Social Class In Education

Langhout et al. (2009) findings, highlight the critical issue of classism and its negative consequences, particularly for students from poor and working-class backgrounds. These students face not only economic barriers but also social ones, with class-related inequalities manifesting as feelings of exclusion, decreased belonging, and poorer mental health outcomes. This sense of not fitting in can contribute to a desire to drop out, which is particularly troubling for educational institutions and governments aiming for success across socio-economic backgrounds.

Critical Social Psychology emphasizes that social class is not just an individual issue but is deeply intertwined to broader systems of power and inequality. Classism reflects not only personal biases but also societal structures that maintain existing power imbalances. The experiences of students from lower socioeconomic backgrounds, such as decreased belonging and increased dropout rates, are the result of these structural inequalities. In this way, classism in higher education can be seen as a reflection of a larger societal problem where access to resources, representation, and opportunities is unequally distributed (Gough et al., 2013).

Taking this into account, classism in higher education is not only about financial hardship but also about cultural and social wealth. Pierre Bourdieu's concept of "cultural capital" (Bourdieu, 1986) helps explain why students from working-class backgrounds may struggle more than their wealthier peers. Cultural capital includes the skills, manners, etiquette and knowledge passed down in higher socio-economic environments, which gives students from wealthier backgrounds advantage when it comes to navigating academic and social life in universities. This may suggest why students from lower socio-economic backgrounds may experience a diminished sense of belonging in these types of environments.

Nonetheless, students from working-class backgrounds who adopt the etiquette and behaviors of wealthier peers may have an easier time blending into academic and social spaces that can eventually lead to better opportunities and important connections. These connections will be useful in the future leading to benefits and easier mobility. Social learning theory (Bandura, 1977) suggests that behaviors, including manners, are learned through observation, which hints to a way for students in lower socioeconomic status to improve these possibilities even if it's not by economic means.

Analyzing and changing classism in higher education requires more than just having individuals of lower economic status mimic the behaviors of wealthier peers or offering them scholarships and financial aid. It is important to look at making systematic changes. Critical Social Psychology suggests that institutions can adapt to an education system that is not only financially but also culturally and socially accessible to all students, regardless of socioeconomic status. While financial support can immensely help alleviate some barriers, it does not fully address the deeper social and cultural obstacles that working-class students have. Many individuals still prefer to get a job instead of debt, which highlights the inequalities. For true equity, universities and the government should go beyond financial solutions and should also actively work on promoting inclusive environments that value diverse backgrounds and forms of knowledge, ensuring that all students feel they belong.

References

Bandura, A. (1977). Social Learning Theory. Prentice Hall.

Bourdieu, P. (1986). The Forms of Capital. In J. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education (pp. 241–258). Greenwood.

Gough, B., McFadden, M., & McDonald, M. (2013). Critical Social Psychology: An Introduction. Palgrave Macmillan.

Langhout, R. D., Rosselli, F., & Feinstein, J. (2009). Assessing classism in academic settings. Journal of Diversity in Higher Education, 2(4), 201-215.

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