Social Inclusion
Social inclusion is the positive action taken to change limiting factors that individuals face because of social exclusion. It enables individuals and communities to participate fully in society.
What are social inclusion and social exclusion?
In order to talk about social inclusion, we have to understand what social exclusion is. ‘Social exclusion’ refers to a situation of economic or social disadvantage. ‘Social inclusion’ is about addressing the issues which result in social exclusion, so it is often used to describe the opposite effect to social exclusion.
Social inclusion happens when positive action is taken to change the circumstances that lead to social exclusion. Promoting social inclusion involves building inclusive societies that offer equal opportunities regardless of circumstances.
What are the causes of social exclusion?
Causes of social exclusion are complex. Social exclusion is driven by a complex interplay of demographic, economic, social and behavioural factors. These factors can include: unemployment; financial hardship; youth or old age; ill health (physical or mental); substance abuse or dependency including alcohol and drugs; discrimination on the grounds of sex, race, disability, ethnic origin, religion, belief, creed, sexual orientation or gender re-assignment; poor educational or skills attainment; relationship and family breakdown; poor housing; crime. The risks of social exclusion are not evenly shared but concentrated in the poorest individuals and communities.
Examples of social exclusion
There are many examples of social exclusion which occur daily. People can be excluded from society for a number of reasons. It could be because they belong to a certain ethnic or minority group, or how they identify, such as members of LGBTQ+. An example of how someone could be indirectly discriminated against could be if a building only has stairs. This excludes individuals who require a lift to navigate multiple floors.
Promoting social inclusion
Here is an example of how social inclusion can be promoted. Social inclusion can be promoted among deaf parents and their children who are socially excluded from society, or parts of society, as a result of being deaf by:
- providing education and information to support and enable deaf parents to maximise educational opportunities for their children,
- raising public awareness of the issues affecting deaf parents and their children, both generally and in relation to their social exclusion,
- providing workshops, forums, advocacy and general support,
- providing recreational facilities and opportunities for deaf and hearing people.
What is classism?
Social class is not a protected characteristic, even though it has links to inequality. Therefore, it is technically not illegal to discriminate against someone because of their social class.
Classism is treating someone differently because of their social class, or perceived social class. It is usually where people with less social class status (e.g., working class, lower middle class in the UK) are treated in a way which excludes, devalues, and separates them based on that status. A person from the more privileged classes can be a ‘class ally’ (an individual whose attitudes and behaviours are anti-classist). They are committed to increasing their own understanding of the issues related to classism and are actively working towards eliminating classism on many levels. Taking action that is consistent is a key step to becoming an ally.
A sense of belonging
One study found that working-class academic women felt like “a fish out of water” and that they didn’t belong. Others report feelings of unworthiness and imposter syndrome. They also reported that they are viewed as approachable and relatable and take on the work of providing emotional support to students because of this. This additional workload is not valued, nor recognised.
Another study found that undergraduates who identified as low-income had a lower sense of belonging compared to students who identified as middle-class or upper-middle-class. Overall, people report feeling intimidated, inadequate, isolated, and like they don’t belong in an academic setting, and were more likely to leave before finishing their degree.
Research has also found that classism may lead to students dropping out of higher education, which may result in the lack of academics from working class backgrounds. Several studies have found that those from lower social class backgrounds were more likely to suffer from anxiety and stress during their undergraduate degrees. This relationship between stress and social class was significant for both white and students of colour but was more pronounced for students of colour. Students from lower socio-economic backgrounds reported working more, studying less, and were involved in fewer extra-curricular activities, and had lower grades compared to their peers.
What actions can we all take? As a researcher, research enabler or leader in research
- Be mindful of your language. Casual comments that may not seem harmful can reinforce class divides and trivialise very real problems. For example, comments like, “I’m turning into an alcoholic”, or “I look homeless”, whilst not intended to be offensive can cause harm.
- Spend time understanding the issues related to classism. There are some further resources listed in the ‘Explore more and explore’ section below which you can engage with.
- Understand the impact of classism. Although it is not a protected characteristic, it needs to be taken seriously and individuals need to be aware of the negative impacts that result from social exclusion.
What extra actions can you take as a leader in research?
- Be mindful of extra stressors and pressures of your colleagues. Get to know your team and be understanding of any pressures your colleagues are facing. Building rapport is important in enabling colleagues to be able to approach you when they need support.
Throughout this page we have linked to articles and studies which you can explore to increase your awareness of social inclusion. You may also wish to check out our page about Allyship to help understand the various ways that we can be an ally to support our colleagues and students.
We recognise that not everyone has the same learning styles, so to complement some of the written information and resources listed throughout this section, below there are a range of articles and video resources for you to engage with. This is just a selection to get you started to continue your education and explore ways of being an ally.
The Newcastle University Library site also hosts a guide to highlight useful information around social mobility.
Short articles & blogs
- Identity and Classism in Academic Spaces
- Are working-class students and academics avoiding top universities?
- Classism in Education still exists: Here’s what to do about it
Research studies
- ‘Mopping up tears in the academy’ – working-class academics, belonging, and the necessity for emotional labour in UK academia – Rickett & Morris, 2021
- Classism in the University Setting: Examining Student Antecedents and Outcomes – Langhout, Drake & Rosselli, 2009
- Socioeconomic Status and College: How SES affects college experience and outcomes – Walpole, 2003
Videos
Below you will find a list of services and resources available to students at Newcastle University. You may find it useful to be aware of these either for yourself or to direct members of your team to.
Newcastle University Student Financial Support
The Student Financial Support page details scholarships, loans, research funding, and advice on managing money and outgoings for all students at Newcastle.
Newcastle University Students’ Union
Joining a society and feeling a part of the student community can help students have a sense of belonging at university. The Newcastle University Students' Union hosts various societies and offers various support to students at their Support and Advice Hub. The Students’ Union appoints a Welfare and Equality Officer who is the voice of welfare, wellbeing & inclusion at the Students' Union, working towards ensuring all students are being represented and heard. They also appoint a Postgraduate Officer each year. Their role ensures that we deliver opportunities to help better integrate Postgraduates into life on campus.
