Social Class and Education
Educational attainment is one of the primary indicators of social class in the United States. While the American social class system is a vaguely defined concept with many contradicting theories, educational attainment emerges as one of the top assessments of social class. Not only is a high educational attainment a status symbol by itself but it is also very closely related to the other two main indicators of social class: occupation and income. A graduate degree and the roughly seven to eight years of post-secondary education serve as the main requirement for entering "The professions" and becoming part of the professional middle class.
Education is a major key in becoming a more privileged member of the American middle class. Overall, educational attainment is the main entrance barrier into more privileged parts of the middle class as it is not only of high value but is also the requirement for becoming a professional and earning the corresponding income. This corresponding income is typically significantly higher than that of someone without this higher level of educational attainment in the United States. The only exception are entrepreneurs who can rank anywhere in the class system but are usually not referred to as professional middle class unless they are of the professions.
In the United States it also important to differentiate between the statistical middle class, often defined as consisting of those who are neither rich nor poor, and the professional middle class. Recent research has shown that not only is the statistical middle of society (those with income roughly 80% to 120% of the national median or members of the mid-quintile) no longer able to afford the lifestyle indicative of the middle class, but there also seems to a widening income gap in between those who may be described as being middle class. Those in the statistical middle may have to fear lay-offs and cost-cutting downsizing as well as out-sourcing, while those in the professional middle class are largely immune to economic fluctuations and can enjoy upper-middle range incomes even in the face of recessions. As stated above education is the main requirement of becoming a member of the professional middle class and thus is also key to economic security as well as a comfortable lifestyle.
| Dennis Gilbert, 2002 | William Thompson & Joseph Hickey, 2005 | Leonard Beeghley, 2004 | |||
|---|---|---|---|---|---|
| Class | Typical characteristics | Class | Typical characteristics | Class | Typical characteristics |
| Capitalist class (1%) | Top-level executives, high-rung politicians, heirs. Ivy League education common. | Upper class (1%) | Top-level executives, celebrities, heirs; income of $500,000+ common. Ivy league education common. | The super-rich (0.9%) | Multi-millionaires whose incomes commonly exceed $350,000; includes celebrities and powerful executives/politicians. Ivy League education common. |
| Upper middle class (15%) | Highly-educated (often with graduate degrees), most commonly salaried, professionals and middle management with large work autonomy. | Upper middle class (15%) | Highly-educated (often with graduate degrees) professionals & managers with household incomes varying from the high 5-figure range to commonly above $100,000. | The Rich (5%) | Households with net worth of $1 million or more; largely in the form of home equity. Generally have college degrees. |
| Middle class (plurality/ majority?; ca. 46%) |
College-educated workers with considerably higher-than-average incomes and compensation; a man making $57,000 and a woman making $40,000 may be typical. | ||||
| Lower middle class (30%) | Semi-professionals and craftsmen with a roughly average standard of living. Most have some college education and are white-collar. | Lower middle class (32%) | Semi-professionals and craftsmen with some work autonomy; household incomes commonly range from $35,000 to $75,000. Typically, some college education. | ||
| Working class (30%) | Clerical and most blue-collar workers whose work is highly routinized. Standard of living varies depending on number of income earners, but is commonly just adequate. High school education. | ||||
| Working class (32%) | Clerical, pink- and blue-collar workers with often low job security; common household incomes range from $16,000 to $30,000. High school education. | Working class (ca. 40% - 45%) |
Blue-collar workers and those whose jobs are highly routinized with low economic security; a man making $40,000 and a woman making $26,000 may be typical. High school education. | ||
| Working poor (13%) | Service, low-rung clerical and some blue-collar workers. High economic insecurity and risk of poverty. Some high school education. | ||||
| Lower class (ca. 14% - 20%) | Those who occupy poorly-paid positions or rely on government transfers. Some high school education. | ||||
| Underclass (12%) | Those with limited or no participation in the labor force. Reliant on government transfers. Some high school education. | The poor (ca. 12%) | Those living below the poverty line with limited to no participation in the labor force; a household income of $18,000 may be typical. Some high school education. | ||
|
|
|||||
Read more about this topic: Educational Attainment In The United States
Famous quotes containing the words social, class and/or education:
“The higher the state of civilization, the more completely do the actions of one member of the social body influence all the rest, and the less possible is it for any one man to do a wrong thing without interfering, more or less, with the freedom of all his fellow-citizens.”
—Thomas Henry Huxley (1825–95)
“... in the fierce competition of modern society the only class left in the country possessing leisure is that of women supported in easy circumstances by husband or father, and it is to this class we must look for the maintenance of cultivated and refined tastes, for that value and pursuit of knowledge and of art for their own sakes which can alone save society from degenerating into a huge machine for making money, and gratifying the love of sensual luxury.”
—Mrs. H. O. Ward (1824–1899)
“Tell my son how anxious I am that he may read and learn his Book, that he may become the possessor of those things that a grateful country has bestowed upon his papa—Tell him that his happiness through life depends upon his procuring an education now; and with it, to imbibe proper moral habits that can entitle him to the possession of them.”
—Andrew Jackson (1767–1845)