Closing the Gap between Risk and Resilience by Harriet D. Porton

Author:Harriet D. Porton
Language: eng
Format: epub
ISBN: 9781475805772
Publisher: R&L Education

According to Erikson (1968), as a youngster, Scout was developing her identity based on class by identifying with Atticus, who was a powerful and important role model who shows Scout what a person of honor and courage can become regardless of class. However, Jem is older and makes his construction of self based on his ability to examine, distinguish between and among groups, and develop his own understanding of the meaning and inferences of their own and others’ identities (Phinney, 2000). Although Scout knows that most folks in Maycomb are identified by their family histories and peculiarities, she is not old enough to take into account the differences in tolerance and acceptance accorded to middle-class whites, lower-class whites, white “trash,” and blacks.

Although the current literature dealing with class has reframed the traditional stratifications described by Marx, that is, ownership of the means of production and authority (Robinson & Kelley, 1979), even as recently as 2012, teachers in an upper-class setting “provided instruction that gave their students more access to higher status knowledge than did the teachers in the two lower class settings” (DeWitt, 2007, abstract).

Therefore, if class is defined by access to power and authority or on a system based on education and occupational status (Robinson & Kelley, 1979), we are looking at a sociological construct that has far-reaching implications, even today. In order to help students develop a more mature understanding of the role of class in identity formation, teachers should please try the following lesson plan (table 3.3).

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