The social class, race, and gender of individuals impact a person’s collegiate experiences. Please write on how single status, a person’s social class, race, or gender generally influences a student’s 1) belief that they can attend college, 2) choice of college to attend, 3) quality of college attended, 4) sense of belonging in college 5) chance of graduating and 6) economic or social outcomes of attending college.
Pursuing higher education is one of the most exciting yet challenging journeys one can embark on. A wide range of socioeconomic factors, such as race, gender, class, and gender, play critical roles in shaping collegiate experiences (DiAngelo, 2011). These factors lead individuals to choose based on friends, beliefs, cultures, courses, and overall social life. This essay explores the effects of these distinguishing factors on individual choice of college, belief to attend college, creating a community in the college, and chances of graduating, as well as the social and economic outcomes of attending the selected college.
Demographic distinguishing factors influence how people choose the college to attend. For instance, people from a relatively low class and considered poor may settle for community colleges or choose colleges that are affordable or those that offer them sponsorship (Oliver & Thomas, 2019). Students from high-income backgrounds may opt for the more prestigious yet expensive colleges. Regarding gender, men may choose colleges that are active in some sports, such as baseball, basketball, football, or athletics, while women may choose those that have other offerings besides academics. Race can also be a factor, with minorities preferring to attend colleges that have substantial minority populations or those that are historically aligned with a particular race. Single parents may opt for colleges that offer flexibility in learning programs, which are cheaper and considerate of the plight of single persons.
A person’s belief in attending college often stems from their upbringing and demographic factors such as race, class, gender, and status. Lower-class people may have been brought up with few role models or examples of college graduates. Such people often have a low belief that they can get a college education, and they are content with a high school education or lower. Individuals from rich backgrounds often have a higher belief in attending college because they have the financial capabilities to pay for college. Persons from minority races or women can have a lower belief in attending college given historical and systemic racial or gendered marginalization and discrimination. When people are a minority surrounded by high-profile colleges that tend not to accommodate people of a particular demographic trait, they have low belief in attending college, while the vice versa is true.
Race, gender, class, and single status all affect the quality of college one attends. People from low classes and those of minority races tend to have significant limitations in attending prestigious, high-profile colleges. Financial constraints lead many people to settle on a variety of colleges. Most people from poor backgrounds or those admitted to highly prestigious colleges exhibit unique talents and capabilities or are lucky enough to get sponsorship. Gender affects the quality of college one attends because some colleges offer a set of courses biased towards attracting more men than women and vice versa.
Regarding a sense of belonging, some students feel more deeply connected to their colleges than others. Most single students will likely not develop a deep sense of belonging because they may be overburdened with responsibilities and work. Students from both high and low class or from either race who attend colleges where they have strong family connections or where their parents and friends are schooled may develop a stronger sense of belonging than those without. Individuals from low socioeconomic backgrounds may struggle to develop a sense of belonging as they find it difficult to relate with affluent, high-class peers. Additionally, students from low-class and minority races may also face a culture rife with microaggressions, subtle racism, discrimination, and marginalization, thereby struggling to integrate into the college community.
The chances of students from the lower class are low when substantial financial constraints exist. Students may also need help to balance college work with social life and work, thereby having lower chances of completing college. However, if they manage to compete, college education is more impactful and life-changing to individuals from low-class and minority races. Such people can transform their fortunes and those of close family members and friends. Although race, class, and gender disparities persist in post-college life, college education often helps people to earn more, get better jobs, and scale up the class and social ladder.
“There has always gotta be a boss.”
Michael Schwalbe defines “There has always gotta be a boss” as the persistence of ingrained hierarchical structures with someone or a group of people with a superior leader in authority. He refers to the boss as a figure with systemized and almost unquestionable authority over others. Schwalbe insinuates that the bosses perpetuate favoritism, inequality, discrimination, and continued hierarchical structures. In this concept, there is an analysis of class relations and power dynamics in daily life.
In the book Social Stigma and its Consequences for the Socially Stigmatized, David Frost (2011) affirms that varied populations of people who feel socially excluded and stigmatized are aware of their exclusion and wish to regain their place in society. He affirms that these excluded and marginalized people accept a powerful “boss” above them in the name of law or political leaders. These people are willing to be subservient to the powers or bosses as long as such bosses do not oppress or deny them particular enjoyments. Socially stigmatized people, such as racially marginalized people, as well as those with minimal education and little access to power, all regard those in power as their bosses. Race is one of the significant factors that leads some people to regard others as bosses. For instance, minority races in America and immigrants are likely not to view for political offices and instead “leave” them to the majority race. Women, too, tend to shy away from seeking leadership positions, believing that the system is rigged against them and that the current “bosses” perpetuate a system where they always find ways to retain passive power even when they are not actively involved in leadership. Although aware of their privileges and rights, few people among the socially stigmatized are willing to confront the mighty on the land.
McNamee Stephen has affirmed the concept of there being always a boss in society in his book “The Silver Spoon: Inheritance and the Staggered in Meritocracy Myth.” McNamee disagrees with the ideology that America is a land of merit and unlimited opportunities for those with the right attitude, hard work, talent, and character. He opines that America has an underlying “boss culture” where there is a social hierarchy that neutralizes and suppresses people. He states that economic inheritance and the people one knows as “social capital” – especially leaders and “bosses”- help people fit in and get favors.
According to McNamee, being in America is, sometimes, being at the right time, at the right place, and knowing the right people. People obtain favors or suffer discrimination based on their race, gender, class, and sexual orientation. McNamee states that some people, by race, social class, and ethnicity, are born into families and communities that nurture and favor them to become leaders and rise above others in society. He affirms that people born into families with leaders and bosses have a higher chance of becoming leaders by inheriting and being perceived as deserving due to meritocracy. Although they may not inherit political seats or such leadership positions, the networks they develop, and their wealth favor them to be perceived as bosses or hold high status in society. In some instances, gender plays a role, especially in patriarchal societies where men are perceived to be natural leaders compared to women.
References
Frost D. (2011) Social stigma and its consequences for the socially stigmatized; social stigma. M., Social and personality psychology compass, 5(11), 2011-11, 824-839.
McNamee S. (2009) The Silver Spoon: Inheritance and the Staggered In Meritocracy Myth Blue Ridge Summit, Rowman & Littlefield Publishing Group, 2009, 55-78.
DiAngelo, R. (2011). White Fragility. International Journal of Critical Pedagogy, 3(3), 54-70.
Oliver, M., & Thomas, S. (2019). Disrupting the Racial Wealth Gap. Berkeley, Calif.
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