Discussion 1 6051 : Response Classism

Discussion 1: Classism
Respond to  two colleagues’ posts by explaining how your own past experience with classism is similar to or different from your colleagues’. Also explain how issues might reveal themselves in your future social work practice in a manner similar to or different from that which your colleagues anticipate.
SOCW_6051_Week4_Discussion2_Rubric
Discussion Posting Content
8.1 (27%) – 9 (30%)
Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
Peer Feedback and Interaction
6.75 (22.5%) – 7.5 (25%)
The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes.
Writing
4.05 (13.5%) – 4.5 (15%)
Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate level writing style.
Colleagues’ Respond  
1. Student name: Jzua K. 
Classism is a social institution created by economic inequality where people are given discriminatory value based on culture and socioeconomic class (Adams et al., 2018). Class is a social position ranked on income, wealth, education, and power (Adams et al., 2018). In addition, people internalize stereotypes about class positions based on misinformation which defines their relationships to others within a class hierarchy.  As a result, classism affects all members of a social system in which class categories are subtle and perplexing, and relative superiority and inferiority are replicated by interactions of social, institutional, cultural, and interpersonal relationships (Adams et al., 2018).
I have experienced classist microaggressions since childhood and into adulthood because I was not a member of the middle class. As a child, meritocracy was heavily emphasized that working hard guaranteed upward mobility and economic success as an adult (Adams et al., 2018). The harsh reality was that hard work did not guarantee success because I was not privileged or controlled certain elements to move forward. I have been passed up for job opportunities on gender and race because I did not fit the profile for the job. I could not obtain loans from banks because I did not fit their stereotypical consumer. The myth of meritocracy assumes that those who are improvised have not worked hard enough or are unintelligent, so they are not successful (Adams et al., 2018). 
The family is the primary source of early socialization and access to social networks, other economic and societal resources which determine adult class status, income, and occupational achievement (Sherman & Harris, 2012).  Children from low-income families lack the social structure that children from middle-class families enjoy (Sherman & Harris, 2012).  Parents are the first step in socialization into class roles and teachers of behavioral norms, values, and social network ties (Sherman & Harris, 2012).  As a result of these factors, different parenting styles and goals can significantly impact a child’s life course, including whether or not they are prepared for upward mobility and economic success (Sherman & Harris, 2012). As a social worker helping low-income families who do not have the social network to help their children move upwards, I would emphasize finding the appropriate resources (Sherman & Harris, 2012). Parents can help their children obtain resources to their advantage while also teaching cultural norms to help children find resources for themselves (Sherman & Harris, 2012). 
References
Adams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C. J., DeJong, K., Hackman, H. W,… Zuniga, X. (Eds.). (2018). Readings for diversity and social justice (4th ed.). New York, NY: Routledge Press.
 Sherman, J., & Harris, E. (2012). Social class and parenting: Classic debates and new understandings. Sociology Compass, 6(1), 60–71.

2. Student Valentina R.
I personally never focus on the idea of classism till I was in college studying in my major. I always knew the difference between those who were more fortunate than me and those who were not as lucky. I understood that my family did not come from money. However, classism was never a topic of discussion around me, nor was it made as an identity. Growing up, I never heard people speak of their class status whenever they would describe themselves. Somehow classism was never the focus growing up. The author says of this matter by stating, “it is not that [people] aren’t keenly aware of class differences — it is that class is usually not in the domain of public conversation…” (Adams, 2018, p.173). In college,  discussing classism was the first time I had an open conversation about the matter. I learned about the term redlining and how classism played a role regarding going to school, employment, and so forth. That’s when I realized how classism alone had an impact on my own life. I didn’t come from money, and I grew up in a single-parent home where money was extremely tight. So, when I went to college, unlike many peers, I had to work extra jobs on top of applying for loans that would soon become debt. Like other minorities, classism is not a discussion in many households; the focus is more on surviving and making a better life.
           As a social worker, I would have trainings relating to financing and networking. Although I am not an accountant, teaching finances will help my future clients, especially those from lower-class status. The textbook speaks on how individuals who borrow money the most are majority young, in and out of work, and minorities (p. 194). Once you get into debt with bad credit, it is sometimes hard to get out of it. Loaners are quick to trap people who are unsure and uneducated but won’t help them get out of the trap. As for networking, I believe as a social worker; it would be essential to teach clients about networking and getting involved with other individuals from different class statuses to help expand their opportunities.
 

 
References
Adams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C. J., DeJong, K., Hackman, H. W,… Zuniga, X. (Eds.). (2018). Readings for diversity and social justice (4th ed.). New York, NY: Routledge Press.