The Puzzle of Poverty By: Deborah Crawford Rhonda Gillett Ronda Hamilton Karen Watkins

What is it? Do you REALLY know? http://www. usccb . org/cchd/povertyusa/tour . htm

http://www. usccb . org/cchd/povertyusa/tour . htm

Pieces of the Puzzle Data Educational level of parents Residential stability Family structure Racial/ethnic group Mother’s age at birth of child Home ownership Correlation between poverty and human development

Educational level of parents

Residential stability

Family structure

Racial/ethnic group

Mother’s age at birth of child

Home ownership

Correlation between poverty and human development

Pieces of the Puzzle The Faces of Poverty Other Names for Poverty Working class poverty Temporary poverty Situational poverty Depression-era poverty Immigrant poverty

Other Names for Poverty

Working class poverty

Temporary poverty

Situational poverty

Depression-era poverty

Immigrant poverty

Pieces of the Puzzle Types of Poverty Short Term (situational) Long Term (generational)

Short Term (situational)

Long Term (generational)

Pieces of the Puzzle Hidden Rules Among Classes Possessions Poverty – People Middle class – Things Wealthy – One-of-a-kind objects, antiquities, rare objects, etc. Money Poverty – To use or spend Middle Class – To manage Wealthy – To conserve or invest Taken from Ruby Payne’s A Framework for Understanding Poverty.

Possessions

Poverty – People

Middle class – Things

Wealthy – One-of-a-kind objects, antiquities, rare objects, etc.

Money

Poverty – To use or spend

Middle Class – To manage

Wealthy – To conserve or invest

Taken from Ruby Payne’s A Framework for Understanding Poverty.

Pieces of the Puzzle Hidden Rules Among Classes Social Emphasis Poverty – Social inclusion of people they like Middle Class – Self governance and self-reliance Wealthy – Social exclusion Language Poverty – Casual Register. Language about survival Middle Class – Formal Register – Language about negotiation. Wealthy – Formal – Language about networking. Taken from Ruby Payne’s A Framework for Understanding Poverty

Social Emphasis

Poverty – Social inclusion of people they like

Middle Class – Self governance and self-reliance

Wealthy – Social exclusion

Language

Poverty – Casual Register. Language about survival

Middle Class – Formal Register – Language about negotiation.

Wealthy – Formal – Language about networking.

Taken from Ruby Payne’s A Framework for Understanding Poverty

Pieces of the Puzzle Hidden Rules Among Classes Family Structure Poverty – Matriarchal Middle Class – Patriarchal Wealthy – Depends on who has the money World View Poverty – Local setting Middle Class – Nationalistic Wealthy – International Taken from Ruby Payne’s A Framework for Understanding Poverty

Family Structure

Poverty – Matriarchal

Middle Class – Patriarchal

Wealthy – Depends on who has the money

World View

Poverty – Local setting

Middle Class – Nationalistic

Wealthy – International

Taken from Ruby Payne’s A Framework for Understanding Poverty

Pieces of the Puzzle Hidden Rules Among Classes Personality Poverty – Entertainment, Sense of Humor highly valued. Middle Class – Acquisition/Stability, Achievement highly valued. Wealthy – Social networking, financial, social, political connectedness Food Poverty – Quantity Middle Class – Quality Wealthy – Presentation Taken from Ruby Payne’s A Framework for Understanding Poverty

Personality

Poverty – Entertainment, Sense of Humor highly valued.

Middle Class – Acquisition/Stability, Achievement highly valued.

Wealthy – Social networking, financial, social, political connectedness

Food

Poverty – Quantity

Middle Class – Quality

Wealthy – Presentation

Taken from Ruby Payne’s A Framework for Understanding Poverty

Pieces of the Puzzle Hidden Rules Among Classes Love and Acceptance Poverty – Conditional – Depends on how well you are liked. Middle Class – Conditional – Based on achievement. Wealthy – Conditional – Social standing and connectedness. Driving Force Poverty – Survival, relationships, and entertainment. Middle Class – Work and achievement. Wealthy – Financial, social, and political connections. Taken from Ruby Payne’s A Framework for Understanding Poverty

Love and Acceptance

Poverty – Conditional – Depends on how well you are liked.

Middle Class – Conditional – Based on achievement.

Wealthy – Conditional – Social standing and connectedness.

Driving Force

Poverty – Survival, relationships, and entertainment.

Middle Class – Work and achievement.

Wealthy – Financial, social, and political connections.

Taken from Ruby Payne’s A Framework for Understanding Poverty

Pieces of the Puzzle Hidden Rules Among Classes Time Poverty – Present most important. Middle Class – Future most important. Wealthy – Decisions made based on tradition, history, and decorum. Taken from Ruby Payne’s A Framework for Understanding Poverty

Time

Poverty – Present most important.

Middle Class – Future most important.

Wealthy – Decisions made based on tradition,

history, and decorum.

Taken from Ruby Payne’s A Framework for Understanding Poverty

Pieces of the Puzzle Hidden Rules Among Classes Education Poverty – Valued in the abstract but not a “reality.” Middle Class – Means to an end – success, achievement, & money. Wealthy – Necessary tool for maintaining status and social connections. Destiny/Opportunity Poverty – Belief in fate. Cannot do much to mitigate chance. Middle Class – Believes in choice. Can change due to good choices. Wealthy – Noblesse oblige Taken from Ruby Payne’s A Framework for Understanding Poverty

Education

Poverty – Valued in the abstract but not a “reality.”

Middle Class – Means to an end – success, achievement, & money.

Wealthy – Necessary tool for maintaining status and social connections.

Destiny/Opportunity

Poverty – Belief in fate. Cannot do much to mitigate chance.

Middle Class – Believes in choice. Can change due to good choices.

Wealthy – Noblesse oblige

Taken from Ruby Payne’s A Framework for Understanding Poverty

Pieces of the Puzzle Impoverished Children’s Views Donna Beegle’s Study (2000) Participants Teachers’ attitudes Potential disabilities ignored Lack of personal connection Teachers contributed to the problem

Donna Beegle’s Study (2000)

Participants

Teachers’ attitudes

Potential disabilities ignored

Lack of personal connection

Teachers contributed to the problem

Pieces of the Puzzle Daily Barriers Value of education Self-esteem Fitting in Classroom environment School environment Lack of awareness Connecting with parents Language

Value of education

Self-esteem

Fitting in

Classroom environment

School environment

Lack of awareness

Connecting with parents

Language

Pieces of the Puzzle Early Disadvantages Limited medical care Prenatal Childhood Lack of stimulation In the home Lack of outside experiences Childcare

Limited medical care

Prenatal

Childhood

Lack of stimulation

In the home

Lack of outside experiences

Childcare

Pieces of the Puzzle Breaking Through the Barriers Some important strategies Expectations Differences in motivation Relationships Curriculum Mentors

Some important strategies

Expectations

Differences in motivation

Relationships

Curriculum

Mentors

Pieces of the Puzzle WHAT DO YOU THINK THE BOTTOM LINE IS FOR EDUCATORS?

Pieces of the Puzzle The Bottom Line Educators need to care Make personal connections Be aware

Educators need to care

Make personal connections

Be aware

Pieces of the Puzzle References Beegle, D. (2003, October/November). Overcoming the silence of generational poverty. Talking Points, 15, 11-20. Crain, W. (2005). Theories of development: Concepts and applications (5th Ed) . Upper Saddle River, NJ: Prentice Hall. Harrington, Michael. The other America . New York, NY: Simon & Schuster, 1962. Leidenfrost, Nancy B. (1993). Poverty, an overview and background paper . Washington, DC: Extension Service, USDA. Mather, J. (Ed.). (2002, February). Children, poverty & schools. Classroom spice. Volume 4. Issue 2. Chickasha, OK: USAO Multicultural Resource Center. O’Hare, William P. (1996). A new look at poverty in america . Population Bulletin, Vol. 51, No.2. Payne, R. (2001). A framework for understanding poverty . Highlands, TX: RFT Publishing Company. Payne, R., Philip, De Vol, P., & Smith T. (2001). Bridges out of poverty: Strategies for professionals and communities . Texas: Aha Process Inc. Pellino, K. (n.d.), The effects of poverty on teaching and learning. Retrieved June 9, 2006, from http://www.teach-nology.com/tutorials/teaching/poverty/print.htm Schwartz, T. (2005, Winter). The crossing. Portland Magazine, 31-35

Beegle, D. (2003, October/November). Overcoming the silence of generational poverty.

Talking Points, 15, 11-20.

Crain, W. (2005). Theories of development: Concepts and applications (5th Ed) . Upper Saddle

River, NJ: Prentice Hall.

Harrington, Michael. The other America . New York, NY: Simon & Schuster, 1962.

Leidenfrost, Nancy B. (1993). Poverty, an overview and background paper . Washington, DC:

Extension Service, USDA.

Mather, J. (Ed.). (2002, February). Children, poverty & schools. Classroom spice. Volume 4.

Issue 2. Chickasha, OK: USAO Multicultural Resource Center.

O’Hare, William P. (1996). A new look at poverty in america . Population Bulletin, Vol. 51,

No.2.

Payne, R. (2001). A framework for understanding poverty . Highlands, TX: RFT Publishing

Company.

Payne, R., Philip, De Vol, P., & Smith T. (2001). Bridges out of poverty: Strategies for

professionals and communities . Texas: Aha Process Inc.

Pellino, K. (n.d.), The effects of poverty on teaching and learning. Retrieved June 9, 2006, from

http://www.teach-nology.com/tutorials/teaching/poverty/print.htm

Schwartz, T. (2005, Winter). The crossing. Portland Magazine, 31-35

Pieces of the Puzzle Not just The End…

Not just

The End…

Pieces of the Puzzle … but a new Beginning!

… but a new

Beginning!