CLASS ANALYSIS AND THE STABILITY OF CLASS RELATIONS

This paper examines Goldthorpe's attempt to develop a theory which exp lains the stability of class relations and the generative processes by which class inequalities are sustained in general and the application of rational action theory to the explanation of persistent class diff erentials in educational attainment in particular. It is argued that G oldthorpe has restricted the remit of his theory to the mobilisation o f economic resources and that the importance of cultural and social re sources in the reproduction of advantage has been dropped from view. T his development derives from his minimalist definition of class in ter ms of employment relations rather than collectivities of people who sh are identities and practices. Furthermore, Goldthorpe's reliance on ra tional action theory has led to an overly materialistic view of how in dividuals and families mobilise their resources across generations. He ignores the role of norms and values in shaping action and the level of indeterminacy or precariousness by which advancement may or may not be achieved. The implications of these criticisms for the future of c lass analysis are explored.