What is the relation between social class and social justice? This is currently a matter of public as well as academic controversy. While nobody would deny that the distribution of rewards in industrial societies is unequal, there is sharp disagreement about whether this inequality can be justified. Some see existing patterns of social mobility as evidence of inequality of opportunity. Others regard them as meritocratic, simply reflecting the distribution of abilities among the population. This fascinating, interdisciplinary study brings together recent developments in normative thinking about social justice with new empirical findings about educational attainment and social mobility. The result is a path-breaking contribution to our thinking about issues of class and justice, one that will be of interest to both sociologists and political theorists for many years to come.

The book incorporates three alternative conceptions of class. Erik Olin Wright's structural Marxist account is set alongside John Goldthorpe's occupational class schema, and the Registrar-General's prestige and skill-related categories. The authors use their unique data on inequality and conflict in contemporary Britain to provide, for the first time, a rigourous comparison of Marxist, sociological and official class frameworks. The book ranges widely across such topics as sectionalism in the workforce; privatism of families and individuals; fatalism; gender and class processes; sectoral production and consumption cleavages. The authors conclude that class is still crucial in structuring economic, political and social life.

In this book the author attempts to define the valuable qualities of British sociology and its imortance for understanding contemporary society. He does so through exposition of ten classic studies of British society by British sociologists since 1945. In each case he provides a precis of the research undertaken, assuming no prior knowledge on the part of the reader, a series of points that can be made in praise or criticism of the research, and an assessment of the sociological contribution made by the researchers. The ten studies chosen are: Goldthorpe on social mobility, Townsend on poverty, Rex and Moore on race and the inner city, the Affluent Worker project, Wallis on sectarianism, Jackson and Marsden on education and the working class, Brown and Harris on clinical depression among women, Cohen on deviance, Bott on families and social networks, and Burns and Stalker on management and new technology.

Review of the hardback edition: 'There are some very thought provoking findings here. While ideologues of neither thge left nor the right will discover much ammunition form their causes, those who expect sociologists to give us an objective account of the structure of our society and how it is changing will find this essential and very rewarding reading. The publication of this book, by any standards, represents a major landmark in the development of British social research. - Times Higher Education Supplement ..."It is a modern scholarly monogragh, sharply focused on issues of importance, technically competent, clear and well written. This is the first paperback edition of a book widely acclaimed upon first publication as a major contribution to the study of contemporary British class structure. The book incorporates three alternative conceptions of class. Erik Olin Wright's structural Marxist account is set alongside John Goldthorpe's occupational class schema, and the Registrar-General's prestige and skill-related categories. The authors use their unique data on inequality and conflict in contemporary Britain to provide, for the first time, a rigourous comparison of Marxist, sociological and official class frameworks. The book ranges widely across such topics as sectionalism in the workforce; privatism of families and individuals; fatalism; gender and class processes; sectoral production and consumption cleavages. The authors conclude that class is still crucial in structuring economic, political and social life.
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In this lively and entertaining book, Gordon Marshall explores ten classic studies of British society to demonstrate the valuable qualities of British sociology, and its importance for understanding contemporary society. In each case he provides a precis of the research undertaken, assuming no prior knowledge on the part of the reader, a series of points that can be made in praise or criticism of the research, and an assessment of the sociological contribution made by the researchers.

The ten studies chosen are: Goldthorpe on social mobility, Townsend on poverty, Rex and Moore on race and the inner city, the Affluent Worker project, Wallis on sectarianism, Jackson and Marsden on education and the working class, Brown and Harris on clinical depression among women, Cohen on deviance, Bott on families and social networks, and Burns and Stalker on management and new technology.

An excellent introduction for the student to the concerns and values of sociology, this book gives a powerful statement of the achievements of post-war British sociologists, and a manifesto for good sociology in the 1990s.

This book addresses the cognitive, social, and psychological dimensions that shape students' mathematics experience to help students become more capable, cooperative, and confident in the process of engaging mathematics. In these ways they can have a more valuable and enjoyable mathematics experience, and become more valued participants in society. The book focuses on the mathematics classroom for students grades six to twelve and how students can become more successful mathematical thinkers, in addition to how the curriculum could be presented so as to provide a more engaging mathematics experience.

What is the relation between social class and social justice? This is currently a matter of public as well as academic interest. In this compelling new study the authors bring together recent developments in normative thinking about social justice with new empirical findings about educational attainment and social mobility. The result is a path-breaking contribution to the study of class and justice, one which will be of interest to sociologists and political theorists for years to come.

This book addresses the cognitive, social, and psychological dimensions that shape students' mathematics experience to help students become more capable, cooperative, and confident in the process of engaging mathematics. In these ways they can have a more valuable and enjoyable mathematics experience, and become more valued participants in society. The book focuses on the mathematics classroom for students grades six to twelve and how students can become more successful mathematical thinkers, in addition to how the curriculum could be presented so as to provide a more engaging mathematics experience.

In recent years, the death of social class has regularly been reportedùin popular and scholarly publications alike. However, class analysis is probably now in a healthier state than at any time in its long sociological history, with social class as important to the understanding of late-twentieth century industrial societies as it was to their early-twentieth century counterparts. This book, a major contribution to our understanding of contemporary industrial societies, explains why. Gordon Marshall informs his argument with a number of common substantive themes, broadly pertaining to the relationship between social stratification and social order. Specific issues discussed include the debate about the unit of class composition; the question of meritocracy; the relationship between class and gender; crossnational similarities and differences in mobility regimes; and arguments about proletarianization, distributional struggles, collective identities, and the nature of the so-called underclass in advanced societies.