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Developing Into My Topic
Upon further examination and determination, I have taken it upon myself to develop this topic further. I have found many interesting books and articles about this topic and I believe it can shed more light on it. I Would like to develop this topic into new sections to expand the different characteristics of this topic. First is the finishing of class analysis size. I was able to give examples and descriptions but Erik Wright goes even further into this topic about how it affects us. Another great researcher Jean Anyon discusses how class analysis is important in describing upbringing and work opportunities for different social classes. John H Oglethorpe goes against the Marxist and liberal norms that class analysis regularities are long term or undergo change but he says: “exhibit the powerful resistance to change of class relations and associated life-chances and patterns of social action.”. I would like to further develop what he envisions is the right form of class analysis. Moving further against the grain I would like to experiment class analysis foundation on weber’s distinction between class situation and social class. This is endeavor is greatly supported by Lydia Morris and John Scott as they challenge other authors that support their views of social class on Weber’s viewpoint and how it applies to all aspects of society. A final section I would like to incorporate can be divided into multiple sections. The first highlights the nature and purpose of class analysis. The second section discusses contemporary research and its implementation for future research. These are ideas held true to John Goldthorpe research and article. I believe these developments to be true and would be interested in pursuing these into new sections to expand the different aspects of class analysis. I would be interested in any feedback if you believe I should compound some topics together or gather other topics; would be much appreciated.

I also Present my Bibliography if anyone can critique and help me to pursue better research it would be greatly appreciated.

Wright, Erik Olin. Approaches to Class Analysis. Cambridge, UK: Cambridge UP, 2005. Print.

Anyon, Jean. "SOCIAL CLASS AND THE HIDDEN CURRICULUM OF WORK." The Journal of Education 162.1 (1980): 67-92. Web.

Goldthorpe, John H. "Class Analysis and the Reorientation of Class Theory: The Case of Persisting Differentials in Educational Attainment." The British Journal of Sociology 47.3 (1996): 481-505. Web.

Goldthorpe, John H., and Gordon Marshall. "The Promising Future of Class Analysis: A Response to Recent Critiques." Sociology 26.3 (1992): 381-400. Web. 3 Oct. 2016.

Breen, Richard. "Foundations of a neo-Weberian class analysis." Approaches to class analysis (2005): 31-50.

New Sections for: Class Analysis
For this article there is multiple sections and information I would like to add to it in order to encompass a true rich topic. Some topics include:

-	Developing further with class size analysis at it contains multiple variations and each factor works differently. The size is imperative between I and me as wells as the third person view of yourself. I also focus on the macro aspect of sociology and how it affects the individuals and societies ideals as a whole.

-	I would like to develop the topic: Work status in social class. Researcher Jean Anyone covers a great deal of information of how your status in the social pyramids is imperative for your opportunities of work. She also highlights the different types of social classes and how this can be improved on.

-	Another topic to cover is class analysis resistance to class relations, associated life-chances, and social action. These are different topics that are important in sociology and they impact the study class analysis or lack thereof.

-	Weber signifies class analysis to be founded on class situation and social class, this however this is not always the case and we can describe this against the grain by challenging different researchers who have shed light on Weber’s topic. Another way of challenging it is by understanding how it affects society.

-	The last two topics are the “nature and purpose of class analysis” and contemporary research and future research. The first topic will highlight how class analysis develops into a definition and how it is implemented into society. I also highlights its purpose for use in society and examples where we can determined certain social behavior based on class definition. The last section covers the different types of research that has been developed on so far in class analysis and topics and methods for future research.

ROUGH DRAFTS BEGINS BELOW HERE
=Continuation of Section: Class Size=

Macro and Micro level events can correlate with one another through different perspectives. Wright proclaims that Macro level events are not created and set on one large effect, instead processed through multiple individuals in a very intricate and complex patter. Ultimately Wright proclaims that Macro class size events are endorsed by an embodiment of multiple micro class events. He also states the vice versa each size has on each other. He states how Micro level events relative to class relations can be reinforced by the context of macro level events.

Neo-Weberian Definition
According to Richard Breen, Weber first begins to describe class analysis with the class situation of the capital market an individual lives in. He proclaims that members of a same social class share the same life chances and the market which procures these chances limits them according to the resources the individual and/or class provides to it. It has also reinforced that the individuals who understand the broad range of options a chance may give may also be given more opportunities by the market or share I among the class. Breen presses to inform that Weber classifies these class not only in social classes but grander economic classes, he also makes note that social and economic mobility are a great key to the understanding class analysis. Here it dictates that although it is easier and more fluid to traverse through the social class, it is much more difficult to progress through the economic class, and a great big limiter is a social class the individual is located in. These results in limited chances by the market and is a great big factor in why class immobility occurs. Weber’s defines economic classes according to his time as: “‘dominant entrepreneurial and propertied groups’; the petty bourgeoisie; workers with formal credentials (the middle class) and those who lack them and whose only asset is their labor power (the working class).”

Class Differentials in Educational Attainment and their Explanation
Sociologist John Goldthorpe explains that while education attainment in developed countries has risen in the last decades due to endorsements of grants, loans and other social motivations, empirical data substantiates that the differentials in social-economic class still plays a major role in educational and economic attainment. He goes on to explain how people of lower social class tend to stay in the class of their upbringing by choosing to not purse further educational attainment or the works needed to purse a better social status. Explanations for these phenomena include theories by Halsey and her associates, which state the connection between culture and class, how people of high social class or paramount culture set a more important objective on education compare to parents of lower classes. Goldthorpe repudiates this with his statement on how this theory does not defend the advances in educational reform and industrialism, which brought a major birth and expansion of the middle class. According to Goldthorpe, a more aggressive approach, as indicated by Bourdieu and Passeron, indicates that the educational system functions as a social control, in which dominant class enforce that schools run in a conservative manner and exploit the inequalities that come with ever child due to their family’s class background. This will ensure subjects of lower class status to accept failure or indulge in counter-school sub-cultures. Golthorpe, however debunks this statement yet again by enforcing that in the last century there has truly been extensive opportunities for upward educational and class mobility. Better theories proposed by different sociologist arise in the wake of this fail social conclusion. One view claimed by Keller and Zavalloni indicate to better understand these trends sociologist must study the aspirations of an individual on a relative level according to their social level and situation and not conclude absolute ideals of aspirations to all the classes, which would be easier to work with. Goldthorpe also acknowledges Boudon’s two-effect view in educational attainment.Those stand as the primary effects, which exist as the creation of class differentials in initial achievement, and second effects that affect children when they transition in the educational system. They both work hand in hand were although initial achievement might pursue an individual as they develop in the educational system (Primary), choosing whether to transition into the next level in the system might still be influenced by their class origins(second). Goldthorpe goes on to encourage researchers to enforce further attention to the second effect, because as we progress, even today, the limitations of the primary effects seem to be vanishing as more educational attainment resources and opportunities are being funneled into all class levels.

Class and Political Partnership
Goldthorpe describes how class influence on an individual’s social situation is diminishing substantially in the world of politics. This evidently described by Sociologist M. Lipset during the latter half of the 20th century were liberal democratic working class advocated for their party to represent their problems In the 50s but quickly diminished during the 70s as class relations in political partnership was dissolving. This is particularly important, as Marxist, social groups have come to accept this as the downfall of the working class and class analysis. Another example of this dissolution of political and class partnership is Britain’s politics, in how political party conflicts tended to focus more on issues instead of interest of the class community, which in turn created family party separation that fueled different party interest. Heath and his associates have theorized the dissolution of this partnership to be derivative of absolute and relative rates in class voting and social mobility. These theories develop through the class development of Britain during the latter half of the 20th centuries by implication of “trends in patterns of class mobility, in levels of class identification, and in class differences in political attitudes and values. Heath and his colleagues try to argue empirically against theories of Dunleavy and associates who stated that new structural cleavages were becoming the foundations for party support. On top of empirical support against, Goldthorpe explains that fluidity and boundaries are the major point against the theories of Dunleavy and his colleagues.

Class Interest
Class interest is the interest one assumes when in a set location inside of class relations. Erik Wright describes such as examples as “range of issues, standards of living, working conditions, level of toil, leisure, material security, and other things.” This is imperative information to understand when relating individual actions according to their class location.

Class Practices
Class practices are the derived as the actions taken by the individual or group with the objective of their own class interest.