An educational system is a place where individuals can receive knowledge that can enable their ability to become successful, productive, and contributory citizens to society. The educational system can also be a place that has the potential to balance social inequalities by providing opportunities for achievement to those who participate in it. The educational system may indeed provide knowledge that can endorse the potential for individuals to achieve in life. However, if educational organizations harbor classism, educational attainment may be difficult for some individuals. This paper will examine classism and the ways in which classism contributes to the inequality and discrimination of some individuals within the educational system. How
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Regardless, if capitalism and classism are to be understood within an economic institution such as educational systems, one must understand the subtle intricacies of classism and capitalism. Capitalism may be defined as the rule of the economically advantaged over the economically disadvantaged, whereas, classism may be the ideology that enforces this rule. Perhaps closer examination of why one group has an economically advantaged position over another group is in order. A clarifying definition of classism will help address the complexity of the relationship between capitalism and classism. Regina, Rosselli, & Feinstein (2007) offer a conceptual understanding of one definition of classism. The authors define classism as the imposing institutional stereotypes, negative attitudes, biases, and discrimination from the dominant class towards those in subordinate classes who possess less economic, social, and cultural capital (Social Class Defined section, para. 1-8). This definition of classism suggests that classism is a belief system that contributes to the behavior of exploitation from one class towards another class that results in the economic disparity between classes. Therefore, Regina, Rosselli, & …show more content…
Coming from a lower class stratum may undermine one’s ability to receive an education, and this may result in the outcome of one’s ability to have social equality (Snook & O’Neill, 2010). Class inequalities may result from entrenched classism attitudes regarding class. For example, belonging to certain social classes may influence the attitudes that some students bring to educational institutions. These attitudes may also influence the way these students are perceived, and treated. Furthermore, attitudes can also systematically structure the educational environment for students and instructors. For example, Barone, (1999) suggests, that attitudes from the normative dominant class (high economic, cultural, and social capital) embody social systems, and this creates an environment that is difficult for the lower class to merge into (Class oppression as social system para. 11). Furthermore, it may be difficult for some individuals from lower class stratums to merge into a normative culture because they may not possess equal amounts of social capital. Since the normative class may be perceived as occupying superior social positions, hierarchical relations could be bestowed on these members through implicit expectations through what is known as group identity privileging (Pratto & Stewart, 2012).
Regardless, if capitalism and classism are to be understood within an economic institution such as educational systems, one must understand the subtle intricacies of classism and capitalism. Capitalism may be defined as the rule of the economically advantaged over the economically disadvantaged, whereas, classism may be the ideology that enforces this rule. Perhaps closer examination of why one group has an economically advantaged position over another group is in order. A clarifying definition of classism will help address the complexity of the relationship between capitalism and classism. Regina, Rosselli, & Feinstein (2007) offer a conceptual understanding of one definition of classism. The authors define classism as the imposing institutional stereotypes, negative attitudes, biases, and discrimination from the dominant class towards those in subordinate classes who possess less economic, social, and cultural capital (Social Class Defined section, para. 1-8). This definition of classism suggests that classism is a belief system that contributes to the behavior of exploitation from one class towards another class that results in the economic disparity between classes. Therefore, Regina, Rosselli, & …show more content…
Coming from a lower class stratum may undermine one’s ability to receive an education, and this may result in the outcome of one’s ability to have social equality (Snook & O’Neill, 2010). Class inequalities may result from entrenched classism attitudes regarding class. For example, belonging to certain social classes may influence the attitudes that some students bring to educational institutions. These attitudes may also influence the way these students are perceived, and treated. Furthermore, attitudes can also systematically structure the educational environment for students and instructors. For example, Barone, (1999) suggests, that attitudes from the normative dominant class (high economic, cultural, and social capital) embody social systems, and this creates an environment that is difficult for the lower class to merge into (Class oppression as social system para. 11). Furthermore, it may be difficult for some individuals from lower class stratums to merge into a normative culture because they may not possess equal amounts of social capital. Since the normative class may be perceived as occupying superior social positions, hierarchical relations could be bestowed on these members through implicit expectations through what is known as group identity privileging (Pratto & Stewart, 2012).