A framework for Understanding Poverty

1
A framework for Understanding Poverty

• Sheally Engebretson
• Dr. Kwame Bruce
• Based on book by Ruby K. Payne, Ph.D.

2
Key Points to Remember

• Poverty is relative
• Poverty occurs in all races and in all countries
• Economic class is a continuous line, not a
  clear-cut distinction
• Generational poverty and situational poverty are
  different
• (Questionnaire)

3

• An individual brings with him/her the hidden
  rules of the class in which he/she was raised
• To move from poverty to middle class or middle
  class to wealth, an individual must give up
  relationships for achievement (at least for some
  period of time).

4

• Two things that help one move out of poverty are
  education and relationships
• Four reasons one leaves poverty are Its too
  painful to stay, a vision or goal, a key
  relationship, or a special talent or skill.

5
Statistics About Poverty

• 7.6 million poor families in 2003
• Foreign-born population in U.S. has increased
• Poverty is caused by interrelated factors
  parental employment status and earning, family
  structure, and parental education (Five Million
  Children, 1992)

6
Definition of Poverty

• The extent to which an individual does without
  resources
• Scenarios

7
Resources

• Financial
• Emotional
• Mental
• Spiritual
• Physical
• Support Systems
• Relationship/Role Models
• Knowledge of Hidden Rules

8
Quote

• No significant learning occurs without a
  significant relationship.
• Dr. James Comer

9
Role of Language and Story

• Register of Language every language in the world
  has five registers.
• Frozen
• Formal
• Consultative
• Casual
• Intimate

10
Hidden Rules Among Classes

• Generally, in America, the notion is recognized
  for racial and ethnic groups, but not
  particularly for economic groups.

11
Characteristics of Generation Poverty

• Poverty for at least two generations
• Has its own culture, hidden rules belief
  systems
• Prevailing attitude is that society owes one a
  living.

12
Family Patterns in Generational Poverty

• Family patterns
• Key roles fighter/lover, caretaker/rescuer,
  worker, storyteller, and keeper of the soul
  (i.e., dispenser of penance and forgiveness)
• Scenarios

13
Quote

• The culture of poverty has some universal
  characteristics which transcend regional,
  rural-urban, and even national differencesThere
  are remarkable similarities in family structure,
  interpersonal relations, time orientations, value
  systems, spending patterns, and the sense of
  community in lower-class settlements in London,
  Glasgow, Paris, Harlem, and Mexico City.
• Oscar Lewis, Four Horsemen

14
Characteristics

• Get mad quite their job/work
• Will work hard if they like you
• Do not use conflict-resolution skills
• Use survival language
• Not emotionally reserved when angry

15
Characteristics cont.

• Extreme freedom of speech
• Very independent
• Time
• Need emotional warmth
• Level of integrity

16
Characteristics cont.

• Possessiveness
• Space
• Favoritism

17
Characteristics Real Men, Real Women

• Men socialize with men and women with women
• A real man is ruggedly good-looking
• A real woman takes care of her man

18
Role Models Emotional Resources

• Dependence
• Independence
• Interdependence
• Functional and Dysfunctional Systems

19
Support Systems

• Coping Strategies
• Options During Problem-Solving
• Information and Know-How
• Temporary Relief from Emotional, Financial,
  and/or Time Constraints

20
Support System cont.

• Connections to Other People and Resources
• Positive Self-Talk
• Procedural Self-Talk
• Hidden Rules Among Classes handout

21
Creating Relationships

• Students in poverty
• Emotional Bank (Covey-1889)

22
Relationship Deposits Withdrawals

• Deposits Withdrawals
• Seek first to understand Seek first to be
  understood
• Keeping promises Breaking promises
• Kindnesses, courtesies Unkindnesses,
  discourtesies
• Clarifying expectations Violating expectations
• Loyalty to the absent Disloyalty, duplicity
• Apologies Pride, conceit, arrogance
• Open to feedback Rejecting feedback

23
Deposits made to individual in poverty

• Appreciation for humor and entertainment provided
  by the individual
• Acceptance of what the individual cannot say
  about a person or situation
• Respect for the demands and priorities of
  relationships
• Using the adult voice

24
Deposits cont.

• Assisting with goal-setting
• Identifying options related to available
  resources
• Understanding the importance of personal freedom,
  speech, and individual personality

25
Conclusion

• It is our responsibility who work with the poor
  to teach the differences and skills/rules that
  will allow the individual to make the choice. As
  it now stands for many of the poor, the choice
  never exists.