Brazil’s economic growth has significantly increased the size of its’ middle class, also called class C. Among, the many factors that are allowing this phenomenon to happen, the Internet is relevant since it opens doors and gives new opportunities to a group that for decades have been in the outskirts of society. There is extensive literature that links the Internet to growth and development. The Solow Growth Model supports this idea since technological change spurs growth to a new steady-state, allowing higher purchase power and better living standards. Due to the nature of the model causality problems were a possibility. Hence, the current study utilized the Structural Equation Modeling (SEM) adapted from Roeller and Waverman’s study to solve for endogeneity.
This study examines the effects of social class, race, and cultural capital on academic experience and social belonging at Colorado College. Survey data from a sample of Colorado College students about academic and social engagement at CC is analyzed in an attempt to explore how students are impacted by their social class, race, and cultural capital. Specifically, this study analyzes classroom engagement, intellectual confidence, and social belonging at Colorado College, focusing primarily on how social class and race/ethnicity intersect in ways to affect educational and social outcomes. Particular attention is paid to the ways in which “doubly disadvantaged” students, those who are first generation college students and students of color experience unique challenges at a predominantly white institution. The analysis suggests that first generation students of color face more challenges in the classroom and feel less connected to the student body than their peers. The study’s findings suggest that more attention and support need to be given to the “doubly disadvantaged” to help increase their academic and social engagement at CC. Additionally, this study advocates more research be done on the inequalities that working class minority students face within the education system.
Researchers commonly use an individualistic approach to understand mental health, focusing purely on the biological determinants influencing outcomes. This paper looks beyond biology and chemistry and identifies the social determinants responsible for mental health outcomes. This study takes a quantitative approach, using multiple regressions to identify and compare the significance of various social factors in accounting for mental health experiences. Results show that age, race, gender, social class, and social capital are important predictors of mental health. By focusing on the social conditions that shape health experiences, this paper hopes to show how studying mental health using a sociological standpoint can help address some of the inequities and fundamental causes of poor mental health.
