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Social Class and Its Significance

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Published: Jan 30, 2024

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Understanding social class, factors influencing social class status differences, consequences of social class status differences.

Lynch, R. J., & Haney, A. (2021). A Comparison of Social Class in America and Europe. Journal of Cross-Cultural Psychology, 52(1), 58-74.
Zhang, B., Miao, Q., & Wang, X. (2021). How Does Social Class Affect Consumer Behavior? Evidence from China. Journal of Business Research, 122, 429-443.
Sinclair, A. (2019). Health and social class inequalities. European Journal of Public Health, 29(Supplement_4), 7-8.

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Social Classes Essay Example

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Topic: Sociology , Social Class , Countries , Wealth , Theory , Society , Money , Education

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Introduction

Social class is an age old concept referring to a group of people with similar status, power, influence and wealth. Social class refers to the social stratification of the society based on social, economic and educational status. However, the definition of class is not uniform across the countries and societies. There exist different theories of social class division and its impact on us. The word 'class' derives from the Latin word “classis”. During census people were categorized into different “classis” based on their wealth in ancient Rome. Wealth is still the biggest factor in determining class strata. This essay will highlight different theories of social class and different social factors that differentiate social classes, subsequently touching upon the probable social challenges encountered by someone while moving from one social ladder to another.

Social Class: Theories

Social class models are based on economics, sociology and psychology. Historically the most popular model is the common stratum model that divides society into three simple hierarchy of upper class, middle class and lower or working class. According to this theory, society is divided into different classes based on mainly two factors, economic and social. Apart from the common stratum model, there exists a Marxian class theory proposed by Karl Marx. Marx believed that class is a combination of subjective and objective factors. Objectively, a class shares a common relationship in terms of output. Subjectively, members of a class believe that they share some common interests. This class perception is not only a common feeling of shared interest of one’s own class but it also indicates how the society should be. As per the class theory of Marx, two classes - bourgeoisie and proletariat constitute the major two strata of the social class. Bourgeoisies are the wealthy section of a society controlling power through money. Proletariats are laborers who depend on bourgeoisies to earn money by selling labor. Marx explained in his theory about how ultimately bourgeoisies would be eliminated from the society and all would turn equal. Marx envisions a classless society in which there will be no class, no state and no need for money and everything will be shared and the society will run based on needs and not based on profits. Max Weber was a 19th century German philosopher and sociologist who presented another class theory. Weber’s theory is known as ‘Three component theory of stratification’. According to Weber, society is not stratified on the basis of economic status alone; it is also dependent on status and power. In Weber’s definition class or economic position definitely creates social strata but it is not the only factor. Status is another factor creating divide in the society. For Example, poets or saints may not be rich but they enjoy very high status or social class in the society. Power is another factor dividing society into different classes. For example, a person working in FBI may not be affluent monetary wise but he has immense power giving him a higher status in the society.

Modern Day Class Strata

In modern day world, social class stratification is based on the common three stratum model. This model divides the society into three strata - the upper class, middle class and lower class. Upper class is composed of people who are born wealthy or who are wealthy through inheritance or both. In most of the countries the upper class is determined by wealth. For example, in underdeveloped countries and developing countries like India, China, Kenya, Egypt and others a financially wealthy person always belongs to the upper class. The same is applicable in most of the developed countries as well. However, in some countries only people born into high society or aristocratic bloodlines are deemed as members of the upper class. Those who have amassed wealth through business or commercial activity are viewed as nouveau riche (New Charter University). This is particularly apparent in Britain where the concept of royal family and royal blood decides the upper or royal class. The third kinds of people considered to be upper class are politicians. In most of the countries, politicians are vested with huge power which gives them a social status one notch above the rest. Middle Class is the most dynamic among all class definitions. The definition of this class category changes with changing society and changing time. The common definition is that middle class are those people working on behalf of the owners to control and manage the laborers and they also work in highly skilled areas. Middle class definition of US is very broad and includes people who in many other societies will be considered lower class. The middle class concept in developed societies is broadening as more and more labor intensive work is now being outsourced to developing countries with only high end works being retained in developed countries. Middle class population is educated and highly skilled and in most of the cases earns enough money to live a decent life with secure future. Depending on the annual income bracket ranging from $50,000 to $199,999, American middle class is segmented into upper and lower middle class with upper middle class potentially earning between the range of $150,000 to $199,000 and lower middle class earning within the range of $50,000 to $74,999 (New Charter University). Upper middle class people are usually graduates with professional degrees practicing professions like law, banking, corporate sector, finance, engineering and other occupations. Lower middle class people are also highly educated involved in white-collar professions of teaching, nursing and the like. Lower class also known as the working class are the people working in blue-collar low paying jobs in factories, construction sites, restaurants and clerical positions. They have little or no economic security as they always live in the fear of losing their jobs. They don't have adequate technological expertise like the middle class to work in better paying jobs.

Changing Social Class: Challenges

All of us are born into some social strata of the society and cultural setting. Based on the class we receive education, healthcare, community and religious influences. This brings in some common behavioral pattern inside us knowingly or unknowingly. Most of us are born and die in the same social class (AAAS). People born in lower class have every possibility that they will also die poor. People born in the upper or middle classes are most likely to die as same. Only an individual or a group of individuals can move up the social ladder through massive individual or social initiative. As we have seen in the previous section that the main difference between a lower class person and an upper class person is the special skill and knowledge. This can be achieved through better education. Lower class people cannot move into the middle class strata of the society because for better education often money is required which they do not have. This barrier can be minimized by making education more affordable to lower class. We have seen more people moving into middle class where the basic education is same for all and is affordable by all. The US is one of the great examples of a society which has decreased its lower class by making basic education available to all. Moving into upper class from middle class is not that easy. The main difference between a upper class and middle class person is money. The main three things determining the upper class are wealth, high born and power. Middle class people cannot be high born and hence in order to acquire the status of upper class they have to either attain power or money. Power can be achieved by getting into positions of importance like Member of Parliament or minister of local, state or central government. Money can be achieved by getting into business ventures. On the other hand, getting down to the bottom of the social ladder seems to be an easier process. Upper class people who are born amidst wealth and power may lose all of it if they maintain an extravagant lifestyle and make injudicious investments.

Social class is an old concept that determines the social stratification existing in a society on the basis of economic position, social status and educational qualification. There are different theories of social class like common stratum model, Marxian class theory and Weber's three component theory of stratification. In today's world social class stratification relies on the common three stratum model which divides society into three distinct sections - upper class, middle class and lower class. Usually, based on the social setting and the availability of resources for learning skill and education, people born into each specific class die the same as they were born into. But since the difference between a middle class and lower class is the difference in education and skill, if education can be made affordable to all then chances of lower class people going one notch up the social ladder to middle class position are higher, but the same is not true for people aspiring to reach the upper class position because then they have to earn enough money and power to earn high status. Compared to difficulty in social climb, it is lot easier for one to climb down the social strata. A rich person can turn poor if he does no work and wastes money making bad investments.

Works Cited

Marx's Theory of Social Class and Class Structure, 28 Sept. 1999. Web. 14 July 2013 <http://uregina.ca/~gingrich/s28f99.htm> Shortell, Prof. Timothy. Weber's Theory of Social Class, Department of Sociology, Brooklyn College, Web. 14 July 2013 <http://www.brooklynsoc.org/courses/43.1/weber.html> Social Class in the United States, New Charter University, Web. 14 July 2013 <https://new.edu/resources/social-class-in-the-united-states> Social Class, Social Change, and Poverty, AAAS. Web. 14 July 2013 <http://sciencenetlinks.com/lessons/social-class-social-change-and-poverty/> Lareau, Annette and Conley, Dalton. Social Class: How Does It Work?, Russell Sage Foundation (August 2008). Print. Argyle, Michael. The Psychology of Social Class, Routledge: 1 edition (January 27, 1994). Print. Weber's View of Stratification, Boundless. Web. 14 July 2013 <https://www.boundless.com/sociology/understanding-global-stratification-and-inequality/sociological-theories-and-global-inequality/weber-s-view-of-stratification/>

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Essay on Social Class | Sociology

In sociology , the term ‘social class’ is most often used to refer to the primary system of social stratification found in modern capitalist societies. Social stratification refers to ‘the presence [in society] of distinct social groups which are ranked one above the other in terms of factors such as prestige and wealth’ (Haralambos and Holborn 2004, p.1). The defining feature of a stratified society, then, is that of inequality in terms of the ‘arrangement of individuals…in a hierarchy of advantaged and disadvantaged life chances’ (Fulcher and Scott 1999, p. 601).

It has been suggested that social inequality is a feature of all human societies (Haralambos and Holborn 2004, p.1; Bilton et al 1994, p.34). Sociologists have identified a number of different forms of stratification systems existing in other societies or historic periods, for example, the caste system in traditional India, slavery and feudalism (Bilton et al 1994, pp. 36-41). From a study of other systems it is clear that not all systems of stratification are organised in terms of social class; the caste system for example was stratified in terms of status. In societies where ‘economic relationships are primary’, however, the division of members into groups in terms of similarities in attitudes, lifestyles and occupations is generally termed divisions of class. (Bilton et al 1994, p.36)

For classic sociologist Karl Marx, an examination of the workings of social strata was essential to an understanding of social inequality. Stratification by class was particularly important to him and he in fact argued that ‘all societies, except for the most primitive and tribal ones, were…class societies’ (Fulcher and Scott 1999, p. 605). Marx further argued that ‘The history of all hitherto existing society is the history of class struggles’ (Marx and Engels 1848 in Fulcher and Scott 1999, p. 605).

For Marx there were two distinct classes in society; the capitalist class, who own the means of production, and the working class, who own only their labour power which they sell to the capitalist class, or bourgeoisie, in return for wages. Marx believed that the relationship between the bourgeoisie and the working class was one of exploitation; the bourgeoisie exploit the working class as the wages workers receive for their labour is a fraction of the market value of the products they produce. As owners of the means of production, the bourgeoisie sell the fruit of the working class’s labour for a profit, thus accumulating more money, or capital, at the expense of the labouring class. Marx felt that the conflicts of interest inherent in capitalist societies would eventually lead to its downfall and to the emergence of a communist society. He believed that once the working class realised the true nature of their exploitation they would rise up and overthrow capitalism.

For Marx, then, the formation of social classes in society results from a given society’s economic structure or base. He argued that ‘classes formed the only significant groups in society’ and inequality was the result of a group’s relationship to the means of production (Haralambos and Holborn 2004, p. 14). Another classic sociologist, Max Weber, agreed with Marx that social classes develop when individuals compete in a market economy for economic resources; however he saw other factors as equally important in understanding class composition and divisions in society.

Weber identified four separate classes in capitalist society; the propertied upper class, the propertyless white-collar workers, the petty bourgeoisie and the manual working class (Haralambos and Holborn 2004, p. 12). He agreed with Marx that the major class division was between the capitalists and the working class, but argued that divisions could be identified within ‘both the propertied and propertyless classes’ (Bocock and Thompson 1995, p. 13). For Weber, as Haralambos and Holborn (2004, p. 12) state, ‘factors other than the ownership or non-ownership of property are significant in the formation of classes’. Weber argued that an individual’s ‘market situation’ was one such important factor. An individual’s market situation is determined by the skills s/he can offer in the market place. Different occupations offer different skills, and skills that are highly valued or in demand will lead to greater rewards. In this way, social class may be determined by occupation and skills, as opposed to the relationship of individuals and groups to the means of production, because economic rewards affect lifestyle and life chances.

Weber also saw as important in the formation of social groups the concepts of status and parties. Status groups are groups with similar amounts of social prestige or ‘honour’ and parties are groups with common political interests. Status and party groups may or may not belong to, or serve the interests of, the same social class. In this way, status and party groups may cut across class boundaries and thus have the possibility of ‘creating divisions within classes’ (Haralambos and Holborn 2004, p. 13). This idea is obviously in contrast to the ideas of Marx, who argued that the working class would one day recognise their shared situation of inequality and oppression and come together as a homogeneous group to overthrow the forces of capitalism. Criticisms of Marx and Marxist theories include questions as to why the working class has never become a ‘class for itself’, and, linked to this, why the middle class or classes continued to grow rather than ‘sink’ into the working class as Marx predicted would happen as ‘machinery obliterate[ed]…differences in labour’ (Haralambos and Holborn 2004, p. 12).

Weber’s theories have also been criticised. Marxists argue that Weber placed too much emphasis on market position, neglecting the most important class division between the capitalists and the working class. Marxists have also argued that status divisions are closely linked to class divisions, that is, the class in possession of the greatest proportion of property and wealth will necessarily also possess greater status and power.

Despite these criticisms, the theories of Marx and Weber have proved an influential basis for most modern sociological theories of class. Modern sociology is concerned with investigating a variety of questions about class in contemporary society, for example, questions relating to the number of classes that may be identified and the means to differentiate between groups, and also whether it can be argued that there remains an elite ‘ruling’ or capitalist class, and whether the concept of class is still a useful one.

The problems inherent in identifying the number of different social classes in modern society are many and varied and include broad questions of ontology, as well as detailed ones of definitions and boundaries. Occupation is the most common indicator of social class used in present times, but scales vary as to the number of classes identified and the definitions of each class in terms of occupations. Most scales, however, recognise an upper, middle and working class. Within these categories there have been a number of different classifications made, however, again there has been a general agreement that the working class is comprised of workers in manual occupations, the middle class is comprised of workers in non-manual occupations, and the upper class refers to a small group of the very wealthy who own somewhere in the region of ‘7 percent of the nation’s wealth between them’ (Haralambos and Holborn 2004, p.29).

Some sociologists have also identified an ‘underclass’. The underclass is comprised of individuals who are unemployed, or have never worked or who have a particularly weak position in the labour market. Sociologist W.G. Runciman, who developed a seven class model of class structure, defined the underclass as comprising of individuals whose ‘roles place them more or less permanently at the economic level where benefits are paid by the state to those unable to participate in the labour market at all’ (Runciman 1990 in Haralambos and Holborn 2004, p.14). Members of this class include single parents and ethnic minorities, but Runciman argued that it was not their status that placed them in this class but their reliance on state benefits.

Runciman’s model of class structure attempted to incorporate elements of both Marxist and Weberian concepts of class. In general, however, most sociologists have tended to draw on one or other approach and these sociologists are referred to as neo-Marxists or neo-Weberians. Erik Olin Wright’s model of social class can be defined as neo-Marxist. Theories such as Wright’s are concerned with addressing questions such as those outlined earlier regarding criticisms that the working class have not formed a class ‘for itself’ and that the middle class is still very much in evidence and growing. As a neo-Marxist, Wright argues that groups defined by others as distinct social classes, like the professional-managerial class identified by Barbara and John Ehrenreich, in fact occupy ‘a number of strata…and do not have a coherent set of interests of their own’ (Haralambos and Holborn 2004, p. 38). For Wright, the middle class are not a ‘fully developed class’ and capitalist societies ‘remain polarized… between the ruling class and the working class’ (ibid).

Other Marxists and neo-Marxists argue that non-manual routine ‘white-collar’ workers identified formerly as part of the middle class have become ‘proletarianized’, that is, due to the fact that the type of work carried out by this group, and the wages they receive, are not far removed from that of the working classes, this group has effectively merged into the working class. Neo-Weberians such as David Lockwood, however, challenge this view.

Lockwood used Weberian concepts such as market, work and status situation in his study of clerks to argue that, while wages for this group had begun to drop below that of skilled manual labourers, their market position in terms of job security, promotion prospects and benefits still gave them an advantaged position. Since it is argued from a Weberian perspective that social class may be defined in terms of market situation, because, as we have seen, an individual’s market situation affects life chances, the clerks could still be argued to be in a higher social class than the working classes.

Other criticisms of Marxist theories of proletarianization include the theory of embourgeoisement. This theory suggests that, rather than the middle classes sinking into the working class, ‘just the opposite was happening’ (Haralambos and Holborn 2004, p.51). Due to rising living standards among the working class, it was argued, increasing numbers of this group were effectively joining the middle class.

While there are numerous debates surrounding the existence or otherwise of an underclass or a middle class, and even debates as to whether there remains an upper or ruling class in society, one thing most sociologists agree on is that social class is a system of stratification defined by the unequal distribution of social advantage. While the key debate between neo-Marxists and neo-Weberians appears to centre around questions of social class composition, the underlying issues they seek to address are those of class inequality.

Social class, then, is not simply a label applied for convenience in society to differentiate between social groups in terms of similarities and differences in occupation, lifestyle or attitudes; it is, rather, a system of inequality of opportunity. Marxists and Weberians generally agree, despite the claims of other sociologists such functionalists, new right theorists and postmodernists, that there remain substantial inequalities between different social classes. Whether there is, as neo-Weberians suggest, ‘greater plurality of class groupings’ (Bocock and Thompson 1995, p. 14) or, as neo-Marxists suggest, effectively only two significant social classes, the focus of interest for sociologists is to analyse and explain social class as a system of inequality.

Bibliography

Bocock, R. and Thompson, K., (eds) 1992. Social and Cultural Forms of Modernity. Cambridge: Polity Press in association with the Open University.
Bilton, T. et al., 1994. Introductory Sociology. 2nd edn. London: Macmillan.
Fulcher, J. & Scott, J., 1999. Sociology. Oxford: Oxford University Press.
Haralambos, M. and Holborn, M., 2004. Sociology: Themes and Perspectives. 6th edn. London: HarperCollins.
Ritzer, G., 1996. Sociological Theory. 4th edn. Singapore: McGraw-Hill

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Social Class in the United States

What is Social Class?

Social class in the United States can be looked at according to purely economic factors such as income, and also using educational, wealth, and job related factors associated with socioeconomic status. Because poverty is so frequently a factor that is a root cause for these other social class factors, I will limit my discussion to income and wealth related measures for the most part. Furthermore, poverty continues to be overlooked by many who would argue that true poverty cannot exist in a nation as wealthy as the United States.

This is not true, however. Poverty in the United States persists at an inexcusably high rate that varies throughout the nation, and is disproportionately high among women, older adults, people of color, and individuals under the age of eighteen. According to the 2005-2007 American Community Survey, 13.3% of Americans live below the poverty level. This number includes 18.3% of children under eighteen, 14.6% of women, 25.3% of African Americans, and 25.8% of Native Americans (U.S. Census Bureau 2007) .

Clearly, poverty affects some groups more than others but it is one of the most commonly identified contributors to and magnifiers of poor health, low educational status, and social inequity across groups. Nearly one quarter of individuals with less than a high school education (23.6%) live below the poverty level, whereas 3.6% of those with a graduate level education live below the poverty level (U.S. Census 2007). With educational status, it is difficult to identify the direction of the relationship. However, it is reasonable to assume that poverty reduces opportunities for education and lack of education in turn makes it more difficult to get oneself out of poverty. Similar relationships can be seen to exist among health, poverty, and employment status. Poverty leads to poor health outcomes, poor health contributes to poverty, and makes it difficult to work full time. In turn, poor employment opportunities can lead to poverty (Corcoran 1995: 262-263).

The relationships between social class and general well-being are persistent and troublesome; even in the twenty first century, life looks different for those belonging to upper and middle social classes compared to the lower social classes. Not only are opportunities different, but gender relations and the social positions of community members at different ages differ as well, a fact that was as visible in the early twentieth century as it is today (Parsons 1942: 7). Consequences Associated with Poverty and Low SES

In the below section, I will provides some examples of the disparities that exist between members of different social classes, including different socialized treatment in the aftermath of Hurricane Katrina and the impact of social class on health.

The tragedy of Hurricane Katrina truly brought the issues associated with social class to the forefront of America's attention. In the summer of 1995, Hurricane Katrina ravaged much of the Southern United States, most notably devastating New Orleans, where levees did not hold, communities were built below sea level, and the lowest social classes found themselves losing what little they had. Pastor et al. note that we often make the assumption that “natural disasters are a sort of equal opportunity affair” that wreak havoc and suffering equally on their victims, regardless of age, gender, or social class (2006: 1). The events of the days and months following the disaster of Hurricane Katrina, however, reminded us as a nation that this is not the case. Social class and race (the details of this interaction are beyond the scope of this paper) impacted their vulnerability, affecting everything from where in the city people lived to their capacity to evacuate to what they had to return to.

Pastor et al. discuss at length several aspects of life in New Orleans that, in interaction with social class, influenced residents' experiences in the aftermath of Hurricane Katrina: storm costs and insurance, job loss, Katrina toxic contamination and health threats, flooded homes, and flooded schools. Hurricane Katrina caused over $125 billion in damage, almost half of which was in insured damage. The death toll of the hurricane was well over 1,000. Most of the houses in the regions affected by Katrina did not have flood insurance. In Louisiana, only 46% of houses had flood insurance, a number much higher than other affected states Alabama (12.7%) and Mississippi (15%). Over 600,000 jobs were lost in Louisiana due to damage to the region and over one million Louisiana residents evacuated, many of whom may be permanently displaced. Unemployment rates in New Orleans were estimated at 47%, with the greatest impact affecting African American and Hispanic residents. Damage caused by Katrina led to significant environmental contamination and damage to infrastructure including the destruction of over 1,000 systems for drinking water. In New Orleans', 110,000 of 180,000 houses were flooded, leading to potential issues with mold and contamination of those that did survive the storm. Finally, school systems were not immune to the storm and nearly 350,000 school-age children in the region were displaced. 187,000 of these displaced students were in Louisiana (2006: 4). These devastations potentially impacted all residents of New Orleans, but it is important to note that the area most damaged by the storm was a generally poor area. In spite of being aware of the risks that faced the city's poorest, often transit-dependent populations, little was done to avert risk. Although the city was aware before Hurricane Katrina that over 100,000 of their citizens had no means of transportation other than public transit, it was still this most vulnerable segment of the population that was “left behind in their homes, shelters, and hospitals” (Pastor et al. 2006: 4). Not only does Hurricane Katrina demonstrate the myriad ways that social class can place people at varied levels of vulnerability, it shows that there is a complicated relationship between poverty and race/ethnicity that appeared to amplify this vulnerability. While this relationship is well beyond the scope of this paper, it is worth noting that it is an indication that social class and social status are both important contributors to human experience, even in our present decade.

A second important example of the impact of social class on experience or well-being is the case of health. Alder and Steward state this relationship very well, comparing societal classes (or the resources associated with them) to be like rungs on a ladder. Our relative positions on the ladder “predicts how long you live and how healthy you are during your lifetime” (2007: 4). One of the major issues of the differences between social classes in the U.S. is that the distances between the top and bottom rungs are massive. However, people at each social class level tend to have different, associated health levels. People in the lowest social classes are at greatest risk of dying before age 65 and are sicker throughout their lives, people in the middle class are healthier than the lowest class, but not as healthy as those in the highest class.

Social class position affects health in a variety of ways. It affects health due to barriers to accessing health promoting resources and activities such as healthy foods or preventive exams. It also negatively affects health by increasing risk of exposure to environmental toxins, dangerous neighborhoods, work-related hazards, and poor access to recreational opportunities. All of these factors increase risk of dying and risk of being ill, which as discussed above, may help perpetuate a cycle of poverty both among individuals and between generations.

The persistence of social classes into the first decade of the twenty first century is disturbing, primarily because of the fact that here, in one of the wealthiest nations in the world, where many people have everything, so many people have nothing. People living in the lowest social classes suffer not simply because of a lack of money, but because of their lack of money compared to others and because of their lack of access to resources that can help guard against their vulnerability to a variety of risks, including environmental disasters and health issues. Poverty in this nation is at the root of many of our social issues and it seems that efforts to recognize the vast gaps in resources between groups must be increased and efforts to improve the access to resources for well-being should be a priority.

Alder, Nancy, and Judith Steward. Reaching for a Healthier Life. (2007). The John D. and Catherine T. MacArthur Foundation Research Network on Socioeconomic Status and Health.

Corcoran, M. Rags to rags: Poverty and mobility in the United States. Annual Review of Sociology. (1995) 21:237-267.

Marx vs. Gandhi. Social Class Example Essay. Online. https://essayforum.com/research/marx-gandhi-power-social-class-money-1241/

Parsons, Talcott. Age and sex in the social structure of the United States. American Sociological Review. (1942). 7(5): 604-616.

Pastor, Manuel, Robert D. Bullard, James K. Boyce, Alice Fothergill, Rachel Morello-Frosch, and Beverly Wright. In the Wake of the Storm: Environment, Disaster, and Race After Katrina. New York: Russell Sage Foundation.

United States Census Bureau. Data on poverty. In American Community Survey.

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Social Class and Education, Essay Example

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Introduction

Education inequality is a reality in the contemporary scenario. This is despite the developments and infrastructure advancements, which have been realized in the progress of the society. In the U.S., the scenario is not different with social classes influencing the access to education. Governments and other stakeholders are sentient on this actuality. This is evident with the presidential candidates in the U.S. tasked with explaining their positions concerning this reality. The media, including newspapers and other excerpts explored the position of the two candidates, the incumbent Obama and Romney since they represented different social classes. Judging from this scenario, it is evident that social classes are influential in policy creation and consequently the society’s welfare (Biddle, 2001). When considering the aforementioned information, it is apparent educational inequalities are brought about by the differences in classes. This is mainly because the individuals from the higher and middle-income classes are economically empowered to access the education infrastructure to the highest levels. This actuality influences the future generations of these classes, whereby it is easier for the privileged to maintain their status while the lower social classes find it difficult to enjoy similar opportunities. This can be attributed to the fact that the contemporary job market requires skilled individuals. This skill is provided by education hence limiting the lower social classes from progressing in the society. In order for the lower classes to be empowered, it is essential that education is accessible for the demographic. This will effectively break the cycle, which condemns the lower social classes to the same quality of life by empowering them to access education as their privileged peers (Kincheloe and Steinberg, 2007). Despite education being cited to be a fundamental right, the lower economic classes, as compared to the privileged classes in the society, do not equitably access education.

In the society, it is apparent that the distribution of resources is inequitable across population. This actuality results in the segmentation of the society according to their access to resources. In all societies, there are low, middle and high-income earners. These classes have been a characteristic of the society since the historical times. Despite this, in the historic times, prevalence of these classes was due to possession of physical resources including land and livestock among others. The advent of education provided a new avenue for the society to create opportunities for themselves. This led to the rise of the middle class since physical resources were not the only avenue of wealth creation. The progress realized in the society, including mechanization and globalization have augmented the need for skilled individuals in the contemporary job market. This means that individuals require skills in order to be proficient in different sectors. For an individual to acquire the necessary skills and expertise required for employment, it is crucial to acquire a quality education to the highest level possible. This requirement has made it necessary for individuals to pursue knowledge to the highest possible level. With this consideration, the pursuit for education is not as straightforward as presented since socioeconomic factors are prominent in influencing its access. Education is an investment, and it requires resources. This means that education attracts costs, which have to be incurred by the society. This actuality locks out the lower economic classes since they do not have adequate resources to facilitate for their access to this fundamental requirement in the contemporary scenario.

As aforementioned, skills are essential for an individual to carve out opportunities in the competitive society. This is achievable through access of education. University and college education are considered the adequate levels for an individual to acquire the required skills for the contemporary job market. The college and university level education attract high tuition fees than the preceding education levels. The government and other stakeholders have tried to be proactive in addressing this limitation through numerous grants, scholarships and loans. Despite the availability of these solutions, they are not sufficient to cater for this socioeconomic class since the resources provided for this purpose are limited. This means that the financial burden of education is confined to individuals and their families (Min-zan Lu, 2012). This is a challenge because it is arduous for them to raise or even access the required resources for a quality education. This means that the individuals from the low economic classes are confined to limited progress since they cannot access the skills offered by educational institutions due to lack of resources. This class is also confined to the state apparatus provided for education services including community colleges, institutions, which cannot match the quality and resources, provided in the prestigious institutions. This results in individuals from the lower classes accessing insufficient education, which makes them less competitive in the job market. Their lack of resources impedes them to access the required standards of higher education hence compromises the opportunities that are available for them in the job market.

When considering the correlation between socioeconomic classes and education, it is apparent that lack of resources impedes access to quality education. When analyzing the situation, another correlation becomes overt. It is evident in the aforementioned information the social classes influence the access of education. Despite this, it is also valid to argue that education creates the low social classes. This is because the contemporary society is over reliant on education, as the marker for qualification for opportunities in the job market (Andersen and Taylor, 2011). This overreliance has resulted in the opportunities present in the society to be confined to the social classes, which access adequate resources. When individuals are unable to access education, their job opportunities are limited significantly. This results in the individuals having to be contented with jobs, which require unskilled labor. This means that they will be subjected to lower pay as compared to the educated demographic. The individuals have to work longer hours or even hold multiple jobs in order to satisfy their economic requirements (Reay, David and Ball, 2005). Most of the unskilled jobs do not attract benefits including health insurance among others. This means that they have to put additional efforts in order to access the benefits, which are provided for the educated class. If education is accessible to all, then the lower classes would be able to obtain jobs which are better paying and have the aforementioned benefits.

This actuality percolates into their lifestyle since they will have to live by the resources, which they can access, in this case, limited resources. This results in the uneducated individuals to have limited access to the resources and amenities in the society. This influences negatively the quality of their lives in the long term. Individuals from the lower classes are unable to access efficient services due to the social status. These services include health insurance among other benefits. They also live in neighborhoods, which are characterized by detrimental living conditions and vices including drugs and crime. All these detrimental effects are side effects of the inequity in the access of education in the society. This means that education needs to be made accessible to address the social problems, which affect the low social classes.

When considering the aforementioned premises, it is evident that education has been engrained into the contemporary society. Education influences an individual’s access to resources and consequently their social class. This means that the correlation between education and social class is inevitable. In order for the society to address the inequalities present in the education sector between the classes, it is imperative that all the stakeholders are proactive in ensuring that this is a reality. The government and the private sector alike have to reevaluate the structures and policies involved in the sector. For instance, education should be made affordable for the lower classes of society. It is evident from the policies of the incumbent U.S. president that the lower social classes are the responsibility of the state.

Some of the recommendations the government might consider concerning the issue of education and social classes is by subsidizing the sector further to ensure that education is conceivable for the lower classes. The government might also improve the existing institutions serving the lower classes including community college to match the education quality provided in other prestigious institutions. This will enable the student from the lower income bracket families to acquire a competitive education hence match up the qualifications of other students. The private sector may also be encouraged to be accommodative of this demographic through the provision of programs tailored for these students. This will make certain that education is easily accessible to poor individuals hence facilitate future progress for the demographic.

Education is a fundamental right for individuals in the contemporary society. This means that it is imperative that governments ensure that the sector is not discriminative to social classes. This is essential since it will empower individuals from the lower classes to access the opportunities presented in the contemporary scenario. This means that the disruption of the cyclic effect of poverty among the lower classes will be possible since individuals can access the resources present in the society. If education is available for all classes, then individuals will have the required skills to attain financial independence. The society should make certain that education is accessible in order to facilitate equitable distribution of resources in the society, hence empower individuals from the lower classes.

Education is an integral requirement in the contemporary scenario. This means that individuals have to attain education in order to access the resources available in the society. This has been necessitated by the progress witnessed by the society whereby various skills are required. These skills are provided by the education offered by various institutions. Despite this, individuals from the lower classes are impeded from accessing education since they do not have the sufficient resources. This means that the relevant stakeholders should make education accessible in order to ensure that the individuals in the society can access the available resources augmenting their lives. This is essential because it will facilitate the individuals from the low classes to acquire more resources consequently enhancing their lives than the current situation.

Andersen, M. L., & Taylor, H. F. (2011). Sociology: The essentials . Belmont, CA: Wadsworth Cengage Learning.

Biddle, B. J. (2001). Social class, poverty, and education: Policy and practice . New York [u.a.: Routledge Falmer.

Kincheloe, J. L., & Steinberg, S. R. (2007). Cutting class: Socioeconomic status and education . Lanham: Rowman & Littlefield Pubs.

Min-zan Lu. (2012). From silence to words: writing as struggle.college English, vol 49, No 4. Pp 437-448.

Reay, D., David, M. E., & Ball, S. (2005). Degrees of choice: Class, race, gender in higher education . Stoke-on-Trent: Trentham Books.

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Essay On Social Issues

500 words essay on social issues.

Social Issues is an undesirable state which opposes society or a certain part of society. It refers to an unwanted situation that frequently results in problems and continues to harm society . Social issues can cause a lot of problems that can be beyond the control of just one person. Through an essay on social issues, we will learn why they are harmful and what types of social issues we face.

Drawbacks of Social Issues

Social issues have a lot of drawbacks that harms our society. They are situations that have an adverse and damaging result on our society. They arise when the public leaves nature or society from an ideal situation.

If you look closely, you will realize that almost all types of social issues have common origins. In the sense that they all are interconnected somehow. Meaning to say, if one solves the other one is also most likely to resolve.

Social issues have a massive lousy effect on our society and ultimately, it affects all of us. In order to solve some social issues, we need a common approach. No society is free from social issues, almost every one of them has some social issue or the other.

For instance, in India, you will find a lot of social issues which the country is facing. It ranges from the caste system to child labour and gender inequality to religious conflicts. Thus, we are going through a critical time where we all must come together to free our society from undesirable social evils.

Get the huge list of more than 500 Essay Topics and Ideas

Major Social Issues

There are a lot of social issues we are facing right now, some more prominent than the others. First of all, poverty is a worldwide issue. It gives birth to a lot of other social issues which we must try to get away with at the earliest.

Further, countries like India, Nepal, Bangladesh, Sri Lanka, Pakistan and more are facing the issue of the caste system since times unknown. It results in a lot of caste violence and inequality which takes the lives of many on a daily basis.

Moreover, child labour is another major social issue that damages the lives of young children. Similarly, illiteracy also ruins the lives of many by destroying their chances of a bright future.

In developing countries mostly, child marriage still exists and is responsible for ruining many lives. Similarly, dowry is a very serious and common social issue that almost all classes of people partake in.

Another prominent social issue is gender inequality which takes away many opportunities from deserving people. Domestic violence especially against women is a serious social issue we must all fight against.

Other social issues include starvation, child sex abuse, religious conflicts, child trafficking, terrorism , overpopulation, untouchability, communalism and many more. It is high time we end these social issues.

Conclusion of the Essay on Social Issues

A society can successfully end social issues if they become adamant. These social issues act as a barrier to the progress of society. Thus, we must all come together to fight against them and put them to an end for the greater good.

FAQ on Essay on Social Issues

Question 1: What is the meaning of social problem?

Answer 1: A social problem refers to any condition or behaviour which has a negative impact on a large number of people. It is normally recognized as a condition or behaviour that needs to be addressed.

Question 2: What are the effects of social issues?

Answer 2: Social issues affect our society adversely. Most importantly, it disturbs the harmony of society and gives rise to hostility and suspicion. Moreover, it creates large-scale social dissatisfaction, suffering and misery.

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Essay on social class (918 words).

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Read this comprehensive essay on Social Class !

One of the important elements of social stratification is the ‘Class’. A social class is ‘a category or group of persons having a definite status in society which permanently determines their relations to other groups’. Social classes have been defined by various thinkers “in different manner. The notion of objectivity of class existence is the main contribution of Karl Marx. His emphasis is on the economic factors. Power, style of life and property determine the class status of individuals in the society.

Karl Marx defined the social classes by their relation to the means of production (ownership or non-ownership). In modern capitalist society there are two principal classes the capitalist and the proletariat.

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Max Weber, like Marx, is another German thinker who has seen the importance of economic factor in the classification of a society. He has defined class as a group of persons having the same ‘life chances’ or social opportunities, as determined typically by economic conditions. He agreed with the fundamental tenet of Marx that control over property is a basic fact in the determination of the life chances of an individual or a class.

That is to say, the members of a particular class will have more or less chance of getting good things of life – things such as a high standard of living, leisure etc. Thus, Weber’s definition of class is broadly similar to that of Marx. To the economic dimension Weber added two other dimensions, prestige and power. He saw these factors as separate but interacting bases of social hierarchy.

His notions are that property creates classes, prestige creates status groups and power creates parties. Like Marx, Weber recognized the important role of property in giving rise to status group. However, he gave it less importance than Marx did. Weber had given emphasis on life-style in deciding status group. Weber says that status groups are formed on the basis of prestige and honour. He admits that difference in property can constitute the basis for differences in honour or prestige.

Many modern sociologists regard status as the basic criterion of social class. “A social class” as defined by Maclver and Page, “is any portion of a community marked off from the rest by social status”. According to this view, classes arise wherever social differentiations in terms of language, locality, faction or specialization are associated with a status hierarchy. These differentiations may give rise to significant class phenomena only when they develop common sentiments.

These sentiments imply feeling of equality among the members of one’s own class, a feeling of inferiority in relation to these above in the social hierarchy and a feeling of superiority to those below. What is most important in making class distinction is the sense of status which is sustained by economic, political or ecclestical power and by the distinctive modes of life and cultural expression corresponding to them. In this sense the status separates one class from the other. Thus, classes are status marked and group conscious strata.

It follows that the division of society into classes on the basis of status is unavoidable. But the primary determinant of status is unquestionably economic. In a class-ridden society, a man possessing wealth has resources through which he can exercise both economic and political power. Weber’s approach is, sociologically, more agreeable because he referred to the conditions which led to the different types of classes in a society. Social class are defacto groups and their basis is mainly economic. But they are more than economic groups.

Nature of Social Class :

1. the system is ubiquitous:.

Class system is a universal phenomenon. It is prevalent in all modern and complex social systems.

2. Class is an Economic Group:

Social classes are determined by their relation to means of production. A social class also includes wealth, property, income etc.

3. Class is also a Status Group:

Class is also related to status dimension. Status groups are composed of persons having the same life style and in joining similar social honour. Thus, status consciousness separates the individuals both physically and psychologically.

4. An Achieved Pattern:

In class system status is achieved, not ascribed. Class is open and elastic and mobility is possible. A man can, by his effort and initiative, change his class and thereby rise in social status.

5. Feeling of Class-consciousness:

Feeling of class consciousness is experienced among the members of a particular class. The members feel a sense of equality within their own class and a sense of superiority or inferiority in relation to the members of lower or higher classes.

6. Prestige Dimension:

The persons of a particular class develop status consciousness and this is reflected through the status symbols of different class groups. The status symbols of the upper classes are considered prestigious, whereas the status symbols of the middle classes are considered less prestigious.

7. Relatively Stable Group:

A class is a stable group. It is not temporary like a crowd or mob. Although social mobility in the class system is possible, class cannot be interpreted as transitory. Under certain extraordinary situations such as revolutions, movements etc. the class is subject to rapid transformation.

8. Varieties of Life-styles:

A particular social class is marked off from the other classes by its life-styles. Life-style include the mode of living such as, the dress pattern, the type of house, the leisure time activities, the mode of consumption, the exposure to media and the mode of communication etc.

The Nature of Social Class
Social Class in India: Class Typology and Class Consciousness

Social Class

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Essay on Social Class Inequality & Discrimination

Need to write a social class inequality essay? Discrimination and injustice might take place everywhere: in the spheres of education, healthcare, and so on. Find here critical reviews of three articles on the topic. Get inspired to write your own story of social class and inequality!

Introduction

The War Against the Poor
Middle of the Class
When Shelter Feels Like a Prison

Works Cited

There are several attitudes that the middle class and the rich have towards the poor. These attitudes stem from the belief that the world is a just place and people get what they deserve. If one works hard enough and perseveres he or she will be rich. However, the poor person is in that state because of poor decisions such as immorality, crime and alcoholism, lack of ambition and perseverance.

These negative attitudes have caused the middle class and the rich to distance themselves from the poor. The stereotyping of the poor is the genesis of class discrimination. The poor have been excluded as the rest of the nation goes on with their lives.

In this paper, I analyze three articles on social class and inequality to find out whether the authors’ views agree with mine on the negative attitudes towards the poor by the middle class and the rich and the way they have distanced themselves from the poor.

Social Inequality in The War Against the Poor

Herbert Hans, in his article the war against the poor instead of programs to end poverty is arguing that government officials are not addressing poverty but instead making life difficult for the poor. Welfare expenses have always been small however the budget is becoming more and more restrictive.

The poor are being accused of enjoying welfare instead of looking for a job and making sure they remain childless throughout their adolescence. The middle class and the rich feel they are working so hard and the poor are not. These poor people are lumped together with the criminals and accused of making the streets unsafe. The poor have become an excuse or scapegoat for the problems in society. Instead of admitting the decline in morality, the poor are accused of being the only ones with unmarried lovers. Once they get their life in order then they can receive welfare. They are being forced to live up to moral expectations that the working class and the rich speak but do not practice (Hans, 2007, pg 506).

Clearly class bigotry needs to be addressed. The poor have moral failings that are highly noticeable than the middle class but it does not mean it is at a higher proportion. The rich and middle class have access to counseling facilities to tell them their moral failings is as a result of prior abuse or disease.

The poor do not want to marry the fathers of their babies as they are jobless. There is actually scarcity of work; it is not true that the poor do not want to work. The government should address poverty through actively engaging in job creation initiatives and ensuring the actual crime of the poor does not fall below a certain percentage.

The War Against the Poor: Critical Review

The author’s views on class discrimination agree with my views. He concurs that judging the poor harshly for their moral failings and the ability to secure a job is wrong. The middle class and the rich also have moral failings and the middle class has also been experiencing unemployment as jobs are scarce.

Crime and mental illnesses should be viewed as some of the effects of poverty. It is not that the poor and mostly the Blacks have higher criminal tendencies. The middle class and the rich to stop discriminating against the poor and having someone to blame.

The author has also highlighted other concerns that I agree with. Hans says that the government, politicians and public are making life tougher for the poor. I agree with Hans that the focus should be on creation of jobs for the poor. If the country does not stop attacking the poor, the morale, quality of life and economic competitiveness will only go down.

Discrimination in Middle of the Class

The article Middle of the class published in the Economists is an argumentative piece of writing that questions the sustainability of the American Dream. America has always been defined as a country where anyone can become rich or wealthy if they just work hard. Shows like American Idol prove this.

The country has had presidents from humble backgrounds like Benjamin Franklin who was the 15 th child of a candle maker. However the equality of opportunity in America for all its citizens is rapidly diminishing.

The author gives the statistical figures on how the rich have become richer while the poor have become even poorer widening the income gap even more. Secondly social mobility has gone down. A lower and lower percentage of people are able to change the social class they are in through increase in earnings over a period of ten years.

There have also been changes in the economy with a shift towards technical skills requiring workers who have a university degree. This has caused a high increase of the income gap between college and high school graduates. It has become hard to climb the corporate ladder or change jobs if one does not have a university degree. The author suggests that the American society is becoming an educational stratified society

in other words a meritocracy. The rise in university education is also providing a hurdle for middle class families to attend elite universities. The representation of the rich in these elite universities has increased more than the representation of the poor. The mean income of the families that have enrolled their children in Harvard is $150,000(The Economist, 2007, pg 528).

During the period 2001-2004, States found themselves facing a budget squeeze. They responded by increasing the fees of state colleges where the middle class take their children to learn. This proves that the American system is enforcing more income inequalities through educational differences. The rich children are more likely to get a degree than a child from the bottom quarter income level.

There is also a worrying trend in the society that further aggravates class and educational stratification. The chances of an individual getting access to a good education, a good job and good prospects in life is determined by the family the person is born into.

College graduates tend to marry college graduates. Therefore in the graduates home the returns of the degree is double and their children benefit even more with opportunities to attend better schools.

There is therefore great trouble in being poor. If in the American society to be socially mobile you must have a great education, a job and married with children then the rich start off with higher advantages.

There needs to be policy changes where the method by which schools are financed is changed and giving more federal help to poorer colleges. This will only happen when the American politicians and the public recognize there is a problem.

Middle of the Class: Critical Review

The author, like Hans concurs with my argument that the poor are being judged too harshly in society. The reason the poor are not able to support themselves is not that they are lazy or lack ambition.

Rather there is a limitation on the equality of opportunity when it comes to the middle class and the poor in the corporate world. The country is being affected by globalization and technology changes; therefore the requirement of a degree is becoming mandatory.

If what it takes to succeed in the American corporate society is the attainment of a degree then the government should ensure that children from all social backgrounds have access to this type of education. Making education costs high does not help the poor and middle class at all.

It only goes to aggravate the existent inequalities between the rich and the poor. As the author has given statistics, in the last few years the rich have been becoming richer and the poor becoming poorer. The government needs to step in and address the situation.

Social Inequality in When Shelter Feels Like a Prison

The two articles narrated on the stereotypes held by society towards the poor while the article in the Economist discusses the widening gap between the rich and the poor. Both papers focus on the poor. The third article written by Charmion Brown tells of the author’s experiences growing up in a homeless shelter. The real life story further reinforces my argument on the distancing of the poor by society.

In light of her first hand experiences in the place she feels she can only compare it a prison. First of all, the place is cramped with four bunk beds fitted in each tiny room (Browne, 2007, pg 531).

There is absolutely no privacy. One has to take care of their things or they will be stolen. There is a queue for food for the homeless. The author learnt that if you do not make the line two hours before the kitchen is open, one would miss food. There are no curtains in the bathrooms yet the facility is being shared by more than one hundred people. The author felt like the place was a prison.

When Shelter Feels Like a Prison: Critical Review

The author’s experiences in the shelter confirm my views on the abandonment of the poor and homeless in the shelters. The author narrates how the social workers are rare and have no time for them. It is a prison. The government and public needs to stop abandoning the shelters. The living conditions needs to be improved. In my argument I had put forward the assumptions society has concerning the poor people.

They are not successful because they are lazy. The author cautions society and informs them that there were people from broken homes in the shelter due to drug abuse, AIDS and early pregnancy and not because they are lazy. The poor also lack knowledge on how to improve their lives.

The three articles have gone further to reinforce my argument on the existence of negative attitudes and stereotypes for the poor in society. Hans goes further to explain that it is because the poor have become a scapegoat to make other members in the society better. In my argument I had put forward the way society views the world in black and white. The hardworking succeed the poor are the lazy ones.

The article in the economist supports my argument and goes ahead to tell society that actually there is a limitation on equality of opportunity in the country. One may desire a job but he cannot get that job. In my argument I also said that the society distances itself from the poor. The article, When Shelter feels like a Prison clearly shows the abandonment of the poor by society.

Browne, Charmion. “When Shelter Feels Like a Prison” Writing in the Disciplines: A Reader for Writers . Ed. Mary Kennedy. 6 th Ed. New Jersey: Prentice Hall. 2007. Print.

Hans, Herbert. “The war against the poor instead of programs to end poverty” Writing in the Disciplines: A Reader for Writers . Ed. Mary Kennedy. 6 th Ed. New Jersey: Prentice Hall. 2007. Print.

The Economist. “The Middle Class” Writing in the Disciplines: A Reader for Writers . Ed. Mary Kennedy. 6 th Ed. New Jersey: Prentice Hall. 2007. Print.

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How to conclude an essay | Interactive example

How to Conclude an Essay | Interactive Example

Published on January 24, 2019 by Shona McCombes . Revised on July 23, 2023.

The conclusion is the final paragraph of your essay . A strong conclusion aims to:

Tie together the essay’s main points
Show why your argument matters
Leave the reader with a strong impression

Your conclusion should give a sense of closure and completion to your argument, but also show what new questions or possibilities it has opened up.

This conclusion is taken from our annotated essay example , which discusses the history of the Braille system. Hover over each part to see why it’s effective.

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

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Step 1: return to your thesis, step 2: review your main points, step 3: show why it matters, what shouldn’t go in the conclusion, more examples of essay conclusions, other interesting articles, frequently asked questions about writing an essay conclusion.

To begin your conclusion, signal that the essay is coming to an end by returning to your overall argument.

Don’t just repeat your thesis statement —instead, try to rephrase your argument in a way that shows how it has been developed since the introduction.

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Professional editors proofread and edit your paper by focusing on:

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Next, remind the reader of the main points that you used to support your argument.

Avoid simply summarizing each paragraph or repeating each point in order; try to bring your points together in a way that makes the connections between them clear. The conclusion is your final chance to show how all the paragraphs of your essay add up to a coherent whole.

To wrap up your conclusion, zoom out to a broader view of the topic and consider the implications of your argument. For example:

Does it contribute a new understanding of your topic?
Does it raise new questions for future study?
Does it lead to practical suggestions or predictions?
Can it be applied to different contexts?
Can it be connected to a broader debate or theme?

Whatever your essay is about, the conclusion should aim to emphasize the significance of your argument, whether that’s within your academic subject or in the wider world.

Try to end with a strong, decisive sentence, leaving the reader with a lingering sense of interest in your topic.

The easiest way to improve your conclusion is to eliminate these common mistakes.

Don’t include new evidence

Any evidence or analysis that is essential to supporting your thesis statement should appear in the main body of the essay.

The conclusion might include minor pieces of new information—for example, a sentence or two discussing broader implications, or a quotation that nicely summarizes your central point. But it shouldn’t introduce any major new sources or ideas that need further explanation to understand.

Don’t use “concluding phrases”

Avoid using obvious stock phrases to tell the reader what you’re doing:

“In conclusion…”
“To sum up…”

These phrases aren’t forbidden, but they can make your writing sound weak. By returning to your main argument, it will quickly become clear that you are concluding the essay—you shouldn’t have to spell it out.

Don’t undermine your argument

Avoid using apologetic phrases that sound uncertain or confused:

“This is just one approach among many.”
“There are good arguments on both sides of this issue.”
“There is no clear answer to this problem.”

Even if your essay has explored different points of view, your own position should be clear. There may be many possible approaches to the topic, but you want to leave the reader convinced that yours is the best one!

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Argumentative
Literary analysis

This conclusion is taken from an argumentative essay about the internet’s impact on education. It acknowledges the opposing arguments while taking a clear, decisive position.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

This conclusion is taken from a short expository essay that explains the invention of the printing press and its effects on European society. It focuses on giving a clear, concise overview of what was covered in the essay.

The invention of the printing press was important not only in terms of its immediate cultural and economic effects, but also in terms of its major impact on politics and religion across Europe. In the century following the invention of the printing press, the relatively stationary intellectual atmosphere of the Middle Ages gave way to the social upheavals of the Reformation and the Renaissance. A single technological innovation had contributed to the total reshaping of the continent.

This conclusion is taken from a literary analysis essay about Mary Shelley’s Frankenstein . It summarizes what the essay’s analysis achieved and emphasizes its originality.

By tracing the depiction of Frankenstein through the novel’s three volumes, I have demonstrated how the narrative structure shifts our perception of the character. While the Frankenstein of the first volume is depicted as having innocent intentions, the second and third volumes—first in the creature’s accusatory voice, and then in his own voice—increasingly undermine him, causing him to appear alternately ridiculous and vindictive. Far from the one-dimensional villain he is often taken to be, the character of Frankenstein is compelling because of the dynamic narrative frame in which he is placed. In this frame, Frankenstein’s narrative self-presentation responds to the images of him we see from others’ perspectives. This conclusion sheds new light on the novel, foregrounding Shelley’s unique layering of narrative perspectives and its importance for the depiction of character.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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Your essay’s conclusion should contain:

A rephrased version of your overall thesis
A brief review of the key points you made in the main body
An indication of why your argument matters

The conclusion may also reflect on the broader implications of your argument, showing how your ideas could applied to other contexts or debates.

For a stronger conclusion paragraph, avoid including:

Important evidence or analysis that wasn’t mentioned in the main body
Generic concluding phrases (e.g. “In conclusion…”)
Weak statements that undermine your argument (e.g. “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

The conclusion paragraph of an essay is usually shorter than the introduction . As a rule, it shouldn’t take up more than 10–15% of the text.

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If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, July 23). How to Conclude an Essay | Interactive Example. Scribbr. Retrieved April 15, 2024, from https://www.scribbr.com/academic-essay/conclusion/

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NPR in Turmoil After It Is Accused of Liberal Bias

An essay from an editor at the broadcaster has generated a firestorm of criticism about the network on social media, especially among conservatives.

Uri Berliner, wearing a dark zipped sweater over a white T-shirt, sits in a darkened room, a big plant and a yellow sofa behind him.

By Benjamin Mullin and Katie Robertson

NPR is facing both internal tumult and a fusillade of attacks by prominent conservatives this week after a senior editor publicly claimed the broadcaster had allowed liberal bias to affect its coverage, risking its trust with audiences.

Uri Berliner, a senior business editor who has worked at NPR for 25 years, wrote in an essay published Tuesday by The Free Press, a popular Substack publication, that “people at every level of NPR have comfortably coalesced around the progressive worldview.”

Mr. Berliner, a Peabody Award-winning journalist, castigated NPR for what he said was a litany of journalistic missteps around coverage of several major news events, including the origins of Covid-19 and the war in Gaza. He also said the internal culture at NPR had placed race and identity as “paramount in nearly every aspect of the workplace.”

Mr. Berliner’s essay has ignited a firestorm of criticism of NPR on social media, especially among conservatives who have long accused the network of political bias in its reporting. Former President Donald J. Trump took to his social media platform, Truth Social, to argue that NPR’s government funding should be rescinded, an argument he has made in the past.

NPR has forcefully pushed back on Mr. Berliner’s accusations and the criticism.

“We’re proud to stand behind the exceptional work that our desks and shows do to cover a wide range of challenging stories,” Edith Chapin, the organization’s editor in chief, said in an email to staff on Tuesday. “We believe that inclusion — among our staff, with our sourcing, and in our overall coverage — is critical to telling the nuanced stories of this country and our world.” Some other NPR journalists also criticized the essay publicly, including Eric Deggans, its TV critic, who faulted Mr. Berliner for not giving NPR an opportunity to comment on the piece.

In an interview on Thursday, Mr. Berliner expressed no regrets about publishing the essay, saying he loved NPR and hoped to make it better by airing criticisms that have gone unheeded by leaders for years. He called NPR a “national trust” that people rely on for fair reporting and superb storytelling.

“I decided to go out and publish it in hopes that something would change, and that we get a broader conversation going about how the news is covered,” Mr. Berliner said.

He said he had not been disciplined by managers, though he said he had received a note from his supervisor reminding him that NPR requires employees to clear speaking appearances and media requests with standards and media relations. He said he didn’t run his remarks to The New York Times by network spokespeople.

When the hosts of NPR’s biggest shows, including “Morning Edition” and “All Things Considered,” convened on Wednesday afternoon for a long-scheduled meet-and-greet with the network’s new chief executive, Katherine Maher , conversation soon turned to Mr. Berliner’s essay, according to two people with knowledge of the meeting. During the lunch, Ms. Chapin told the hosts that she didn’t want Mr. Berliner to become a “martyr,” the people said.

Mr. Berliner’s essay also sent critical Slack messages whizzing through some of the same employee affinity groups focused on racial and sexual identity that he cited in his essay. In one group, several staff members disputed Mr. Berliner’s points about a lack of ideological diversity and said efforts to recruit more people of color would make NPR’s journalism better.

On Wednesday, staff members from “Morning Edition” convened to discuss the fallout from Mr. Berliner’s essay. During the meeting, an NPR producer took issue with Mr. Berliner’s argument for why NPR’s listenership has fallen off, describing a variety of factors that have contributed to the change.

Mr. Berliner’s remarks prompted vehement pushback from several news executives. Tony Cavin, NPR’s managing editor of standards and practices, said in an interview that he rejected all of Mr. Berliner’s claims of unfairness, adding that his remarks would probably make it harder for NPR journalists to do their jobs.

“The next time one of our people calls up a Republican congressman or something and tries to get an answer from them, they may well say, ‘Oh, I read these stories, you guys aren’t fair, so I’m not going to talk to you,’” Mr. Cavin said.

Some journalists have defended Mr. Berliner’s essay. Jeffrey A. Dvorkin, NPR’s former ombudsman, said Mr. Berliner was “not wrong” on social media. Chuck Holmes, a former managing editor at NPR, called Mr. Berliner’s essay “brave” on Facebook.

Mr. Berliner’s criticism was the latest salvo within NPR, which is no stranger to internal division. In October, Mr. Berliner took part in a lengthy debate over whether NPR should defer to language proposed by the Arab and Middle Eastern Journalists Association while covering the conflict in Gaza.

“We don’t need to rely on an advocacy group’s guidance,” Mr. Berliner wrote, according to a copy of the email exchange viewed by The Times. “Our job is to seek out the facts and report them.” The debate didn’t change NPR’s language guidance, which is made by editors who weren’t part of the discussion. And in a statement on Thursday, the Arab and Middle Eastern Journalists Association said it is a professional association for journalists, not a political advocacy group.

Mr. Berliner’s public criticism has highlighted broader concerns within NPR about the public broadcaster’s mission amid continued financial struggles. Last year, NPR cut 10 percent of its staff and canceled four podcasts, including the popular “Invisibilia,” as it tried to make up for a $30 million budget shortfall. Listeners have drifted away from traditional radio to podcasts, and the advertising market has been unsteady.

In his essay, Mr. Berliner laid some of the blame at the feet of NPR’s former chief executive, John Lansing, who said he was retiring at the end of last year after four years in the role. He was replaced by Ms. Maher, who started on March 25.

During a meeting with employees in her first week, Ms. Maher was asked what she thought about decisions to give a platform to political figures like Ronna McDaniel, the former Republican Party chair whose position as a political analyst at NBC News became untenable after an on-air revolt from hosts who criticized her efforts to undermine the 2020 election.

“I think that this conversation has been one that does not have an easy answer,” Ms. Maher responded.

Benjamin Mullin reports on the major companies behind news and entertainment. Contact Ben securely on Signal at +1 530-961-3223 or email at [email protected] . More about Benjamin Mullin

Katie Robertson covers the media industry for The Times. Email: [email protected] More about Katie Robertson

Wednesday, April 17

Previous issues, submit a tip.

Admitted students talk role of ChatGPT in essays amid changing admissions policies

White circle lights over white chairs around low tables on a carpeted floor. There are stairs in the background against a yellow wall.

Princeton admitted students to the Class of 2028 on Dec. 14 as part of its Single Choice Early Action round.

Louisa gheorghita / the daily princetonian.

Artificial intelligence (AI) is receiving a growing focus at Princeton, serving as the subject of the Class of 2028 Pre-Read and spurring the creation of the Princeton Language and Intelligence Initiative (PLI) in September 2023. ChatGPT’s growing popularity has recently sparked conversation about its place in the classroom and whether it can be accurately detected .

Questions about the role of AI in essay writing and the weight essays should hold in the admissions process remain, during an admissions cycle already upturned by the Supreme Court’s decision to strike down affirmative action. These concerns have already resulted in Duke University’s decision to abandon the practice of scoring applicant essays.

The newly admitted Class of 2028 is the first Princeton class to have access to this controversial technology during the admissions process. The Daily Princetonian spoke to admits on their perspective on the usage of generative AI during the college application process, and a professor with expertise in the field.

All three incoming members of the Class of 2028 interviewed by the ‘Prince’ said that they had not used any form of AI in their essays, though one student experimented with AI during the essay-writing process.

They expressed that they felt the personal focus of the essay made it an ill-fit for AI assistance.

“I don’t really know what it would help with because you’re supposed to write about yourself, and it doesn’t know anything about you,” Jacob Emerson ’28 said.

Jamie Creasi ’28 expressed a similar sentiment. “There’s no way for it to communicate the challenges I’ve experienced, or what kind of life I have,” she said.

Hemant Sharma ’28 described his experience with attempting to use AI. He found that his essay “lost its emotional touch” so he ended up reverting to his old essay. “[ChatGPT] just made everything worse,” he said.

The University shares this position. In a written statement to the ‘Prince,’ University Spokesperson Jennifer Morrill wrote, “An essay generated by an AI platform is unlikely to be as rich and nuanced as a student’s own words.”

The ‘Prince’ spoke with Associate Professor of Computer Science Arvind Narayanan about ChatGPT's writing abilities. Professor Narayanan said that while AI may be capable of writing a passable essay, it likely would not be any easier than writing an essay without AI assistance.

Professor Narayanan said, “If the use of AI assistance causes [the college admissions essay] to matter even less, I see it as an entirely positive development,” finding the essay to be “an exercise in performative authenticity.”

The new admits differed in opinion about regulating generative AI use in the college admissions process. Creasi likened the usage of ChatGPT to a calculator which helps conduct simple calculations in order to allow a focus on more complex tasks.

“At first, people saw calculators as a way of cheating because you don’t have to do a lot of the equations that you once did or use your mind in the same sort of way. But since then, we’ve adapted to calculators … we can do higher level math or physics,” he said.

Conversely, Sharma felt that detection of AI usage in a college essay should be allowed, stating, “I think there should be at least a minor punishment because it’s easier if we curb it now so that it doesn’t hurt anyone later in the future.”

However, even if schools agreed to take action against students suspected of unauthorized AI use, Professor Narayanan believes AI-identification technology is not at the “level of accuracy that would make it justifiable to penalize applicants for using AI assistance.”

Although the University did not respond with explicit rules about the use of generative AI in the college application process, Morrill wrote that all applicants “sign a statement acknowledging all information in the application (including the essays) is their own work.”

Claire Meng is a News contributor for the ‘Prince.’

Please send any corrections to corrections[at]dailyprincetonian.com.

No. 12 women’s water polo closes out undefeated conference regular season with wins over Harvard and Brown

A woman in the water holding a water polo ball as a defender attempts to steal it.

With the weekend sweep, the Tigers finished undefeated in the CWPA regular season for the first time since 2018. Head Coach Derek Ellingson also secured his 100th win with the program.

From Hotspot to TigerJunction, student developers build apps to improve campus life

A gray building with black windows above. In the foreground, green grass. On the left, in black text: FRIEND CENTER.

Widely used apps Hotspot and TigerJunction (ReCal+) have entirely different functions, but both aim to improve an aspect of campus life. In contrast to most student-facing apps built in COS 333: Advanced Programming Techniques, these two applications were created independently on students’ own time.

Ella Weber wins Truman Scholarship for public service

Fountain in front of the Princeton School of Public and International Affairs.

As part of her work with Nuclear Princeton, Weber produced a five-part “Scientific America” podcast series about 15 nuclear missiles siloed in her tribe’s Fort Berthold reservation in North Dakota.

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Social Class and Its Significance: [Essay Example], 607 words
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Social Class and Its Significance

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Nature of Social Class :

2. Class is an Economic Group:

3. Class is also a Status Group:

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Essay on Social Class Inequality & Discrimination

Introduction

Works Cited

Social Inequality in The War Against the Poor

The War Against the Poor: Critical Review

Discrimination in Middle of the Class

Middle of the Class: Critical Review

Social Inequality in When Shelter Feels Like a Prison

When Shelter Feels Like a Prison: Critical Review

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How to Conclude an Essay | Interactive Example

Instantly correct all language mistakes in your text

Table of contents

Receive feedback on language, structure, and formatting

Don’t include new evidence

Don’t use “concluding phrases”

Don’t undermine your argument

Prevent plagiarism. Run a free check.

Cite this Scribbr article

Is this article helpful?

Shona McCombes

NPR in Turmoil After It Is Accused of Liberal Bias

Wednesday, April 17

Admitted students talk role of ChatGPT in essays amid changing admissions policies

Princeton admitted students to the Class of 2028 on Dec. 14 as part of its Single Choice Early Action round.

No. 12 women’s water polo closes out undefeated conference regular season with wins over Harvard and Brown

From Hotspot to TigerJunction, student developers build apps to improve campus life

Ella Weber wins Truman Scholarship for public service

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