Classism and Academic Outcomes: How Adolescents’ Experiences with Discrimination Based on Social Class are Associated with Academic Achievement
Author: Dayanne Herrera-Suarez
Faculty Supervisor: Zena Mello
Department: Psychology
This study investigated the association between classism and academic achievement among adolescents. Classism refers to prejudice or discrimination that is based on social class (Lott, 2022). For adolescents, social class includes their parents’ education, household income, and occupation (Benner et al., 2016). Adolescents who are disadvantaged in social class have lower academic achievement and are more likely to drop out of school than their counterparts (Sirin, 2005). Although there is substantial research demonstrating the association between social class and academic achievement, there remains a significant gap in our understanding of how the bias experienced because of social class is associated with academic outcomes among adolescents. To contribute knowledge in this area, we addressed the following research question: how is classism associated with academic achievement among adolescents?
Data were cross-sectional and came from anonymous paper-and-pencil surveys administered in two public high schools in the Western region of the United States. Participants were 1,678 adolescents (Mage = 15.97, SDage = 1.23). Classism was measured using a 13-item scale (α = 0.95) with the prompt “How often have you experienced each of the following because of the money, schooling, or jobs your parents have?” The items included instances, such as "Hassled by the police" and "Called insulting names.” Response options ranged from 1 (rarely) to 5 (often). Academic achievement was measured with grade point average (M = 3.21, SD = 0.02). Social class was measured with a single item that addressed maternal education and ranged from no high school diploma to a doctorate (M = 2.98, SD = 1.64). Maternal education was used to determine participants’ social class because it is a valid indicator and reliably reported by adolescents (Entwisle, 1994).
Findings from multiple linear regression shown in Table 1 indicated that adolescents who experienced more classism also reported lower academic achievement, even after including social class and age as covariates. Findings from this research underscore the potential of developing targeted interventions for reducing class-based disparities and assisting adolescents in navigating challenges posed by classism. Furthermore, by raising awareness among professionals who serve adolescents, such efforts hold the potential to improve both the immediate academic outcomes as well as long-term educational trajectories of adolescents.