Social Class and Classism
SOCW‑6051‑2: Diversity, Human Rights, and Social Justice
Topic: Social Class and Classism
1. Introduction
Social Class: Refers to divisions in society based on economic resources, occupation, education, and social status.
Classism: Prejudice or discrimination based on social class, often privileging the wealthy while marginalizing those with fewer resources.
Relevance to Social Work: Understanding class dynamics is essential for promoting equity, human rights, and social justice.
2. Defining Social Class
Economic Dimension: Income, wealth, and material resources.
Occupational Dimension: Type of work, prestige, and job security.
Educational Dimension: Access to quality education and credentials.
Cultural Dimension: Lifestyle, values, and social networks.
Intersectionality: Social class intersects with race, gender, and other identities, compounding inequality.
3. Theories of Social Class
Karl Marx: Class conflict between bourgeoisie (owners) and proletariat (workers).
Max Weber: Multidimensional view—class, status, and power.
Pierre Bourdieu: Cultural capital (knowledge, skills, tastes) reinforces class divisions.
Contemporary Perspectives: Structural inequality, globalization, and neoliberal policies shape modern class dynamics.
4. Classism in Society
Individual Level: Stereotypes (e.g., poor people are lazy).
Institutional Level: Unequal access to education, healthcare, housing.
Cultural Level: Media portrayals that stigmatize poverty or glorify wealth.
Impact: Classism perpetuates cycles of disadvantage and undermines social mobility.
5. Experiences with Social Class and Classism
Personal Reflection: Individuals may experience privilege or marginalization depending on their class background.
Example: A student from a working‑class family may face barriers in higher education due to financial constraints, while peers from affluent families enjoy greater opportunities.
Illustration: Being excluded from social activities because one cannot afford certain clothing brands or leisure activities demonstrates classism in everyday life.
6. Social Class in the “Who I Am” Narrative
Self‑Identity: Social class shapes values, aspirations, and sense of belonging.
Video Reflection: Some students may not explicitly mention social class in their Week 1 “Who I Am” video, focusing instead on race, gender, or culture.
Reasoning: Social class may be invisible or taken for granted, especially if one has not experienced significant class‑based barriers.
Importance: Reflecting on class identity deepens awareness of privilege and oppression.
7. Social Work Implications
Assessment: Recognize how class influences client access to resources.
Intervention: Address barriers such as poverty, unemployment, and housing insecurity.
Advocacy: Promote policies that reduce inequality (e.g., affordable healthcare, living wages).
Ethics: NASW Code of Ethics requires social workers to challenge social injustice, including classism.
Empowerment: Help clients build resilience and access opportunities despite systemic barriers.
8. Human Rights and Social Justice Lens
Human Rights: Everyone has the right to adequate housing, healthcare, education, and work.
Social Justice: Calls for redistribution of resources and dismantling of oppressive structures.
Classism as Violation: Denying opportunities based on class undermines human dignity and equality.
Global Perspective: Class inequality exists worldwide, with extreme wealth gaps between nations and within societies.
9. Strategies to Address Classism
Education: Raise awareness about class privilege and stereotypes.
Policy Reform: Advocate for progressive taxation, social safety nets, and equitable education funding.
Community Programs: Provide support for low‑income families (food security, housing assistance).
Cultural Change: Challenge media narratives that stigmatize poverty.
Social Work Practice: Use strengths‑based approaches to highlight resilience in marginalized communities.
10. Conclusion
Social class profoundly shapes life chances, opportunities, and identity.
Classism perpetuates inequality and undermines human rights.
Social workers must critically examine their own experiences with class, recognize privilege, and advocate for systemic change.
Reflecting on personal narratives, such as the “Who I Am” video, helps students connect theory to lived experience and strengthen their commitment to social justice.
Quiz (15 Questions)
Multiple Choice
Which theorist emphasized class conflict between owners and workers? a) Weber b) Marx c) Bourdieu d) Durkheim
Cultural capital refers to: a) Financial assets b) Knowledge, skills, and tastes c) Political power d) Social networks
Classism at the institutional level includes: a) Negative stereotypes b) Unequal access to education and healthcare c) Media portrayals of poverty d) Personal prejudice
Which NASW principle requires social workers to challenge classism? a) Confidentiality b) Competence c) Social justice d) Integrity
A student excluded from activities due to clothing brands is experiencing: a) Cultural capital b) Classism c) Privilege d) Status mobility
True/False
Social class only refers to income. (False)
Classism can occur at individual, institutional, and cultural levels. (True)
Human rights include access to housing, healthcare, and education. (True)
Social class is always explicitly mentioned in identity narratives. (False)
Social workers should ignore class differences to remain neutral. (False)
Short Answer
Describe how social class intersects with race and gender to compound inequality.
Provide an example of classism you have observed or experienced.
Why might someone omit social class in their “Who I Am” video?
How does Bourdieu’s concept of cultural capital reinforce class divisions?
Identify two strategies social workers can use to address classism in practice.
WEEEK 7 first discussion
SOCW-6051-2: Diversity, Hum Rights, Soc J-Summer 2025OW
A Social Class
Social class extends beyond wealth and other financial indicators. Class also includes details like the amount of free time enjoyed, quality of life, educational attainment, and others’ perceptions of social status. The language and experience of class is woven into everyday communications and judgments. For example, we might describe the actions of someone as “classy” if we perceive their behavior as sophisticated and appropriate or “classless” if the behavior is rude. Picture, also, someone stepping into a high-end store who does not have the right “look” to be shopping there. The shopkeeper may exhibit classism by dismissing or confronting them.
How often do you reflect upon the influence social class has had on your life? Did you mention class identity in your “Who I Am” video in Week 1? In this Discussion, you revisit personal experiences of social class and the role class plays in your life and future social work practice.
To prepare:
Review the Learning Resources on social class and socioeconomic status.
Return to the Week 1 Discussion and view your “Who I Am” video. Reflect on whether you addressed social class within your video, and why or why not.
BY DAY 3 (Please write out the sub headings)
Write a post in which you:
Describe your own experiences with social class and classism. Provide an example to illustrate.
Then, after reviewing your Week 1 Who I Am video, explain whether you referred to social class in your video. Why or why not?
Support your post with examples from the course text and any other resources used to respond to this Discussion. Demonstrate that you have completed the required readings, understand the material, and are able to apply the concepts. Include a full reference of resources at the bottom of the post.
Course book
Diversity, Oppression And Change 3RD 21
Author: Marsiglia
ISBN-13: 978-0-19-005952-1
ISBN-10: 0-19-005952-4
Edition/Copyright: 3RD 21
Publisher: Oxford University Press (course)
Required Readings
Marsiglia, F. F., Kulis, S. S., & Lechuga-Peña, S. (2021). Diversity, oppression, and change: Culturally grounded social work (3rd ed.). Oxford University Press.
oChapter 3, “The Intersectionality of Race and Ethnicity With Other Factors” (pp. 46–64)
Read the “Social Class” section.
oChapter 4, “Intersecting Social and Cultural Determinants of Health and Well-Being” (pp. 65–95)
American Psychological Association. (2017, July). Education and socioeconomic statusLinks to an external site.. https://www.apa.org/pi/ses/resources/publications/education
Required Media
The Advocate. (2018, January 25). What is intersectionality? | Queer 101 | The AdvocateLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=EXJ4Dbdm1ks
oNote: The approximate length of this media piece is 3 minutes.
NPR. (2018, April 11). Housing segregation and redlining in America: A short history | Code Switch | NPRLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=O5FBJyqfoLM
oNote: The approximate length of this media piece is 7 minutes.
Walden University, LLC. (2021). Social work case studiesLinks to an external site. [Interactive media]. https://class.waldenu.edu
oNavigate to Crystal.
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