Date of Award

2013

Document Type

Thesis

Degree Name

Bachelors

Department

Social Sciences

First Advisor

Hirshfield, Laura

Keywords

Education, Class, Identity, Intersectionality

Area of Concentration

Sociology

Abstract

Using data from 12 semi-structured interviews with first and fourth year students I explore how class status and level of conscious class identity influence awareness of class structures and inequality. I identify three main categories that represent different manifestations of identity and critical class awareness and divide participants among them: Critical, Aware, and Class-Blind. Critical students are conscious of their class identity, they understand that structures limit agency, and they feel confident in their self-identified class status. Aware students only think about class in response to a catalyst in their environment and fail to see how class is a structure that matters for all interactions. Class-Blind students do not mention thinking about their own class status and hold an unconscious class identity. In addition to class related variables, other factors also intersect to affect participants' awareness of structural inequality. Students who were non-white, who had diverse experiences along the lines of class, and who came from non-traditional schools or family types were more likely to hold a conscious class identity regardless of their level of critical class awareness.

Download

Share

COinS