Classism: Definition, Explanation, and Example
Classism is a form of discrimination and prejudice based on social class. It refers to biases and unfair treatment people face because of their economic status, perceived wealth, education level, or occupation. Classism perpetuates inequality by privileging certain classes while disadvantaging others, leading to systemic and societal disparities.
Definition:
Classism occurs when individuals or groups are treated differently because of their socio-economic background. It involves both individual-level prejudices and institutional structures that perpetuate inequality, often giving preferential treatment to the wealthy or those of higher social standing while marginalising the working class or those perceived as lower class.
At its core, classism is not just about personal attitudes but deeply embedded in systems and policies that affect opportunities in education, employment, healthcare, and housing. Classism often intersects with other forms of discrimination like racism, sexism, or ageism, creating compounded disadvantages for some individuals.
How Does Classism Manifest?
Classism can be overt or subtle, but it always promotes inequality. Here are a few ways it shows up:
- Economic disparity: Wealthier individuals often have access to better education, healthcare, and job opportunities, while those from lower socio-economic backgrounds may face barriers in these areas.
- Social perceptions: People may assume that individuals from working-class backgrounds are less intelligent, capable, or hardworking, perpetuating stereotypes and fostering a culture of exclusion.
- Institutional bias: Organisations, institutions, and governments may implement policies that favour higher-income groups, such as tax breaks or exclusive education programmes, while ignoring the needs of the working class or low-income individuals.
Example:
A common example of classism can be seen in the workplace. Consider two individuals applying for the same role: one comes from a privileged background, attended a prestigious university, and has connections within the company. The other applicant is just as qualified but attended a public university and lacks connections. Even if both candidates have similar experience and skills, the candidate with a higher social class background might be viewed more favourably due to classist biases.
This can also happen in housing, where wealthier individuals may gain access to better neighbourhoods and housing options, while low-income families are often limited to poorer areas with fewer resources, perpetuating the cycle of poverty.
Tackling Classism:
Addressing classism requires societal change, including policy reform and a shift in cultural attitudes. Governments can play a role by implementing fairer economic policies, improving access to education, and ensuring that wealth disparities are not perpetuated by outdated structures.
Education is a powerful tool in fighting classism. Raising awareness of how classism operates in daily life and in institutions can help create a more equitable society. Encouraging empathy and reducing stereotypes is essential to reducing class-based discrimination.
Conclusion:
Classism affects millions of people globally, perpetuating inequality based on socio-economic status. By understanding and addressing the roots of classism, societies can move towards greater equality, providing equal opportunities for individuals regardless of their background.
Fighting classism requires a commitment to fairness in both individual attitudes and structural policies, helping to close the gap between the privileged and the disadvantaged.
References
Langhout, R. D., Rosselli, F., & Feinstein, J. (2007). Assessing classism in academic settings. The Review of Higher Education, 30(2), 145-184. https://muse.jhu.edu/pub/1/article/205856/summary
Lott, B. (2012). The social psychology of class and classism. American Psychologist, 67(8), 650. https://psycnet.apa.org/record/2012-30216-019
Langhout, R. D., Drake, P., & Rosselli, F. (2009). Classism in the university setting: Examining student antecedents and outcomes. Journal of Diversity in Higher Education, 2(3), 166. https://psycnet.apa.org/record/2009-13602-005
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