Everyday classism in medical school: experiencing marginality and resistance

Objective To explore the medical school experiences of students who self‐identify as coming from a working‐class or impoverished family background. Methods A questionnaire was administered to Year 3 medical students at a Canadian medical school and in‐depth interviews were held with 25 of these st...

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Vydáno v:	Medical education Ročník 39; číslo 8; s. 777 - 784
Hlavní autor:	Beagan, Brenda L
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Oxford, UK Blackwell Science Ltd 01.08.2005 Blackwell Wiley Subscription Services, Inc
Témata:	Adult Canada Cohort Studies Curriculum subjects: programmes and methods education Educational sciences Female Humans Interpersonal Relations Male medical Medical and paramedical education medical/psychology Nova Scotia qualitative research questionnaires Self Concept Social Class socio-economic factors students Students, Medical - statistics & numerical data Surveys and Questionnaires Teaching methods undergraduate/methods Nova Scotia Medicine Higher Education medical Questionnaire education Qualitative Analysis Socio-Economic Status medical/ psychology; questionnaires; qualitative research; Canada undergraduate/ methods; socio-economic factors; students Social Class Undergraduate
ISSN:	0308-0110, 1365-2923
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Popis
Shrnutí:	Objective To explore the medical school experiences of students who self‐identify as coming from a working‐class or impoverished family background. Methods A questionnaire was administered to Year 3 medical students at a Canadian medical school and in‐depth interviews were held with 25 of these students (cohort 1). The same methods were repeated with another Year 3 class 3 years later (cohort 2). Results While having (or not having) money was the most obvious impact of social class differences, students also discussed more subtle signs of class that made it easier or more difficult to fit in at medical school. Students from working‐class or impoverished backgrounds were significantly less likely to report that they fitted in well, and more likely to report that their class background had a negative impact in school. They were also more likely to indicate awareness that a patient's social class may affect their health care treatment. Conclusion Students from working‐class or impoverished backgrounds may experience alienation in medical school. Through the commonplace interactions of ‘everyday classism’ they may experience marginalisation, isolation, disrespect and unintentional slights. At the same time, they suggest that their experiences of exclusion may strengthen their clinical practice.
Bibliografie:	ArticleID:MEDU2225 ark:/67375/WNG-LFR6SVG2-P istex:A800419569B36ABCD965F65E48A8F43811DC5480 SourceType-Scholarly Journals-1 ObjectType-General Information-1 content type line 14 ObjectType-Article-1 ObjectType-Feature-2 content type line 23
ISSN:	0308-0110 1365-2923
DOI:	10.1111/j.1365-2929.2005.02225.x