Socialization, education, and lifestyle: How social mobility increases the cultural heterogeneity of status groups

Eijck, Koen van

doi:10.1016/s0304-422x(99)00008-x

Cited by 124 publications

(102 citation statements)

References 7 publications

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“…14 I return to the controversy in the Epilogue. A related argument is brought forward by Eijck (1999). He shows that people moving up the social ladder often do not adapt the art of people above them on the social ladder.…”

Section: Discussionmentioning

confidence: 99%

Why Are Artists Poor? : The Exceptional Economy of the Arts

Abbing¹

2008

138

137

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Section: Discussionmentioning

confidence: 99%

Why Are Artists Poor? : The Exceptional Economy of the Arts

Abbing¹

2008

138

137

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“…It is therefore not possible to control for the effect of these characteristics, though we know they have a determinant influence that is likely to absorb part of the generational differences observed, since the social characteristics of mass-schooled generations differ considerably from those of the preceding generations. In other words, it is plausible that part of the observed generation effect results from a social mobility effect (Van Eijck, 1999). Specifically, we can assume that the increase in proportion of higher education students from working-class backgrounds affected the convergence of school and family socialization processes that was observed for the preceding generations.…”

Section: Multivariate Analysis Of the Impact Of Mass Schooling On Reamentioning

confidence: 98%

Reading and Television-Watching : Changes in the Cultural Role of the School in the Age of Mass Education

Coulangeon¹

2009

Revue Française De Sociologie

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What are the cultural effects of generalized access to upper secondary education, which became effective in France in the 1980s and 1990s? Data on reading and television-watching suggest that reading is in decline, a decline concentrated among high school and higher education graduates, and that television occupies a greater place in the lives of generations who attended school in the 1980s and 1990s than in those of the preceding generations. These two developments result from a complex combination of the "net" and structural effects of mass education. Mass education has slowed the decline of reading and mitigated the increase in television-watching: the proportional weight in the population at large of categories most likely to read heavily and least likely to be intensive TV watchers -i.e., high school and higher education graduates-has grown, as reading and television-watching levels among the highest educated have gradually, over the generations, come to resemble those for the less educated. This combined development may be interpreted in two ways that are not necessarily mutually exclusive: 1) both the decline of reading and the increase in television-watching reflect a change in the cultural function of education, a change in turn due to changes in teaching methods and curriculum content reinforced by the sharp rise in influence of the mass media; but 2) these changes also reflect morphological changes in the world of upper secondary and higher education students: with the generalizing of access to the baccalauréat [French high school-leaving degree], the proportion of "inheritors" has considerably fallen. The changes can therefore be read persuasively both as a sign that schooling in France has lost some of its cultural authority and that cultural gaps within the generations who experienced mass education have narrowed.

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“…Ondanks deze theoretische suggesties over het belang van sociale mobiliteit voor de ontwikkeling van smaak blijft empirisch onderzoek hieromtrent schaars. De weinige studies die de samenhang tussen sociale mobiliteit en culturele praxis onder de loep nemen, concentreren zich op cultureel gedrag (Roe, 1992;Van Eijck, 1999) en slechts zelden op disposities of voorkeuren (voor een uitzondering, zie Stein, 2005). Met dit artikel willen we die empirische leemte enigszins opvullen.…”

Section: Inleidingunclassified

“…In deze context is het onderscheid tussen de socialisatie-en de maximalisatiehypothese relevant ( Van Eijck, 1999). De maximalisatiehypothese -die gebaseerd is op de statusverwervingstheorie van Ganzeboom (1982) -verwijst naar de situatie waarin sociaal mobiele individuen hun hoogste positie etaleren.…”

Section: Sociale Mobiliteitunclassified

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Sociale mobiliteit en verwachtingen ten aanzien van films

Daenekindt¹,

Roose²

2011

Mens en maatschappij

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Summary Social mobility and expectations towards films. The present study focuses on the effect of social mobility on taste: is taste predomi InleidingEr is heel wat onderzoek verricht naar de samenhang tussen smaak en sociale positie. Econoom en socioloog Thorstein Veblen heeft het in 1899 al over de conspicuous consumption van de heersende klasse (Veblen, 1899). Tachtig jaar later beschrijft Pierre Bourdieu in Distinction (1984) de homologie tussen de positie van individuen in het sociale veld en hun culturele praktijken. Meer recent meent Richard Peterson (1992) een verschuiving waar te nemen waarbij sociale distinctie niet langer voortvloeit uit het etaleren van een voorkeur voor 'hoge' cultuur, maar veeleer van een omnivore smaak waarbij zowel legitieme als populaire cultuuruitingen

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Socialization, education, and lifestyle: How social mobility increases the cultural heterogeneity of status groups

Cited by 124 publications

References 7 publications

Why Are Artists Poor? : The Exceptional Economy of the Arts

Why Are Artists Poor? : The Exceptional Economy of the Arts

Reading and Television-Watching : Changes in the Cultural Role of the School in the Age of Mass Education

Sociale mobiliteit en verwachtingen ten aanzien van films

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