Respond to two colleagues' posts by explaining how your own past experience with classism is similar to or different from your colleagues'. Also explain how issues might reveal themselves in your future social work practice in a manner similar to or different from that which your colleagues anticipate. (Discussion 1) There are a variety of disadvantages and gaps between various social classes in the United States, which drive classism in society (Adams et al., 2018). For many years, in my childhood, I would have been considered to belong in the upper middle class, thanks to the career my mother had. I became middle-class when I joined the Army, and started living off of my own income. Nowadays, I am in the lower middle-class, where my husband and I are self-employed, and I am going to school full time. Overall, it seems almost impossible to make it to the upper class without requiring a sudden flow of income, such as those who obtain sudden fame for any given reason. I find it more realistic to my life that I can fluctuate within the middle class, such as being in the upper middle class, then lower middle class, and later back to the upper middle class, or more attainable to reach the lower class, than it is to ever become a member of the upper class, due to limitations that exist within corporate America. Regardless of how many jobs open, or how much the unemployment rate drops, those in the top one percent will always take more for themselves than the rest of the nation (Adams et al., 2018). Therefore, unless one has a sudden moment of success, such as through fame, an inheritance, or a well-paying career, it is not likely for the 99% to become the 1% through the normal economic ladder. As a social worker, I would try to address class and class differences on the lives of my clients by first understanding my own bias in regards to social class. Liu, Pickett, and Ivey (2007) state that by counselors acknowledging their own biases about social class, they can apply theories and therapy methods that are useful for each client’s needs, lifestyle, and behaviors, that are influenced by their SES background. When working with clients, one must be sensitive to social class issues that relate to the client (Liu, Pickett, & Ivey, 2007). For instance, if a client is poor, I should not impose on him or her the idea of being a middle-class individual simply because I see that to be the solution to his or her problem. It is easier said than done to overcome poverty, and as a social worker, I would focus on the client’s strengths and self-determination to then create a realistic plan to help the client achieve their goals. Part of classism is the lack of access to education by the lower class, which becomes a generational issue, since the children do not have a role model to guide them in their academics, and most do not have social/moral support in the process (Adams et al., 2018). How can I help the client find these role models within their communi ...

1. Respond to two colleagues' posts by explaining how your own
past experience with classism is similar to or different from
your colleagues'. Also explain how issues might reveal
themselves in your future social work practice in a manner
similar to or different from that which your colleagues
anticipate.
(Discussion 1)
There are a variety of disadvantages and gaps between various
social classes in the United States, which drive classism in
society (Adams et al., 2018). For many years, in my childhood,
I would have been considered to belong in the upper middle
class, thanks to the career my mother had. I became middle-
class when I joined the Army, and started living off of my own
income. Nowadays, I am in the lower middle-class, where my
husband and I are self-employed, and I am going to school full
time. Overall, it seems almost impossible to make it to the
upper class without requiring a sudden flow of income, such as
those who obtain sudden fame for any given reason. I find it
more realistic to my life that I can fluctuate within the middle
class, such as being in the upper middle class, then lower
middle class, and later back to the upper middle class, or more
attainable to reach the lower class, than it is to ever become a
member of the upper class, due to limitations that exist within
corporate America. Regardless of how many jobs open, or how
much the unemployment rate drops, those in the top one percent
will always take more for themselves than the rest of the nation
(Adams et al., 2018). Therefore, unless one has a sudden
moment of success, such as through fame, an inheritance, or a
well-paying career, it is not likely for the 99% to become the
1% through the normal economic ladder.
As a social worker, I would try to address class and class
differences on the lives of my clients by first understanding my

2. own bias in regards to social class. Liu, Pickett, and Ivey (2007)
state that by counselors acknowledging their own biases about
social class, they can apply theories and therapy methods that
are useful for each client’s needs, lifestyle, and behaviors, that
are influenced by their SES background. When working with
clients, one must be sensitive to social class issues that relate to
the client (Liu, Pickett, & Ivey, 2007). For instance, if a client
is poor, I should not impose on him or her the idea of being a
middle-class individual simply because I see that to be the
solution to his or her problem. It is easier said than done to
overcome poverty, and as a social worker, I would focus on the
client’s strengths and self-determination to then create a
realistic plan to help the client achieve their goals.
Part of classism is the lack of access to education by the lower
class, which becomes a generational issue, since the children do
not have a role model to guide them in their academics, and
most do not have social/moral support in the process (Adams et
al., 2018). How can I help the client find these role models
within their communities? If none exist, I would try to create
support groups within the school system, or colleges in the area,
that are for individuals that need free tutoring and overall social
support throughout their academic journey when none exists at
home. Overall, although I would personally want for every
client to overcome poverty and hardship, as a professional I
need to maintain focus on the client’s personal goals in their
life without imposing my own ideas of what “should be” or
“could be.”
Adams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C.
J., DeJong, K., Hackman, H. W., & Zuniga, X. (Eds.).
(2018). Readings for diversity and social justice (4th ed.). New
York, NY: Routledge Press.
Liu, W. M., Pickett Jr, T., & Ivey, A. E. (2007). White middle-
class privilege: Social class bias and implications for training
and practice. Journal of Multicultural Counseling and

3. Development, 35(4), 194-206.
(Discussion 2)
According to Adams et al... 2018, class avoidance is a
phenomenon in both upper and lower class as they tend to avoid
the word class. Class is something that I have tried to avoid
most of my life, as my family has been very poor. Throughout
my life I have noticed the there is a huge difference between my
friends that where better off than my family and my family in
almost every way. For example: I have been homeless a few
times in my life practically when I was younger and have been
working since, I was 14yeas old to help with bills. According to
Adams et al... 2018, “all Americans do not have an equal
opportunity to succeed and class mobility in the US is lower
than the rest of the industrialized world” (Adams et al., 2018, p.
180). This is true as it is harder to succeed, as jobs will take
applicants from more affluent schools with less experiences or
friends and family of upper management before they would hire
someone like myself and of course sexism makes things worse.
Another example is teeth if your family is lower class most
likely they could not afford dental care, I know mine could not
but if you come from middle to upper class family you most
likely had dental care and braces. Education is another place
that that lower-class people suffer with I can remember not
having the money for book or project supplies and the
professors did not care they just want the project turned in.
A strategy I might use as a social worker to address the impact
of class and class differences in the lives of my clients is
advocacy. One could advocate for more people of lower classes
to attend more prestige’s schools as “social workers should act
to prevent and eliminate exploitation and discrimination against
any person, group, or class” (National Association of Social
Workers , 2019).
References

4. Adams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C.
J., DeJong, K., Hackman, H. W., & Zuniga, X. (Eds.). (2018).
Readings for diversity and social justice (4th ed.). New York,
NY: Routledge Press.
National Association of Social Workers . (2019). Read the Code
of Ethics. Retrieved from www.socialworkers.org:
https://www.socialworkers.org/about/ethics/code-of-
ethics/code-of-ethics-english
Respond to two colleagues by critiquing their analysis and
providing alternative recommendations for how social workers
might advocate for change and address classist policies in their
agencies and society at large.
(Discussion 1) Camilla
Classism is demonstrated in the video of the Hernandez family
is how the ACS worker judged them because they are low-class
Hispanics (Laureate Education, 2013). The ACS worker had her
opinion against the Hernandez family on how the parents
discipline their kids. Yet, without learning the impact, it has on
the Hernandez family-like trying to make up work hours to
make a living. The barrier of cutting off meals or possibly any
other essentials to the family. Another obstacle is having the
risk of losing their children. The Hernandez family has much
more on their plate as it is a migrated immigrant, working poor,
and being Hispanic because even the ACS worker was quick to
judge them based on their background. In Hernandez, life
experience is stressful because in the position they are in, they
have a hard time getting out of being the ‘working class.’ It
means that no matter what the Hernandez do, they have to work
much harder than someone who has a different background than
them. It also means they have to be cautious and alert at all
times being deported. One of the strengths that Hernandez has is
a family connection, which makes them go to the required
classes in order not to lose their children. Another advantage is

5. how they have a worker staying by their side to help them get
through the classes. Also, assist with how to manage a work
schedule at the same time. I suggest a social worker should
advocate and educate other colleagues to understand each
family's limitations. For instance, if the ACS worker knew that
the Puerto Rican family background discipline was considered a
'norm.' It is not like the parents wanted to hurt the child but to
teach them a lesson. The United States Social Welfare System
does not focus on the family's needs, which can impact the
whole family dynamic (Furman et al., p. 5, 2009). It could have
been best to give the parents suggestions without having the
risk of losing their children. A social worker can address issues
of classism to be empathetic and knowing other family cultures.
These recommendations will address class issues so that people
are not faced with professionals who are unintentionally hurting
the clients to get better. Where the parents have a hard time
with the work schedule, it could have been best to give food
stamps to the family so that they do not have to worry about
working to earn more to eat. Another one is to think about their
work schedule and how to accommodate these issues.
References
Furman, R., Negi, N. J., Iwamoto, D. K., Rowan, D., Shukraft,
A., & Gragg, J. (2009). Social work practice with Latinos: key
issues for social workers. Social work, 54(2), 167–174.
doi:10.1093/sw/54.2.167
Laureate Education (Producer). (2013). Hernandez Family
(Episode 26) [Video file]. In Sessions. Retrieved from
https://class.waldenu.edu
(Discussion 2) Tiara
In this case classism can be seen by how the Hernandez’s where
initially treated by the ACS worker, being Mandated to take
classes that they are unable to attend due to work schedules in
order to keep their children and by how the ACW made a
comment about them being Mexican in a derogatory way

6. (Laureate Education, 2013). The ACS worker did not take into
consideration their culture, financial status or anything else
before making a snap decision about what the Hernandez’s
where going to have to do in order to keep their children. The
ACS worker was setting up the family for failure. According to
Adams et al.. 2018 “a person in a lower class standing has more
difficulty securing housing and more time is spent on routine
tasks of everyday life along with a greater percent of their
income going to food, housing and health care” (Adams et al.,
2018, p 179). They are also at a greater risk of being victimized
(Adams et al., 2018, p 179). There is less class movement in the
United States then the rest of the developed world and all
people in America do not have an equal chance to succeed, as
people do not choose to be poor or working class instead they
are limited by the opportunities afforded or denied to them by
social and economic systems (Adams et al., 2018, p 179-181).
A specific barrier to social services that the Hernandez family
experiences because of their class status is the Hernandez’s
could not attend all their parenting classes the first time around
because of their class as working poor they had to go to work in
order to keep a roof over their head and provide food for their
children and themselves (Plummer, Makris, & Brocksen, 2014,
p 3). If the classes had maybe been at a different time or been
offered on different days of the week it may have been a better
fit for them but they were not thus leaving the family in a bad
situation of having to choose whether to attend work or attend
parenting classes. Another issue with the Hernandez’s
receiving services from social services as it can often overlook
the needs of the whole family and only focus on the individual’s
needs (Furman et al., 2009, p. 5).
Strengths in the Hernandez family. One of the first strengths is
that the parents care for each other and we're not intentionally
meaning to harm the children they are also willing to learn a
better way of correcting the children. Another, strength is that
the family cares for each other and they all seem to love each
other very much. Lastly, they have been at their current

7. residence for about 7 years, so they have stability (Plummer,
Makris, & Brocksen, 2014, p 3).
Social workers are taught cultural competency and how to
remove personal biases when dealing with clients however the
ACS worker in this case failed to do so. instead the ACS worker
reinforced classism and cultural stereotypes by forcing the
Hernandez family into a situation that made it quite difficult for
them to keep their children and maintain their employment. I
would recommend that the ACS worker Receive cultural
competency training and go through her current cases with her
supervisor to make sure that the current plans are not harming
the participants in any way.
A recommendation for addressing issues of classism is to
educate more people on the issue social workers should not be
the only ones who are aware of these issues. If more people
were aware of the issues of classism instead of just blaming
each other for the issues and then maybe, we could work
towards a resolution instead of the constant blame.
References
Adams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C.
J., DeJong, K., Hackman, H. W., & Zuniga, X. (Eds.).
(2018). Readings for diversity and social justice (4th ed.). New
York, NY: Routledge Press.
Laureate Education (Producer). (2013). Hernandez Family
(Episode 26) [Video file]. In Sessions. Retrieved
from https://class.waldenu.edu
Furman, R., Negi, N. J.., Iwamoto, D. K., Rowan, D., Shukraft,
A., & Gragg, J. (2009). Social work practice with Latinos: Key
issues for social workers. Social Work, 54(2), 167-174.
Retrieved
from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2861823/p
df/nihms194082.pdf
Plummer, S. B., Makris, S., & Brocksen S. M. (Eds.).
(2014). Sessions: Case histories. Baltimore, MD: Laureate

8. International Universities Publishi