Introduction
The examination of social class in America is a complicated investigation into the processes that sustain and uphold divisions among classes. In the documentary “People Like Us: Social Class in America,” the section titled “Don’t Above Your Raisin” provides insight into how socialization plays a role in perpetuating social class groups (Alvarez & Kolker, 1999). This essay aims to deeply explore the intricate nature of socialization as an explanation for why social class groups endure and remain stable over time. Furthermore, it will analyze how cultural factors and socialization contribute to high rates of non-completion among first-generation college students while also comparing this explanation to the theory known as “Culture of Poverty.”
Socialization and the Persistence of Social Class
The importance of socialization in shaping individuals’ values, norms, and behaviours within a specific society cannot be overstated. The documentary effectively showcases how people are socialized into their respective social classes from an early age, highlighting the transfer of cultural characteristics and principles. This phenomenon is commonly referred to as “social class culture,” which fosters a sense of identity and affiliation with one’s class. Consequently, individuals tend to embrace the attitudes and behaviours that are considered suitable for their particular social rank. Socialization is strongly related to the phenomena of little upward or downward mobility between social classes. The documentary emphasizes how early socialization has a significant influence on people’s hopes and goals. According to a study by Kobakhidze et al., 2023, ” Children’s enrolment in both academic and non-academic activities is increasingly recognised as being related to parents’ social class, and parental investment in these activities not only reflects structural inequalities in society but also reproduces and maintains them.” This suggests that a person’s success—or lack thereof—in the process of social mobility is largely determined by the cultural capital they receive throughout socialization. The notions of social class and upward mobility are closely related to the chances people have to rise beyond their social backgrounds. The socialization process perpetuates benefits or disadvantages, which is why social class groupings endure. The benefits and drawbacks resulting from variations in cultural capital are transmitted intergenerationally.
Culture, Socialization, and First-Generation College Students
When investigating the elevated rates of “incompletion” among first-generation college students, the influence of culture and socialization becomes increasingly evident. First-generation students frequently encounter distinctive obstacles as they navigate through the unfamiliar realm of higher education. The absence of prior familial exposure to college life can lead to a cultural disparity, wherein the anticipations and standards of academia clash with the principles instilled through their family upbringing.
According to studies, first-generation college students may experience impostor syndrome and feelings of loneliness as a result of the cultural gap between their childhood and the dominant academic culture. This cultural gap can make it more difficult to succeed academically and raise dropout rates. According to LeBouef & Dworkin, 2021, “first-generation students lack the parental support that may have a major influence on their perseverance in higher education. This is because the journey to college is not just an individual process but also a family process.”
Comparison with the “Culture of Poverty” Theory
The explanation of social class persistence through cultural and socialization processes shares similarities with the theory known as the “Culture of Poverty.” Both perspectives acknowledge that cultural factors influence individuals’ life choices and opportunities. However, a significant difference lies in understanding the challenges faced by first-generation college students and individuals from lower social classes. While the “Culture of Poverty” theory attributes poverty to perceived cultural traits, both the documentary and related research recognize that broader societal structures and systemic inequalities play a crucial role in limiting upward mobility. The documentary emphasizes addressing institutional barriers and providing support systems for those striving to overcome their social class constraints.
Conclusion
In conclusion, the significance of socialization in explaining the endurance of social class groups is evident through the transmission of values, behaviours, and expectations. This process, along with limited opportunities for upward mobility, contributes to the stability of social class divisions over time. The examination of first-generation college students’ experiences further accentuates the influence that culture and socialization have on academic achievement, shedding light on the obstacles faced by individuals who lack the cultural knowledge associated with higher education. The explanations presented in both a documentary and supported by scholarly sources provide a more intricate comprehension of how social class dynamics operate compared to the “Culture of Poverty” theory. These explanations highlight America’s systemic nature when it comes to maintaining divisions between different classes.
References
Alvarez, L., & Kolker, A. (1999). People Like Us. Www.kanopy.com. https://www.kanopy.com/en/product/people-us-0?vp=austincc
Kobakhidze, M. N., Ying, M., & Tsaloukidis, A. A. (2023). The impact of social class on out-of-school activities: Converging trends in parental choices? International Journal of Educational Development, 103, 102881. https://doi.org/10.1016/j.ijedudev.2023.102881
LeBouef, S., & Dworkin, J. (2021). First-Generation College Students and Family Support: A Critical Review of Empirical Research Literature. Education Sciences, 11(6), 294. https://doi.org/10.3390/educsci11060294
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