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Debates and Directions in the Future of Opinion Polling Data

The uneven development of capitalist societies has meant that SC formation has not occurred in parallel fashion in all sectors of the economy. Focusing on Canadian fishermen on the Pacific coast, their transition from wage laborers to small commodity producers, a reverse of the typical pattern, is outlined. The absence of private property rights in the harvesting of fish is argued to be crucial in understanding the issues of class structure & class formation in the fishery. 1 Figure. AA

Consequences of competitive harvesting for small fishermen with little or no paid labor; British Columbia.

This paper examines changes in access to higher education in Canada for individuals born in the first half of this century. The data show variations in attendance at, or graduation from, university or non-university postsecondary educational programmes by gender, language group, and socioeconomic background. The statistical analysis uses information from a large, nationally representative sample of Canadians. Results show a process of democratization at the postsecondary non- university level, but only a modest reduction in disparities at the university level. ; Cet article est un examen des changements encourues eu égard à l'accessibilité à l'enseignement supérieur au Canada pour les personnes nées dans la première moitié sexe, langue maternelle et milieu socio-économique pour les inscrits et les diplô-més de niveau universitaire ou de niveau postsecondaire autre qu'universitaire, més de niveau universitaire ou de niveau postsecondaire autre qu 'universitaire. L 'analyse statistique utilise les données d'un échantillon grand et représentatif de la population du Canada. Les résultats révèlent une plus grande démocratisation ou niveau postsecondaire autre qu'universitaire tandis que l'affaissement des disparités est plutôt négligeable à l'université.

AbstractYoung adults born at the end of the 20th century attend colleges and universities at much higher rates than did previous generations, which might give the impression of greater upward educational mobility and in turn, greater class mobility. This impression occurs, however, only because of structural expansion of the Canadian education system. In contrast to structural change, exchange mobility highlights the linkage between one's social origins and destinations. This speaks more directly to questions of equality of educational opportunity and social fairness. Greater fairness or social progress occurs when, over time, destinations become less contingent on origins. We examine intergenerational exchange mobility in Canada by investigating how, if at all, the linkage between parents' and their children's education has changed over the past century. We construct a longitudinal dataset covering the 20th century by merging fifteen cross‐sectional surveys from Statistics Canada's General Social Survey (GSS) between 1986 and 2014. Comparing across synthetic birth cohorts we focus on transition probabilities, odds ratios, and logistic regression estimates to measure change. We contribute to a growing gap in the Canadian literature since social mobility has been largely neglected by sociologists as of late. We compare our results to recent findings of economists who examine intergenerational income mobility, another indicator of class mobility. Consistent with earlier sociological and economic research, our results show that despite the tremendous expansion of Canada's education systems, intergenerational exchange mobility for both women and men has been stagnant in Canada over the past century.

It is well documented that interaction between diverse students encourages positive learning outcomes. Given this, we examine how to enhance the quantity and quality of student diversity in university classrooms. Drawing on sociological theory linking life experiences with ways of knowing, we investigate how to increase classroom diversity by considering when, where, and how courses are scheduled and delivered. Our focus on structural features of academic scheduling and classroom offerings in relation to compositional diversity is unique, complementing established individual-level approaches for diversity enhancement. Using data from 96 Introduction to Sociology courses offered at the University of British Columbia between 2004 and 2014, we demonstrate that course structure has significant influence on a variety of student diversity measures (age, academic year, student major, country of origin, domestic or international status, and gender). We conclude by discussing ways instructors can employ sociological insights to optimize the pedagogical possibilities and challenges of diverse classrooms.

The growing symmetry in gender roles is a revolutionary change as consequential as technological advances and globalization. We illustrate how the social world in Canada has changed for women and men over the course of the last century, both in terms of greater gender equity and of policies supporting equity. However, some of the significant changes that occurred in the last 100 years have recently stalled, while the overall progress has been uneven for certain subgroups. We suggest reasons for both the stalling and the unevenness and make policy recommendations for reigniting the march to enhanced equality between the sexes.La symétrie croissante des rôles liés aux identités sexuelles constitue un changement révolutionnaire, dont les conséquences sont aussi puissantes que celles dues aux avancées technologiques et à la globalisation. Nous démontrons comment la sphère sociale canadienne a changé pour la femme et pour l'homme durant le dernier siècle, tant au niveau de l'égalité des sexes qu'au niveau des politiques qui soutiennent cette égalité. Toutefois, certains des changements importants qui ont eu lieu durant le dernier siècle ont connu une récente stagnation, et certains changements n'ont pas été appliqués avec le même effort dans tous les groupes sociaux. Nous proposons des explications pour cette stagnation et pour ces inégalités, tout en suggérant des améliorations politiques qui viseront à relancer la progression vers une égalité complète entre hommes et femmes.

Dans cette note de recherche, nous explorons le lien entre l'affichage public de la différence ethnique et les témoignages d'individus se déclarant victimes de discrimination. Notre échantillon consiste en un groupe d'indo‐canadiens enquêtés au début des années 1980. Nous démontrons de hauts niveaux de discrimination chez les indo‐canadiens, mais nous ne trouvons pas d'évidence de lien direct entre pratiques ethniques publiques et expériences de discrimination. Nous montrons également qu'il existe d'importantes différences au sein du groupe ethnique indo‐canadien quant aux niveaux de discrimination experimentés et suggérons des explications possibles à cet état de fait. Nous formulons nos questions de recherche dans le contexte des politiques sur le multiculturalisme ‐ spécialement, l'encouragement de manifestations publiques de l'ethnicité ‐ et nous nous demandons si cela génère ou non, une augmentation de l'hostilité ethnique experimentée par les individus.In this research note we explore the link between the public display of ethnic difference and self‐reports of discrimination. Our sample is a group of Indo‐Canadians surveyed in the early 1980s. We demonstrate high levels of discrimination among Indo‐Canadians, but we find no support for a direct link between public ethnic practices and experiences of discrimination. With race held constant, we also show important differences among Indo‐Canadians in levels of discriminatory experiences and we suggest possible explanations for this finding. We frame our research question in the context of the policies of multiculturalism ‐ especially the encouragement of public expressions of ethnicity ‐ and ask whether this exacerbates the amount of ethnic hostility experienced by individuals.