The concept of class is studied by social psychologists as an important determinant in the development and expression of attitudes and behaviors (Schaefer, 1986). This dissertations explores existing perspectives of class including the theoretical treatments of experts and non-experts. The empirical use of the class concept is considered and past use is described as lacking some empirical basis. Study One serves to define the dimensions of the class construct as seen by non-experts. Thirty-two introductory psychology students rated eight class labels on fifty bi-polar adjectives. Multi-dimensional scaling revealed a two dimensional structure for class with ratings based on both a stereotypical hierarchical social class dimension and on a weaken ingroup bias evaluative dimension. Study Two serves to identify distinguishable class labels as well as differentiating characteristics of those labels. This allows for designation of characteristics or descriptions which are useful for social psychological research and have an empirical base. One hundred eighteen Introductory psychology students rated one class label on 52 bi-polar adjectives. Results reveal three distinct groupings, roughly corresponding to traditional upper, middle, and lower class delineation. However, working class and middle class are rated equivalently rather than as a dichotomy. The rating pattern replicates Study One by following either a traditional stereotypical delineation or self-identified class labels as more positive. In Study Three, class bias is explored using empirically designated descriptors by acquiring ratings for comparison between the two extreme class categories; upper and lower class. Other variables of interest are the valence of the description and presence or not of the class label. The question of class bias as a process distinct from race bias is explored by use of rating comparisons between class and race label-only stimuli. Responses from 246 introductory psychology student volunteers reveal that valence of the stimulus is a primary elicitor of reaction. They also indicate that class and an overt display of class membership via presence of a label affect ratings. Class bias is expressed overtly while racial bias is expressed subtlely.