When I taught social classes in my last semester’s intimate relationships, marriages, and family classes, I started with reflection and mean notes, rather than from lectures or statistics.
This is not the first time I have used sticky note prompts in class. Earlier in the semester, I introduced similar activities in our race, race and immigration. This experience inspired me: It shows how a simple sentence starter can help students untangle the emotional weight of identity, belonging, and differences. It also helped me refine how to structure and facilitate conversations in a more impactful way.
So when we reached units of family and social classes, I returned to the pen and paper—this time was more complicated. With it comes one of the most meaningful moments of the semester.
Sticking activity: a gentle method
I gave the students the beginning of a set of sentences and asked them to finish them anonymously with sticking paper. After writing, they place notes on walls, windows, doors and whiteboards so they are wide enough that everyone can read at the same time. Then, the students walked quietly into the room and took away what they shared. After the walk, I invited each student to share one or two statements that resonated with them.
Here are some tips:
- “Until…” I realized how the class shapes me. ”
- “One thing my family can’t afford to grow is…”
- “I noticed that others were…”
- “I’m lucky to have _______ when others don’t have it.”
- “In school, I learned to keep quiet…”
- “I almost missed opportunities because of money…”
- “I’m always taught…”
These tips are simple, but emotionally rich. They allow students to experience their own life – before theories, data, before academic discourse.
The scope of responses shared by students is both personal and eye-opening. Timely “I didn’t realize how the class shapes me until…”. One student reflected “watching the workload of mothers to provide a roof over our heads.” In response to “the opportunity I almost missed for money is…”, students listed things like education, rent, bills, Jordan shoes in the air, college and even football trips, although simply pointing out, “none,” suggests a contrasting point. When asked, “I’m always taught to…”, many shared values are shaped by scarcity and resilience: “to be grateful and humble,” “to make money alone after high school,” or “to bite my tongue to keep peace.” The response to “One thing my family can’t afford to grow is…” includes extracurricular activities, owning their own room, brand new items, frequent family time and holidays.
Additionally, students noticed differences in class such as “I have to wait for my friend to wink something.” Others shared the silence they learned to carry and responded to “In school, I learned to keep quiet…” and thought about their family situation, financial aid or the amount their parents did. Some added the reverse: “I learned to keep quiet about other kids’ struggles.”
A timely questioning students for a moment makes them realize that inequality can produce responses such as “must work in high school when others go out”, “face racism at a young age” and “realizing that some students can’t afford the meal.” Finally, the prompt “I realize that not everyone has _______ like me,” students share the privileges they recognize: “choice of choice,” “the ability to study abroad” or “own parents, food, shelter and protection.” Together, these reflections depict vivid and humanized pictures of various ways in which class differences are often invisible.
After walking in the gallery, the room felt significantly different – more thoughtful. Although the thoughts I’m going to share were initially expressed in similar activities in our early racial, ethnic and immigration departments, I chose to include them here because they speak to the same core theme. Several students shared that the activity helped them “understand the diverse people in the class – values, backgrounds”, adding: “It helps humanize.”
This activity then helped me transition smoothly to the keys I provided for my students with mail. After adhering note reflection and class discussion, I prompted them to pause and consider the following:
“Not everyone grew up on the same tools. Some of us have parents who can advocate for us, and they know how to navigate the system – others have to figure it out on their own. Some kids are encouraged to raise their voices; others are consistent. We often tell us that success is hard work, but if all are not all the matches?”
I then linked some of the sticky reflections back to this statement – using students to draw a line between their life experience and structural patterns.
Why it matters more than ever
In a political climate, diversity, equity and inclusion work is retreating and educators may hesitate to raise inequality in the classroom. But that’s exactly what’s most important.
Class differences are getting bigger and bigger. Students balance courses while managing food insecurity, housing challenges or nursing responsibilities. Others arrive with generational wealth, university preparation resources and family support networks. If we do not name these differences, it is possible that we strengthen them by silence.
Teaching about social classes has nothing to do with shame or blame, but provides students with tools to understand their place in the world and the systems that shape it.
Teaching skills
Educators can use several strategies to teach social classes in a passionate and attractive way. First, start with stories rather than statistics – students already live in an inequality system, so having a conversation in their life experiences builds an emotional buy before introducing abstract concepts. An effective way to do this is to use low-bet writing tips, such as a sticky hair activity, which encourages honest reflection while creating a safe, low-pressure environment.
Creating space for silent sounds is also important. Not all students speak loudly, so alternatives such as gallery walks or anonymous digital boards can help everyone feel comfortable. After reflection, link students’ life experiences with research by introducing concepts such as cultural capital and concepts such as cultural capital An unequal childhood (University of California Press, Second Edition, 2011) Annette Lareau, explores how social classes influence parenting styles and shape children’s life opportunities.
Close the loop
At the end of the unit, I asked the students, what should we do?
After an early discussion of cultural and human capital, I introduced them to the concept of social capital. I introduced Anthony Abraham Jack’s article “What the privileged poor can teach us”, which shows how first-generation and low-income students build academic support networks by building relationships with professors.
Prior to that, I shared Rita Pierson’s TED speech “Every kid needs a champion”, a reminder that in education, relationships can change lives. Her story embodies how connection itself becomes a form of capital, especially for those who do not have material advantages.
This pairing helps students see how to understand class inequality, as well as challenging thinking, empathy and advocacy.
Teaching about inequality is not partisan, but the foundation of education. If we want to graduate students not only prepare for careers but are also ready for humanity (understanding structural inequality and social responsibility), then we must create space for class dialogue.
