Worksheet for "Shadowy Line That Still Divide"
- In what ways has the country "gone a long way toward an appearance of classlessness"?
- In what areas has class come to play a greater role in American life over the past 30 years?
- What is mobility?
- What does new research on mobility show?
- How does the concept of mobility relate to the concept of the American dream?
- What has "replaced the old system of inherited privilege"? Why is this a paradox?
- According to a recent New York Times poll on class, how do Americans feel about "their prospects for getting ahead"?
- According to the poll, what do Americans believe will help them attain a higher status?
- How do most Americans, according to the poll, feel their standard of living relates to that of their parents?
- How does the article use an analogy of a hand of cards to explain how to think of a person's position in society?
- According to the poll, how do Americans view their mobility and class status?
- What did initial mobility studies say, and what do economists say about those studies now?
- What do the new studies of mobility say?
- What is the "broad consensus about what an optimal range of mobility is"?
- How does mobility in the United States rate to that in other countries, and why?
- How have globalization and technology impacted class?
- How does educational level come into play when discussing class?
- How are class differences in health widening?
- How does family structure differ along class lines?
- The article asks, "Will the trends that have reinforced class lines while papering over the distinctions persist?" How does it answer that question?
- Why does "the idea of fixed class positions, on the other hand, rubs many the wrong way"?
- The article ends with a paragraph about optimism. In your own words, what does that paragraph mean? How does optimism relate to the concept of class and social mobility?
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