The Puzzle of Povery
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The Puzzle of Povery

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The Puzzle of Povery The Puzzle of Povery Presentation Transcript

  • 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
  • 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
  • Pieces of the Puzzle The Faces of 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)
  • 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.
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Pieces of the Puzzle Daily Barriers
    • 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
  • Pieces of the Puzzle Breaking Through the Barriers
    • 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
  • 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
  • Pieces of the Puzzle
    • Not just
    • The End…
  • Pieces of the Puzzle
    • … but a new
    • Beginning!