 Another approach to the problematic nature of socio-economic class as it relates to women are empirical studies which show how class distinctions are still important for women in their daily lives as a way to compare and contrast themselves with other women and men, even if they do not use the concepts of “working class,” “professional class” or “capitalist class”. Many have pointed out that the concept of class itself is mystified in the U.S. context, but that nonetheless class distinctions still operate because of different structural economic constraints, which act on some differently from others. The Ehrenreichs (1979), in a classic article, argue that this mystification is due to the emergence of a professional-managerial class that has some interests in common with the capitalist class and some with the working class. Whatever its causes, there are empirical studies which show that class distinctions still operate between women, albeit in an indirect way. Barbara Ehrenreich (2001), by adopting the material life conditions of a poor woman, did an empirical study of the lives of women working for minimum wages and found their issues to be quite different from and ignored by middle and upper-class women. Diane Reay (2004) does an empirical study of women from manual labor family backgrounds and their relation to the schooling of their children, and discovers that they use a discourse that acknowledges class differences of educational access and career possibilities, even though it does not specifically define these by class per se. Similarly, Julie Bettie (2000) does an impressive discourse analysis of the way that Latina high school students create their own class distinctions through concepts such as “chicas,” “cholas” and “trash” to refer to themselves and their peers. These categories pick out girls as having middle class, working class or poor aspirations by performance indicators such as dress, speech, territorial hang-outs and school achievement, while never mentioning “class” by name. Women’s experiences of growing up working class are presented in the anthology edited by Tea (2003).