this is my clasmates work i need same but not their work )) <\/p>\n
Hello group,<\/span><\/p>\n I have started our outline with the responses provided. I have posted it here on this thread and I have also attached a word document so you can feel free to add or modify. The text in purple is for us to communicate back and forth and will not be included in the final outline that will be submitted on Sunday.<\/span><\/p>\n Classism Presentation Outline<\/strong><\/p>\n <\/strong><\/p>\n Title Slide<\/strong><\/p>\n Classism<\/em><\/strong><\/p>\n Presented by the Project Group of <\/span><\/strong>Anna, Dhelice, Julia, and Leigh<\/strong><\/p>\n (Here we will introduce the topic and any experiences we have with classism. I added Leigh\u2019s and my responses. Feel free to discuss any suggestions. This is the part where we get to organize what we want to say and in the order it will be presented)<\/span><\/p>\n (Leigh)<\/span><\/p>\n We are discussing the topic of classism. Classism is a form of prejudice or discrimination based on social class, and it can be expressed in individual attitudes, institutional practices, and cultural beliefs.<\/p>\n (Julia)<\/span><\/p>\n We are presenting on the topic of Classism. Classism is defined by the Merriam-Webster as a belief that a person’s social or economic station in society determines their value in that society. Classism is an issue that affects individuals and communities worldwide. It promotes inequality by favoring those in higher socioeconomic classes and marginalizing those in lower ones. Classism can be seen in many forms, including discrimination in education, employment, and access to resources. I\u2019ve observed a form of classism in my own community. The sidewalk leading to my son\u2019s high school is unpaved, forcing many children to walk on the street with oncoming traffic due to its narrow and difficult-to-navigate condition. This poses a significant safety issue. Meanwhile, just a few miles away, a city with a higher economic status frequently has its streets repaved. Understanding classism is necessary for creating a more equitable and just society where everyone has the opportunity to thrive, regardless of their economic background.<\/p>\n (Anna & Dhelice)<\/span><\/p>\n <\/p>\n (Here we will each discuss our article)<\/span><\/p>\n (Leigh)<\/span><\/p>\n The article I investigated for this portion of classism is taking a closer look at how your psychical and your mental health have a direct correlation to what type of resources are available to you when access is limited to economic factors and lack of communication from providers. People living with a lower income or in poverty may face barriers in education, work opportunities and living well. Mental and physical health cannot be seen separately from social and economic determinants which are embedded in social systems and structures.<\/p>\n (Julia)<\/span><\/p>\n I identified an article that describes the issue of classism and its impacts. The article \u201cThe Social Psychology of Class and Classism\u201d by Bernice Lott explores how social class impacts personal and social experiences in the United States. It discusses how individuals are born into different social classes\u2014working class, middle class, or affluent\u2014which determine their access to resources and power. The article examines the everyday experiences of different social classes and underscores how classism fosters inequality, resulting in fewer opportunities for low-income families. The lack of resources can be seen very early on. According to Lott, \u201cresources that would enrich the educational experiences of low-income children are typically in short supply\u2014textbooks are old, buildings are in disrepair, and libraries are poorly equipped.\u201d The article also describes how living in low-income communities often means the living conditions are crowded and there is less access to playgrounds and libraries. The air has more toxic pollutants, and living in these environments could be related to health risks.<\/p>\n (Anna & Dhelice)<\/span><\/p>\n <\/p>\n <\/p>\n (Here we will discuss how classism hinders, constrains, blocks communication)<\/span><\/p>\n (Leigh)<\/span><\/p>\n <\/span><\/strong>There has been a lot of evidence that has followed the topic of discrimination in response to adequate healthcare and communication from providers for groups pf people who fall under the social class that is considered lower economic status. The increased likely hood that because of your economic status you will be significantly impeded by access to adequate healthcare is high and is often dictated by the standard and the frequency of the type of healthcare the underprovided can be offered. There is a lack of communication for those who cannot get access initially and are not educated in their community as to the importance of why healthcare covers physical and mental health and why they are important. People in higher social classes tend to have better access to digital resources which can be a direct link in how education and locations of resources can be available to their community. Young people tend to have a higher likelihood of developing and experiencing mental and psychical health issues because they are caught in a generational trauma and lack of support on how to find services for themselves. The income gradient, especially in younger people, shows that no communication on how to find available services for the underprovided makes them 4.5 times more likely to experience severe mental and physical health issues for the continuum of their lifespan.<\/p>\n <\/p>\n (Julia)<\/span><\/p>\n Classism significantly hinders communication by creating barriers. Classism can create power imbalances where the voices of lower-class individuals are undervalued or ignored, blocking communication. Nonverbal communication, such as body language and eye contact, can also be influenced by attitudes. People from lower socioeconomic backgrounds might feel intimidated or less confident, affecting their body language, eye contact, and overall engagement in the conversation. This power imbalance can make it difficult for them to express their thoughts and feelings openly. Additionally, classism can lead to assumptions and biases that distort the message being communicated. For instance, a person from a higher class might dismiss the ideas or concerns of someone from a lower class, assuming they are less knowledgeable or credible. This not only blocks effective communication but also promotes inequality and prevents mutual understanding and respect.<\/p>\n (Anna & Dhelice)<\/span><\/p>\n <\/p>\n <\/p>\n (Here we will discuss ways to create equity, how it could change people\u2019s lives. We will discuss social advocacy and what it means to be a social advocate)<\/span><\/p>\n (Leigh)<\/span><\/p>\n The injustices of not having a universal program that is offered on a consistent basis can result in persistent stress and trauma for the class of people who are struggling with a multitude of issues like unfavorable living conditions, and unsafe neighborhoods, is the type of community that needs communication about how to acquire adequate healthcare when they are not always financially flush. This lack of communication or a general distrust of the programs that could be offered to them if more vocal and organized would be a beneficial proponent in getting the average of 19.4 percent of people living below the poverty line a chance at getting help. The very definition of Classism stands when a whole segment of a community is ignored because of the lack of communication from the people and programs that are only offered to the \u201cUpper class\u201d.<\/p>\n If we were to improve workforce diversity by recruiting underrepresented groups with grants, and mentorships with the added layer of a representative being made available to groups of children when they are young it could promote awareness, knowledge, and skills. This may improve upon the stigma of the underprivileged and how they don\u2019t have a direct communication link to services. By offering classes in school that follow students through their early years and listen to them and their needs the classism stigma of healthy living would not be just a privilege of the community members who could afford it. Social Advocates need to be willing to speak out and speak up on what their community needs and their experiences.<\/p>\n (Julia)<\/span><\/p>\n By recognizing and addressing these barriers, we can work towards more inclusive and effective communication across different social classes. Effective communication plays a crucial role in this process. Open and respectful dialogue helps break down barriers and fosters mutual understanding. For instance, incorporating discussions about social justice issues into classroom settings encourages students to think critically about inequality and develop empathy for others. This kind of communication can challenge stereotypes and prejudices, promoting a more inclusive mindset.<\/p>\n Transforming learning about social justice issues into social advocacy involves taking the knowledge gained and applying it to actions. This can include participating in community service, advocating for policy changes, or raising awareness through various platforms. Social advocates work to address systemic issues and support marginalized communities, striving to create a more just society.<\/p>\n (Anna & Dhelice)<\/span><\/p>\n <\/p>\n (Here we will reiterate what was discussed in our presentation and make a closing statement)<\/span><\/p>\n (Leigh)<\/span><\/p>\n The importance of covering all the bases of what social activism means to whole communities is as important now as ever. Listening to groups that are not on the radar of a community that needs services just like everyone else can be addressed by an examination of the policies with an equity lens. Establishing accountability frameworks, auditing medical school curricula for erroneous references to a person\u2019s race, and taking a review of clinical algorithms that only rely on race and income. We need to do a complete overhaul of our systems and address why we chose to ignore whole communities just because of their income status and preconceived classism scale.<\/p>\n (Julia)<\/span><\/p>\n In conclusion, classism remains a universal issue that spreads inequality. Defined as the belief that a person\u2019s social or economic station determines their value. This systemic bias not only marginalizes individuals from lower socioeconomic backgrounds but also creates barriers to effective communication. By recognizing and addressing the impacts of classism, we can work towards a more equitable society where everyone has the opportunity to succeed, regardless of their economic status. We must challenge these prejudices and advocate for policies and practices that promote fairness and inclusivity, ultimately fostering a more just and compassionate world.<\/p>\n (Anna & Dhelice)<\/span><\/p>\n <\/p>\n <\/p>\n References Slide<\/strong><\/p>\n The last slide of the presentation.<\/p>\n (Leigh)<\/p>\n Poor Psychology (pp. 103\u2013123). Springer International Publishing. <\/span>https:\/\/doi.org\/10.1007\/978-3-030-55427-9<\/span>Links to an external site.<\/span><\/span><\/a><\/p>\n Fisher, M., Scanlon, C., Deojee, B., Hutton, V., Sisko, S., Hutton, V., & Sisko, S. (2020). Classism. In Multicultural Responsiveness in Counselling and Psychology (pp. 103\u2013123). Springer International Publishing. https:\/\/doi.org\/10.1007\/978-3-030-55427-9_4<\/p>\n (Julia)<\/span><\/p>\n Lott, B. (2012). The social psychology of class and classism. American Psychologist, 67(8), 650-658. doi:https:\/\/doi.org\/10.1037\/a0029369<\/p>\n Merriam-Webster. (n.d.). Classism. In Merriam-Webster.com dictionary. Retrieved November 1, 2024, from <\/span>https:\/\/www.merriam-webster.com\/dictionary\/classism<\/span>Links to an external <\/span><\/span><\/span><\/a><\/p>\n julias work <\/p>\n Hello group,<\/p>\n I hope your week is going well. I am posting my responses to items A-E as this is the week, we will be compiling our responses into one document. This week we will organize our outline to include each one of our responses.<\/p>\n Unless someone else would like to, I can gather all our responses and organize it into one outline. I will label each of our responses.<\/p>\n In order to do this, we need all of our responses to items A-E.<\/p>\n Leigh,<\/strong><\/span><\/p>\n I think your responses are ready, you just need to post them in the discussion thread. <\/strong><\/span><\/p>\n Below are my responses<\/p>\n (Julia)<\/p>\n We are presenting on the topic of Classism. Classism is defined by the Merriam-Webster as a belief that a person’s social or economic station in society determines their value in that society. Classism is an issue that affects individuals and communities worldwide. It promotes inequality by favoring those in higher socioeconomic classes and marginalizing those in lower ones. Classism can be seen in many forms, including discrimination in education, employment, and access to resources. Understanding classism is necessary for creating a more equitable and just society where everyone has the opportunity to thrive, regardless of their economic background.<\/p>\n <\/p>\n (Julia)<\/p>\n The article \u201cThe Social Psychology of Class and Classism\u201d by Bernice Lott explores how social class impacts personal and social experiences in the United States. It discusses how individuals are born into different social classes\u2014working class, middle class, or affluent\u2014which determine their access to resources and power. The article examines the everyday experiences of different social classes and underscores how classism fosters inequality, resulting in fewer opportunities for low-income families. The lack of resources can be seen very early on. According to Lott, \u201cresources that would enrich the educational experiences of low-income children are typically in short supply\u2014textbooks are old, buildings are in disrepair, and libraries are poorly equipped.\u201d The article also describes how living in low-income communities often means the living conditions are crowded and there is less access to playgrounds and libraries. The air has more toxic pollutants, and living in these environments could be related to health risks.<\/p>\n (Julia)<\/p>\n Classism significantly hinders communication by creating barriers. Classism can create power imbalances where the voices of lower-class individuals are undervalued or ignored, blocking communication. Nonverbal communication, such as body language and eye contact, can also be influenced by attitudes. People from lower socioeconomic backgrounds might feel intimidated or less confident, affecting their body language, eye contact, and overall engagement in the conversation. This power imbalance can make it difficult for them to express their thoughts and feelings openly. Additionally, classism can lead to assumptions and biases that distort the message being communicated. For instance, a person from a higher class might dismiss the ideas or concerns of someone from a lower class, assuming they are less knowledgeable or credible. This not only blocks effective communication but also promotes inequality and prevents mutual understanding and respect.<\/p>\n <\/p>\n (Julia)<\/p>\n By recognizing and addressing these barriers, we can work towards more inclusive and effective communication across different social classes. Effective communication plays a crucial role in this process. Open and respectful dialogue helps break down barriers and fosters mutual understanding. For instance, incorporating discussions about social justice issues into classroom settings encourages students to think critically about inequality and develop empathy for others. This kind of communication can challenge stereotypes and prejudices, promoting a more inclusive mindset.<\/p>\n Transforming learning about social justice issues into social advocacy involves taking the knowledge gained and applying it to actions. This can include participating in community service, advocating for policy changes, or raising awareness through various platforms. Social advocates work to address systemic issues and support marginalized communities, striving to create a more just society.<\/p>\n <\/p>\n (Julia)<\/p>\n In conclusion, classism remains a universal issue that spreads inequality. Defined as the belief that a person\u2019s social or economic station determines their value. This systemic bias not only marginalizes individuals from lower socioeconomic backgrounds but also creates barriers to effective communication. By recognizing and addressing the impacts of classism, we can work towards a more equitable society where everyone has the opportunity to succeed, regardless of their economic status. We must challenge these prejudices and advocate for policies and practices that promote fairness and inclusivity, ultimately fostering a more just and compassionate world.<\/p>\n <\/p>\n References<\/strong><\/p>\n (Julia)<\/p>\n Lott, B. (2012). The social psychology of class and classism. American Psychologist, 67(8), 650-658. doi:https:\/\/doi.org\/10.1037\/a0029369<\/p>\n <\/p>\n Merriam-Webster. (n.d.). Classism. In Merriam-Webster.com dictionary. Retrieved November 1, 2024, from <\/span>https:\/\/www.merriam-webster.com\/dictionary\/classism<\/span><\/a><\/p>\n saras work<\/span><\/a><\/p>\n A. Introduction:<\/strong><\/p>\n We are discussing the topic of classism. Classism is a form of prejudice or discrimination based on social class, and it can be expressed in individual attitudes, <\/strong>institutional practices, and cultural beliefs.<\/strong><\/p>\n The article I investigated for this portion of classism is taking a closer look at how your psychical and your mental health have a direct correlation to what type of resources are available to you when access is limited to economic factors and lack of communication from providers. <\/span><\/strong>People living with a lower income or in poverty may face barriers in education, work opportunities and living well. Mental and physical health cannot be seen separately from social and economic determinants which are embedded in social systems and structures.<\/p>\n C. The elements of Communication: <\/span><\/strong>There has been a lot of evidence that has followed the topic of discrimination in response to adequate healthcare and communication from providers for groups pf people who fall under the social class that is considered lower economic status. The increased likely hood that because of your economic status you will be significantly impeded by access to adequate healthcare is high and is often dictated by the standard and the frequency of the type of healthcare the underprovided can be offered. There is a lack of communication for those who cannot get access initially and are not educated in their community as to the importance of why healthcare covers physical and mental health and why they are important. People in higher social classes tend to have better access to digital resources which can be a direct link in how education and locations of resources can be available to their community. Young people tend to have a higher likelihood of developing and experiencing mental and psychical health issues because they are caught in a generational trauma and lack of support on how to find services for themselves. The income gradient, especially in younger people, shows that no communication on how to find available services for the underprovided makes them 4.5 times more likely to experience severe mental and physical health issues for the continuum of their lifespan. <\/span><\/p>\n D. Fighting against Oppression:<\/span><\/p>\n The injustices of not having a universal program that is offered on a consistent basis can result in persistent stress and trauma for the class of people who are struggling with a multitude of issues like unfavorable living conditions, and unsafe neighborhoods, is the type of community that needs communication about how to acquire adequate healthcare when they are not always financially flush. This lack of communication or a general distrust of the programs that could be offered to them if more vocal and organized would be a beneficial proponent in getting the average of 19.4 percent of people living below the poverty line a chance at getting help. The very definition of Classism stands when a whole segment of a community is ignored because of the lack of communication from the people and programs that are only offered to the \u201cUpper class\u201d. <\/span><\/strong><\/p>\n If we were to improve workforce diversity by recruiting underrepresented groups with grants, and mentorships with the added layer of a representative being made available to groups of children when they are young it could promote awareness, knowledge, and skills. This may improve upon the stigma of the underprivileged and how <\/span><\/strong>they don\u2019t have a direct communication link to services. By offering classes in school that follow students through their early years and listen to them and their needs the classism stigma of healthy living would not be just a privilege of the community members who could afford it. Social Advocates need to be willing to speak out and speak up on what their community needs and their experiences.<\/strong><\/span><\/p>\n E. Conclusion:<\/strong><\/span><\/p>\n The importance of covering all the bases of what social activism means to whole communities is as important now as ever. Listening to groups that are not on the radar of a community that needs services just like everyone else can be addressed by an examination of the policies with an equity lens. Establishing accountability frameworks, auditing medical school curricula for erroneous references to a person\u2019s race, and taking a review of clinical algorithms that only rely on race and income. We need to do a complete overhaul of our systems and address why we chose to ignore whole communities just because of their income status and preconceived classism scale. <\/span><\/strong><\/p>\n <\/strong><\/p>\n <\/strong><\/p>\n Classism<\/strong><\/p>\n Poor <\/span>Psychology<\/em><\/span> (pp. 103\u2013123). Springer International Publishing. <\/span><\/span>https:\/\/doi.org\/10.1007\/978-3-030-55427-9_<\/span>Links to an external site.<\/span><\/span><\/a><\/p>\n <\/p>\n\n
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<\/strong>B. The Article<\/strong><\/p>\n