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Illustration from a 1916 advertisement for a vocational school in the back of a US magazine. Education has been seen as a key to socioeconomic mobility, and the advertisement appealed to Americans' belief in the possibility of self-betterment as well as threatening the consequences of downward mobility in the great income inequality existing during the Industrial Revolution.
The most representative example was the Middletown books by Robert Lynd and Helen Lynd, which gave a microscopic look at class structures in a typical small city (Muncie, Indiana). After 1960 localized studies gave way to national surveys, with special emphasis on the process of social mobility and stratification.
Education and Social Structure: An Historical Study of Iowa, 1870-1930 (Chicago: The Newberry Library, 1976) online; Kaelble, Hartmut. Social Mobility in the Nineteenth and Twentieth Centuries: Europe and America in Comparative Perspective. St. Martin's, 1986. 183 pp. McClellan, B. Edward and Reese, William J., ed. The Social History of ...
For much of the 20th century, the dominant historiography, as exemplified by Ellwood Patterson Cubberley (1868–1941) at Stanford, emphasized the rise of American education as a powerful force for literacy, democracy, and equal opportunity, and a firm basis for higher education and advanced research institutions. Cubberley argued that the ...
Illustration from a 1916 advertisement for a vocational school in the back of a US magazine. Education has been seen as a key to social mobility and the advertisement appealed to Americans' belief in the possibility of self-betterment as well as threatening the consequences of downward mobility in the great income inequality existing during the Industrial Revolution.
There is something to be said for the benefits of worker mobility, which helped define the U.S. economy from the 1950s until recently. People would relocate to find the best jobs. Employers had ...
In his insightful book about America's housing crisis, Yoni Appelbaum argues that more than a century of restrictive legislation has left so many stuck, unable to pursue opportunity.
Fussell argues that the American middle class has experienced "prole drift" dragging it downward and effectively joining it to the proletarian class. Whereas a university education used to be rarer and a clear class divider separating middles from the high school education of proles, Fussell reports that the vast proliferation of hundreds of mediocre "universities" in the U.S. has rendered ...