middle class vs. aristocracy and working class vs. middle class - arose for several reasons. The most immediate and obvious cause was the industrial revolution, which impacted the country economically, socially, and politically.
From the Paper
"The year 1850 found England in the midst of some remarkable transitions. First, in the wake of the Industrial Revolution, England was in the process of evolving from being an agrarian society into being an industrial one. In fact, the year 1851 would mark the first year when the number of people in England?s cities and towns was greater than the number of people in her rural areas (Hibbert 67).
"Second, for the first time in the country?s history, the landowners, also known as the gentry or aristocracy, found themselves losing political ground and cultural influence to the middle class. The Middle Class, strengthened by the Industrial Revolution, had battered its way into the House of Commons and successfully passed several reform measures, such as the Prison Act, and the Lunacy Act, measures that the aristocracy would not have undertaken if left to their own devices."
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?The Communist Manifesto? and the Role of Class, 2003.
Defining Marx?s emphasis on class and class struggle.
1,442 words (approx. 5.8 pages), 1 source, MLA, £ 32.95
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Abstract
This paper explores how Marx emphasized the significance of "class" and social distinction in "The Communist Manifesto", but he did not provide a definition of what "class" actually was. Through investigating the concept of class within the "Communist Manifesto", the reader witnesses why Marx did not supply a definition for ?class?. In terms of his views upon class and society, the nature of class within human history has characterized the role of every principle humanity is supposed to detest and prohibits the acceptable conquest of those qualities the human being is supposed to idealize.
From the Paper
"Of specific note by Marx are the classes of the ?Proletarian? and the ?Bourgeois?. For Marx, the new class of the Bourgeois (interpreted as the industrialist class) is the cause of a new era of social class strife. Marx writes: ?Our epoch, the epoch of the bourgeoisie, possesses, however, this distinctive feature: it has simplified the class antagonisms.? (35) In this concept of class antagonisms, Marx refers to the concept that the middle class of the Bourgeois now has powers that were forbidden to the peasantry, and this serves to further polarize the classes into those that rank as the ?Bourgeois? and those that rank among the ?Proletarian?."
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Class Struggle, 2002.
An exploration of the the notions of class and class struggle according to Karl Marx.
1,128 words (approx. 4.5 pages), 4 sources, MLA, £ 27.95
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Abstract
This paper examines how "The Communist Manifesto" by Marx and Engels explore the concepts of communism, capitalism and class and how Marx asserts that capitalism only leads to a society of overworked people that are incapable of expressing thoughts. It looks at how there are several readings that confirm Marx? notions of class and the negative effects of mass production within a capitalist society such as ?The Lawrence Textile Strike? in which Marx precepts that the proletariat class would revolt against the bourgeois comes to fruition. In this case the textile workers strike because they feel that they are not receiving enough pay for the amount of time that they work.
From the Paper
"Another example of Marx theories of class and capitalism is found in the ?Corporate Man?. This article confirms Marx notion that capitalism cripples an individual?s ability to think for himself. The author explains that all of the endeavors of the corporate man are done for the sake of the organization that he works for. The article asserts that the demands of the corporation become more important to the executive than family, recreation, sex and health. (Golbraith) In addition, the notion of the corporate executive perpetuates the division between the classes. The article asserts that the corporate executive is overeducated and overpaid while the working class is overworked and underpaid. The article explains that in the end the corporate executive is forgotten and his hard work is underappreciated."
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Middle and Working Classes in Victorian England, 2002.
This paper discusses the different advances during the mid-Victorian era that suppressed the revolt of the working class, a class that experienced much hardship.
2,032 words (approx. 8.1 pages), 1 source, MLA, £ 44.95
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Abstract
The working class in Victorian England did not revolt due to the constant reform and leisure opportunities mostly provided by the middle class. This paper deals with such topics as family support, faith, and the overall improvement of urban Britain that appeased the working class.
From the Paper
"During the time-period known by most historians as the Industrial Revolution, a great change overtook British culture. Aside from the political and economic change which occurred, a profound social modification became apparent. The population was seeking to better their lives and sought employment in newly-formed industries. Many of the workers which included women and children, labored through twelve hour work shifts, with poor sustenance, deprived living conditions and were completing monotonous tasks. However, in all of this chaos, the middle class and working class never revolted. This essay will address the reasons of how and why the middle class/factory owners began to care about the working class and the conditions in which they lived."
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Middle-Class, Angry Blacks, 2002.
An analysis of Ellis Cose?s article, "The Rage of a Privileged Class: Why Are Middle Class Blacks Angry?"
1,040 words (approx. 4.2 pages), 0 sources, £ 25.95
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Abstract
This paper examines Cose's thesis, which claims that blacks of every economic level feel cheated on and abused by society. His theory focuses on the middle class, which is torn between its impoverished roots and its aspirations towards economic security. It discusses how Cose hopes to shed better light upon the fact that racism is never purely an economic issue, but a diffuse ideology that permeates the entirety of American society.
From the Paper
"Interestingly enough, given his thesis, Cose does not use his book to unapologetically defend affirmative action. One would think that he might, given that one of the most common critiques of the policy is that it benefits middle-class Blacks because of their ethnic heritage and the psychological damage caused by history of discrimination in America. It does not similarly benefit whites who have been impoverished or Asians and other minority groups who may have been discriminated against in American history, albeit not as systematically as Black Americans, or in the form of slavery. However, Cose suggests that while affirmative action does address some of the psychological as well as economic legacies of America?s intolerance of Blackness as well as the need for greater workplace diversity in general, he believes that other solutions are necessary to unshackle the minds of all peoples, of the legacy of discrimination. Thus, Cose?s overall thesis or theoretical overview is a cautious, moderate one of greater societal education that lacks a central prescription to address the ills he highlights."
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Class and the Titanic, 2002.
A look at the class divisions onboard the Titanic and how experiences of those in first class differed from the others.
2,400 words (approx. 9.6 pages), 10 sources, £ 61.95
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Abstract
This essay will discuss the issue of class onboard the Titanic and how the experience of a first class person was very different from those of other classes. This will be done by a brief analysis of the cultural assumptions about the Titanic passed on through pop culture and then by an analysis of actual class differences aboard the ill-fated Titanic, class differences that show a shocking discrepancy that benefited first class passengers over everyone else.
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Expansion of the Black Middle Class, 2001.
This paper discusses the effects of the expansion of the black middle class.
1,528 words (approx. 6.1 pages), 5 sources, APA, £ 34.95
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Abstract
In this article, the writer notes that the phenomenal growth of the black middle class in the past twenty years has created a tremendous need for further in-depth study. The writer points out that essentially, the majority of studies on the black family have been about the underclass and how its persistence affects the family structure. The writer notes that associated with anyone considered a part of the middle class are a number of stresses. The writer then addresses the issues of some of the stresses that black middle class families in particular deal with and looks at how they are translated in respect to their relationships. In discussing these issues, it is also important to note whether or not the overall optimism felt for the growth of the black middle class is justified. The writer concludes that though the data on the economic situation of black middle class families continues to show that their standard of living is not comparable to white middle class families, one must admit the rise in numbers of such families (despite these odds) is encouraging.
Outline:
Introduction
Origins of the Black Middle Class
Psychological Consequences of Black Middle Class : Work Ethic
Psychological Consequences of Black Middle Class : Guilt
Psychological Consequences of Black Middle Class : Identity Confusion
Conclusion
From the Paper
"They have been able to access the resources necessary to attain middle class status through their own efforts or the efforts of their families. Yet generally they are very conscious of their status' instability and consider it temporary.
"The "descendant" category consists of those from established Black families with prominent histories. Meaning, their middle class status can be traced back many generations to the Civil War. Many come from families that were either free before the war or freed afterwards. Others are descendants of Blacks with blood ties to Whites who provided special privileges to them. These more established middle class families are known to have a stronger sense of self and belonging than the "nouveau" group. They are not worried about their status due to their profound sense of "having" and sense of "place"."
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Differing Social Classes, 2001.
This paper analyzes four aspects by which people are easily divided into classes - sex, income, race and education. It attempts to show which lessons can be learned from these stereotypes.
1,800 words (approx. 7.2 pages), 7 sources, £ 39.95
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Abstract
The purpose of this paper is to introduce, discuss, and analyze the differences in four social classes: lower, working, middle, and upper, based on income, race, sex, and education and to show how these clear divisions in society lead to stereotypes, social expectations and limitations.
From the paper:
"Differences in each of the four classes are marked when income is the factor differentiating them. 11.3 per cent of Americans live in poverty, and can be considered part of the lower and working classes. In the U.S. today, 16 percent of the population falls into the "lower" class. Thirty-eight per cent fall into the "working," or "blue-collar" class. Forty-four per cent fall into the "middle" and "upper middle" class, and 2 per cent fall into the "upper" class. The lower and often working classes are often characterized as less educated. They tend to live in urban areas, and do not own their own homes. The middle and upper classes tend to own their own homes, often are two-career couples by choice, and usually live in less urban and more rural areas or suburbs of larger cities. They are usually better educated than the lower and working classes, often with advanced college degrees."
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Social Class in the United States, 2006.
This paper explores the different social classes in society in light of Marx's ideas.
900 words (approx. 3.6 pages), 3 sources, £ 24.95
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Abstract
The paper discusses how Karl Marx believed that there were two classes of people; the working class and the wealthy. His social philosophy suggested that the wealthy class was consistently attempting to ensure that the working class could never alter their social position. Furthermore, Marx contended that the wealthy controlled the working class because of the working class dependence on the wealthy for their livelihood. In modern society, however, the growing opinion is that there are three social classes; the poor, the middle class and the wealthy.
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Mao and Class Structure, 2002.
Mao's views of class and attempts to transform class structure.
1,400 words (approx. 5.6 pages), 1 source, £ 36.95
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Abstract
This six-page undergraduate paper examines Starr's analysis of Mao's views on classes and class conflict. It also uses Whyte and Paris's article and White's article to analyze the difficulties facing the CCP and Mao in transforming class.
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Social Class Indicators in America, 2002.
This paper discusses the major social class indicators, wealth, education, and job, and relates them to the three different social classes.
2,560 words (approx. 10.2 pages), 2 sources, MLA, £ 53.95
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Abstract
The paper gives many descriptions of social class indicators but does not feel that they are a practical tool for judging people accurately based on a single meeting. The author feels that it is impossible to fit everyone effortlessly into one of three social classes. The paper concludes that a person?s social class is just one of the many aspects of that person; and that one needs to explore the other aspects before making a judgment about that person.
From the Paper
"Likewise, the source of an individual?s employment is not always a reliable indicant of social class. Again, if someone has connections, it is possible to retain a high-paying or much coveted job, regardless of social class. One who belongs to the upper class may have a job typically attributed to those in the lower class, simply to pass the time or make some additional spending money. These are usually those who have already made their fortunes and could now relax, or those who inherited or were handed most or all of their wealth. Obviously, in that case, the job does not suggest anything about social class."
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Working Class Rebellion, 2004.
This paper discusses working class rebellion as depicted in Phillip Bonosky?s novel, ?Burning Valley?, and the film, ?Norma Rae?, directed by Martin Ritt.
1,220 words (approx. 4.9 pages), 2 sources, MLA, £ 28.95
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Abstract
This paper uses examples from a novel and a film to demonstrate that, until there is resistance, revolution, or rebellion, people usually will accept their position in society as either a worker or someone in the upper class, such as a business manager. The author points out that, after examining several instances from the novel and the film, it is clear that the different mindset of the working class from the upper class causes a class structure gap. The paper stresses that rebellion is a disturbance that causes members of the working class to rethink their position.
From the Paper
"While there are many differences between Norma Rae, in the film titled "Norma Rae", and the character of Benedict Blumanis, they share an important similarity. They have the potential to change their way of thinking. After a man that she had been sexually involved with beat and verbally abused Norma, she came across the familiar face of a union organizer, Reuben. In this scene, as she asks Reuben questions, Norma is displaying her willingness to understand and her openness to change."
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