ORCID
Date of Award
Summer 2026
Language
English
Embargo Period
4-24-2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School/Department
Department of Educational and Counseling Psychology
Program
Counseling Psychology
First Advisor
Myrna Friedlander
Committee Members
Hung-Bin Sheu, Mary Lee Nelson
Keywords
social class, classism, client experiences, therapy process
Subject Categories
Counseling | Counseling Psychology
Abstract
Although a substantial body of research highlights the importance of broaching differences related to race, ethnicity, gender, and sexual orientation in psychotherapy, considerably less attention has been paid to social class, a dimension of socio-cultural identity that profoundly shapes individuals’ life circumstances, their sense of self, and their relationships with others. In recognition of our limited understanding of how working-class clients perceive and respond to class-based cultural differences between themselves and their therapists, the present grounded theory study addressed (1) how working-class clients experience and make meaning of social class differences in the therapeutic relationship and (2) what clients see as more or less helpful about discussions of social class for addressing their clinical concerns and advancing their personal growth.
A sample of 10 adult participants (5 who identified as women, 2 as nonbinary, and 3 as men; 7 who identified as White, 1 as Black, 1 as multi-ethnic, and 1 as Hispanic/Latino) who self-identified as working-class volunteered to be interviewed about their experience of social class differences in therapy. Charmaz’s (2006) grounded theory method was used to analyze the narrative data and construct, based on the thematic findings, a theoretical model descriptive of therapist responsiveness to the lived experiences of working-class clients.
Notably, despite being highly aware of the social class difference between themselves and their therapist, none of the 10 participants indicated having had an explicit conversation with their therapist about this difference between them. Nonetheless, participants had a great deal to say about the impact of the difference on their perceptions of the therapist and overall experience of the therapy. Specifically, 12 categories were identified within 4 overarching themes: (1) clients perceive class differences with their therapists and interpret them as meaningful, (2) the perceived class difference influences the client’s view of the relationship, (3) clients value the therapist’s recognition and addressing of social class-related issues, and (4) some therapist attitudes and behaviors damage the relationship. The theoretical model constructed from these themes describes how various attitudes and behaviors on the part of therapists can contribute to a positive working relationship with working-class clients.
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Herman, Micah, "Social Class Differences Between Client and Therapist: A Grounded Theory Study of Working-Class Clients' Perspectives" (2026). Electronic Theses & Dissertations (2024 - present). 418.
https://scholarsarchive.library.albany.edu/etd/418