Positioning Classism Within Counseling Psychology's Social Justice Agenda

Abstract

Counseling psychologists have been instrumental in advancing a social justice agenda within the larger field of psychology. What is still missing within this agenda, however, is a fully developed consideration of classism within the spectrum of oppressions more commonly addressed in discussions of social justice and multiculturalism. The operations of classism can be difficult to see in a society that has long considered itself to be classless, and for counseling psychologists to undertake this work, they must initiate a deliberate effort to develop their awareness of classism as it affects their theory, research, and practice. In support of this end, the author presents a social justice conceptualization of classism, provides examples of classism at work, and outlines the resulting implications for counseling psychology practice.

Poverty and Mental Health Practice: Within and Beyond the 50‐Minute Hour

“…Despite the high and increasing prevalence of poverty in the United States, psychologists and allied professionals have done little to develop innovative mental health interventions that are tailored to the specific sociocultural experiences of low‐income families (Lott & Bullock, ; Smith, ). This paucity is surprising given that poverty is strongly associated with a range of mental health difficulties (Fryers & Melzer, 2003; Sareen, Afifi, McMillan, & Asmundson, 2011; Siefert et al, 2000; Substance Abuse and Mental Health Services Administration, 2010).…”

Risk, Uncertainty, and Gender Stereotypes in Healthcare Decisions

“…In 2009, approximately 16.7%, or about 50.7 million, Americans under the age of 65 were without health insurance, even through Medicaid (DeNavas-Walt, Proctor, Smith, U.S. Census Bureau, & Current Population Reports, 2010). Individuals living in poverty are more likely to be uninsured, and some of the highest poverty rates in the United States belong to single Latina and African American mothers (Smith, 2008). Although recent reforms (Patient Protection and Affordable Care Act, 2010) established a framework to extend coverage to more people, there continue to be tens of millions of people without health coverage or access to a regular source of care, many of them women.…”

Multicultural Competency Training of School Counselor Trainees: Development of the Social Class and Classism Training Questionnaire

“…Individuals might hold negative attitudes, beliefs, or assumptions about people or groups of people on the basis of their social class or SES standing (L. Smith, ; L. Smith, Foley, & Chaney, ). Collins and Yeskel () argued that such evaluations of one's character are a form of classism.…”

“…Collins and Yeskel () argued that such evaluations of one's character are a form of classism. Moreover, classism is a systemic oppression perpetuated by the power dynamics of those who control the social and economic resources (Collins & Yeskel, ; L. Smith, ). Research suggests that classism is commonplace in schools, affecting more children than in past decades (Langhout, Rosselli, & Feinstein, ; Liu, ; Lott, ).…”

“…Response rate is a concern in survey research (Dillman, Smyth, & Christian, 2009). Previous researchers have found that emailed survey response rates can range from 6% to 75% (Fosnacht, Sarraf, Howe, & Peck, 2017;Nulty, 2008;Sheehan, 2001). Davern (2013) summarized research on response rate and found "that achieving a higher response rate for a survey does not result in significantly different estimates than the same survey using a less aggressive protocol and achieving a lower response rate" (p. 906).…”