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Social classes are economic or cultural arrangements of groups in society. Class is an essential object of analysis for sociologists, political scientists, economists, anthropologists and social historians. In the social sciences, social class is often discussed in terms of 'social stratification'. In the modern Western context, stratification typically comprises three layers: upper class, middle class, and lower class. Each class may be further subdivided into smaller classes (e.g. occupational).
The most basic class distinction is between the powerful and the powerless. Social classes with a great deal of power are usually viewed as "the elites" within their own societies. Various social and political theories propose that social classes with greater power attempt to cement their own ranking above the lower classes in the hierarchy to the detriment of the society overall. By contrast, conservatives and structural functionalists have presented class difference as intrinsic to the structure of any society and to that extent ineradicable.
In Marxist theory, the capitalist stage of production consists of two main classes: the bourgeoisie, the capitalists who own the means of production, and the much larger proletariat (or 'working class') who must sell their own labour power (See also: wage labour). This is the fundamental economic structure of work and property (See also: wage labour), a state of inequality that is normalised and reproduced through cultural ideology. Max Weber critiqued historical materialism, positing that stratification is not based purely on economic inequalities but on other status and power differentials. Social class pertaining broadly to material wealth may be distinguished from status class based on honour, prestige, religious affiliation, and so on. The conditions of capitalism and its class system came together due to a variety of "elective affinities".
Theorists such as Ralf Dahrendorf have noted the tendency toward an enlarged middle class in modern Western societies, particularly in relation to the necessity of an educated work force in technological economies. Perspectives concerning globalization and neocolonialism, such as dependency theory, suggest this owes to the shift of low-level labourers to developing nations and the Third World. Developed nations have thereby become less directly active in primary industry (e.g. basic manufacturing, agriculture, forestry, mining, etc.) and increasingly involved with "virtual" goods and services. The national concept of "social class" has therefore become increasingly complex and confused.
Determinants of class position
-United States is less rigid than many societies with regard to class, the socioeconomic class we belong to affects everything from how much money we make to the schools we attend, the jobs open to us,and many other things. These aspects of identity interact with gender, sexual orientation, wealth and race. Also income, education, wealth and occupation.
In class societies a person's class status is a type of group membership. Theorists disagree about the elements determining membership, but common features appear in many accounts. Among these are:
- Relationships of production, ownership and consumption
- A common legal status, including ceremonial, occupational and reproductive rights
- Family, kinship or tribal group structures or membership
- Acculturation, including education
Classes often have a distinct lifestyle that emphasizes their class. The most powerful class in a society often uses markers such as costume, grooming, manners and language codes that mark insiders and outsiders; unique political rights such as honorary titles; and, concepts of social honour or face that are claimed to only be applicable to the in group. But each class has distinctive features, often becoming defining elements of personal identity and uniting factors in group behaviour. French sociologist Pierre Bourdieu suggests a notion of high and low classes with a distinction between bourgeois tastes and sensitivities and the working class tastes and sensitivities.
Race and other large-scale groupings can also influence class standing. The association of particular ethnic groups with class statuses is common in many societies. As a result of conquest or internal ethnic differentiation, a ruling class is often ethnically homogenous and particular races or ethnic groups in some societies are legally or customarily restricted to occupying particular class positions. Which ethnicities are considered as belonging to high or low classes varies from society to society. In modern societies strict legal links between ethnicity and class have been drawn, such as in apartheid, the caste system in Africa, and in the position of the Burakumin in Japanese society.
A distinction often made is that of ascribed status versus achieved status. This deals with difference between obtained class identification, and whether social standing is determined at birth or earned over a lifetime. Achieved statuses are acquired based on merit, skills, abilities, and actions. Examples of achieved status include being a doctor or even being a criminal—the status then determines a set of behaviors and expectations for the individual.
Consequences of class position
Different consumption of social goods is the most visible consequence of class. In modern societies, it manifests as income inequality, though in subsistence societies it manifested as malnutrition and periodic starvation. Although class status is not a causal factor for income, there is consistent data that show those in higher classes have higher incomes than those in lower classes. This inequality still persists when controlling for occupation. The conditions at work vary greatly depending on class. Those in the upper-middle class and middle class enjoy greater freedoms in their occupations. They generally are more respected, enjoy more diversity, and are able to exhibit some authority. Those in lower classes tend to feel more alienated and have lower work satisfaction overall. The physical conditions of the workplace differ greatly between classes. While middle-class workers may "suffer alienating conditions" or "lack of job satisfaction", blue-collar workers suffer alienating, often routine, work with obvious physical health hazards, injury, and even death.
In the more social sphere, class has direct consequences on lifestyle. Lifestyle includes tastes, preferences, and a general style of living. These lifestyles could quite possibly affect educational attainment, and therefore status attainment. Class lifestyle also affects how children are raised. For example, a working-class person is more likely to raise their child to be working class and middle-class children are more likely to be raised to be middle-class. This perpetuates the idea of class for future generations.
Theoretical models of class seek to explain how class relationships come into being, and why particular class relationships exist across broadly similar societies.
The Marxist conception of class involves a collective group of individuals that share similar economic and social relations relative to each other in society. A class is a group with intrinsic tendencies and interests that are different from, and may be opposed to the interests of other groups in society. For example, it is in the laborer's best interest to maximize wages and benefits and in the capitalist's best interest to maximize profit at the expense of such, leading to a contradiction within the capitalist system, even if the laborers and capitalists themselves are unaware of these class dichotomies.
For Marx, class involves two factors:
- Objective factors
- A class shares a common relationship to the means of production. That is, all people in one class make their living in a common way in terms of ownership of the things that produce social goods. A class may own things, own land, own people, be owned, own nothing but their labor. A class will extract tax, produce agriculture, enslave and work others, be enslaved and work, or work for a wage.
- Subjective factors
- The members will necessarily have some perception of their similarity and common interest. Marx termed this Class consciousness. Class consciousness is not simply an awareness of one's own class interest (for instance, the maximisation of shareholder value; or, the maximization of the wage with the minimization of the working day), class consciousness also embodies deeply shared views of how society should be organized legally, culturally, socially and politically.
The first criterion divides a society into the owners and non-owners of means of production. In capitalism, these are capitalist (bourgeoisie) and proletariat. Finer divisions can be made, however: the most important subgroup in capitalism being petite bourgeoisie (small bourgeoisie), people who possess their own means of production but utilize it primarily by working on it themselves rather than hiring others to work on it. They include self-employed artisans, small shopkeepers, and many professionals. Jon Elster has found mention in Marx of 15 classes from various historical periods.
Jon Elster's explanation of Marx's schema of classes. Social mode of production Ruling classes other classes example society Primitive communism No classes Many pre-agricultural societies Asiatic mode of production Bureaucrats or theocrats [unnamed class] Archaic Egyptian society Slave societies Slave owners, Patricians Plebeians, freemen, slaves 16th to 19th century America, Ancient Rome Feudal societies Landowners, clergy guild masters, journeymen, serfs 12th century Western Europe Capitalist societies Industrial and financial capitalists the petit bourgeoisie, the peasantry, wage labourers 19th century Europe until present
A prerequisite for classes is existence of sufficient surplus product. Marxists explain the history of "civilized" societies in terms of a war of classes between those who control production and those who produce the goods or services in society. In the Marxist view of capitalism, this is a conflict between capitalists (bourgeoisie) and wage-workers (the proletariat). For Marxists, class antagonism is rooted in the situation that control over social production necessarily entails control over the class which produces goods—in capitalism this is the exploitation of workers by the bourgeoisie.
Marx himself argued that it was the goal of the proletariat itself to displace the capitalist system with socialism, changing the social relationships underpinning the class system and then developing into a future communist society in which: "..the free development of each is the condition for the free development of all." (Communist Manifesto) This would mark the beginning of a classless society in which human needs rather than profit would be motive for production. In a society with democratic control and production for use, there would be no class, no state and no need for money.
Vladimir Lenin has defined classes as "large groups of people differing from each other by the place they occupy in a historically determined system of social production, by their relation (in most cases fixed and formulated in law) to the means of production, by their role in the social organization of labor, and, consequently, by the dimensions of the share of social wealth of which they dispose and the mode of acquiring it." A Great Beginning
The most important transformation of society for Marxists has been the massive and rapid growth of the proletariat the last two hundred and fifty years. Starting with agricultural and domestic textile laborers in England and Flanders, more and more occupations only provide a living through wages or salaries. Private manufacturing, leading to self-employment, is no longer as viable as it was before the industrial revolution, because automation made manufacturing very cheap. Many people who once controlled their own labor-time were converted into proletarians through industrialization. Today groups which in the past subsisted on stipends or private wealth—like doctors, academics or lawyers—are now increasingly working as wage laborers. Marxists call this process proletarianization, and point to it as the major factor in the proletariat being the largest class in current societies in the rich countries of the "first world."
The increasing dissolution of the peasant-lord relationship (see pre-capitalist societies), initially in the commercially active and industrializing countries, and then in the unindustrialized countries as well, has virtually eliminated the class of peasants. Poor rural laborers still exist, but their current relationship with production is predominantly as landless wage labourers or rural proletarians. The destruction of the peasantry, and its conversion into a rural proletariat, is largely a result of the general proletarianization of all work. This process is today largely complete, although it was arguably incomplete in the 1960s and 1970s.
Dialectics, or historical materialism, in Marxist class
Marx saw class categories as defined by continuing historical processes. Classes, in Marxism, are not static entities, but are regenerated daily through the productive process. Marxism views classes as human social relationships which change over time, with historical commonality created through shared productive processes. A 17th century farm labourer who worked for day wages shares a similar relationship to production as an average office worker of the 21st century. In this example, it is the shared structure of wage labour that makes both of these individuals "working class."
Objective and subjective factors in class in Marxism
Marxism has a rather heavily defined dialectic between objective factors (i.e., material conditions, the social structure) and subjective factors (i.e. the conscious organization of class members). While most Marxism analyses people's class based on objective factors (class structure), major Marxist trends have made greater use of subjective factors in understanding the history of the working class. E.P. Thompson's The Making of the English Working Class is a definitive example of this "subjective" Marxist trend. Thompson analyses the English working class as a group of people with shared material conditions coming to a positive self-consciousness of their social position. This feature of social class is commonly termed class consciousness in Marxism, a concept which became famous with Georg Lukács' History and Class Consciousness (1923). It is seen as the process of a "class in itself" moving in the direction of a "class for itself", a collective agent that changes history rather than simply being a victim of the historical process. In Lukács' words, the proletariat was the "subject–object of history", and the first class which could separate false consciousness (inherent to the bourgeois's consciousness), which reified economic laws as universal (whereas they are only a consequence of historic capitalism).
The seminal sociological interpretation of class was advanced by Max Weber. Weber formulated a three-component theory of stratification, with class, status and party (or politics) as subordinate to the ownership of the means of production, but for Weber how they interact is a contingent question and one that will vary from society to society. Weber is also known for his six "American Dream" Values which are: 1) Hard work, 2) Universalism, 3) Individualism, 4) Wealth, 5) Activism, and 6) Rationality.
Schools of sociology differ in how they conceptualize class. A distinction can be drawn between analytical concepts of social class, such as the Marxian and Weberian traditions, and the more empirical traditions such as socio-economic status approach, which notes the correlation of income, education and wealth with social outcomes without necessarily implying a particular theory of social structure. The Warnerian approach can be considered empirical in the sense that it is more descriptive than analytical.
The traditional `pigeon-holing' mainstay of much of the advertising industry used to be that of social class. Recently, however, as affluence has become more widespread, the process has become much less clear. It is now argued that the new `opinion leaders' come from within the same social class. The class groupings that were traditionally used by advertising agencies (for example in the NRS social grade schema were: AB - Managerial and professional, C1 -Supervisory and clerical, C2- Skilled manual, DE-Unskilled manual and unemployed.) have been reported to be of decreasing value in recent decades, especially in the distinction between clerical workers and manual workers in education and disposable income.
Whereas some four decades ago, when these groupings were first widely used, the numbers in each of the main categories (C, D and E) were reasonably well balanced, today the C group in total (although now usually split to give C1 and C2) forms such a large sector that it dominates the whole classification system and offers less in terms of usable concentration of marketing effort. 
Academic Class Models Dennis Gilbert, 2002 William Thompson & Joseph Hickey, 2005 Leonard Beeghley, 2004 Class Typical characteristics Class Typical characteristics Class Typical characteristics Capitalist class (1%) Top-level executives, high-rung politicians, heirs. Ivy League education common. Upper class (1%) Top-level executives, celebrities, heirs; income of $500,000+ common. Ivy league education common. The super-rich (0.9%) Multi-millionaires whose incomes commonly exceed $350,000; includes celebrities and powerful executives/politicians. Ivy League education common. Upper middle class (15%) Highly-educated (often with graduate degrees), most commonly salaried, professionals and middle management with large work autonomy. Upper middle class (15%) Highly-educated (often with graduate degrees) professionals & managers with household incomes varying from the high 5-figure range to commonly above $100,000. The Rich (5%) Households with net worth of $1 million or more; largely in the form of home equity. Generally have college degrees. Middle class (plurality/
majority?; ca. 46%)
College-educated workers with considerably higher-than-average incomes and compensation; a man making $57,000 and a woman making $40,000 may be typical. Lower middle class (30%) Semi-professionals and craftsmen with a roughly average standard of living. Most have some college education and are white-collar. Lower middle class (32%) Semi-professionals and craftsman with some work autonomy; household incomes commonly range from $35,000 to $75,000. Typically, some college education. Working class (30%) Clerical and most blue-collar workers whose work is highly routinized. Standard of living varies depending on number of income earners, but is commonly just adequate. High school education. Working class (32%) Clerical, pink- and blue-collar workers with often low job security; common household incomes range from $16,000 to $30,000. High school education. Working class
(ca. 40% - 45%)
Blue-collar workers and those whose jobs are highly routinized with low economic security; a man making $40,000 and a woman making $26,000 may be typical. High school education. Working poor (13%) Service, low-rung clerical and some blue-collar workers. High economic insecurity and risk of poverty. Some high school education. Lower class (ca. 14% - 20%) Those who occupy poorly-paid positions or rely on government transfers. Some high school education. Underclass (12%) Those with limited or no participation in the labor force. Reliant on government transfers. Some high school education. The poor (ca. 12%) Those living below the poverty line with limited to no participation in the labor force; a household income of $18,000 may be typical. Some high school education.
- References: Gilbert, D. (2002) The American Class Structure: In An Age of Growing Inequality. Belmont, CA: Wadsworth; Thompson, W. & Hickey, J. (2005). Society in Focus. Boston, MA: Pearson, Allyn & Bacon; Beeghley, L. (2004). The Structure of Social Stratification in the United States. Boston, MA: Pearson, Allyn & Bacon.
- 1 The upper middle class may also be referred to as "Professional class" Ehrenreich, B. (1989). The Inner Life of the Middle Class. NY, NY: Harper-Colins.
William Lloyd Warner
An early example of a stratum class model was developed by the sociologist William Lloyd Warner in his 1949 book, Social Class in America. For many decades, the Warnerian theory was dominant in U.S. sociological theory.
Based on social anthropology, Warner divided Americans into three classes (upper, middle, and lower), then further subdivided each of these into an "upper" and "lower" segment, with the following postulates:
- Upper upper class. "Old money." People who have been born into and raised with wealth; mostly consists of old noble or prestigious families (e.g., Earl of Shrewsbury, Vanderbilt, Rockefeller).
- Lower upper class. "New money." Individuals who have become rich within their own lifetimes (e.g., entrepreneurs, movie stars, top athletes, as well as some prominent professionals).
- Upper middle class. Professionals with a college education, and more often with professional or academic postgraduate degrees like MDs, Ph.D.s, JDs, MBAs, MSs, etc. (e.g., doctors, engineers, dentists, lawyers, bankers, corporate executives, school principals and superintendents, head teachers, university professors, scientists, pharmacists, airline pilots, ship captains, accountants, actuaries, high level civil servants, politicians, and military officers, architects, artists, writers, poets, and musicians).
- Lower middle class. Lower-paid white collar workers, but not manual laborers. Often hold Associates or Bachelor degrees. (e.g., police officers, fire fighters, primary and high school teachers, nurses, municipal office workers and low to mid-level civil servants, sales representatives, non-management office workers, clergy, technicians, small business owners).
- Upper lower class. Blue-collar workers and manual labourers. Also known as the "working class."
- Lower lower class. The homeless and permanently unemployed, as well as the "working poor."
To Warner, American social class was based more on attitudes than on the actual amount of money an individual made. For example, the richest people in America would belong to the "lower upper class" since many of them created their own fortunes; one can only be born into the highest class. Nonetheless, members of the wealthy upper-upper class tend to be more powerful, as a simple survey of U.S. presidents may demonstrate (i.e., the Roosevelts; Kennedys; Bushes).
Another observation: members of the upper lower class might make more money than members of the lower middle class (i.e., a well-salaried factory worker vs. a secretarial worker), but the class difference is based on the type of work they perform.
In his research findings, Warner observed that American social class was largely based on these shared attitudes. For example, he noted that the lower middle class tended to be the most conservative group of all, since very little separated them from the working class. The upper-middle class, while a relatively small section of the population, usually "set the standard" for proper American behavior, as reflected in the mass media.
Professionals with salaries and educational attainment higher than those found near the middle of the income strata (e.g. bottom rung professors, managerial office workers, architects) may also be considered as being true middle class.
Coleman and Rainwater
In 1978 sociologists Coleman and Rainwater conceived the "Metropolitan Class Structure" consisting of three social classes, each with a number of sub-classes.
- Upper Americans
- Upper-upper class; (ca. 1%) Old money stemming from inherited wealth. Persons in this class typically have an "Ivy league college degree." Their household income in 1978 was over $500,000 ($1,673,215 in 2005 dollars)
- Lower-upper class; (ca. 1%) This is the "Success elite" consisting of "Top professionals [and] senior corporate executives." People in this class have degrees from "Good colleges." Their household income was also commonly in excess of $77,000 ($251,000 in 2005 dollars).Nouveau riche (French for "new rich"), or new money, refers to a person who has acquired considerable wealth within his or her generation. This term is generally used to emphasize that the individual was previously part of a lower socioeconomic rank, and that such wealth has provided the means for the acquisition of goods or luxuries that were previously unobtainable.
- Upper-middle class; (ca. 19%) Also called the "Professional and Managerial" class, it consists of "Middle professionals and managers" with a college and often graduate degrees. Household incomes for this group lay between $35,000 ($114,000 in 2005 dollars) and $60,000 ($183,000 in 2005 dollars)
- Middle Americans
- Middle class; (ca. 31%) This class consists of "Lower-level managers; small-business owners; lower-status professionals (teachers); sales and clerical" workers. Middle class persons had a high school diploma and some college education. Their household incomes commonly ranged between $10,000 and $20,000 ($30,000 - $60,000 in 2005 dollars)
- Working class; (ca. 35%) This class consists of "Higher blue collar (craftsman, truck drivers); lowest-paid sales and clerical" workers. Younger individuals in 1978 who were members of this class had a high school education. Their household income lay in between $7,500 and $15,000 ($23,000 - $45,000 in 2005 dollars)
- Lower Americans (ca. 13%)
- Semipoor; This class had high school education and consisted of "labor and service" workers with household incomes ranging from $4,500 to $6,000 ($14,000 - $18,000 in 2005 dollars)
- The bottom; Those who are "Often unemployed" or rely on welfare payments.Household incomes of less than $4,500 ($14,000 in 2005 dollars)
Thompson & Hickey
In their 2005 sociology textbook, Society in Focus, sociologists William Thompson and Joseph Hickey present a five class model in which the middle class is divided into two sections and the term working class is applied to clerical and pink collar workers. Their class system goes as follows:
- Upper class, (ca. 1%-5%) individuals with considerable power over the nation's economic and political institutions. This group owns a disproportionate share of the nation's resources. The top 1% had incomes exceeding $250,000 with the top 5% having household incomes exceeding $140,000. This group features strong group solidarity and is largely constituted by the heirs to multi-generational fortunes. Prominent government officials, CEOs and successful entrepreneurs are among the upper class even if not of elite background.
- Upper middle class, (ca. 15%) white collar professionals with advanced post-secondary education such as physicians, professors, lawyers, corporate executives, and other management. While households commonly have six figure incomes in this group, the majority of income earners do not. Only 6% of persons had six figure incomes while 15% were upper middle class. While high educational attainment commonly serves as the staple mark of this group, entrepreneurs and business owners may also be upper middle class even if lacking advanced educational attainment.
- Lower middle class, (ca. 33%) individuals who worked their way through college and commonly have a Bachelor's degree or some college education. School teachers, sales-employees and lower to mid level supervisors rank among those in this particular group. Household income is generally in the range of $30,000 to $75,000. Workers in this group are mostly white collar but have less autonomy in their work than do upper middle class professionals. Members of this class often attempt to emulate those in the two higher classes and have recently become overly indebted by their desire to have a comfortable lifestyle.
- Working class, (ca. 30%) individuals who occupy both blue and white collar occupations. Pink collar workers in predominantly female clerical positions are common in this class. Job security tends to be low for this group and unemployment as well as losing health insurance remain potent economic threats. Household incomes typically range from $16,000 to $30,000.
- Lower class, repeated cycles of unemployment, working multiple low-level part-time jobs are common among this group. Many families fall below the poverty line from time to time when employment opportunities are scarce.
Gilbert & Kahl
In The American Class Structure, 6th edition (Wadsworth 2002) as well the preceding 5th edition, Dennis Gilbert lays out an even more precise breakdown of American social classes. Dennis Gilbert stresses that "there is really no way to establish that a particular model is 'true' and another 'false.'" He furthermore states that his "model emphasizes sources of income" and that household income, being very dependent on the number of income earners, varies greatly within each social class. The class descriptions in quotes below are lifted from the 5th edition, pages 284 and 285.
- Capitalist class; (ca. 1%) "Subdivided into nationals and locals, whose income is derived largely from return on assets." However, the top 1.5% of households made $250,000 or more with only 146,000, 0.01% of households having incomes of $1,600,000 or more.
- Upper middle class; (ca. 14%) "...college trained professionals and managers (a few of whom ascend to such heights of bureaucratic dominance or accumulated wealth that they become part of the capitalist class)." Educational attainment is the main feature of this class. They enjoy great job autonomy and economic security. Household incomes vary greatly depending of the number of income earners." Considering US Census Bureau According to the 2005 Economic Survey, the top 15% of income earners made $62,500 or more with the top 15% of households having six figure incomes.
- Middle class; (ca. 30%) "...members have significant skills and perform varied tasks at work, under loose supervision. They earn enough to afford a comfortable, mainstream lifestyle. Most wear white collars, but some wear blue." In 2005 incomes for this group would have ranged from $50,000 to $90,000 for households and $27,500 to $52,500 for individuals.
- Working class; (ca. 30%) "People who are less skilled than members of the middle class and work at highly routinized, closely supervised manual and clerical jobs. Their work provides them with a relatively stable income sufficient to maintain a living standard just below the mainstream." Incomes in 2005 would have ranged from $10,000 to $27,500 for individuals and $20,000 to $50,000 for households.
- Working poor; (ca. 13%) "...people employed in low-skill jobs, often at marginal firms. The members of this class are typically laborers, service workers, or low-paid operators. Their incomes leave them well below mainstream living standards. Moreover, they cannot depend on steady employment." In 2004 the bottom 12.2% of households made less than $12,500.
- Underclass (ca. 12%) "...members have limited participation in the labor force and do not have wealth to fall back on. Many depend on government transfers." The average household income is $12,000 a year, and the class makes up 12% of the population.
Some sociologists lay out a detailed model of Chinese social stratification after 1949. In China today, there is a peasant class, a working class (urban state worker and urban collective worker, urban non-state worker, and peasant worker), a capitalist class (about 15 million), and a class of cadre (about 40 million) and quasi-cadre (about 27 million).
Farhad Nomani and Sohrab Behdad in their book Class and Labor in Iran; Did the Revolution Matter? (Syracuse University Press, 2006) define and quantify social classes in Iran and examine the changes in the configuration of social classes in the post-revolutionary Iran. Nomani and Behdad base their analysis (à la Erik Olin Wright 1 ) on three dimensions of (1) property ownership, (2) possession of scarce skills/credentials, and (3) organizational assets/authority. They recognize four distinct class categories and the ambiguous category of political functionaries of the state:
- Capitalists: Owners of physical and financial means of economic activities, who employ workers. Capitalists are divided into modern and traditional occupational categories.
- Petty bourgeoisie: Self-employed persons who do not hire any paid worker but may rely on unpaid family labor. They, too, consist of modern and traditional categories.
- The middle class: Employees of the state or the private sector, in administrative-managerial and professional-technical positions. They exercise some authority and enjoy relative autonomy. In this category are those who are employed in economic activities and social services of the state. Those employed in the administrative or managerial position in the political apparatus of the state are not included here.
- The working class: Workers who do not own the means of economic activity and do not benefit from the authority and autonomy of those in the middle class. They are employees of the state or the private sector, excluding those in the lower ranks of the political apparatus of the state.
Those employed in the political apparatus of the state, engaged in political administration, national defense and domestic surveillance, constitute the ambiguous class category of political functionaries. This category includes higher rank of state administrators, managers, and military and para-military officers, the rank file of the political apparatus, and the lower rank members of the coercive forces (including the military draftees).
The post 1979 revolutionary turmoil had notable impacts on the class reconfiguration of Iran (see table below). The disruption of the accumulation process in the first revolutionary decade (Khomeini period) retarded the capitalist relations of production (structural involution ). This condition gave rise to deproletarianization of labor and peasantization of agriculture, and a general expansion in petty-commodity activities and a rise of the petty bourgeoisie, alongside a huge expansion of state activities. In the post-Khomeini period, the effort toward reconstitution of capitalist relations of production via an economic liberalization policy (deinvolutionary process) reversed some of the previous trends. In the second post-revolutionary period an increase in proletarianization of labor and de-peasantization of agriculture is observed. The first (involutionary ²) period promoted traditional capitalists and the petty bourgeoisie, whereas in the second (deinvolutionary) period the number of modern capitalists, modern petty bourgeoisie, and the middle class (especially those employed by the private sector) increased significantly.
In a comparison of the class structure in 1996 with that in 1976 one can observe that in spite of some peculiar differences, there are striking similarities between the two periods. If the changes between 1986 and 1996 may be regarded as a trend, there is a pattern toward reconstruction of the 1976 class configuration of Iran in the years ahead.
1- Wright, Erik Olin (1997) Class Counts: Comparative Studies in Class Analysis. Cambridge: Cambridge University Press.
2- Nomani and Behdad (2006). Class and Labor in Iran; Did the Revolution Matter? Syracuse University Press, Chapter 3.
In about the 1770s, when the term "social class" first entered the English lexicon, the concept of a "middle class" within that structure was also becoming important. The Industrial Revolution was allowing a much greater portion of the population to have time for the kind of education and cultural pursuits once restricted to the European feudal division of aristocracy, bourgeoisie, and peasantry which in that period would have included what later became the industrial proletarians of the towns and cities.
Today, concepts of social class assume three general categories: an upper class of proprietors and senior managers; a middle class of people who may not exert power over others, but may earn a significant proportion of their income through commerce, land ownership, or professional employment; and a lower class, who rely on wages for their livelihood.
It is important, however, to highlight the distinction of such a class model from that of the British concept of class in which the terms upper, middle and working-class have different definitions. The chief difference relates to the association of inherited wealth and landed property as a defining characteristic of the upper class. This distinguishes its members from those of the middle class whose membership is more fluid and more reliant upon employment status and its income. This is a broad generalization as there are classes within the middle class, such as the upper middle class whose interest in culture, and whose manners and mores distinguish them from other ranks in the middle strata, but is nonetheless a useful marker by which to distinguish the British concept of class from that of the new world.
In the United States, the term "middle class" is applied very broadly and includes people who would elsewhere be considered working class. As the vast majority of Americans identify themselves as being middle class, there are multiple theories as to what constitutes the American middle class. The term has been used to describe people from all walks of life, from janitors to attorneys. The definition of middle class is also relevant to the perspective of the individual. Due to the high standard of living in wealthy countries such as the U.S., the term middle class is also relevant to the standard of living of the majority of people in the world.
From this perspective, the term middle class becomes more inclusive. As a result, the US middle class is often sub-divided into two or three groups. While one set of theories claim that the middle class is composed of those in the middle of the social strata, other theories maintain that professionals and managers who have a college degree make up most of the middle class. In 2005 roughly 35% of Americans worked in the professional/professional support or managerial field and 27% had a college degree. Sociologists such as Dennis Gilbert or Joseph J. Hickey argue that the middle class is divided into two sub-groups. The upper middle class consists of white collar professionals with advanced educations and constitutes roughly 15% of the population. In 2005 the top 15% of income earners (age 25+) had incomes exceeding $62,500. The lower middle class (or middle-middle class for those who divide the middle class into three segments) consists of other mostly white collar employees with less autonomy in their work, lower educational attainment, lower personal income and less prestige than those of the upper middle class.
Sociologists such as Gilbert, Hickey, James Henslin, and William Thompson have brought forth class models in which the middle class is divided into two sections which combine to represent 47% to 49% of the population. Economist Michael Zweig defines class as power relationships among the members of a society, rather than as a lifestyle or by income. Zweig says that the middle class is only about 34% of the U.S. population, typically employed as managers, supervisors, small business owners and other professional people.
Class structure in various societies
Although class can be discerned in any society, some cultures have published specific guidelines to rank. In some cases, the ideologies presented in these rankings may not concur with the mainstream power dialectic of social class as it is understood in modern English use.
Pre-capitalist class structures
Social class in ancient Rome played a major role in the lives of Romans. Ancient Roman society was hierarchical. Free-born adult male Roman citizens were divided into several classes, both by ancestry and by property. There were also several classes of non-citizens with different legal rights, along with slaves, who had no rights, and could be ejected or sold by their master.
- 1 Beggar
- 2 Servant (Famiglio)
- 3 Craftsman (Artigiano)
- 4 Merchant (Mercante) - presumably living mostly off income as a landlord
- 5 Gentleman (gentiluomo)
- 6 Knight (cavaliere)
- 7 Doge (doge)- i.e. a local ruler
- 8 King (Re)
- 9 Emperor (Imperatore)
- 10 Pope (Papa)
Aztec society traditionally was divided into classes. The highest class were the pīpiltin or nobility. Originally this status was not hereditary, although the sons of pillis had access to better resources and education, so it was easier for them to become pillis. Later the class system took on hereditary aspects.
The second class were the mācehualtin (people), originally peasants. Eduardo Noguera estimates that in later stages only 20% of the population was dedicated to agriculture and food production. The other 80% of society were warriors, artisans and traders.
Slaves or tlacotin also constituted an important class. Aztecs could become slaves because of debts, as a criminal punishment or as war captives. A slave could have possessions and even own other slaves.
Traveling merchants called pochtecah were a small, but important class as they not only facilitated commerce, but also communicated vital information across the empire and beyond its borders. They were often employed as spies.
In pre-Confucian China, the feudal system divided the population into six classes. Four noble classes with the King (王, wáng) at the top, followed by the Dukes (诸侯, zhūhóu), then the Great Men (大夫, dàifu) and finally the Scholars (士, shì). Below the noble classes were the Commoners (庶民, shùmín) and Slaves (奴隶, núlì).
See main article of below description for Confucian classes: Four occupations
Confucian doctrine later minimized the importance of the nobles (except the emperor), abolished great men and scholars as noble classes, and further divided commoner workers based on the perceived usefulness of their work. Scholars (now not exclusively nobles) ranked the highest because the opportunity to conceive clear ideas in a state of leisure would lead them to wise laws (an idea that has much in common with Plato's ideal of a philosopher king). The scholars were mainly from the gentry, who owned land, and may be educated and wealthy but had no aristocratic titles. Under them were the farmers, who produced necessary food, and the artisans who produced useful objects. Merchants ranked at the bottom because they did not actually produce anything, while soldiers were sometimes ranked even lower because of their perceived expendability. The Confucian model is notably different from the modern European view of social class, since merchants could attain great wealth without reaching the social status accorded to a poor farmer. In practice, a rich merchant might purchase land to reach farmer status, or even buy a good education for his heirs in the hopes that they would attain scholar status and go into the imperial civil service. The Chinese model was widely disseminated throughout east Asia. 
France was a monarchy with a king and other princes at the top of the class structure. The French States-General, established in 1302 was an assembly whose members were ranked according to hereditary class. The First Estate was the clergy, all Roman Catholic, and by this time with the bishops and higher roles dominated by sons of the nobility. The Second Estate consisted of lay members of the nobility, who constituted approximately two percent of the total population. The Third Estate consisted, technically, of everyone else, but was represented by representatives elected by a complicated system, in practice dominated by the bourgeois lawyers who held offices in the various regional Parlements. The peasantry had no official status in this system. This may be contrasted with the ideologically high status of farmers in Confucian China. The rigidity of the French hereditary system has been suggested as a major cause of the French Revolution.
Traditionally, the Indian caste system was one of the oldest and most important systems of social class. It differs from varnashrama dharma found in Hinduism, which allowed people born into a certain varna to move upward or downwards depending on their qualification. It divided society based on skill and qualifications. Briefly, the Brahmin varna was idealized as a leisurely priest class devoted to religious ceremonies, while the Kshatriya defended them as military princes. The modern concept of the middle class was represented by the Vaishya varna: artisans, farmers, and merchants, and the lower varna were the Shudra: laborers. Within this basic framework were arranged a huge number of jatis, or subcastes. It should be recognised not as a religious system (as varnashrama dharma prescribed in Hinduism), but a social system, which evolved from varnashrama dharma. After, the end of British occupation in 1947, the Constitution of India introduced various affirmative action plans to abolish the caste system. The people outside of the main varnas were called Untouchables, because they were to not be touched by the "Twice Borns", or the higher three varnas.
Under the Qajar dynasty of Iran, the class structure was set up as follows:
- the permanent hereditary class of Qajar princes
- an upper class of "nobles and notables"
- religious leaders and students of theology
- merchants (note the difference from east Asian models)
- agricultural landowners
- master artisans and shopkeepers
As in many official class structures, the laborers who made up the majority of the population but owned no land and relied on wages were not even considered part of the structure at all. 
The Japanese class structure, while influenced by the Chinese, was based on a much more feudal environment. The Emperor was not claimed to be a deity until pre–World War II military government did so but still was unquestionably at the pinnacle of the Japanese class structure (and still is, although no longer officially considered a god). However, for much of Japanese history the emperor was not allowed outside the palace grounds and his will was "interpreted" by a shogun, or military dictator. Beneath the shogun, daimyos or regional lords, administered the provinces through their samurai lieutenants. Perhaps through Chinese influence, and perhaps springing from a lack of arable land, the Japanese class structure also ranked farmers above merchants and other bourgeois. Classes changed after the Golden Age.
The Korean ruling class, or Korean power elite, is the relatively small number of Korean people who through similar schools, education, family clans, upbringing, or corporate chaebol wealth and urban power control decision making and policy within either of the partitioned Koreas.
This group is placed within the historical tradition of Confucianism and yangban scholars whose creation can be dated towards the end of the Goryeo dynasty; and that continues through the republican post-1945 and contemporary period; and which is represented by a controlling benevolent stewardship of the politics and economy of Korea by seniors or the older urban-dwelling elements of the population which crosses class, religious, party, and political lines.
Pre-colonial Indonesia, Malaysia and Philippine social classes includes the Nobility (Maharlika), Freemen (Timawa) and Serf (Alipin).
From the nobility comes the highest "Rajah" (Indianized), "Sultan" (Islamic) or "Hari" (Malay) as the King and highest of the ruling class, "Datu" as chieftains either independent or under the authority of the King and the "Maginoo" or nobles.
Freemen are called "Timawa", which includes "Mandirigma" (Soldiers), "Mangangalakal" (Merchants), and Priests/Priestesses (Babaylan, Umalohokan, Apo or Mumbaki).
Serf or Slaves are called "Alipin", are the bottom rung of the Malay society. They are subjects under either the Nobles or Freemen. Serfs can't pick their own wives or have children under their master's consent.
Capitalist class structures
The Parliament of the United Kingdom still contains a vestige of the pre-capitalist European class structure. The Queen maintains her status at the top of the social class structure, with the House of Lords up until very recently still representing the hereditary upper class, however due to the Life Peerage the vast majority of Lords in the House of Lords are of common birth and are not classified as Upper Class as they were not born into it, and the House of Commons technically representing everyone else. The House of Commons until the early 20th century represented the industrialist and landed classes. In the Victorian era of the United Kingdom, social class became a national obsession, with nouveau riche industrialists in the House of Commons trying to attain the status of House of Lords landowners through culture, marriage, title, and the construction of follies.
From a sociological point of view the class system in Britain changed substantially during the 'Thatcher Era'. Home ownership (on mortgage) was extended throughout the middle classes and below. With the loss of the majority of traditional working class industrial jobs from the market, a new 'underclass', below working class emerged. The 'underclass', defined as unemployed relying on state benefits, is the new bottom of the British class system.
In Britain people considered of lower social standing can earn high incomes, but an individual's social class is still largely assessed by their parent's mannerisms, education and the status.
In colonial Latin America access to positions of power and wealth were delineated by race. Accordingly, Peninsulars (Spaniards born in Spain and Portuguese born in Portugal) held the top ranks- including titles such as Viceroy, Captain General, etc. They were followed by Criollos (Those directly descended from Spaniards but born in America), who held considerable power and class but were barred from the highest decision-making posts. After these there was a system of around a hundred castes. Listed in order of rank, some of these were:
- Mestizo (Mixed Amerindian and Spaniard);
- Mulatto (Mixed Spaniard and African)
- Zambo (Mixed Amerindian and African)
It is to be noted that even today there is a strong correlation between class and ethnicity.
The social structure of the United States is a vaguely defined concept which includes several commonly used terms that use educational attainment, income, wealth, and occupational prestige as the main determinants of class. While it is possible to create dozens of social classes within the confines of American society, most Americans employ a six or five class system. The most commonly applied class concepts used in regards to contemporary American society are:
- Upper class: Those with great influence, wealth and prestige. Members of this group tend to act as the grand-conceptualizers and have tremendous influence of the nation's institutions. This class makes up about 1% of the population and owns about a third of private wealth.
- Upper middle class: The upper middle class consists of white collar professionals with advanced post-secondary educational degrees and comfortable personal incomes. Upper middle class professionals have large amounts of autonomy in the workplace and therefore enjoy high job satisfaction. In terms of income and considering the 15% figure used by Thompson, Hickey and Gilber, upper middle class professionals earn roughly $62,500 (€41,000 or £31,500) or more and tend to reside in households with six figure incomes.
- (Lower) middle class: Semi-professionals, non-retail salespeople, and craftsmen who may have some college education. Out-sourcing tends to be a prominent problem among those in this class who often suffer from a lack of job security. Households in this class may need two income earners to make ends meet and therefore may have household incomes rivaling the personal incomes of upper middle class professionals such as attorneys.
- Working class: According to some experts such as Michael Zweig, this class may constitute the majority of Americans and include those otherwise referred to as lower middle. It includes blue as well as white collar workers who have relatively low personal incomes and lack college degrees with many being among the 45% of Americans who have never attended college.
- Lower class: This class includes the poor, alienated and marginalized members of society. While most individuals in this class work, it is common for them to drift in and out of poverty.
There have been fierce debates in the area of sociology about whether or not social class has become relevant in terms of shaping identity. The arguments suggesting that it is no longer relevant are brought forward by supporters of postmodernism. One argument for class being unimportant follows:
Arguments against relevance of class
- French sociologist Mattei Dogan has argued in his "From Social Class and Religious Identity to Status Incongruence in Post-Industrial Societies" (Comparative Sociology, 2004) that the relevance of social class has declined, giving way to a different form of social identification that is largely cultural and religious, and which raises identity conflicts called status incongruence. This can be observed, in particular, in the developing countries, but even in many post-industrial societies.
Arguments for relevance of class
Major areas of social science still rely on class based explanations of personal identity, for instance, the history from below school of Marxist history. Outside of Marxist influenced thought, there is still much evidence suggesting that class affects everyone. Some ideas from different sociologists follow:
- Jordan suggested that those in poverty had the same attitudes on work and family as those in other classes, this being backed up with surveys expressing that the poor/working class/lower class feel almost shame about their position in society.
- MacIntosh and Mooney noted that there was still an upper-class which seems to isolate itself from other classes. It is almost impossible to get into the upper-class. They (upper-class) kept their activities (marriage, education, peer groups) as a closed system.
- Marshall et al. noted that many manual class workers are still aware of many class issues. They believed in a possible conflict of interest, and saw themselves as working class. This counters the postmodern claims that it is consumption which defines an individual.
- Andrew Adonis and Stephen Pollard (1998) discovered a new super class, which consisted of elite professionals and managers, which held high salaries and share ownership.
- Chapman noted there was still an existence of a self-recruiting upper-class identity.
- Dennis Gilbert argues that class is bound to exist in any complex society as not all occupations are equal and that households do form pattern of interaction that give rise to social classes.
- Archer, Louise et al. Higher Education and Social Class: Issues of Exclusion and Inclusion (RoutledgeFalmer, 2003) (ISBN 0-4152-7644-6)
- Aronowitz, Stanley, How Class Works: Power and Social Movement, Yale University Press, 2003. ISBN 0300105045
- Barbrook, Richard (2006). The Class of the New (paperback ed.). London: OpenMute. ISBN 0-9550664-7-6. http://www.theclassofthenew.net.
- Beckert, Sven, and Julia B. Rosenbaum, eds. The American Bourgeoisie: Distinction and Identity in the Nineteenth Century (Palgrave Macmillan; 2011) 284 pages; Scholarly studies on the habits, manners, networks, institutions, and public roles of the American middle class with a focus on cities in the North.
- Bertaux, Daniel & Thomson, Paul; Pathways to Social Class: A Qualitative Approach to Social Mobility (Clarendon Press, 1997)
- Bisson, Thomas N.; Cultures of Power: Lordship, Status, and Process in Twelfth-Century Europe (University of Pennsylvania Press, 1995)
- Blau, Peter & Duncan Otis D.; The American Occupational Structure (1967) classic study of structure and mobility
- Brady, David "Rethinking the Sociological Measurement of Poverty" Social Forces Vol. 81 No.3, (March 2003), pp. 715–751 (abstract online in Project Muse).
- Broom, Leonard & Jones, F. Lancaster; Opportunity and Attainment in Australia (1977)
- Cohen, Lizabeth; Consumer's Republic, (Knopf, 2003) (ISBN 0-375-40750-2). (Historical analysis of the working out of class in the United States).
- Croix, Geoffrey de Ste.; "Class in Marx's Conception of History, Ancient and Modern", New Left Review, No. 146, (1984), pp. 94–111 (good study of Marx's concept).
- Dargin, Justin The Birth of Russia's Energy Class, Asia Times (2007) (good study of contemporary class formation in Russia, post communism)
- Day, Gary; Class, (Routledge, 2001) (ISBN 0-415-18222-0)
- Domhoff, G. William, Who Rules America? Power, Politics, and Social Change, Englewood Cliffs, N.J. : Prentice-Hall, 1967. (Prof. Domhoff's companion site to the book at the University of California, Santa Cruz)
- Eichar, Douglas M.; Occupation and Class Consciousness in America (Greenwood Press, 1989)
- Fantasia, Rick; Levine, Rhonda F.; McNall, Scott G., eds.; Bringing Class Back in Contemporary and Historical Perspectives (Westview Press, 1991)
- Featherman, David L. & Hauser Robert M.; Opportunity and Change (1978).
- Fotopoulos, Takis, Class Divisions Today: The Inclusive Democracy approach, Democracy & Nature, Vol. 6, No. 2, (July 2000)
- Fussell, Paul; Class (a painfully accurate guide through the American status system), (1983) (ISBN 0-345-31816-1)
- Giddens, Anthony; The Class Structure of the Advanced Societies, (London: Hutchinson, 1981).
- Giddens, Anthony & Mackenzie, Gavin (Eds.), Social Class and the Division of Labour. Essays in Honour of Ilya Neustadt (Cambridge: Cambridge University Press, 1982).
- Goldthorpe, John H. & Erikson Robert; The Constant Flux: A Study of Class Mobility in Industrial Society (1992)
- Grusky, David B. ed.; Social Stratification: Class, Race, and Gender in Sociological Perspective (2001) scholarly articles
- Hazelrigg, Lawrence E. & Lopreato, Joseph; Class, Conflict, and Mobility: Theories and Studies of Class Structure (1972).
- Hymowitz, Kay; Marriage and Caste in America: Separate and Unequal Families in a Post-Marital Age (2006) ISBN 1566637090
- Kaeble, Helmut; Social Mobility in the Nineteenth and Twentieth Centuries: Europe and America in Comparative Perspective (1985)
- Jens Hoff, "The Concept of Class and Public Employees". Acta Sociologica, vol. 28, no. 3, July 1985, pp. 207–226.
- Mahalingam, Ramaswami; "Essentialism, Culture, and Power: Representations of Social Class" Journal of Social Issues, Vol. 59, (2003), pp. 733+ on India
- Mahony, Pat & Zmroczek, Christine; Class Matters: 'Working-Class' Women's Perspectives on Social Class (Taylor & Francis, 1997)
- Manza, Jeff & Brooks, Clem; Social Cleavages and Political Change: Voter Alignments and U.S. Party Coalitions (Oxford University Press, 1999).
- Manza, Jeff; "Political Sociological Models of the U.S. New Deal" Annual Review of Sociology, (2000) pp. 297+
- Manza, Jeff; Hout, Michael & Brooks Clem; "Class Voting in Capitalist Democracies since World War II: Dealignment, Realignment, or Trendless Fluctuation?" Annual Review of Sociology, Vol. 21, (1995)
- Marmot, Michael; The Status Syndrome: How Social Standing Affects Our Health and Longevity (2004)
- Marx, Karl & Engels, Frederick; The Communist Manifesto, (1848). (The key statement of class conflict as the driver of historical change).
- Merriman, John M.; Consciousness and Class Experience in Nineteenth-Century Europe (Holmes & Meier Publishers, 1979)
- Ostrander, Susan A.; Women of the Upper Class (Temple University Press, 1984).
- Owensby, Brian P.; Intimate Ironies: Modernity and the Making of Middle-Class Lives in Brazil (Stanford University, 1999).
- Pakulski, Jan & Waters, Malcolm; The Death of Class (Sage, 1996). (rejection of the relevance of class for modern societies)
- Payne, Geoff; The Social Mobility of Women: Beyond Male Mobility Models (1990)
- Raico, Ralph; "Classical Liberal Exploitation Theory: A Comment on Professor Liggio's Paper", Journal of Libertarian Studies, Vol.1, No.3, pp. 179–183, (1977).
- Savage, Mike; Class Analysis and Social Transformation (London: Open University Press, 2000).
- Sennett, Richard & Cobb, Jonathan; The Hidden Injuries of Class, (Vintage, 1972) (classic study of the subjective experience of class).
- Siegelbaum, Lewis H. & Suny, Ronald; eds.; Making Workers Soviet: Power, Class, and Identity. (Cornell University Press, 1994). Russia 1870-1940
- Sorokin, Pitrim; Social Mobility (New York, 1927)
- Warner, W. Lloyd et al. Social Class in America: A Manual of Procedure for the Measurement of Social Status (1949).
- Wlkowitz, Daniel J.; Working with Class: Social Workers and the Politics of Middle-Class Identity (University of North Carolina Press, 1999).
- Weber, Max. "Class, Status and Party", in e.g. Gerth, Hans and C. Wright Mills, From Max Weber: Essays in Sociology, (Oxford University Press, 1958). (Weber's key statement of the multiple nature of stratification).
- Weinburg, Mark; "The Social Analysis of Three Early 19th century French liberals: Say, Comte, and Dunoyer", Journal of Libertarian Studies, Vol. 2, No. 1, pp. 45–63, (1978).
- Wood, Ellen Meiksins; The Retreat from Class: A New 'True' Socialism, (Schocken Books, 1986) (ISBN 0-8052-7280-1) and (Verso Classics, January 1999) reprint with new introduction (ISBN 1-8598-4270-4).
- Wood, Ellen Meiksins; "Labor, the State, and Class Struggle", Monthly Review, Vol. 49, No. 3, (1997).
- Wouters, Cas.; "The Integration of Social Classes." Journal of Social History. Volume 29, Issue 1, (1995). pp 107+. (on social manners)
- Wright, Erik Olin; The Debate on Classes (Verso, 1990). (neo-Marxist)
- Wright, Erik Olin; Class Counts: Comparative Studies in Class Analysis (Cambridge University Press, 1997)
- Wright, Erik Olin ed. Approaches to Class Analysis (2005). (scholarly articles)
- Zmroczek, Christine & Mahony, Pat (Eds.), Women and Social Class: International Feminist Perspectives. (London: UCL Press 1999)
- Class Action:
- http://www.atimes.com/atimes/Central_Asia/IL06Ag01.html Dargin, Justin, The Birth of Russia's New Energy Class. The Asia Times (Dec. 6, 2007)
- Dictionary of the history of ideas: Class
- Charles Dunoyer And The Theory Of Industrialism and Comte And Dunoyer After The 1830 Revolution: The Impact Of Their Ideas in The Radical Liberalism Of Charles Comte And Charles Dunoyer by David M. Hart.
- Marxist and Austrian Class Analysis (PDF) by Hans-Hermann Hoppe
- Classical Liberal Roots of the Marxist Doctrine of Classes (PDF document), Classical Liberal Roots of Marxist Class Analysis (MP3 audio file), lecture by Ralph Raico.
- Rethinking Cultural and Economic Capital - Jan Rupp
- BBC Archive Collection of TV & Radio programmes about Working Class Life
Jon Elster, An Introduction to Karl Marx. Cambridge, England, 1986.
Michael Evans, Karl Marx. London, 1975.
- ^ Roberts, R. (1975)"Class Structure", The Classic Slum, London: Penguin. 13 - 31
- ^ Turner, G. (1990). "Ethnographies, Histories and Sociologies". British Cultural Studies: An Introduction. Sydney: Allen & Unwin. 169–196
- ^ Dahrendorf, Ralf. (1959) Class and Class Conflict in Industrial Society. Stanford: Stanford University Press.
- ^ Bornschier V. (1996), 'Western society in transition' New Brunswick, N.J.: Transaction Publishers.
- ^ a b Ricardo, David (1821). On the Principles of Political Economy, Taxation (Google eBook ed.). London: John Murray. p. ix preface. http://books.google.com/ebooks?id=wjBjAAAAMAAJ. Retrieved October 15, 2011. "The produce of the earth — all that is derived from its surface by the united application of labour, machinery, and capital, is divided among three classes of the community; namely the proprietor of the land, the owner of the stock or capital necessary for its cultivation, and the labourers by whose industry it is cultivated."
- ^ Kerbo, Herald (1996). Social Stratification and Inequality. New York: The McGraw-Hill Companies Inc.. pp. 231–233. ISBN 0-07-034258-X.
- ^ The classes are: "bureaucrats and theocrats in the Asiatic mode of production; freemen, slaves, plebeians, and patricians under slavery; lord, serf, guild master and journeyman under feudalism; industrial capitalists, financial capitalists, landlords, peasantry, petty bourgeoisie, and wage laborers under capitalism." Jon Elster, An Introduction to Karl Marx, (Cambridge University Press, 1986), p. 124.
- ^ this is the main thesis of Marx's "Capital"
- ^ "Nouveau Riche". Merriam Webster. http://www.merriam-webster.com/dictionary/nouveau%20riche.
- ^ a b c d e f g h i j k l m Thompson, William; Joseph Hickey (2005). Society in Focus. Boston, Massachusetts: Pearson. ISBN 0-205-41365-X.
- ^ a b c d e f Gilbert, Dennis (1998). The American Class Structure. New York: Wadsworth Publishing. ISBN 0-534-50520-1.
- ^ a b c d "US Census Bureau, personal income distribution, age 25+, 2006". http://pubdb3.census.gov/macro/032006/perinc/new03_001.htm. Retrieved 2006-12-28.
- ^ a b c d "US Census Bureau, overall household income distribution, 2006". http://pubdb3.census.gov/macro/032006/hhinc/new06_000.htm. Retrieved 2006-12-28.
- ^ "Christian Science Monitor on What is Middle Class". http://www.csmonitor.com/2005/0510/p09s01-codc.html. Retrieved 2006-09-11.
- ^ "About TheMiddleClass.org". http://www.themiddleclass.org/about. Retrieved 2008-01-18.
- ^ a b Ehrenreich, Barbara (1989). Fear of Falling, The Inner Life of the Middle Class. New York: Harper Collins. ISBN 0-06-0973331.
- ^ a b "US Census Bureau report on educational attainment in the United States, 2003". http://www.census.gov/prod/2004pubs/p20-550.pdf. Retrieved 2006-07-31.
- ^ "US Census Bureau, distribution of personal income, 2006". http://pubdb3.census.gov/macro/032006/perinc/new01_001.htm. Retrieved 2006-12-09.
- ^ Gilbert, Dennis (1997). American Class Structure in an Age of Growing Inequality. Wadsworth. ISBN 978-0534505202.
- ^ Williams, Brian; Stacey C. Sawyer, Carl M. Wahlstrom (2005). Marriages, Families & Intimate Relationships. Boston, Massachusetts: Pearson. ISBN 0-205-36674-0.
- ^ Zweig, Michael (2000). The Working Class Majority: America's Best Kept Secret. Ithaca, New York; London, England: Cornell University Press. ISBN 0-8014-8727-7.
- ^ singular form pilli
- ^ pilli (Aztec social class)
- ^ Annals of Anthropology, UNAM, Vol. xi, 1974, p. 56
- ^ Sanders, William T., Settlement Patterns in Central Mexico. Handbook of Middle American Indians, 1971, vol. 3, p. 3-44.
- ^ Why varnashrama is only in India?
- ^ "Encyclopædia Britannica Kids". http://student.britannica.com/comptons/article-208190/social-class. Retrieved 2008-04-07.
- ^ Eichar, Douglas (1989). Occupation and Class Consciousness in America. Westport, Connecticut: Greenwood Press. ISBN 0-313-26111-3.
- ^ a b "Middle income can't buy Middle class lifestyle". http://www.news.harvard.edu/gazette/2003/10.30/19-bankruptcy.html. Retrieved 2006-12-28.
- ^ Vanneman, Reeve; Lynn Weber Cannon (1988). The American Perception of Class. New York: Temple University Press. ISBN 0877225931.
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