1. The Invisible Divide: Social Class in Independent Schools Pat Romney, Ph.D Romney Associates, Inc. www.romneyassociates.com

2. Defining Class Class Indicator - a factual or experiential factor that helps determine an individual's class or perceived class. The criteria for determining class membership or identity can be easily debated. Class Action: www.classism.org

3. Defining Class A class consists of a large group of people who occupy a similar economic position in the wider society based on income, wealth, property ownership, education, skills, or authority in the economic sphere. Class Action: www.classism.org

4. Wealth Wealth equals what you own. That which you have above and beyond your salary. When money is not an issue or a question. Social Capital…meaning the status you have based on where you live, what car you drive, the schools you attend, the foods you eat, the authority you have.

5. Defining Class Class identity - A label for one category of class experience, such as ruling class, owning class, middle class, working class, poor. Class Action: www.classism.org

6. Defining Class Class Continuum - Most of us move a little up or down the spectrums during our lifetimes. Some people grow up in one class and live as adults in another. Class operates along a continuum or hierarchy.

7. Class Continuum Dominants Ruling Class “Have Mores” Mostly Middle Class “Haves” Dominants Mostly Subordinants Working Class “Have Subordinants Poor/Low-Income Nots” Class Action www.classism.org

8. CULTURAL CAPITAL A sociological advanced by Pierre Bourdieu in Cultural Reproduction and Social Reproduction (1973).sociological Cultural capital: the accumulated cultural knowledge that confers power and status. Educational institutions are the main vehicles for conferring cultural capital.

9. Examples of Class Indicators HousingIf, what, where, how many Job Status Income ClothesStuff, how much and what kind Cultural Capital Wealth Education Language, Vocabulary, dialect/accent non-verbal posture Class Action: www.classism.org

10. Class Cultural Differences Lubienski, S. (2000). Clash of Social Class Cultures? Students' Experiences in a Discussion-Intensive Seventh-Grade. Elementary School Journal, Vol. 100 Issue 4, 377-404. VariableWorking Class Middle Class Jobs traditionally involve: Obedience, conformity to rigid routines, physical work Creativity, autonomy, control of people and ideas, intellectual work

11. Class Cultural Differences VariableWorking Class Middle Class In child rearing, parents tend to: Emphasize obedience to authority. Show or tell how to solve problem with emphasis on the right solution. Stress no control over environment. Emphasize reasoning, intellectual curiosity and initiative. Guide problem-solving with questions. Stress to children control of environment. Lubienski, S. (2000). Clash of Social Class Cultures? Students' Experiences in a Discussion-Intensive Seventh-Grade. Elementary School Journal, Vol. 100 Issue 4, 377-404.

12. Class Cultural Differences VariableWorking Class Middle Class Students tend to be: Be motivated by tangible rewards. Think a good teacher is one who shows he/she cares by giving clear explanations to students. Be motivated by intangible rewards. Think a good teacher is one who knows the subject well and is creative in teaching it. Lubienski, S. (2000). Clash of Social Class Cultures? Students' Experiences in a Discussion-Intensive Seventh-Grade. Elementary School Journal, Vol. 100 Issue 4, 377-404.

13. CEO’s average pay, production workers’ average pay and the minimum wage, 1990-2005 Domhoff, W.G. (2005). Power in America: Wealth, income and power. http://sociology.ucsc.edu/whorulesamerica/power/wealth.html

14. Median net worth by race and ethnicity, 2001 Domhoff, W.G. (2005). Power in America: Wealth, income and power. http://sociology.ucsc.edu/whorulesamerica/power/wealth.html

15. Multicultural Organizational Development (Jackson & Hardiman, 1994) Level One: Monocultural Organization: norms and values, practices, curricula of the dominant culture; diverse staff in stereotypical roles; few diverse students. Level Two: Non-Discriminatory Organization: change without making waves; recruits for diversity, focusing on the numbers; diverse staff are in “low-level” or support positions; diverse students are in the less challenging courses; provides training. Level Three: Multicultural Organization: anti-racist; anti- sexist; committed to becoming multicultural; reflects the contributions and interests of diverse groups; committed to ending racial and economic oppression; diverse groups are at all levels of the organization; sees its broader social responsibility; diverse course; multicultural perspectives woven into all or most courses.

16. “THE CLUB” MONOCULTURA LEVEL Structured to provide and maintain privilege for the club members. Maintains club norms and values as normal and correct. Allows certain classes of people in as long as they actively assimilate and stay in their stereotypical roles Supremacy is not the organization’s primary mission; change is possible.

17. Class: A Nationwide Poll http://www.nytimes.com/packages/ht ml/national/20050515_CLASS_GRAP HIC/index_01.html Based on a survey by the New York Times, three-quarters of the respondents believed that the chances of moving up are the same or greater than 30 years ago.

18. Income in the United States Census Scope. http://www.censusscope.org/us/chart_income.html

19. Net worth and Financial Wealth, Distribution in the US, 2001 Domhoff, W.G. (2005). Power in America: Wealth, income and power. http://sociology.ucsc.edu/whorulesamerica/power/wealth.html