A Framework for Understanding Poverty

1
A Framework for Understanding Poverty

• A brief summary of Ruby Paynes work

2
Types of Poverty

• Generational Poverty being in poverty for at
  least two generations
• Situational Poverty lack of resources as a
  result of some event (death, divorce, etc.)
• Poverty Levels
• Prevailing Attitude in GP Society owes me a
  living
• Prevailing Attitude in SP I wont accept
  charity.
• Poverty is rarely about a lack of intelligence or
  ability

3
Hidden Rules

• Unspoken cues and habits of a group
• Different for different groups racial
  differences are often noted, but economic
  differences exist as well
• Students need to be taught the hidden rules of
  the middle class (not in degradation of their own)

4
Characteristics of Generational Poverty

• Background noise
• Importance of personality
• Significance of entertainment
• Importance of relationships
• Matriarchal structure
• Oral language tradition (casual register)
• Survival orientation

5

• For men, being manly is key. Hard work,
  fighting, loving
• For women, rescuer/martyr role is key (take care
  of children and men)
• Importance of non-verbal/ kinesthetic
  communication
• Ownership of people

6

• Negative orientation (failure is belittled)
• Punishment is about penance/forgiveness, not
  change
• Belief in fate, not choice
• Polarized thinking everything is black and white
• Sexuality is key. If you dont have resources,
  you have your body

7

• Time the future doesnt exist time is flexible
  and not measured
• Sense of humor (valued for entertainment)
• Lack of order/organization
• Living in the moment, not setting goals/planning
  ahead

8
Student Behaviors You May See

• are disorganized, dont have signatures, lose
  papers
• have many excuses
• dont do homework
• are physically aggressive
• like to entertain
• only see part of what is on the page
• only do part of the assignment

9

• cant seem to get started (no procedural
  self-talk)
• cannot monitor own behavior
• laugh when they are disciplined
• decide whether or not theyll work/behave based
  on whether they like you or not
• use casual language register
• dont know/use middle-class courtesies
• dislike authority
• talk back and are extremely participatory

10
Registers of Language

• Frozen language is always the same (Pledge of
  Allegiance, Lords Prayer, etc.)
• Formal Language of work and school complete
  sentences, specific word choice
• Consultative Formal register in conversation
• Casual Language between friends. 400-800 word
  vocab., dependent on non-verbal assists, syntax
  often incomplete
• Intimate Language between lovers or twins

11

• /- one register in conversation is acceptable
  /- two registers or more is socially offensive
• Most poor and minority students do not have
  access to the formal register
• Standardized tests rely on formal register
• Communicating in writing without non-verbal
  assists is problematic

12

• Primary Discourse language of the home
• Secondary Discourse language of larger society
  that is required for social functioning
• Discourse is learned when one has a significant
  need to use it (relationship)
• Learning secondary discourse in the absence of
  relationship requires direct teaching

13

• Formal discourse pattern
• speaker gets right to the point
• Casual register discourse pattern
• speaker goes around the issue before getting to
  the point
• Impact parent conferences, written expression

14
Bridging Differences in Language Register

• Have them write in casual register, then
  translate into formal
• Allow them to express displeasure in formal
  register when they do, they wont be reprimanded
• Graphic organizers
• Use stories. Tell them both ways.

15

• Teach formal register directly
• Recognize that many students use casual register
  as primary discourse
• Utilize opportunities for instruction regarding
  appropriate register (e.g., classroom outburst of
  This sucks!)

16
Voices

• Child defensive, victimized, emotional, strongly
  negative, non-verbal
• Parent authoritative, directive, judgmental,
  demanding, punitive, sometimes threatening
• Adult non-judgmental, factual, often formatted
  in questions, attitude of win-win

17
Getting Out of Poverty

• goal or vision of something they want to be/have
• situation that is so painful that anything would
  be better
• someone who is a role model or sponsor
• specific talent or ability that provides an
  opportunity

18

• Schools can teach children the hidden rules and
  choices of middle class.
• School staff members can be important role models
• Students need help developing emotional
  resources, esp. since success often means
  self-governance of behavior
• In discipline, give structure and choice.
• The true discrimination that results from poverty
  is a lack of cognitive strategies.