a framework for Understanding Poverty - Ware County School System

A Framework forUnderstanding PovertyByRuby K Payne, Ph. D.

Key Points to Remember‣ Poverty is relative.‣ Poverty occurs in allraces and in all countries.‣ Economic class is acontinuous line, not aclear cut distinction.‣ Generational poverty &situational poverty aredifferent.‣ This work is based onpatterns. All patternshave exceptions.‣ An individual brings withhim/her the hidden rules of theclass in which he/she wasraised.‣ Schools & businesses operatefrom middle-class norms anduse the hidden rules of middleclass.‣ For our students to besuccessful, we mustunderstand their hidden rules& teach them the rules that willmake them successful atschool and at work.5/22/2009 2

Key Points to Remember (con’t)‣ We can neither excusestudents nor scold themfor not knowing; aseducators we must teachthem & provide support,insistence, andexpectations.‣ To move from poverty tomiddle class or middleclass to wealth, anindividual must give uprelationships forachievement (at least forsome period).‣ Two things that helpone move out ofpoverty are education& relationships.‣ Four reasons oneleaves poverty are:1)It’s s to painful tostay, 2) a vision orgoal, 3) a keyrelationship, or 4) aspecial talent or skill.5/22/2009 3

Statistics about Poverty‣ In U.S . 2003, thepoverty rate for allindividuals was12.5%, children under18 poverty rate was17.6%, & childrenunder 6 poverty ratewas 20.3%, up morethan 2% in two years(U.S. Bureau of theCensus, 2004).5/22/2009 4

Statistics about Poverty (con’t)‣ There were 7.6 millionpoor families (10%) in2003, up from 6.4 million(6.7%) in 2000 (U.S.Bureau of the Census,2004)‣ Foreign-born populationin U.S. increased 57%since 1999 to total of 30million. In 2000, 1 out of 5children, under 18, in theU.S. was estimated ashaving at least oneforeign-born parent.‣ Immigrant children are 2x morelikely to be poor as native-bornchildren, if both parents workthey are at greater risk of livingin poverty then native-bornchildren. (National Center forChildren in Poverty, ColumbiaUniversity, 2002).‣ Regardless if race or ethnicity,poor children are much morelikely than non-poor children tosuffer developmental delayand damage, to drop out ofhigh school, & give birth duringteen years (Miranda, 1991).5/22/2009 5

Statistics about Poverty (con’t)‣ Poverty-prone childrenare more likely to be insingle-parent families(Einbinder, 1993). Medianfemale wages in U.S. atall educational levels, are30%-50% lower thanmale counterparts withsame educational level(TSII Manual, 1995,based in U.S. Censusdata, 1993).‣ Poor inner-city youths 7xmore likely to be victimsof child abuse or neglectthan are children of highsocial & economic status(Renchler, 1993).‣ Poverty caused byinterrelated factors:parental employmentstatus & earnings, familystructure, and parentaleducation (Five MillionChildren, 1992).5/22/2009 6

Statistics about Poverty (con’t)‣ Children under 6 remainvulnerable to poverty. In2003, children under 6living in families with afemale householder andno husband presentexperienced poverty rateof 53.7%, more than 5xhigher the rate forchildren in married couplefamilies, 9.7% (U. S.bureau of the census,2004).‣ U.S. Child povertyrate is substantiallyhigher-2x or 3x- thanthat of most othermajor Westernindustrialized nations.5/22/2009 7

The Role of Language & Story(Ch.2)‣ Three aspects of Language• Registers of language• Discourse patterns• Story structure5/22/2009 11

The Role of Language & Story(con’t)FrozenIntimateRegistersofLanguageFormalCasualConsultative5/22/2009 12

The Role of Language & Story(con’t)‣ Registers of language• Frozen: language is alwaysthe same• Formal: standard sentencestructure & word choice ofschool and work (completesentences/ specific wordchoices)• Consultative: formalregister in conversation butdiscourse pattern not asdirect as formal register• Casual: languagebetween friends; 400-800 word vocabulary &conversationdependent upon non-verbal assists (wordchoice not specificincomplete sentences)• Intimate: languagebetween lovers ortwins5/22/2009 13

The Role of Language & Story(con’t)‣ How does register impactstudents of poverty?• Majority of minority/poor students donot have access to formal register athome (Montano-Harmon 1991)• All state tests are in formal register(SAT/ACT)• Students have no vocabulary orknowledge of sentencestructure/syntax to use formalregister• To get well-paying job, it is expectedthat one uses formal register• Ability to use formal register is ahidden rule of the middle class.5/22/2009 14

The Role of Language & Story‣ Patterns of Discourse(con’t)• Formal-Register Discourse PatternSpeaker or writer gets straight to the point; to the heartof the matter; hits the target directly in the middle5/22/2009 15

The Role of Language & Story‣ Patterns of Discourse(con’t)• Casual- Register Discourse PatternWriter or speaker goes around the issue before finallycoming to the point.5/22/2009 16

The Role of Language & Story(con’t)Discourse differences for students &teachers/parents• Students: writing is difficult; tend to circle the mulberrybush; not meet standard organizational pattern of gettingto the point• Teachers-parents conferences: teachers get straight topoint; parents (in poverty) beat around bush at first.When teachers cut conversation and get straight topoint, parents view teacher as being rude and non-caring5/22/2009 17

The Role of Language & Story‣ Story Structure(con’t)• Formal-Register Story StructureStarts at beginning of the story and goes to the end in achronological order or accepted narrative pattern.Most important part of the story is the plot.Beginning PlotEnd5/22/2009 18

The Role of Language & Story‣ Story Structure(con’t)• Casual-Register Story StructureBegins with the end of the story first or part with the greatest emotionalintensity. Story told in vignettes, with audience participation in between.Story ends with a comment about the character and his/her value. Mostimportant part of story is the characterization.part of anepisodeAudienceparticipation5/22/2009 19

The Role of Language & Story(con’t)‣ Seven ways schools can address casual register, discoursepatterns, and story structure1. Have students write in casual register, then translate into formal register(write on paper how they talk).2. Establish as part of a discipline plan a requirement that students ts learnhow to express their displeasure in formal register and therefore e not bereprimanded.3. Use graphic organizers to show patterns of discourse.4. In classroom, tell stories both ways: formal-register register story structure, thentell same story with casual-register structure (discuss how they aresame/different).5. Encourage participation in writing and telling stories.6. Use stories in math, social studies, and science to develop concepts.7. Make up stories with students that can be used to guide behavior.5/22/2009 20

The Role of Language & Story(con’t)‣ What does this mean in school or work setting?• Formal register needs to be directly taught.• Casual register needs to be recognized as the primary discoursefor many students.• Discourse patterns need to be directly taught.• Both story structures need to be used as a part of classroominstruction.• Discipline that occurs when a student uses the inappropriateregister should be a time of instruction in the appropriateregister.• Students need to be told how much the formal register affectstheir ability to get a well-paying job.5/22/2009 21

Hidden Rules Among Classes(Ch.3)‣ Hidden rules are the unspoken cues and habits of agroup.‣ There are many hidden rules to examine and the onesexamined here are those that have the most impact onachievement in schools and success in the workplace.‣ The bottom line in generational poverty is entertainmentand relationships.‣ Middle class, the criteria against which most decisionsare made relate to work and achievement.‣ In wealth, it is the ramifications of the financial, social,and political connections that have the weight.5/22/2009 22

Hidden Rules Among Classes(con’t)‣ One of the biggest difficulties in getting out ofpoverty is managing money and just the generalinformation base around money.‣ One of the biggest differences among classes ishow the world is defined for them.• Wealthy- people view international scene as theirworld.• Middle class- see the world in terms of nationalpicture• Poverty-sees world in its immediate locale.5/22/2009 23

Hidden Rules Among Classes(con’t)‣ What does this mean in the School or work setting?• Assumptions made about individuals’ intelligence and approaches to theschool/work setting may relate more to their understanding of hidden rules.• Students need to be taught the hidden rules of middle class- not in denigration oftheir own but rather as another set of rules that can be used if they so choose.• Many of the attitudes that students/ parents bring with them are an integral partof their culture and belief systems. Middle class solutions should not necessarilybe imposed when other, more workable, solutions might be found.• An understanding of the culture and values of poverty will lessen n the anger andfrustration that educators may periodically feel when dealing with thesestudents/parents.• Many students do not believe they are poor, even when on welfare. . Most wealthyadults do not believe they are wealthy; they usually cite someone e who has morethan they do.5/22/2009 24

Characteristics of GenerationalPoverty (Ch. 4)‣ Generational poverty is defined as havingbeen in poverty for at least twogenerations‣ Situational poverty is defined as a lack ofresources due to a particular event (death,chronic illness, divorce)5/22/2009 25

Characteristics of GenerationalPoverty (con’t)‣ Family Patterns• Most confusing• Middle class-lineage lineage is fairly easy to tracebecause of legal documents• Marital arrangements are common-law &divorce in legal court is not necessary• Mother is center of organization & familyradiates from the center5/22/2009 26

Characteristics of GenerationalPoverty (con’t)‣ What Does this Information Mean in the School or WorkSetting?• Education is the key to getting out of, and staying out of,generational poverty.• People leave poverty for 4 reasons: 1) a goal or visionof something they want to be or have; 2) situation that isso painful that anything will be better; 3) someone who“sponsors” them (educator, spouse, mentor, who showsthem a different way that they can live differently); 4) aspecific talent or ability that provides an opportunity forthem.5/22/2009 27

Characteristics of GenerationalPoverty (con’t)• Being in poverty is rarely about a lack ofintelligence or ability.• Individuals stay in poverty because theydo not know there is a choice– and if theydo know that, they have no one to teachthem hidden rules or provide resources.• Schools are virtually the only places wherestudents can learn the choices and rulesof the middle class.5/22/2009 28

Role Models & EmotionalResources (Ch. 5)‣ A System is a groupin which individualshave rules, roles, andrelationships‣ Dysfunctional is theextent to which anindividual can not gethis/her needs metwithin a system5/22/2009 29

Role Models & EmotionalResources (con’t)‣ All systems are, to some extent,dysfunctional.‣ A system is not equally functional ordysfunctional for each individual within agiven system.‣ The extent to which an individual mustgive up his/her needs in order to meet theneeds of another person is the extent towhich the situation is dysfunctional.5/22/2009 30

Role Models & EmotionalResources (con’t)Why would emotional resources have suchimportance in school and at work?Answer: Emotional responses dictatebehavior and eventually determineachievement.5/22/2009 31

Role Models & EmotionalResources (con’t)‣ How to provide emotional resources whenthe student has not had access toappropriate role models?• Through support systems• Discipline strategies• Establishing long-term relationships withadults who are appropriate• Teaching goal-setting5/22/2009 32

Support Systems (Ch. 6)‣ Support systems are friends, family andback up resources that can be accessed intimes of need.5/22/2009 33

Support Systems (con’t)‣ Coping Strategies- waysin which one copes withdaily living; ways to thinkabout things, attitudes,self-talk, strategies forresolving conflicts, andproblem solving‣ Options During Problem-Solving- all ways to solveproblems, discussproblem with anotherindividual in order to seeother options notconsidered‣ Information and Know-HowHow- akey aspect of a supportsystem. Role model musthave knowledge of legal,financial, civic, and educationalmatters‣ Temporary Relief fromEmotional , Mental, Financial,and/or Time Constraints-person who helps lower stresslevels in daily activities‣ Connections to Other People &Resources- individuals to turnto for assistance ininformational matters5/22/2009 34

Support Systems (con’t)‣ Positive Self-TalkTalk- thelittle voice inside thatgives an individualencouragingmessages tocomplete projects andget through difficultsituations.‣ Procedural Self-TalkTalk-is the voice that talksan individual througha task. This talk is keyto success.5/22/2009 35

Support Systems (con’t)‣ What support systems can beassessed to Help?• School-wide homework support(tutoring)• Supplemental school-wide readingprograms (AR)• Keeping students with sameteacher(s) for two or more yearsor having a school within a school.• Teaching Coping Strategies toaddress issues as a studentneeds assistance.• School-wide scheduling (DIgroups)• Parent training & contact throughvideo **Successful: 1) parents notliterate can understand; 2) feel for kindof teacher child will have; 3) notdependent upon transportation to havecontact with school; 4) preventedunnecessary miscommunication atbeginning of year• Direct-teaching teaching of classroom skills(study skills, how to stay in seat,participate appropriately, andwhere to place personal things• Requiring daily goal-setting &procedural self-talk• Team intervention (SST)5/22/2009 36

Support Systems (con’t)‣ What does this information mean in the schoolor work setting?• Educators can build support systems into the school day withoutadditional cost by reorganizing school day and making minoradjustments.• Support Systems need to include: teaching of positive & proceduralself-talk, planning, goal-setting, coping strategies appropriaterelationships, access to information and connections to additionalalresources.5/22/2009 37

Discipline Ch 7‣ In poverty, it is about penance (remorse) andforgiveness, not necessarily change.‣ It is important to note that the approach todiscipline advocated in this book is to teach aseparate set of behaviors. Many behaviors thatstudents display at school are necessary to helpthem survive outside of school.5/22/2009 38

Discipline (con’t)‣ Structure and Choice• The two anchors of anyeffective discipline programthat moves students to selfgovernance are structure andchoice.• Program must clearly identifyexpectedbehaviors/consequences witha choice to follow or not follow.5/22/2009 39

Discipline Ch 7 (con’t)‣ Behavior Analysis- the educator should answer certainquestions about behavior that will lead to strategies most helpful tothe student.• How will behaviors be taught?• What will help the child repeat successful behavior?• What are other choices the child could make?• What kinds of behavior does a child need to besuccessful?5/22/2009 40

Discipline (con’t)‣ Participation of the Student• Must analyze…• What did you do?• When you did that, what did you want?• List four other things you could have done.• What will you do next time?5/22/2009 41

Discipline (con’t)‣ The Language of Negotiation• Three internal voices that guide an individual: childvoice, adult voice, and parent voice• Adult’s s voice is nonjudgmental, free of negativenonverbal, factual, often in question format, and attitudeof win-win. win. (What are your choices in this situation?)• Parent’s s voice is authoritative, directive, judgmental,evaluative, win-lose mentality, demanding, punitive,sometimes threatening. (You do as I say.)• Child’s s voice is defensive, victimized, emotional, whining,losing attitude, strongly negative non-verbal. (Leave mealone.)5/22/2009 42

Discipline (con’t)‣ Using Metaphor Stories• Helps individual voice issues that affectsubsequent actions.• “Once upon a time...” story continues untilbehavior is found and ends on a positive note.• Story is to be used one on one when there is aneed to understand the existing behavior andmotivate the student to implement theappropriate behavior.5/22/2009 43

Discipline (con’t)‣ What does this mean in the school andwork setting?• Students need to have at least two sets ofbehaviors from which to choose-one one for streetand one for school.• Purpose of discipline is to promote successfulbehaviors at school.• Structure and choice need to be part of thediscipline approach.• Discipline should be seen and used as a form ofinstruction.5/22/2009 44

Instruction and ImprovingAchievement Ch 8‣ Differentiating between Teaching and Learning• An individual must have certain cognitiveskills and must have a structure inside hisor her head to accept the learning.• Teaching is what occurs outside the head.• Learning is what occurs inside the head.5/22/2009 45

Instruction and ImprovingAchievement (con’t)‣ Learning Structures‣ Cognitive strategies are fundamental ways of processinginformation.‣ Concepts store information and allow for retrieval.‣ Skills are reading, writing, language, and computing.‣ Content is the “what” of learning information used to make sense ofdaily life.Cognitive StrategiesConcepts Skills Content5/22/2009 46

Instruction and ImprovingAchievement (con’t)‣ Mediation is also important• It builds cognitive strategies, and thosestrategies give individuals the ability to plan andsystematically go through data.• It is basically three things: identification of thestimulus, assignment of meaning, andidentification of a strategy.• For example, we say to a child, “Don’t t cross thestreet. You could get hit by a car. So if you mustcross the street, look both ways twice.”5/22/2009 47

Instruction and ImprovingAchievement (con’t)‣ What does this mean in the School or Work Setting?• The focus in schools should be on learning.• Instruction in the cognitive strategies should be a part ofthe curriculum.• Staff development should focus on a diagnostic(demonstrative) approach rather than a programmatic(following a plan) approach.• Efforts to promote learning should pay greater heed towhat is in the student’s s head.• Insistence, expectations, and support need to be guidinglights in our decisions about instruction.5/22/2009 48

Creating Relationships Ch 9‣ Locate a resilient kid and you willalso find a caring adult-or several-who has guided him. InvincibleKids, U.S. news & World Report• The key to achievement forstudents from poverty is increating relationships with them.• The first step to creatingrelationships with students andadults is to make the deposits thatare the basis of relationship.• A successful relationship occurswhen emotional deposits aremade to the student, emotionalwithdrawals are avoided, andstudents are respected.DepositsSeek first tounderstandKeeping promisesKindnesses,courtesiesClarifyingexpectationsLoyalty to theabsentApologiesOpen to feedbackWithdrawalsSeek first to beunderstoodBreaking promisesUnkindnesses,discourtesiesViolatingexpectationsDisloyalty, duplicityPride, conceit,arroganceRejecting feedback5/22/2009 49

Creating Relationships (con’t)‣ How does an organization or school create –and build –relationship?• Answer: Through support systems, through caring aboutstudents, by promoting student achievement, by beingrole models, or by insisting upon successful behaviorsfor school.• Support systems are simply networks of relationships.5/22/2009 50

Creating Relationships (con’t)‣ What does this mean in the School or Worksetting?• For students and adults from poverty, theprimary motivation for their success will be intheir relationships.• If your school or work setting presently affordsfew opportunities for building relationships, findways to establish natural connections that willenable this vital resource to take root and grow.5/22/2009 51

BibliographyPayne, Ruby K. A Framework for Understanding Poverty.Texas: aha! Process, Inc. 1996.Center Elementary School Paraprofessionals:Rebecca Thomas Angelique CobbSabrina HammMignon HillLisa MosleyBrandy IngallsBeverly HayesApril BarberSophie ShieldsLori FanucciKimberly LeeTereska Washington5/22/2009 52

Conclusion5/22/2009 53