In today’s rapidly changing educational environment, discussing social class has become more crucial than ever. Rather than relying on traditional lectures or statistics, I opted for a more engaging approach in my recent course on Intimacy, Marriages, and Families. By starting with a reflective exercise using sticky notes, I aimed to create a space for students to explore their personal experiences with social class.
This method was inspired by a previous activity focused on race and ethnicity, which demonstrated how simple prompts could encourage students to delve into their identities and experiences. This approach not only facilitated a deeper understanding of the topic but also allowed me to enhance the way I guided discussions in a meaningful manner.
As we transitioned to the unit on families and social class, I introduced a more complex set of prompts for the sticky note activity, leading to one of the most impactful moments of the semester.
The Sticky Note Exercise: A Thoughtful Introduction to a Complex Subject
Students were provided with sentence starters to complete anonymously on sticky notes. They then placed their notes around the classroom, creating a visual display that everyone could engage with simultaneously. This silent gallery walk allowed students to absorb their peers’ reflections before sharing their own thoughts on statements that resonated with them.
Some of the prompts included:
- “I became aware of how class influenced my life when…”
- “One thing my family struggled to afford was…”
- “I realized others had more when…”
- “I felt fortunate to have _______ when others did not.”
- “At school, I learned to keep quiet about…”
- “An opportunity I nearly missed due to financial constraints was…”
- “I was taught to always…”
These prompts, while straightforward, opened the door to rich emotional discussions. They encouraged students to connect the topic to their own lived experiences, setting the stage for a more profound exploration of social class.
The responses were both personal and enlightening. For instance, one student shared, “I didn’t realize how class shaped me until I saw how hard my mother worked to provide for us.” Another reflected on missed opportunities, mentioning education and even simple luxuries like shoes. Many students expressed values instilled by their circumstances, such as resilience and gratitude, while others highlighted the stark contrasts in their experiences compared to their peers.
As students shared their reflections, the classroom atmosphere shifted to one of empathy and understanding. The activity not only illuminated the diversity of experiences within the class but also fostered a sense of community and connection among students.
After the gallery walk, I guided the discussion towards a critical takeaway: the importance of recognizing that not everyone has the same resources or opportunities. I encouraged students to reflect on how their backgrounds influenced their experiences and perspectives.
The Importance of Addressing Class Disparities
In a time when discussions around diversity, equity, and inclusion are often sidelined, it is essential for educators to address issues of inequality head-on. Class disparities are widening, and many students face challenges such as food insecurity and housing instability while others benefit from generational wealth and support systems. Ignoring these disparities only perpetuates them.
Teaching about social class is not about assigning blame; rather, it is about equipping students with the knowledge and tools to understand their place within societal structures.
Effective Strategies for Teaching Social Class
To create an inclusive and engaging learning environment, educators can employ various strategies when discussing social class. Starting with personal stories rather than statistics can help students relate to the topic on a deeper level. Utilizing low-stakes writing prompts, like the sticky note activity, encourages honest reflection in a safe space.
Additionally, it is vital to provide opportunities for all voices to be heard. Not every student feels comfortable speaking up in class, so alternative methods like gallery walks or anonymous digital platforms can facilitate participation. After reflecting on their experiences, educators can connect these insights to academic concepts, such as cultural capital, to deepen understanding.
Bridging Understanding and Action
At the conclusion of the unit, I posed a question to my students: what actions can we take? I introduced the concept of social capital, building on earlier discussions about cultural and human capital. We explored how first-generation and low-income students can create academic support networks, emphasizing the importance of relationships with educators.
To reinforce this idea, I shared a powerful TED Talk that highlighted the transformative power of connection in education. This discussion helped students see the potential for not only understanding class inequality but also actively navigating and challenging it through empathy and advocacy.
Addressing inequality in education is not a political stance; it is a fundamental aspect of teaching. To prepare students for the complexities of the world, we must foster conversations about social class and its implications for society.