http://news.nationalgeographic.com/news/2008/06/photogalleries/wip-week84/photo5.html
This National Geographic image depicts an Indian man being blasted by police water cannons due to his involvement in a public protest in the streets of New Delhi. The more interesting detail about this photo, however, is that the man and his supporters were protesting to try to downgrade their Gujjar ethnicity group from the higher “Other Backward Classes” to the lower “Scheduled Tribes” status within the Indian rural social class system. This caste system is divided into the mentioned groups and the lowest “Scheduled Castes” (formerly know as the “Untouchables” for having undesirable jobs in dirty, unhealthy working environments). The demotion to a lower class standing would grant the Gujjars easier access to jobs, educational opportunities, and healthcare under the country’s affirmative action program. This relates back to Glenn’s perspective of a “racial hierarchy” (which in this case can be extended into an ethnic hierarchy that also determines a class hierarchy), as well as Kessler-Harris’ description of protective legislation. Here, India’s affirmative action policies can be likened to protective legislation in the sense that both are legal means of attempting to help certain groups (yet, while protective legislation aims at providing specific benefits to those groups to insure their wellbeing, affirmative action aims at equalizing the opportunities for those groups with those of majority populations). It is intriguing that both protective legislation and in this case affirmative action can cause conflict within the population despite their seemingly good intentions. Thus, this exhibit helps identify the class hierarchy that can dominate society, as well as the ways in which individuals will try to alter that hierarchy by challenging the legal policies that ironically were established to negate that same type of inequality. Why does affirmative action instigate further class division here? In addition, would it be possible for the Gujjars to have Parrenas’ concept of two class statuses at the same time?
Exhibit 2- Division of Teaching Labor
http://www.washingtonpost.com/wp-dyn/content/article/2006/03/21/AR2006032101545_pf.html
This Washington Post article elaborates on the 2006 decision by the Florida state government to base teachers’ pay on the improvements of their students’ FCAT scores. The FCAT is an annual standardized test given in elementary and middle schools that evaluates the students’ reading comprehension and math skills. The article documents the controversy surrounding the issue of whether the teaching profession should be divided by these means, and the concern that this legislation could disrupt the unity in schools. Can this segmentation of teachers be likened to a division of labor, and can this in turn lead to a socioeconomic hierarchy similar to Kessler-Harris’ gender and class hierarchy? Is it possible to divide schools in the way one would divide other factions of labor, and what are the implications of this emphasized connection between education and the economy? Is education being "commodified" by capitalism in the same manner as was the household?
Exhibit 3- Musuo Matriarchy
http://www.hiddenchina.net/img/ill/singing_mosuo_women.jpg
http://www.hiddenchina.net/web/eng/bilder_mosuo_pictures.html

(Note: if you go to the second link and scroll to the bottom, you can see this picture with more clarity)
These images portray some of the Musuo women of Lugu Lake, which is in the Yunnan province of China. The Musuo females constitute one of the few remaining matriarchies in the world; the women of Lugu Lake hold complete political, economic, and social power within the region. Men’s responsibilities are typically limited to childcare and procreation. In the first image, female authority is symbolized by their position atop the mountain, overlooking their domain and above everyone else. The second image showcases the women as the clear leaders in their community, capturing their supervision and regulation of the men in the background. These exhibits extend on Kessler-Harris’ reference of social ideologies by providing an alternative to traditional social roles. In fact, the idea of a matriarchal society contributes to all of the authors’ commentary on the sexual division of labor, except that in this case, the segmentation is in the women’s favor. How does a matriarchy impact the strength and prosperity of a community? Do the men have fulfillment in this unorthodox role, or do they share the sentiment of most females in non-matriarchal communities, namely that an unbalanced social reproduction of labor oppresses them?