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Students of Poverty

Students of Poverty. Elise Kechele EDUC 709 Spring, 2014. What is your definition of poverty?. Poverty is…. the state or condition of having little or no money, goods, or means of support; condition of being poor (Merriam-Webster, 2014 ). . Where is Poverty?.

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Students of Poverty

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  1. Students of Poverty Elise Kechele EDUC 709 Spring, 2014

  2. What is your definition of poverty?

  3. Poverty is… the state or condition of having little or no money, goods, or means of support; condition of being poor (Merriam-Webster, 2014).

  4. Where is Poverty? • Rural Areas have disproportionally high levels of child poverty • Inner cities also have high rates of poverty • Poverty reoccurs in areas that it has existed in the past: Generational Poverty • Southern US, Mississippi Delta region, and along the Mexican-American Boarder Mattingly, M. J., Johnson, K. M., Schaefer, A., & University of New Hampshire, C. (2011). More poor kids in more poor places: Children increasingly live where poverty persists. Carsey Institute, 38.

  5. Where is Poverty? Mattingly, M. J., Johnson, K. M., Schaefer, A., & University of New Hampshire, C. (2011). More poor kids in more poor places: Children increasingly live where poverty persists. Carsey Institute, 38.

  6. Students live in areas with less habitable green space & fewer municipal services. • Areas have higher crime rates. • Live in homes with a larger number of people (parents, grandparents and siblings). • Homes are more crowded and chaotic. • Deteriorating homes. • Moving more frequently for parents jobs. • Not many support networks. Living in poverty Evans, G.W., Gonnella, C., Marcynyszyn, L.A., Gentile, L., & Salpekar, N. (2005). The role of chaos in poverty and children’s socioemotional adjustment. Psychological Science, 16(7), 560-565.

  7. Attendance If students do not show up at school, then Counselors cannot help them! Attendance problems reveal a lot about parents views of education, and that affects students beliefs about the importance of education. Lack of connectedness feelings contribute to increased absences of students of poverty. Morrison-Gutman, L. & McLoyd, V. (2000). Parents’ management of their children’s education within the home, at school, and in the community: An examination of African-American families living in poverty. The Urban Review, 32(1), 1-24.

  8. Chronic Stress Students are struggling to stay afloat at home and in school. Their bodies are under heightened levels of stress.

  9. Stress causes problems in… Student Behaviors Physical Development &

  10. Student Behaviors • Impulsiveness-yelling out in class • Increased impulsiveness • Impatient • Gaps in social skills • Inappropriate behavioral responses • Forgetfulness- forgetting what needs to be done • Short term memory deficits • Increased cortisol affects learning and memory Dodge, K.A., Pettit, G.S., & Bates, J. E. (1994). Socialization mediators of the relation between socioeconomic status and child conduct problems. Child Development, 65(2), 649-665.

  11. Physical Development • Physical Development stunted • 30-50 Trillion cells development is slowed • Unhealthy foods and lack of information about healthy eating causes obesity Almeida, D.M., Neupert, S.D., Banks, S.R., & Serido, J. (2005). Do daily stress processes account for socioeconomic health disparities? Journal of Gerontology Series B: Psychological Sciences and Social Sciences, 60(2), 34-39.

  12. Cognitive Lags • Stress changes how students brains function. • Increased cortisol causes neurons in brain to have lower blood flow and oxygen. These neurons also have fewer connections to other neurons. • Differences found in language, working memory, cognitive control, reward processing, memory, spatial cognition and visual cognition parts of the brain. Noble, K.G., Norman, M. F., & Farah, M.J. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8(1), 74-87.

  13. Myth: Low SES students can’t learn • This is False! Students of poverty can excel with access to the right resources. • High Poverty Schools can achieve well above grade level. • KIPP Model • Tough Love • Longer School days(7am-5pm) & years • More homework • Dedicated teachers • Teaches middle class habits and norms Kahlenberg, R. (2013). High-flying high-poverty schools. American Educator, 36(4), 8-9.

  14. Major Limitations of Previous Research • Gives great insight into physical changes and cognitive changes. • Studies lack insight into students experiences of Poverty and how it affects their daily lives. • Lacks insight into self-efficacy and connectedness.

  15. It is the Counselors duty to understand and be aware of struggles students are battling daily. • Being more knowledgeable of student experiences helps counselors relate and be more empathetic with students. • Being aware of the physical and cognitive changes poverty causes helps us as educators plan and differentiate to help these students learn in the ways that are best for them. Poverty research is relevant to the practice of school counseling!

  16. Qualitative Research Design • Descriptive Research. • The research question; how does poverty affect student lives? • Aimed at gaining an in-depth knowledge of how poverty affects children in all areas of their lives. • It is important to understand how students perceive Poverty to affect their lives.

  17. Participants Participants are recruited through a snowball sampling technique. Participants will answer a demographic survey to gain basic demographic information and insight into their family structure. Sample Demographic Questions 1. What is your gender? 2.What is your race/ethnicity? 3. What grade are you currently in? 4. How many people live in your home?

  18. Interviews Individual Interview Group Interview 1. Tell me what it was like to learn that you were poor? 2. What are you hopeful about? 3.What are your dreams for what your future will look like? Please describe your outlook on life. 4. What are your relationships with adults at school like? Explain how you feel connected to the school community. 5. Describe any feelings of inadequacy that you’ve experienced over the years. 6. How does living in poverty affect your friendships? 7. How has living in poverty made you a better person? How has the experiences of poverty enhanced your life? 8. What is the worst thing about living in poverty? 1. Please tell me what it’s like to live in poverty? 2. What does it feel like to be poor? 3. How do you think being poor affects your success in school, what are your grades like? 4. What are your relationships with adults at school like 5. Describe your access to reliable transportation? 6. Please describe the community and neighborhood you live in. 7. How does living in poverty affect your friendships? 8. If you woke up and you weren’t living in poverty, how would your life be different? 9. Describe the foods that you eat for breakfast, lunch and dinner on a typical week for your family. 10. Where do you get your clothes/shoes and how often do you go shopping for clothes and shoes?

  19. Procedure Participant Selection: Snowball Sampling Individual Interview: 45 minute interview Focus Group Interview session: 90 minutes All Interview sessions will be recorded for research purposes Data will be coded and analyzed 8 Month timeline Months 1-2: Gain IRB approval Month 3: Selection of Participants; consent of Participants Months 4-5: Collect Data of individual and group interviews Month 6: Compile, analyze and explore data Months 7-8: Disseminate findings, write ups and presentations!

  20. Implications for School Counselors: Advances in Poverty Research • The findings of this qualitative research study have enlightened school counselors and educators as to the ways poverty stricken students experience the world and in particular their school world. • When able to fully understand the student’s point of view, and keep informed about the cognitive development delays these students experience, counselors can empathize better with these students and use their knowledge of resources in the community to find ways to better these students lives. • Counselors have the ability to simply be a listening ear to students, or becoming an ally to fight for students rights, or find resources in the community that can help students gain opportunities and experiences that help develop themselves as students. • Counselors can help educate other teachers about the different behaviors and brain development trajectories of students. With more information accessible, teachers will be able to better teach students of poverty and promote development to lessen the achievement gap.

  21. References • Aber, L., Morris, P., & Raver, C. (2012). Children, families and poverty: Definitions, trends, emerging science and implications for policy. Social Policy Report. Volume 26, Number 3. Society For Research In Child Development. • Almeida, D.M., Neupert, S.D., Banks, S.R., & Serido, J. (2005). Do daily stress processes account for socioeconomic health disparities? Journal of Gerontology Series B: Psychological Sciences and Social Sciences, 60(2), 34-39. • Bromberg, M., & Theokas, C. (2013). Breaking the glass ceiling of achievement for low-income students and students of color. Shattering Expectations Series. Education Trust. • Dodge, K.A., Pettit, G.S., & Bates, J. E. (1994). Socialization mediators of the relation between socioeconomic status and child conduct problems. Child Development, 65(2), 649-665. • Evans, G.W., Gonnella, C., Marcynyszyn, L.A., Gentile, L., & Salpekar, N. (2005). The role of chaos in poverty and children’s socioemotional adjustment. Psychological Science, 16(7), 560-565.

  22. References • Kahlenberg, R. (2013). High-flying high-poverty schools. American Educator, 36(4), 8-9. • Mattingly, M. J., Johnson, K. M., Schaefer, A., & University of New Hampshire, C. (2011). More poor kids in more poor places: Children increasingly live where poverty persists. Carsey Institute, 38. • Morrison-Gutman, L. & McLoyd, V. (2000). Parents’ management of their children’s education within the home, at school, and in the community: An examination of African-American families living in poverty. The Urban Review, 32(1), 1-24. • Noble, K.G., Norman, M. F., & Farah, M.J. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8(1), 74-87. • Poverty [Def. 1]. (n.d.). Merriam-Webster Online. In Merriam-Webster. Retrieved March 29, 2014 from http://www.merriam-webster.com/dictionary/poverty. • Spotlight on Poverty. (2014). North Carolina, Poverty by demographic. Retrieved from: http://www.spotlightonpoverty.org/map-detail.aspx?state=North-Carolina. • Yoshikawa, H., Aber, J., & Beardslee, W. R. (2012). The effects of poverty on the mental, emotional, and behavioral health of children and youth: Implications for prevention. American Psychologist, 67(4), 272-284.

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