social class on campus: expanding the diversity discussion will barratt, ph.d. january 4, 2011...
TRANSCRIPT
Social class on campus: Expanding the diversity
discussion
Will Barratt, Ph.D.January 4, 2011
Indiana University
Will’s classnography
• Born in Stanford University hospital• Grew up in Hanover, NH, where my father
taught Life Sciences at Dartmouth• Father went to Rutgers, UNH, and Yale, was
department chair and dean• Mother went to UNH
Will’s classnography
• Sister went to Radcliffe, Michigan State, George Washington, UW-Madison, was department chair and is a dean
• I went to Dartmouth (in high school), Beloit College, Miami University, and The University of Iowa
• I am third gen college, second gen Ph.D.
Will’s classnography
• With my family we had driving and camping vacations, mostly to Colorado
• We lived in Palo Alto, CA for a year when I was in 5th grade
• As a teen my allowance included admission for two movies each week
Will’s classnography
• We often had out-of-town guests for dinner who were speaking on campus. Several, I later found out, were Nobel Laureates
• I regularly went to plays, concerts, and art showings on campus, often getting to meet the performers and artists
Will’s classnography
• 99% of my high school class went to college• Several of my high school friends have been in
the national news, for good things• Most of my college friends have graduate or
professional degrees
Will’s classnography
• I rarely had a paying job until college• I never had a car until college• I was not aware of class until I was in my 30s
even though I experienced class contrast
Will’s classnography
• I have been acting chair, associate dean, and chair of university, college, and department committees
• I have lived in California, New Hampshire, Wisconsin, Massachusetts, Iowa, Missouri, Indiana, Salzburg, Budapest, Beijing, and Porto Alegre, Brazil, and have traveled to 27 countries
Will’s Capital
• I have very good cultural capital• I have good social skills and lots of social
capital on my campus• I have sufficient economic capital
Cultural
Capita
l
Campus S
ocial C
apita
l
Profes
sional
Socia
l Cap
ital
Community So
cial C
apita
l
Economic C
apita
l0%
10%20%30%40%50%60%70%80%90%
100% 95% 95%
60%
10%
90%
Will’s class identity
• My social class of origin• My current felt social class • My attributed social class– Have not changed much– If anything I have moved up a little in social class
Will’s class role
• I learned class roles at home, at school, at college, and at work
• I am often given privilege, and I NEVER ask for it– That would be rude.
What you know about class
• You have a good start• How can I add more tea to a cup that is
already full?• There is a lot more for all of us to learn– Social class is more than money!
Learning goals
• Vocabulary about class– If you don’t have a language for something you
have no agency with it
Learning goals
• Multiple models about class– Capital– Roles– Identity– Culture – We tell you that class is money to distract you
from the truth and make you buy more stuff
Learning goals
• Tools to talk about class– The classnography
Three stories – Three women
• High ability• High SAT• Attractive• Born into different circumstances– The best predictor of college success is family
income!
The cast
• Louise – from the Lower Class on campus• Misty – from the Majority Class on campus• Ursula – from the Upper Class on campus
US Adults over 25, 2009
None
1st - 4
th grad
e
5th - 6th gr
ade
7th - 8th gr
ade
9th grad
e
10th grad
e
11th grad
e /2
High sc
hool grad
uate
Some c
ollege
no degree
Associa
te's d
egree
, occu
pational
Associa
te's d
egree
, acad
emic
Bachelo
r's deg
ree
Master'
s deg
ree
Profes
sional
degree
Doctoral
degree
0%
5%
10%
15%
20%
25%
30%
35%
0% 1% 2% 2% 2% 2%4%
31%
17%
4% 5%
19%
8%
2% 1%
Class on campus
First GenerationLouise
Second or More GenerationMisty and Ursula
0%
10%
20%
30%
40%
50%
60%
70%
80%
25%
75%
NCES Data on Percent of College Population
A closer look at campus
WC / PCWhitney Page
Lower Louise
MajorityMisty
UpperUrsula
EliteEleanor
0%
10%
20%
30%
40%
50%
60%
5%
20%
55%
20%
0%
Best Guess of Percent of College Population
Louise’s story
• She comes from a small farming town• Father, uncles, and grandfathers, are all
farmers• Mother, and aunts work in offices in town• 4H, basketball, volleyball, and track• Worked at Dairy Queen
Louise’s story
• Guidance counselor assumed she would work or go to a community college
• Felt she needed to ask permission to do things, take classes, take the SAT, go on trips
• Has been to Chicago and St. Louis on school trips
• Louise had always lived in a class bubble until she went to campus
Louise’s story
• Goes to a financial aid presentation by staff from The Flagship State University (TFSU)
• Her parents know that the nursing program and the education programs are good at TFSU
• Is accepted, with a scholarship, to TFSU
Louise’s story
• Louise moves in with her trunk and suitcase• Roommate Nicole, whose parent’s are TFSU
legacies, moves in with everything• Louise is immediately aware of class contrast
Louise’s story
• Going in to the dining hall the first evening Louise is alone, terrified, near tears, and has no idea what to do
• Mary sits with Louise that first evening and they form a friendship and make it through the first week
Louise’s story
• Princess Nicole, the roommate, sends her papers home for editing and gets care packages from home
• During fall fashion adjustments Louise feels embarrassed by her wardrobe
• She is the ‘quiet girl’ so the RA doesn’t reach out to her
Louise’s story
• Louise is quite in class and never approaches her professors because she is aware of the class divide between her and them
• Louise has limited relationship building skills that would help her meet faculty and staff
• Her primary contact with TFSU is with the dining hall staff
Louise’s story
• At home in December her parents only want to talk about farming and other people in town, making Louise feel out of place
• Back on campus Louise goes to classes and not much more
• She is not trouble and not a star so she gets no attention
Louise’s story
• At home in June she gets a summer job and her friends from high school pressure her to spend her money and party with them
• At the end of summer she leaves her new boyfriend and goes back to campus
• She doesn’t feel at home in the small town• She doesn’t feel at home on campus
Louise’s story
• Back at school she declares a psychology and special education major
• Louise works on campus and as she gets money she buys fashionable clothing at discounts
• Summers become more emotionally difficult for her to be at home
Louise’s story
• When she graduated she had never used the writing center, career center, counseling center, student activities, was never invited to any leadership workshop, or to participate in any campus organization
• Louise always felt like an imposter on campus
Louise – Culture of origin
• What were the foods that Louise grew up with?
• What were her ideas about education, career, and work?
• What were her basic values?• What resources did she have?
Louise’s capital
Economic Capital Cultural Capital Social Capital0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
40% 40%
10%
Louise – Economic capital
• Her family of origin was in the bottom 50% for family income
• Her work as a teacher will put her, eventually, into the upper 50% – Indiana starting salaries for teachers is $30,844– Indiana median single earner income is $39,803
Louise – Cultural capital
• Cultural capital is the knowledge and skills associated with the prestige class
• These are not valued in her home town• Louise is unaware of the need to build cultural
capital, go to art shows, music, theater, etc.
Louise - Social capital
• She had very few relationship building skills because she never needed to meet new people in her home town
• She was unaware of the importance of personal connections
• No mentor reached out to her
Louise - Identity
• Her social class of origin is working class• Her current felt social class, on graduation, is
confused• Her attributed social class, on graduation is
middle class– From one perspective she is both working class
and middle/majority class
Louise - Identity
• When she was young she learned who she was and who she wasn’t– Female, not male – European-American, not anything else– Working class, not a college educated professional
• She has become who she was not!
Louise – Class as role
• Louise learned about class roles from television, movies, and magazines
• Her fashionable clothing becomes a costume for her
• Money and fashion are central to her ideas about class
Misty’s story
• Raised in an affluent suburb of a major city• Father has a BA and is a business executive• Mother has an MBA and works in
manufacturing• Grandfathers have college educations in
agriculture
Misty’s story
• With her family she has been to New York City, Paris, London, Chicago, Los Angeles, Nice, and Rome – always staying in a Hilton
• Misty is ‘princess’ and is very close to her mother
• Got a new car for her Sweet 16 party• Got a Mac because they are cute
Misty’s story
• Misty deserves things without effort on her part
• Misty was born on 3rd base and thinks she hit a triple
• Misty has always lived in a class bubble
Misty’s story
• Misty chose TFSU because her friends like it and she had gone to a few parties there
• On move in day her family caravans to campus and her father and brother carry in her boxes
• Roommate Michelle arrives and the unpacking competition begins
Misty’s story
• Misty’s four Prada purses (two for day wear and two for evening wear) wins the fashion competition
• Misty and Michelle go to Chicago shopping for fall fashions because “No one seriously shops locally!”
• They find the best local nail salon, tanning salon, etc. and tell everyone about “their” finds
Misty’s story
• Sorority rush occupies much of her fall, and she is constantly on the phone with mother, who was sorority president at TFSU
• Misty is all about Mani-pedis, tanning, and is high maintenance
• Misty is living the life she imagines the wealthy to live
• “She is so middle class!” is her favorite insult
Misty’s story
• Her sorority of choice invites her to join and the standards committee has a talk with her about attitude.
• At the end of the semester she asks each professor if she can take the exams early because her family has made plans that can’t be changed – she doesn’t tell them it is skiing in Vail
Misty’s story
• At the end of her first year her friends are her sorority sisters
• She has not joined any other organizations, has not participated in leadership workshops and has not visited the health center, career center, counseling, or writing center
• “If they were any good they would be in private practice.”
Misty’s story
• Misty selects a business major• She encounters gender• She encounters ethnicity• She does not encounter class because she is in
the majority and everyone wants to be like her• Misty continues to live in a class bubble that is
reinforced by campus norms
Misty’s story
• Misty doesn’t do self reflection• Her professors don’t treat her as special and
this upsets her• She is increasingly depressed and uses retail
therapy as a treatment
Misty’s story
• She graduates without ever encountering class• She is a fish who never noticed the water
supporting her
Misty’s culture of origin
• What were the foods that Misty grew up with?• What were her ideas about education, career,
and work?• What were her basic values?• What resources did she have?
Misty’s class identity
• Social class of origin – upper middle class in the US– majority class, middle class, on campus
• Current felt social class– Misty believes she is in the upper middle class,
and aspires to be like famous people• Attributed social class– ?
Misty’s Capital
Economic Capital Cultural Capital Social Capital0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
90%
60%
20%
Misty – Economic capital
• Misty is not as rich as she would like to be• She had money from parents during college• After college she worked in fashion
merchandising and was not paid what she thought she deserved
Misty – Cultural capital
• Because of her travel, with parents, for shopping, she has been many places that people talk about, but always in a class bubble
• Misty knows what money can buy, what is fashionable this week, and that that expensive equals quality
• She knows little about art, history, food, wine, design, and the ‘finer things’
Misty – Social capital
• Misty believes that people should meet her and that she doesn't need to meet other people
• She has limited contacts outside her sorority to meet anyone other than students
• She has limited social skills, even with men
Misty – Class as role
• Misty learned about class roles at home, and mostly from movies, TV, and magazines
• Misty wants to be perceived as prestige and uses ‘positional goods’ or ‘obviously labeled fashions’ to demonstrate her social class
• Class is about money and costumes for Misty, it is all very serious cosplay
Ursula’s story
• Ursula comes from a family of professors, physicians, engineers, and attorneys going back generations
• Ursula does not live in a class bubble• Before college she lived in Mexico as an
exchange student and in Japan with her family
Ursula’s story
• Ursula receives a Presidential Scholarship to TFSU and decides not to go to an Ivy League school
• The scholarship covers every expense and involves an enriched living environment
• Ursula’s parents expect her to “get an education” and do well academically, they have no expectation for a major
Ursula’s story
• On move in day she showed up with a trunk, a suitcase, and a computer
• Her roommate Nadia is a computer science major and is a serious student, well dressed and not into obviously labeled fashion
• They have a room designed for school, not princesses and parties
Ursula’s story
• Ursula is constantly aware of social class contrast and differences between her background and most other students
• Ursula is aware of her privileges and that she often has more cultural capital than her professors
• Her RA feels uncomfortable and inexperienced around Ursula
Ursula’s story
• In classes Ursula speaks up, and after class she talks with her professors
• She seeks out two organizations to join and attends two different leadership workshops that she found on campus
• She gets a job entering data for a professor because she needs to make her own money for expenses
Ursula’s story
• During the fall she visits the counseling center about anxiety and stress, and it was not her first visit to a therapist
• She visits the career center to begin packaging herself for graduate school and a career
• She visits the math center and the writing center for help, even though she is getting good grades
Ursula’s story
• Summer vacation is spent at home with family and friends
• Ursula has a job in the hospital where her mother works
• The family takes a two week vacation to Thessaloniki Greece visiting a family friend
Ursula’s story
• Ursula declares majors in Anthropology and Political Science and minors in Spanish to keep fluent
• She spends her Junior year in Scotland • After graduation she pursued paid and unpaid
internships before starting law school with the goal of working in social justice
Ursula’s culture of origin
• What were the foods that Ursula grew up with?
• What were her ideas about education, career, and work?
• What were her basic values?• What resources did she have?
Ursula – Class identity
• Her social class of origin• Her current felt social class• Her attributed social class – Never change on campus
Ursula’s Capital
Economic Capital Cultural Capital Social Capital0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%95% 95% 95%
Ursula – Economic capital
• The child of affluence, Ursula is expected to pay her own way for anything beyond college costs and the basics
• Her economic comfort make it possible to take unpaid internships
Ursula – Cultural capital
• Ursula comes to college with more cultural capital than most of her professors
• Ursula goes to art shows, theater, museums, and continues to travel
• Ursula is cautious talking about her cultural capital, and her economic capital
Ursula – Social capital
• Ursula learned at home how to meet and greet – she knows the secret handshake
• She has admirable relationship skills and quickly builds a social network where ever she goes
• She is not socially intimidated by anyone
Ursula – Class as role
• Ursula learned class roles at home and during her time living abroad
• She does not use positional goods, obviously labeled fashions, to demonstrate her prestige
• For Ursula and her family class is about cultural capital and personal growth
Social class and student development
• Most models of student development reflect Ursula’s life, and to a degree Misty’s
• Most campus environments are normed around Misty’s lifestyle, social life, fashion, food, hair, and nails
• Misty is normal and Louise and Ursula are abnormal
Social class and risk
• You can see social class if you look• Louise, and especially Whitney Page from the
working class / poverty class, are unlikely to graduate
• Someone taking an interest in them is the ONE consistent theme in their stories of success
Your job
• Learn your own class history• Learn to see class and it’s injuries• Learn to be class inclusive– Don’t be a Misty
What’s your story
• What are the problems that you have when talking about class?
What’s your story
• What was it like when you grew up?• What was it like for you during your first year
in college?• What is social class for you: Money, cultural
capital, fashion, fame . . . .
The conversation
• How can you help Louise with a dialog about class?
• What are your goals in talking with Louise about class?
• How does your campus de-value Louise’s social class culture and identity of origin?
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