Running head: SOCIALIZATION & SOCIAL CLASS 1

Socialization & Social Class

Ashley North

OGL 350: Diversity and Organizations

Dr. Hirshorn

March 25, 2021

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Socialization & Social Class

In advancing through module three, we learned about socialization as well as social

classes and their effect on jobs, communities, and families. Established by society, an

individual’s social class can be altered any which way. In this paper, we will be discussing my

perspective on the Social Class exercise as well as my encounters with the Spent activity. Tying

it all together, I will reflect on my social class status along with feelings regarding the

team-building discussion.

Social class is generally determined by an individual’s education, occupation, and

income. Based on these categories, society is divided into three common tiers, upper, middle, and

lower class. When asking the average American their perspective on middle-class achievements,

there are two distinct views. Many believed that “all people are created equal and that the same

opportunities are available to everyone who has the innate talent and is willing to put in the

effort” (Harvey, 2011, pg. 155); however, this position does not take into consideration social

class challenges. Thus, a larger percentage “believes that successful people make it to the top

because they gained access to special resources that are not available to the average person”

(Lacy, 2015, pg. 1246). Just as Philip Alston (2017), many believe “if you are poor . . . you’re

going to end up - poor”. I believe success comes from hard work and determination. With the

proper tools in hand alongside a desire for accomplishment, I believe anyone can achieve the

upper class.

In participating in both the Social Class exercise and the Spent activity, they hit close to

home. Since before I turned one, my mother was a single parent of two assisted by occasional

visits with our father. Child support was minimal, thus my mom was consistently strapped for

cash lived paycheck to paycheck. Moving forward to my elementary years, we lived in a small
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two-bedroom apartment where my mother and I shared a bedroom as my brother was at an age

where he needed his own space. With children attending elementary school, my mom was

required to pick us up after school and take us home. If she didn’t not, we would be required to

go to the after-school program which would cost her. Luckily we lived within proximity to the

schools and my mother’s work. This enabled her to take a late lunch break to chauffeur us home.

This simulation showed many of the potential struggles that she faced every month. Like the

simulation, I recall that my mom would often set budgets for grocery shopping, stating we only

had a certain amount to spend until the following paycheck. The simulation presented many

unexpected occurrences such as traffic tickets, broken down car, death of a loved one. My mom

never spoke of many of the unexpected things, but rather bit the bullet and dealt with the given

situation. The stress and worry that must have washed over her in these times are unthinkable.

Growing up my elementary years were similar to Deborah Megivern. A “majority of my

classmates came from middle-class to upper-class families. There were daily reminders of our

differences” (Megivern, 2005, pg. 18). I felt compelled to dress a certain way to mirror those

around me; however, we often shopped at lower-quality stores with limited finances.

Recreational activities including sports were very limited due to their expenses. Occasionally I

would miss birthday parties or events because the funding wasn’t available. Over many years my

mother advanced within her position making her way to the middle-class tier. Starting as a

receptionist over 30 years ago, she has now become the Sr. financial analyst for Scripps Health.

Having never attended college, my mother is evidence that “successful people advance through”

(Lacy, 2015, pg. 1246) hard work and ambition. I find in this tier, things are less stressful and

more comfortable. While there is not an abundance of money, there is more freedom. There is no

longer persistent worry looming over her day-to-day life.

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In approaching the Social Class exercise and paper, I noticed it stated: “if they were

non-white”. I found this interesting as race is not mentioned anywhere in the document. Rather,

it is assumed the teenagers are white based on the names. Recognizing this as bias, I did my best

to remove sex and race from the equation altogether. With that said, their social class played a

major part in my decisions moving forward. With taking financial situations into account, it is

evident that parents who are well off are inevitably able to provide more. Parents who struggle to

make ends meet are restricted in providing tutoring, supplemental learning, or extracurricular

activities and sports. When it comes to higher education, children descending from an MBA

graduate and lawyer will surely have greater success in attending college with minimal struggles.

While I strongly believe a child from a less privileged family can attend college, I also believe it

may accompany adversity.

My partner and I are an excellent representation of the activity. While we both have white

privileged, I came from a low-middle tier family whereas my partner came from a middle-upper

tier. My parents struggled to pay for one child to play recreational sports, he played multiple. For

him, schooling was the priority therefore a job was not required. If I wanted a vehicle, I needed

to buy it and pay for its insurance; therefore, I got a job at the age of 15. He attended Clemson

University, paid in full by his parents. I went to the community college, which I paid for myself.

Striving for my bachelor’s degree free of charge, I took a pay cut obtaining a position at

Starbucks utilizing their SCAP program. I would not change the hurdles I’ve conquered

throughout time, nor do I penalize or judge him for his. As Bobbie Harro (2010) stated, our

“identities are attributes to us at birth through no effort or decision or choice of our own; There

is, therefore, no reason to blame each other or hold each other responsible for our identities we

have” (pg. 16).

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Finally, when it comes to organizations, I find it important to take into consideration

others’ biases, perspectives, privileges, and so much more. There are many Americans facing

challenges most are fortunate enough to be unaware of. That being said, it is crucial to be

understanding while being aware of one’s biases when approaching the unfamiliar territory.

When opening a business it is necessary to acknowledge the community, its surrounding

environment, and the positive impact the business may have. I find encouragement alongside

support stimulates goal setting which generally leads to achievement.

Summary

In learning about social classes, I gained a lot of insight while reminiscing on my

childhood. I’ve learned that social class often encompasses privilege. Some privileges come with

easier access to things such as better schooling, higher education, and various resources. This

does not mean these things can not be attained by those less privileged. It simply means they

may have to work a bit harder while facing adversity. These are things to keep in mind when

promoting socialization within organizations.

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References

Harro, B. (2010). Defining Cycle of Socialization, Readings for Diversity and Social Justice.

Harvey, C. (2011). Does Social Class Make a Difference?, Pages 155-157. Understanding and

Managing Diversity: Readings, Cases, and Exercises. Fourth Edition. Pearson.

McEvers, K., & Alston, P. (2017, December 15). An outsider's view of how the U.S. treats its

most vulnerable. Retrieved March 24, 2021, from

https://www.npr.org/2017/12/15/571199941/an-outsiders-view-of-how-the-u-s-treats-its-

most-vulnerable

Megivern, D. (2005). Supposed To Know Better - Accepting Privilege, Explorations in Privilege,

Oppression, and Diversity.

Lacy, K. (2015). Race, privilege and the growing class divide. Race, privilege and the growing

class divide, Ethnic and Racial Studies, 38:8, 1246-1249