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Social class is a highly sensitive and often under-confronted facet of elite education. Discussions of social class can illicit discomfort among students and faculty, and are thus often omitted from school curricula. Consideration of this issue is particularly interesting when assessing the Sankofa International College, an elite school in Ghana whose student body includes an equal number of students from wealthy families, and students who often come from poor or disadvantaged backgrounds. Interestingly, the school has intentionally decided to pursue a “class-less” environment in which discussions of social class or declarations of social-class identities are strictly prohibited. Though these efforts aim to foster an educational environment on the foundations of equality, the reality is that social class can implicitly affect students’ experiences in various ways. Previous sociological and educational research suggests that social class can affect, the perpetuation of stereotypes, interpersonal interactions and relationships, feelings of deservingness, and academic achievement (Tablante & Fiske, 2015). The failure to acknowledge and confront differences in social class may serve as a disservice to students and particularly to disadvantaged students. What, then, are the proposed frameworks for the productive discussion of social class in schools that address these concerns whilst promoting equality of opportunity and the celebration of differences?

Some researchers challenge the “difference-blind approach” to reduce the threat of social class stigmatization in education. Instead, they argue, differences in social class should not be considered a threat, but rather an opportunity to participate in the gainful dialogue that has the potential to benefit both disadvantaged and mainstream students (Stephens et al., 2014). More specifically, publications support the utilization of intergroup dialogue to address social class differences and better prepare students for the resulting challenges that accompany these realities. Intergroup dialogue is an educational strategy that aims to bring together students from two or more social identity groups to encourage relationship building, consciousness of inequalities, and to strengthen the individual and collective commitment to social justice (Nagda & Gurin, 2007). Perhaps most importantly, “Intergroup dialogue situates group differences and inequalities in the context of sociostructural and power relations, such as institutional racism or patriarchy” reducing stigma and prompting important discussions of greater society (Nagda & Gurin, 2007). The pedagogy of intergroup dialogue is empirically supported as a means to foster consciousness-raising, promote self-awareness in relation to social identity, encourage meaningful engagement across social groups, and strengthen individual and collective social action (Madden, 2015). 

Previous literature on multicultural education asserts that educating students on how their different backgrounds matter may be an important strategy to address how social class can affect students’ educational experiences. The majority of the research, however, has focused on the student experience in undergraduate education in the U.S. highlighting the need for further inquiry into the application of these strategies in high-school-aged students globally. 

A 2013 study, which hosted a semester-long series of weekly group conversations among students from diverse backgrounds, determined that participation in this dialogue “increased intergroup understanding and collaboration, empathy, and civic engagement (Stephens et al., 2014). More specifically, the study encouraged students to talk about how social differences including race, ethnicity, gender, social class, and sexual preference could shape their individual experiences and opportunities and those of others in college. This research contributes to a growing body of literature that supports that creating spaces for students to comprehend the relevance of their own background may lend to an increase in the student’s sense of comfort and make them more prepared to manage the challenges associated with their experience in college.  

Numerous institutions have adopted the difference-blind approach to class at a variety of educational levels throughout the world. However, research suggests that this strategy of disregarding class may ultimately harm students’ academic achievements and psychosocial well-being. Therefore, intergroup dialogue that emphasizes the importance of differences in background, as well as practical information about school resources, has been proposed as an evidenced-based solution to confront issues of social class in a way that empowers students. In an increasingly stratified society, both domestically and globally, it is critical that institutions consider incorporating these frameworks into their educational curricula to improve students’ experiences and to better prepare them for participation in the real world.

Works Cited:

Madden, M. (2015). Social Class Dialogues and the Fostering of Class Consciousness. Equity & Excellence in Education, 48(4), 571–588. https://doi.org/10.1080/10665684.2015.1086227

Nagda, B. (Ratnesh) A., & Gurin, P. (2007). Intergroup dialogue: A critical-dialogic approach to learning about difference, inequality, and social justice. New Directions for Teaching and Learning, 2007(111), 35–45. https://doi.org/10.1002/tl.284

Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students’ Academic Performance and All Students’ College Transition. Psychological Science, 25(4), 943–953. https://doi.org/10.1177/0956797613518349

Tablante, C. B., & Fiske, S. T. (2015). Teaching Social Class. Teaching of Psychology, 42(2), 184–190. https://doi.org/10.1177/0098628315573148