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Scholars and activists working both within and outside the massive health-related machinery of government and the private sector and within and outside communities of color address the same fundamental questions: Why do health disparities exist? Why have they persisted over such a long time? What can be done to significantly reduce or eliminate them?

This chapter explores the inter-urban dimensions of contemporary inequality in the United Kingdom. It does so by drawing on quantitative measures of inequality from the British Broadcasting Corporation’s ‘Great British Class Survey’ experiment of 2011–2013 and representative economic indicators of productivity. It takes its starting point as an acknowledgement of the deepening inequalities in western, developed economies, a reality reflecting in the burgeoning of literature on macro-economic disparities at the start of the twenty-first century. Whilst invaluable, this literature has tended to focus solely on economic definitions of inequality between countries or regions. The purpose of this chapter is to continue the expansion of our understanding of the manifold dimensions of inequality into the social and cultural domains. The data from the Great British Class Survey are uniquely positioned to do this: approximately 325,000 people participated in the online questionnaire, providing information not just on their stocks of economic capital but also on the size and scope of their social networks and the nature and extent of their cultural activities. The size of the sample thus provides an unparalleled tool for analysing the complex nuances of contemporary inequality in the United Kingdom using a framework informed by the theoretical approach to cultural class analysis pioneered by Pierre Bourdieu. The analysis here focuses solely on inter-urban disparities in the United Kingdom and demonstrates the ways in which economic inequalities are reflected and reinforced in the social and cultural domains.

This paper points out that common human resource manageement (HRM) research and practice have overlooked employee's class of origin. Workers' class of origin can be seen as “the elephant in the room” in current HRM, being that it significantly affects organizational decision-making with negative social (increased class-based inequality) and organizational (inefficient allocation of human re-sources) effects.

The paper summarizes the partial, fragmented and multi-disciplinary literature on HRM and employees’ social class of origin.

The paper shows how recruiting, selection, training and development practices systematically reinforce class-based inequality by providing high-class employees with more resources and opportunities compared to low-class employees.

The paper provides sustainable HR practitioners, educators and researchers with recommendations on how to address employees' social class of origin, improving organizational competitive advantage and reducing class-based inequality at the societal level.

The paper focuses on a topic which, in diversity management, is an elephant in the room (i.e. workers social class of origin).

The recent increase in economic inequalities in many countries heightened the debates about policy preferences on income distribution. Attitudes toward inequality vary greatly across countries and numerous explanations are offered to clarify the factors leading to support for redistribution. The purpose of this paper is to examine the link between subjective social class and redistributive demands by jointly considering the individual and national factors. The author argues that subjective measures of social positions can be highly explanatory for preferences about redistribution policies.

The author uses data from 48 countries gathered by World Values Survey and empirically tests the impact of self-positioning into classes by multilevel ordered logit model. Several model specifications and estimation strategies have been employed to obtain consistent estimates and to check for the robustness of the results.

The findings show that, in addition to objective factors, subjective class status is highly explanatory for redistributive preferences across countries. The author also exhibits that there is interaction between self-ranking of social status and national context. The author’s estimations from the multilevel models verify that subjective social class has greater explanatory power in more equal societies. This is in contrast to the previous studies that establish a positive link between inequality and redistribution.

The paper contributes to the literature by introducing subjective social class as a determinant. Self-ranked positions can be very relieving about policy preferences given the information these categorizations encompass about individuals’ perceptions about their and others’ place in the society.

This paper empirically examines the inequalities related to social class and income using individual self‐reported health status data. Health inequalities are estimated by different indexes using individual standardised and unstandardised health status data. The population was divided into income and social class, respectively. From this two main results are obtatined: inequalities are sensitive to the health status variable and the social position variable employed. It was found that significant health related social class inequalities were insignificant when income was employed as a reference variable.

Within the past twenty years, the transition to adulthood has become a burgeoning area of research. The status attainment process, an early model for transition to adulthood research, has given way to research focusing on singular outcomes such as completing formal education, leaving home, obtaining employment, forming a union through marriage or cohabitation, and becoming a parent. As young adults continue to delay family formation, some argue that one’s first experience of heterosexual intercourse is also a symbol of adult status (Meier, 2001). Although most scholars agree that these outcomes along with chronological age symbolize being an adult, relatively few empirical studies examine them as inter-dependent transitions. A recent comparison of these indicators by gender, race, and social class is also needed.

Social inequalities in mental health can be captured by occupational situation and social class stratification. This study analyzes the adequacy of a classification of work and employment conditions and an adaptation of the Goldthorpe social class scheme in relation to mental health in Barcelona, Spain.

Multiple correspondence analysis (MCA) and hierarchical cluster analysis (CA) on working and employment conditions were used to empirically construct distinctive working groups. Through 2 logistic regression models, we contrasted the association between mental health and (1) the cluster of employment and working conditions (with 4 categories: insiders, instrumental, precarious and peripheral workers), and (2) a standard Spanish version of the Goldthorpe social class scheme. The performance of the 2 models was assessed with Akaike and Bayesian information criteria. The analyses were carried out using the Barcelona Health Survey (2016) including the labor force population from 22 to 64 years of age.

Wide inequalities were found in mental health with both class schemes. The empirical class scheme was more effective than the Goldthorpe social class scheme in explaining mental health inequalities. In particular, precarious and peripheral workers in the MCA-CA analysis, together with unemployed workers, emerged as distinctive social groups apparently masked within the lower social class in the standard scheme. When using the standard scheme, the authors recommend widening the scope at the bottom of the social class categories while shrinking it at the top as well as considering unemployed persons as a separate category to better represent mental health inequalities.

The working poor appear to report at least as much poor mental health as unemployed persons. Policies aimed at more inclusive work should consider job quality improvements to improve the mental well-being of the labor force.

Our study examines the utility of social classes to explain mental health inequalities by comparing an empirically based social class to the Spanish adaptation of the Goldthorpe classification.

This chapter analyzes the intersectionality of inequalities based on class, gender, sexual orientation, and gender identity within the Indignados (indignant or outraged people) movement of Spain. By analyzing the interpretative frames and organizational practices of the movement, we looked for influencing factors and the degree to which the movement has incorporated an intersectional perspective into its interpretative frames. Some of the frames did attend to the various inter-related forms of inequality. The factors influencing an intersectional perspective included: the presence of coexisting or inclusive forms of expressing the collective identity of the movement, mechanisms implemented to balance asymmetries among actors, and the confluence of three of the four dominant frames within the movement.

In an examination of class inequality in education in the Republic of Ireland over the period from the late 1990s to the mid 2000s, this chapter reveals class inequality in educational outcomes within social groups as well as across social groups, and places particular attention on the non-manual group. Within this group, a clear distinction can be made between those classified as having an ‘intermediate non-manual’ position and those classified as holding an ‘other (lower) non-manual’ position in terms of their educational performance at secondary education and subsequent access to higher education, which persists over the period. This finding has been revealed by disaggregating the non-manual group into the ‘intermediate non-manual’ and ‘other (lower) non-manual’ groups, a practice that has not been used by analysts in the past in the Irish context. In this chapter, we engage with theories of class which offer a framework for understanding educational inequality and in particular, why members of the same social class groups experience different educational outcomes.