Defining a New Classism: Understanding and Responding to Socioeconomic Inequities in Education

Teaching in a diverse adult learning environment often brings to light the subtle and nuanced differences in perceived educational outcomes and experiences among students from various social classes. My journey as an educator has revealed these discrepancies, primarily centered around financial and cultural contexts, eventually leading me to explore the more fundamental aspects of class differences.

The Emergence of Class Differences

It took over seven years, working with thousands of adult learners, to discern a clear and consistent pattern: the stark differences in perceptions, absorption, and manifestation of educational content among students were tied to economic class. Gradually, the notion of social class began to coalesce around the concept of money and related advantages. Upon delving deeper, I found myself questioning my own class biases and the subtle differences in my upbringing and education.

The Influence of Ruby Payne

The work of Ruby Payne significantly clarified and crystallized the observations I had made. Her insights into the cultural dynamics of poverty and its impact on education provided a framework for understanding these disparities. This self-revelation and the subsequent realization of my own class biases motivated a profound self-examination, leading me to recognize the unique cultural identities and lived experiences that defined my socioeconomic background.

Class Differences and Identity

My upbringing as a Middle to Upper Middle class individual, with a mix of rich and poor relatives, has shaped my habits, tastes, and expectations. Straddling different social classes, I often feel a disconnect between the lifestyle I was raised to accept and the projections of others, particularly of being designated as Black in America and the stereotypes that come with it. This identity has been further complicated by the vast differences within my extended family, who range from wealthy to impoverished.

Navigating Cultural Norms and Expectations

My upbringing also instilled in me a sensitivity to certain cultural norms and expectations. For instance, my mother prohibited me from eating certain foods during my childhood, like Spam, chitlins, and hog maws. This was not merely to prevent me from normalizing poverty, but also to ensure that I did not consume substandard food. Instead, I was exposed to high-end French cuisine, which significantly influenced my understanding of quality and gastronomy.

My exposure to such cultural differences has been influential in recognizing that the norms and expectations of other Black and Latino cultures are distinct and separate from my own. These norms are deeply intertwined but also varied, forming an intricate tapestry that is often misunderstood and misinterpreted.

Applying Knowledge to Modern Contexts

As an adult educator, I have encountered numerous instances where my knowledge and experiences do not align with those of my students. For example, my coworkers, despite their higher working-class status, often conceded that they could not fathom the finer aspects of gourmet food, simply because of their lack of exposure and educational background. Conversely, I was often amazed by the spatial and economic disparities that existed in my childhood environment, which I had taken for granted.

The gulf between my affluent and impoverished counterparts is apparent in other areas of life as well. While I have a fully equipped oceanview apartment, luxurious furniture, and the benefits of high-quality education and career opportunities, my relatives and friends face significant challenges. This stark contrast has to a degree eroded my earlier egalitarian views, leading me to adopt a more critical and sometimes harsh approach to my educational mentoring and career guidance.

Addressing Educational Disparities

My professional journey has been heavily influenced by these experiences. My efforts to mentor students from impoverished backgrounds have led me to adopt a more entrepreneurial and discriminative approach, focusing on those most likely to succeed. Despite facing many challenges, I am convinced that my guidance and mentorship can make a significant positive impact on the lives of many of my students. While I recognize that not all can overcome their circumstances, I remain committed to helping those who can.

The journey of uncovering and understanding class differences has transformed me into a more class-conscious educator. The narrative of overcoming socioeconomic barriers and achieving success remains a vital aspect of my teaching philosophy. By acknowledging and addressing the nuances of class differences, I hope to inspire my students to navigate their own unique paths with resilience and determination.