Race And Class: A Sociological Analysis

Throughout the span of American history, the perceptions relating to class and race have been interchangeable. Whereas in the sociological aspect, most scientists acknowledge the discernible split of social classes in the country – concluding that it is mainly based upon one’s revenue, education, and occupation. On the other hand, with the topic of race - it has been continuously debated on how it should be understood. Though most sociologists believe that it is socially constructed, “made ‘real’ through the concrete ways” (Barnes 2016) that it has been enacted through society. As a result, it has affected the framework for economic, social, and political viewpoints. Furthermore, as both race and class have evolved into prominent elements …show more content…
While many merge ethnicity and race side by side, they have contrasting meanings. The notion of race relates to physical differences, while ethnicity refers to a shared culture between a group. Throughout history, race has been primarily used to classify individuals in a particular category; either through traits, behaviors, ancestries, and so forth. As a result, these categories for racial groups have created designated regional skin tones - including black, white, yellow, red, or brown. Although race has been scientifically understood to be socially constructed, many agree that race has taken a clear toll in relation to: discrimination, policies, and other prospective parts in …show more content…
It is understood that high status is taken notice of and achieved early on based from social institutions (academics, involvement in clubs, and more) and takes prominence in determining one’s later occupation and income. When Conley first started attending Greenwich, the students were based upon background than skin tone to what set them apart from one another – this includes: political views (Ford versus Carter), class, and wealth. The students that had a greater social and cultural capital were considered to be “more popular” and “more successful” in the classroom than in comparison to others (Honky 73). As a result, the idea that “high status is a form of power in society” (Barnes 2016) prevailed in this school. A student’s upbringing in terms of their socioeconomic status was a primary factor in determining what opportunities they may receive in later time. One that is born into a wealthy family is given opportunities by choice and benefits from connections, whilst one in a lower status is not offered as much in prosperity or privilege; nor is he/she granted the same choices and capital gains - therefore, exemplifying the structure of inequality in