<P> Gender roles are also viewed differently by those in the higher and lower social classes . Middle class individuals, who were more open towards "nonconformity" and emphasized individual self - direction as well as critical thinking, were also less stringent in their application of gender roles . Working class individuals, on the other hand, emphasized gender roles . While working - class people have more and more assimilated to middle class culture regarding their view and application of gender roles, differences remain . Professional class people are more likely to have an egalitarian distribution of work in their household with both spouses being equals in heterosexual marriages . According to Dennis Gilbert, "College life, generally a prologue to upper - middle class careers, delays marriage and encourages informal, relatively egalitarian association between men and women ." </P> <P> The following are reported income -, education -, and occupation - based terms for specific classes commonly used by sociologists . </P> <Table> Academic class models <Tr> <Th_colspan="2"> Dennis Gilbert, 2002 </Th> <Th_colspan="2"> William Thompson & Joseph Hickey, 2005 </Th> <Th_colspan="2"> Leonard Beeghley, 2004 </Th> </Tr> <Tr> <Th> Class </Th> <Th> Typical characteristics </Th> <Th> Class </Th> <Th> Typical characteristics </Th> <Th> Class </Th> <Th> Typical characteristics </Th> </Tr> <Tr> <Th> Capitalist class (1%) </Th> <Td> Top - level executives, high - rung politicians, heirs . Ivy League education common . </Td> <Th> Upper class (1%) </Th> <Td> Top - level executives, celebrities, heirs; income of $500,000 + common . Ivy league education common . </Td> <Th> The super-rich (0.9%) </Th> <Td> Multi-millionaires whose incomes commonly exceed $350,000; includes celebrities and powerful executives / politicians . Ivy League education common . </Td> </Tr> <Tr> <Th> Upper middle class (15%) </Th> <Td> Highly - educated (often with graduate degrees), most commonly salaried, professionals and middle management with large work autonomy . </Td> <Th> Upper middle class (15%) </Th> <Td> Highly - educated (often with graduate degrees) professionals & managers with household incomes varying from the high 5 - figure range to commonly above $100,000 . </Td> <Th> The rich (5%) </Th> <Td> Households with net worth of $1 million or more; largely in the form of home equity . Generally have college degrees . </Td> </Tr> <Tr> <Th> Middle class (plurality / majority?; ca . 46%) </Th> <Td> College - educated workers with considerably higher - than - average incomes and compensation; a man making $57,000 and a woman making $40,000 may be typical . </Td> </Tr> <Tr> <Th> Lower middle class (30%) </Th> <Td> Semi-professionals and craftsmen with a roughly average standard of living . Most have some college education and are white - collar . </Td> <Th> Lower middle class (32%) </Th> <Td> Semi-professionals and craftsmen with some work autonomy; household incomes commonly range from $35,000 to $75,000 . Typically, some college education . </Td> </Tr> <Tr> <Th> Working class (30%) </Th> <Td> Clerical and most blue - collar workers whose work is highly routinized . Standard of living varies depending on number of income earners, but is commonly just adequate . High school education . </Td> </Tr> <Tr> <Th> Working class (32%) </Th> <Td> Clerical, pink - and blue - collar workers with often low job security; common household incomes range from $16,000 to $30,000 . High school education . </Td> <Th> Working class (ca . 40--45%) </Th> <Td> Blue - collar workers and those whose jobs are highly routinized with low economic security; a man making $40,000 and a woman making $26,000 may be typical . High school education . </Td> </Tr> <Tr> <Th> Working poor (13%) </Th> <Td> Service, low - rung clerical and some blue - collar workers . High economic insecurity and risk of poverty . Some high school education . </Td> </Tr> <Tr> <Th> Lower class (ca . 14--20%) </Th> <Td> Those who occupy poorly - paid positions or rely on government transfers . Some high school education . </Td> </Tr> <Tr> <Th> Underclass (12%) </Th> <Td> Those with limited or no participation in the labor force . Reliant on government transfers . Some high school education . </Td> <Th> The poor (ca . 12%) </Th> <Td> Those living below the poverty line with limited to no participation in the labor force; a household income of $18,000 may be typical . Some high school education . </Td> </Tr> <Tr> <Td_colspan="6"> <Dl> <Dd> References: Gilbert, D. (2002) The American Class Structure: In An Age of Growing Inequality . Belmont, CA: Wadsworth, ISBN 0534541100 . (see also Gilbert Model); </Dd> <Dd> Thompson, W. & Hickey, J. (2005). Society in Focus . Boston, MA: Pearson, Allyn & Bacon; Beeghley, L. (2004). The Structure of Social Stratification in the United States . Boston, MA: Pearson, Allyn & Bacon . </Dd> <Dd> The upper middle class may also be referred to as "Professional class" Ehrenreich, B. (1989). The Inner Life of the Middle Class . NY, NY: Harper - Collins . </Dd> </Dl> </Td> </Tr> </Table> <Tr> <Th_colspan="2"> Dennis Gilbert, 2002 </Th> <Th_colspan="2"> William Thompson & Joseph Hickey, 2005 </Th> <Th_colspan="2"> Leonard Beeghley, 2004 </Th> </Tr>

What are the income brackets for lower middle and upper class
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