Money plays a big role in social culture: students are seen walking into school with drinks in hand, taking a break during the day to grab Chipotle or Tono’s or leaving to carry expensive sports equipment to practice after class. However, conversations about different aspects of diversity rarely (if ever) extend to socioeconomic status.
Talking about money is hard for many reasons, especially for high schoolers. The money equation in their home is often something they have no control over, and the infinite range of financial situations that every student carries with them to school brings mixed reactions. When the topic is brought up, some are offended, while others may not care. The money conversation skirts awkwardly around a subject that deserves more nuance and understanding than the assumptions it is given by the greater student body.
The school’s financial aid philosophy, as it reads on the school’s website, is to provide access to the school and promote an understanding of socioeconomic diversity to its student body. Nearly a third of students received part of the $4.8 million financial aid budget for the 2024-2025 school year, yet conversation frequently assumes that everyone has the same relationship with money.
Students often perpetuate a false reality that everyone can afford everything they are offered. A choice to not attend a language exchange or semester away may spark unnecessary questions. A college decision is often assumed to be simply an outcome of academic achievements, but financial aid is a factor some students must prioritize over others.
Socioeconomic status is different from other conversations, as it is less visible than race or gender, but it does not deserve any less of a place in conversations about diversity. Economic diversity in the student body permeates traditional categories as everyone has a different experience and perception of their circumstance. However, even in situations where a student’s economic status might be easy to see, it usually isn’t addressed.
According to a 2019 report from The Century Foundation, an independent research organization, socioeconomic and racial diversity in the learning environment is associated with better educational outcomes and improved critical thinking and problem-solving skills. Diversity enhances the learning experience of all students, so it is imperative that we know how to talk about it.
When discussing socioeconomic diversity, assumptions about one’s financial situation create a community that is not representative of the entire student body. Discard the misconception that the prestige of a college exclusively reflects a student’s academic achievement, and use the opportunity to initiate meaningful discussion. Consider the environment and attitude around money that you’ve grown up with and how that affects your understanding. Seek to understand rather than overlook the school’s economic diversity.