Class Psychology of Social Inequalities

The social context and economic circumstances in which we grow up have a profound impact on our identity and behavior. This course aims to familiarize students with the psychology of social inequalities, emphasizing the fundamental concepts of social class. It will examine how social class influences human development, including mental health, and how inequalities in access to services and culture shape beliefs and behaviors. Topics such as stigma, stereotypes, and prejudices associated with low social status, influenced by unequal power relations, will be discussed. The goal is to develop in students a critical awareness essential for their practice as psychologists, highlighting the importance of social class in a culturally sensitive, effective, and inclusive approach to individuals' contexts and experiences.

Not applicable

PC1. Sociological and psychological perspectives on social class. PC2. Effects of social class on human development: challenges and consequences in childhood and impacts in adulthood. PC3. Impact of social class on mental health and psychological well-being. PC4. Social class in a therapeutic context: strategies and challenges in applying socially class-sensitive therapeutic practices. PC5. Social stratification, inequalities, and power asymmetries. PC6. Intergroup dynamics associated with classism: causal attributions, stereotypes, prejudice, dehumanization. PC7. Intersection between social class and other dimensions of identity: gender, gender identity, age, ethnicity, and disability. PC8. The role of social class in social change: collective action, challenges, and strategies of different social class groups. PC9. Social class in research: objective and subjective measures of social class. PC10. The role of psychologists in promoting social change and reducing social inequalities.

In terms of teaching-learning methodology, a combination of more traditional methods, such as lectures on recent theories of social class psychology, will be used along with more innovative approaches, such as debates, role-plays, documentary film screenings, awareness campaign development, among others. Specifically, in theoretical-practical classes, the expository and interrogative methods will be used, with excerpts from films, documentaries, and talks to complement the material presented and discussed. In practical-laboratory classes, active and demonstrative methodologies will be employed, with activities related to practical content and support for group work.

Andersen & Collins (2023). Race, class, and gender: Intersections and inequalities (11th Ed.). Cengage Diemer, M.A., Mistry, R., Wadsworth, M.E., Lo¿pez, I. & Reimers, F. (2013). Best practices in conceptualizing and measuring social class in psychological research. Analyses of Social Issues and Public Policy, 13(1), 77-113 Durante, Tablante & Fiske (2017). Poor but warm, rich but cold (and competent): Social classes in the stereotype content model. Journal of Social Issues, 73(1), 138–157 Jetten, J., & Peters, K. (2019). The social psychology of inequality. Springer Kraus, M. W., & Stephens, N. M. (2012). A road map for an emerging psychology of social class. Social and Personality Psychology Compass, 6(9), 642-656 Liu, W. M. (Ed.). (2013). The Oxford handbook of social class in counseling. Oxford University Press Manstead, A. S. (2018). The psychology of social class: How socioeconomic status impacts thought, feelings, and behaviour. British Journal of Social Psychology, 57(2), 267-291