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OPEN CLASS IDEOLOGY

Sociologyindex, Sociology Books 2011

Open class ideology is a component part of liberal ideology : the key claim is that an individual has meaningful opportunity to rise (or fall) in social class and status as a result of personal ability, hard work and individual merit.

Open class ideology or concept therefore claims that society's status system is based on achievement and not on ascription.

Despite open-class ideology, advance toward the success-goal is relatively rare and notably difficult for those armed with little formal education and few economic resources.

"The relathionship between aspiration-perceived opportunity disjunction and normlessness transcend class levels but may be specific to a culture which empahsizes an open-class ideology. Here it is the cultural interpretation given to aspiration-perceived opportunity disjunction rather than disjunction per se that may be crucial in normlessness." - William A. Rushing, 
Class, Culture, and "Social Structure and Anomie", The American Journal of Sociology, Vol. 76, No. 5 (Mar., 1971), pp. 857-872

Compensatory Education in the Community College: An Interactionist Approach. Topical Paper No. 52. National Inst. of Education (DHEW), Washington, DC. - Morrison, James L 
Abstract: The community college has become the institution of higher education which implements the American "open class" ideology, providing an opportunity for students to learn and advance themselves socially and occupationally. Evaluative research concerning compensatory education programs in the community college indicates that such programs have not been highly successful in welcoming and encouraging those who have a history of failure in traditional schools. Most such programs have dealt solely with erasing cognitive deficiencies, but an effective program must address the affective domain as well. By emphasizing the development of small, cohesive learning groups which have norms of communication and support, and which are open to the distribution of authority and the shared responsibility for learning, the interactionist approach addresses both cognitive and affective domains. A general theoretical rationale is presented for establishing an interactionist compensatory educational program, by reviewing current programs, and examining the relationship between various affective components and academic performance. Then, a model program is presented, including a step-by-step group development and skill-building design tested and refined in community colleges.

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