Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1982 Class Structure and Ideology: an Empirical Analysis of Neo-Marxist Class Theory and Political Attitudes and Beliefs. George Frank Lord III Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Lord, George Frank III, "Class Structure and Ideology: an Empirical Analysis of Neo-Marxist Class Theory and Political Attitudes and Beliefs." (1982). LSU Historical Dissertations and Theses. 3811. https://digitalcommons.lsu.edu/gradschool_disstheses/3811 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. 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University Microfilms International 300 N. Zeeb Road Ann Arbor, Ml 48106 8312094 Lord, George Frank, III CLASS STRUCTURE AND IDEOLOGY: AN EMPIRICAL ANALYSIS OF NEO-MARXIST CLASS THEORY AND POLITICAL ATTITUDES AND BELIEFS The Louisiana Slate University and Agricultural and Mechanical PhD . Col.1982 University Microfilms International300 N. Zeeb Road, Ann Arbor, MI 48106 CLASS STRUCTURE AND IDEOLOGY: AN EMPIRICAL ANALYSIS OF NEO-MARXIST CLASS THEORY AND POLITICAL ATTITUDES AND BELIEFS A Dissertation Submitted to the Graduate Faculty of the Louisiana 5tate University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree Doctor of Philosophy m The Department of Sociology by George Frank Lord, III B.A., Christopher Newport College, 1977 M.A., Louisiana State University, 1979 December 1982 DEDICATION This Dissertation is dedicated to my wife, Pat Cavanaugh. ii ACKNOWLEDGEMENTS I am reminded of the Chinese proverb "May you live in interesting times." I believe that I have certainly lived in interesting times. My (formal) educational career has traversed the movement of the sixties and early seventies where I found myself on both sides of demonstrations and picket lines to the late seventies and early eighties where the mood on campus has returned to the calm acquiescence of conservatism. Through all this I have seen myself become more and more radical as I look around and see this world so full of poverty, violence, alienation, and exploi­ tation. Through this sixteen year odyssey I have met and grown to know many individuals who have had an influence on my thinking, some good and some not so good. It would be impossible to mention all here; I shall try to keep the list to the bare minimum. While obtaining my B.A. there were several friends and teachers whom I will always be fond of and thankful to for the lessons and the encouragement they gave me. Drs. Robert Durel, Joe Healy, Chang Chung Wu and Robert Wildblood all had an influence on me, though some may wish to deny it today. During this time there were several close friends that I would argue with endlessly and who remain dear and close to my heart; Stew Isley, Tommy Adams, Mike Linenger, and Sam Fairchild all offered moderation to me and none were ever quite convincing enough. The greatest impact has come during the past five and a half years. Dr. Linda Stearns I thank for her ability to pinch-hit with limited warm-up time. Dr. Andrews Deseran, while he never agreed with me politi­ cally, had the virtue of non-dogmatism and an openness which is rare in the world and rarer yet in academics; I shall always cherish the iii open-minded approach to reality he taught me. Dr. Perry Howard, forever the skeptic, yet always supportive, Dr. Michael Grimes, my consort in frustration and depression, Mike has been my teacher, my friend, my brother, and has even been fatherly on occasion. I hope we will maintain this closeness, giving each other support and criticism, for the rest of our days. Dr. William W. Falk has ushered me through all the bureaucratic hassels serving as chair on my committee and helping in every way he could. To my entire committee I express heartfelt thanks and good wishes. During this same period I have had the good fortune of always having at least one other open ear and word of support and understanding from fellow graduate students whose paths have crossed mine. Dr. Kevin B. Smith, Dr. Allan Pappas, and Ms. Pamela Jenkins have all inspired, en­ lightened, and encouraged me along the way. In the final three years of my trek I met, learned from, and grew to love a very special person, Dr. Cecil Eubanks, my minor professor. Cecil opened my eyes to theory in a way I had not encountered before. Since Cecil refused to acknowledge the narrow disciplinary boundaries created by academics as they stake out their territory, I feel I have finally begun to pursue knowledge. While we traced the development of theory I was forced to reconsider biases and dogmas that had long been part of me. I shall never be able to express my thanks fully enough. Finally, I want to thank the person to whom this work is dedicated. Eight years ago she encouraged me to return to school and get a B.A. Since then we have grown beyond my wildest expectations. And every day she helps me grow a bit more. It is the emotion of love and spirit of creativity which she embodies that made it all possible. With great affection this work is dedicated to Pat Cavanaugh. iv TABLE OF CONTENTS PAGE DEDICATION....................................................... ii ACKNOWLEDGEMENTS.................... ......................... iii LIST OF TABLES................................... ...............vii LIST OF FIGURES.................................................. ix ABSTRACT............................................ ' .......... x CHAPTER I. INTRODUCTION ........................................ 1 Recent Trends in Stratification Research..................... 3 Statement of the Problem............. 5 Significance and Organization of the Study................... 6 CHAPTER II. THEORETICAL OVERVIEW.................................. 9 Introduction................................................. 9 The Return to Marx................... 16 Relationship of Marx to Hegel............................... 17 Marxian Class Theory........................................ 22 Dahrendorf: A Bourgeois Explanation........................ 26 Marxist Explanations............... 30 Economic Structure and Social Class in the Monopoly Stage. ................................... 35 Political Consciousness in the Twentieth Century............ 43 Research Hypotheses........... '............................. 50 CHAPTER III. METHODS AND PROCEDURES.............................. 54 Data Source and Sample..................................... 54 Operationalization of the Theoretical Concepts............... 54 Class Structure....................................... .56 Economic Structure. ................................ 59 Authority Structure. ............................ 63 v Market Outcomes............. ......................... 65 Measurement of Political Attitudes and Beliefs.......... 68 Statistical Analysis......................................... 79 CHAPTER IV. FINDINGS..................................... 83 Job Structure of the Classes........................... 83 Job' Structure........................................... 83 Inter-Class Comparisons of Job Structure................. 88 Women and Minorities in the Managerial Class................. 92 Job Structure and Beliefs................................... 100