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Poverty, Classism, & Working Towards Anti-classism in the U.S.

In this learning guide, we will explore the impact of class and classism on our personal lives and on those in poverty within U.S. class structures. Through increased awareness and understanding of individual, institutional, and cultural manifestations of classism within this context, we will identify ways of taking action to be anti-classist and make commitments to address and build change towards socio-economic justice. 

In this topic-specific learning guide, we recommend learners to move through each learning resource in the order they are listed. Each section has been organized to thread together learning resources and activities. 

As you engage with these resources, keep the following questions in mind:

  • What are your primary takeaways?
  • What questions do you still have?

Start Here: Social Class Inventory and Reflection Questions

  1. Read: Classism Assumptions by Suyemoto, Donovan, and Kim
    • What is your first memory of recognizing class differences? 
    • How often do you engage in conversations about classism and/or poverty?
      • Why do you think you engage in these conversations frequently or infrequently? 
      • If you engage in these conversations how do you feel while doing so? (discomfort, confusion, anger, fear, pride, guilt, etc.) 
    • Why might social class be a sensitive topic to discuss in communities?
  2. Activity: Social Class Inventory Self-Assessment and Reflection by Suyemoto, Donovan, and Kim
  • Note: You will automatically be prompted to create your own copy. 

Part I. Concepts and Principles

  • Learning Objective

    As we work towards being anti-classist, we must first understand its concepts and principles. This section of learning reflects the Social Justice Concepts and Equity Principles learning guide. We will move through resources that support understanding social class, classism, and poverty in the United States by highlighting foundational concepts and historical context. We will also learn about different forms of capital and how they function to reproduce class differences at the individual and group level.
  • 1. Read: Classism: Readings and Resources by Sharon Raz

    Classism: Readings and Resources by Sharon Raz
    • Read and review the resources listed on this website.
    Reflection Questions:
    • According to the resource, how is classism defined at the institutional, cultural, and individual levels? In what ways does classism go beyond individual prejudice?
    • Based on the reading, how do you define social class, and what are the variables used to determine one’s social class (e.g., income, education, power)? 
      • How can internalized classism affect individuals’ self-esteem, expectations, and relationships?
    • What are examples of negative impacts of classism in areas like employment, education, housing, and policy making? 
    • Why might the idea of meritocracy be misleading or harmful in the context of classism? 
      • How might beliefs about meritocracy hide systemic inequalities?
    Additional Resource:
  • 2. Read: Class in America by Gregory Mantsios

    Read: Class in America by Gregory Mantsios 
    • In Readings for Diversity & Social Justice 4th Edition, Chapter 26 | Pages: 173 – 182
    • Available in the DeWitt Library
    • Please note that an electronic version of this chapter is currently not available online. If you are unable to access this chapter through the suggested means, please contact [email protected].
    Reflection Questions:
    • What are the four myths about class in the United States?
      • How did these myths contribute to your socialization and understanding of class, classism, and poverty?  
    • What is the relationship between class, race, and gender?
      • How have you experienced or witnessed this play out in our society? 
    • What is the connection between social class and education?
      • What roles does your own education play in your understanding of social class?
    • How does the structure of American society maintain class inequality?
      • How have you unconsciously or consciously participated in this structure?

  • 3. Listen to: Factually! with Adam Conover: The Real Cause of Poverty with Matthew Desmond

    Podcast: Factually! with Adam Conover: The Real Cause of Poverty with Matthew Desmond
    Reflection Questions:
    • What is the distinction Desmond draws between describing poverty as being “in America” versus “by America”? Which concept does his book focus on?
    • What is the “biggest myth about poverty in America” that Desmond argues must be rejected?
    • Explain the concept of financial exploitation as it relates to the banking industry in the U.S. 
    • How do benefits enjoyed by affluent customers often rely on the fees paid by the poorest customers?
    • Explain why the stability of the U.S. poverty rate for decades, despite massive wealth, is interpreted as evidence that poverty is a structural problem rather than an inevitable economic outcome.
    • Desmond suggests that affluent Americans are “contributing unwittingly” to poverty. Explain two ways that this complicity occurs through consumption or investment.
    • How would reducing poverty offer security and freedom to everyone, including the currently affluent?

Part II. Critical Consciousness and Self-Awareness

  • Learning Objective

    In this section of learning, we will unpack our own biases, assumptions, and collusion with classism and poverty. This section of learning reflects the Critical Consciousness and Self-Awareness learning guide. Expanding our self-awareness will allow us to authentically engage in the work and avoid saviorism.
  • 1. Read: “Class Dismissed” by Laura Smith and Rebecca M. Redington

    Read: “Class Dismissed” by Laura Smith and Rebecca M. Redington 
    • 4th Edition of Readings for Diversity and Social Justice, Chapter 27 | Pages: 182 – 185
    • Please note that an electronic version of this chapter is currently not available online. If you are unable to access this chapter. If you are unable to access this chapter through the suggested means, please contact [email protected].
    Reflection Questions:
    • How have you colluded with classist microaggressions, microassaults, and microinsults?
      • How can you interrupt classist microaggressions, microassaults, and microinsults?
      • How might these narratives be challenged or reframed?
    • How does your own class background (or perceived class background) shape how you see the world?
      • Have you ever internalized classist beliefs (about yourself or others)? If so, how?
    • How can you normalize the conversations of classism?  
      • What does it take to build trust across class differences (in personal relationships, at work, or in the community)?
    • How does classism intersect with other forms of oppression (race, gender, sexuality, etc.)?

     
  • 2. Learning Activity: Budgeting in Poverty

    Learning Activity: Budgeting in Poverty

    *You will be automatically prompted to create your own copy of this activity. 

    • Please read through the full activity description, the questions to consider while developing the budget, and the reflection questions and considerations after you complete the budget. 
    • Complete the reflection questions listed in the activity. 
    • While completing this activity, use the cycle of socialization and reflect on what lessons and messages someone who grew up in poverty may have learned based on their living situation. 
  • 3. Read: Understanding the realities of poverty

    Understanding the realities of poverty

    These stories are included in this section of the learning guide to help us understand the realities of poverty. While engaging with these stories please note any emotions or resistance you may have and ask why they may be arising for you. These stories reveal a fraction of the totality of poverty, we must also interrogate the environment and system that allows these lived realities to exist, including our own biases and assumptions. *All articles include an audio transcript. 

    Reflection Questions:
    • If any, did an emotion(s) or resistance to these stories arise for you while engaging with these stories? Why do you think the emotions(s) or resistance arose for you? 
    • What story stood out to you that illustrates the realities of poverty?
      • What examples were shared that illustrate how poverty affects daily life?
      • What are the emotional impacts of poverty?
    • The stories suggest that poverty is not just about income. What else do these stories indicate poverty is about? 
    • In your own words, what does “the cycle of poverty” mean as shared through these stories?
  • 4. Watch: Explained | Racial Wealth Gap by Netflix

    Watch or listen to Explained | Racial Wealth Gap by Netflix
    Reflection Questions:
    • What is the distinction between income and wealth? 
    • The video discusses how wealth compounds over generations. How does one generation’s inability to build wealth impact educational opportunities, homeownership, and entrepreneurship for the following generations? 
    • The documentary points out that education alone cannot close the wealth gap. Consider Macalester’s approach to improving access and quality with initiatives like the Macalester Tuition Promise, Pre@Mac, Emergency Aid Program, etc, and analyze what additional measures would be necessary to address underlying barriers to resources and wealth disparities.
    Additional Resources: 

Part III. Intersectionality and Liberatory Consciousness

  • Learning Objective

    Learning Objective: In this section, we will learn about poverty and classism at the intersection of race. This section of learning reflects the Intersectionality and Liberatory Consciousness learning guide. Understanding poverty and classism from an intersectional perspective will allow us to build and advocate for policies with equitable distribution plans. 

    *Note: We understand that poverty and classism can impact anyone regardless of race. We also understand that this analysis is not inclusive of other minoritized identities or individuals with multiple minortized identites. We encourage you to move beyond this learning guide and continue learning about poverty and classism at the intersection of other minortized identities and communities with multiple minortized identites. 

     
  • 1. Watch: Reversing Runaway Inequality: Racial Capitalism by Citizen Action of New York

    Watch: Reversing Runaway Inequality: Racial Capitalism by Citizen Action of New York
    Reflection Questions: 
    • How does the historical development of racial capitalism through colonialism and the financialization of slavery affect today’s inequalities? 
    • Why is it important to view classism not in isolation, but as part of a broader system of inequality?
    • Using the analysis in the video, how would you counter common objections to systemic economic change, such as meritocracy, “colorblindness,” or “we just need better education”? 
  • 2. Learning Activity: Mapping Inequality by the University of Richmond

    Learning Activity: Mapping Inequality by the University of Richmond 
    1. Read: What is a Covenant? By the Mapping Prejudices project at the University of MN. 
    2. Learning Activity: 
      • Access Mapping Inequality by the University of Richmond 
      • Locate Macalester College (A2) and learn about the history of redlining in the Macaleseter, Groveland, and Highland Park area. Select the surrounding areas and learn about their history of redlining. 
      • If you live in the Twin Cities, locate your area and learn about the history of redlining in your area, or explore areas that you frequently engage in or experience. 
      • Continue to move throughout the Twin Cities and Minnesota map and other cities across the US to learn about the history of redlining. 
    Reflection Questions:
    • If any, did an emotion(s) or resistance arise for you while you learned about the redlining of the Twin Cities and other cities across the US? Why do you think the emotions(s) or resistance arose for you?
    • Area A2 was documented as “the best residential one in the city of St. Paul.” How are the historical implications of this and the surrounding areas still experienced today? 
    • How often do you engage in or experience areas that are similar to each other? 
      • If you often engage in or experience areas similar to each other, why do you think this happens? 
    • How often do you engage in or experience areas that are different from each other? 
      • If you often engage in or experience areas different from each other, why do you think this happens?  
    • How can we use the historical context and implications of redlining to address classism and poverty? 
  • 3. Read: Exploring the MN Paradox by Tonya Jackman Hampton

    Read: Exploring the MN Paradox by Tonya Jackman Hampton
    Reflection Questions: 
    • What is the Minnesota paradox and how have the historical impacts of redlining created the paradox? 
    • If any, how does learning about the MN paradox impact your understanding of “Minnesota Nice”? 
    • How can we use these analyses to create new policies and structures to reduce socioeconomic inequality within racial and ethnic groups? 
    Additional Resource 
  • 4. Analysis Activity: MN Compass – Poverty Index & Disparities by Race and Ethnicity

    Analysis Activity: MN Compass – Poverty Index & Disparities by Race and Ethnicity

    *You will be automatically prompted to create your own copy of this activity.

    • Using MN Compass, a part of Wilder Research, you will review socioeconomic and demographic data across Minnesota regions, racial, and ethnic groups. As you review each graph, consider the reflection questions listed in the activity.

     

    Additional Resources:
  • 5. Watch: How Can We Win? By Kimberly Jones

    Watch: How Can We Win? By Kimberly Jones 
    Reflection Questions:
    • If any, did an emotion(s) or resistance arise for you while watching and listening to Kimberly Jones? Why do you think the emotions(s) or resistance arose for you? 
    • If any, how have your bias or assumptions about poverty and classism been challenged while watching and listening to Kimberly Jones? 
    • Threading together the MN paradox and the historical implications of redlining, how does poverty continue to show up the way it does in Minnesota’s BIPOC (Black, Indigenous, and People of Color) communites? 
    • At the intersection of class and race, what lessons and messages may someone who grew up in poverty may have learned? 
      • How may these lessons and messages impact the decisions they continue to make throughout their life? 

Part IV. Application