CLASSISM SHEILA GARCIA GABY PEREZ AGENDA Run through

CLASSISM SHEILA GARCIA & GABY PEREZ

AGENDA • Run through for the day: o RESPECT Guidelines o Learning Outcomes o Key words o Activity: Pink Baby, Yellow Baby o Microaggression Focus o Discussion o Closing

RESPECT GUIDELINES PLEASE KEEP IN MIND THESE GUIDELINES THROUGHOUT THE FACILITATION PLEASE

LEARNING OUTCOMES • • • Create a safe environment in which participants can discuss difficult issues Understand the systematic dynamics of classism Reflect on class experience

KEY WORDS DEFINED • • CLASS: A relative social ranking based on income, wealth, education, status, and/or power SOCIAL CLASS: A broad group in society having common economic, cultural, or political status

KEY WORDS DEFINED • • • UPPER CLASS: The social group that has the highest status in society WORKING/POVERTY CLASS: A low status in relation to the rest of the population CLASS PRIVILEGE: The privileges that a social class has over another

KEY WORDS CONTINUED. . • MIDDLE CLASS: A class of people intermediate between the classes of higher and lower social/socio-economic rank; the social, cultural class, having approximately average status, income, education, tastes, etc.

CONTINUED. . • CLASSISM: Can be internalized, causing low expectations, discouragement, selfdoubt, in particular about one’s intelligence. Internalized classism can also be manifested through disrespect toward other working class people, in the form of harsh judgements, betrayal, violence, and other crimes.

CONTINUED. . • CULTURAL CAPITAL: Education, skills, forms of knowledge, any advantages a person has that give them a higher status in society. Parent provide children with cultural capital, the attitudes and knowledge that make the educational system a comfortable, familiar place in which they can succeed easily.

CONTINUED. • MICROAGGRESSIONS: Are brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative slights and insults towards people.

ACTIVITY PORTION • Pink Baby, Yellow Baby Activity

PINK BABY, YELLOW BABY ACTIVITY • Instructions: o o You will be broken up into pairs and given a colored index card with a dollar amount on the back. That is the only money that you will receive Once you have a partner your job is to look around the room at the various posters and figure out what is essential for your baby and what you can get with the amount of money you have been given

ACTIVITY INSTRUCTIONS CONTIN. . • Once you have done that, you may have a seat and discuss with your partner what you have found during this activity

PARTNER DISCUSSIONS QUESTIONS • • What was challenging about your experience in the particular class you were placed in? What kind of advantages and disadvantages did you have?

PARTNER DISCUSSIONS QUESTIONS CONTINUED. . • • • With the amount of money you were given, how did you prioritize what was essential to buy for your baby? What emotions and thoughts were going through your mind during the activity? In what ways may this relate to your personal life, if at all?

MICROAGGRESSION FOCUS • Do you use food stamps to purchase your food? • You don't have health insurance? • What kind of school do you go to? • Where are you from? (Home location)

AFTER ACTIVITY DISCUSSION • • • What feelings did you have while you were moving around the room? In what ways was classism manifested in this activity? What did you learn in doing this activity?

AFTER ACTIVITY DISCUSSION CONTINUED. . • • Did anyone with the upper class baby ever think about giving some of their money to those who could not afford to purchase anything? How will it change the way you move through life or work with students?

CLOSING