A Framework for Understanding Poverty’s Impact on Teaching and Learning

1. A Framework for Understanding Poverty’sImpact on Teaching and Learning Jennifer Seusing, Principal, Nashua High School South Margaret A. Reynolds Smaller Learning Communities Grant Director

2. Overview • How Much Do You Know About Poverty in the USA? • Quiz • Key Points • Survival Skills • Hidden Rules Among Classes • The State of Poverty in the United States • Poverty and the Working Poor • Conclusion: Poverty and Schools • Poverty, Behavior and Discipline • Relationships are Key

3. Key Points…. • Poverty is Relative • If everyone around you has similar circumstances, the notion of wealth and poverty is vague. Poverty and wealth exist only in relationship to known quantities or expectations • Economic class is a continuous line not a clear-cut distinction. • People are all points on the continuum—and regularly move as their circumstances change

4. Key Point “ You might think that unskilled jobs would be a snap for someone who holds a Ph.D and whose normal line of work requires learning new things every couple of weeks. Not so .” (Ehrenreich, Barbara. Nickel and Dimed. 2001) • People in low-wage lifestyles are far from unskilled. • They may have life skills—survival skills— that extend far beyond the often abstract skill sets that schools often value.

5. HANDOUT • Survival Skills…

6. Survival Skills Assessment • Could you survive in poverty? • Could you survive in middle class? • Could you survive in wealth? With handouts

7. Key Points • Generational and situational poverty are different • Generational: being in poverty for two generations or more • Situational: being in poverty for a much shorter time due to circumstances (death, illness, divorce, pregnancy, etc.) • People who are experiencing situational poverty have more inner resources to help them through a difficult period

8. Key Points • An individual brings with him/her the hidden rules of the class in which he/she was raised • Even though the income may be different, the patterns of thought, behavior, social interaction remain with the individual. • Schools and businesses operate from middle class norms and use the hidden rules of the middle class. • These norms/rules are NOT directly taught in schools or businesses.

9. Key Points • For our students to be successful, we must understand their rules AND teach them the rules that will make them successful in school and work • We can neither excuse students nor scold them for not knowing. We must teach them while providing support, insistence and high expectations.

10. HANDOUT Hidden Rules Among Classes (Payne, Ruby. A Framework for Understanding Poverty. 2003)

11. The State of Poverty in the US • For the third consecutive year, the poverty rate and the number of Americans living in poverty both rose from the prior years. • The official poverty rate in 2003 (the most current year for which figures are available) was 12.5 percent, up from 12.1 percent in 2002. • On average, one out of every three Americans - 34.2 percent of all people in the United States - are officially classified as living in poverty at least 2 months out of the year. (U.S. Census Bureau, Income, Poverty and Health Insurance Coverage in the United States: 2003, Current Population Reports, August 2003; U.S. Census Bureau, Dynamics of Economic Well-Being: Poverty 1996-1999, July 2003.)

12. Poverty: the Numbers • 36.5 million people - about 1 in 8 Americans, including 1 in 6 children - live below the official federal poverty level, which was $20,000 for a family of four in 2006. • Almost half of all Americans will have experienced poverty for a year or more at some point in their lives by the time they reach age 60.

13. Poverty: The Numbers • The number of people living in poverty in the United States is equal to the combined populations of Missouri, Kansas, Oklahoma, Colorado, Nebraska, Iowa, Minnesota, North Dakota, South Dakota, Wyoming, Nevada, Idaho, and Alaska.

14. Poverty: Employment • Most of the poor have jobs. Nearly two out of three families with incomes below the poverty line include one or more workers. • The current federal minimum wage for covered nonexempt employees is $5.85 per hour.

15. The State of Poverty in the US • Since 1999, the number of poor Americans suffering from "food insecurity" and hunger has increased by 3.9 million - 2.8 million adults and more than 1 million children. • In 2002, 34.9 million people lived in households experiencing food insecurity - that is, not enough food for basic nourishment - compared to 33.6 million in 2001 and 31 million in 1999. (U.S. Department of Agriculture, Household Food Security in the United States, 2002, October 2003.)

16. The State of Poverty in the US • The Midwest experienced the greatest increase in poverty rates, rising from 9.4 percent in 2001 to 10.3 percent in 2002 - yet the American South still had the highest poverty rate at 13.8 percent. • The South had a disproportionately large share of those in poverty: 40.6 percent, compared with 35.6 percent of all people. • And the American suburbs saw the highest rise in poverty, from 12.1 million and 8.2 percent in 2001 to 13.3 million and 8.9 percent in 2002. (U.S. Census Bureau, Poverty in the United States: 2002, Current Population Reports, September 2003.)

17. The Working Poor • One out of every three Americans living in poverty held a job during 2002 - 37.9 percent or 9 million out of everyone living in poverty - yet, despite working, could not earn enough to afford the basic necessities, like food, housing and healthcare. (U.S. Census Bureau, Poverty in the United States: 2002, Current Population Reports, September 2003.)

18. The Working Poor • Of all Americans living and working in poverty, 2.6 million, or 11.2 percent, held full-time jobs that did not pay enough to raise them above the official "poverty threshold." (U.S. Census Bureau, Poverty in the United States: 2002, Current Population Reports, September 2003.)

19. The Working Poor • A single parent of two young children working full-time in minimum wage job for a year would make $10,712 before taxes - a wage more than $1,000 below the poverty threshold set by the federal government. (U.S. Department of Labor; U.S. Census Bureau.) • About 40 percent of poor single-parent, working mothers who paid for child care paid at least half of their income for child care; an additional 25 percent of these families paid between 40 and 50 percent of their incomes for child care. • (Child Trends, 2001.)

20. The Working Poor • The working poor in America grew poorer during 2002, with incomes dipping farther below the poverty line than in any other year since 1979, the first year for which such data is available. • The average amount by which people living in poverty fell below the federal "threshold" was $2,813 in 2002. (Center on Budget and Policy Priorities, September 2003)

21. Key Point • To move from poverty to middle class or middle class to wealth, an individual often must give up a old relationship for achievement (at least for a time) • Two things help a person move out of poverty: • Education • Relationships

22. Handouts: • Registers of Language • How the Characteristics of Poverty Surface at School

23. Behavior Related to Poverty Laugh when disciplined a way to save face in matriarchal poverty Intervention Understand the reason for the behavior. Tell student what behavior is more appropriate Poverty, Behavior and Discipline

24. Behavior Related to Poverty Argue loudly with the teacher Poverty is participatory and the culture has a distrust of authority Intervention Don’t argue with the student. Use a 4-part worksheet that involves student in analyzing their actions Poverty, Behavior and Discipline

25. Behavior Related to Poverty Inappropriate or vulgar comments or language Reliance on “casual register.” May not know “formal register.” Intervention Talk about phrases that could be used to say the same thing in an appropriate manner Poverty, Behavior and Discipline

26. Behavior Related to Poverty Talks Incessantly Intervention Have students write all questions and responses on a note card 2 days a week Tell students that each person gets to make 5 comments a day Build participatory activities into the lesson Poverty, Behavior and Discipline

27. Behavior Related to Poverty Hands always on someone else Poverty has a heavy reliance on non-verbal data and touch Intervention Allow them to draw or doodle. Instruct them to keep their hands behind their backs when in line Give them as much as possible to do with their hands. Poverty, Behavior and Discipline

28. Behavior Related to Poverty Disrespectful to Teacher Has a lack of respect for authority and the system. May not know adults worthy of respect Intervention Tell students that respect is NOT a choice. Identify for students the correct voice tone and an acceptable word choice. Let them practice Poverty, Behavior and Discipline

29. Poverty and Schools…. • Assumptions made about individuals’ intelligence and approaches to the school and/or work setting may relate more to their understanding of the rules. • Students need to be taught the hidden rules of the middle class—not in denigration of their own but, rather, as another set of rules that can be used if they so choose.

30. Poverty and Schools…. • Many of the attitudes that students and parents bring with them are an integral part of their culture and belief systems. • Middle class solutions should not necessarily be imposed when other, more workable solutions, might be found.

31. Poverty and Schools…. • An education is the key to getting of and staying out of generational poverty • Four things can help a person leave poverty • A goal or vision of something they want to be or have • A situation that is so painful that anything would be better • Someone who sponsors them/shows them a way out • A specific ability or talent that provides an opportunity

32. Poverty and Schools…. • For students and adults who leave poverty, the PRIMARY motivation for their success will be their relationships with people who can … • Provide emotional and informational support • People who are truly THERE • Serve as role models • People who are nurturing and appropriate • Provide knowledge of the hidden rules • People who help others fit in

33. Bibliography • Ehrenreich, Barbara. Nickel and Dimed: On (NOT) Getting By in America. 2001 • Center on Budget and Policy Priorities, September 2003 • “One Nation: Free From Poverty.” United States Conference of Catholic Bishops. (website) 2004 • Payne. Ruby. A Framework for Understanding Poverty. 2003 • “Society at a Glance” Organization for Economic Co-operation and Development, 2002.) • US Census Bureau—Assorted Studies • US Dept. of Agriculture—Assorted Studies • US Dept. of Labor—Assorted Studies

34. THE END Thank You! For more information: • seusing j@nashua.edu 603-589-2743 • reynoldsm@nashua.edu 603-589-6412

35. Poverty in America • #1 • Asian Americans experienced the greatest decrease in poverty. • True  |  False

36. Poverty in America • #1 • The answer is false. • The number of Asian Americans living in poverty remained the same at 10.3 percent. Hispanic Americans experienced the greatest decrease in poverty from 21.8 percent in 2005 to 20.6 percent in 2006.

37. Poverty in America #2 • Asian Americans experienced the greatest increase in poverty • True  |  False

38. Poverty in America #2 • The answer is false. • There are 16 million Non-Hispanic White Americans in poverty. • There are • 9.3 million Hispanics in poverty • 9 million African Americans and • 1.4 million Asian Americans in poverty.

39. # 3 • The rate of child poverty in America is higher than it is in most of the world's industrialized countries. • True  |  False

40. Poverty in America •  # 3  The answer is true. • The U.S. child poverty rate is two-to-three times higher than other major industrialized nations. According to the latest comparative numbers, the child poverty rate in Sweden in recent years has been less than four percent; in the Czech Republic, less than six percent; France, seven percent; Germany, 10 percent, Australia and Japan, 12 percent; Canada, 14 percent; while, in the United States, the child poverty rate has remained at over 16 percent for the past two years - with some sources placing the comparative number at more than 23 percent of all children in America living in poverty. (Society at a Glance, Organization for Economic Co-operation and Development, 2002.)

41. Poverty in America • # 5 • The federal minimum wage is now $5.85 per hour. • True  |  False

42. Poverty in America • # 5 • Correct, the answer is true. But for a mother who works full-time at minimum wage to support one small child, that translates to earnings of $12,168 a year before taxes -- which is $999 below the 2006 poverty threshold for a family of two.

43. Poverty in America •  # 6 • While the number of people in poverty is increasing, the number of people in extreme poverty is decreasing. • True  |  False

44. Poverty in America • #6 • The answer is false. In 2003, the number of people living in extreme poverty – that is, with incomes below half the poverty line – rose by 1.2 million, to 15.3 million people. The number of Americans living in extreme poverty reached the highest level on record, since data first became available in 1975.

45. Poverty in America • #7   • The rate of child poverty in America is higher than it is in most of the world's industrialized countries. • True  |  False

46. Poverty in America •  #7 • The answer is true. In fact, the U.S. child poverty rate is two-to-three times higher than other major industrialized nations. • According to the latest comparative numbers, the child poverty rate in Sweden in recent years has been less than four percent; in the Czech Republic, less than six percent; France, seven percent; Germany, 10 percent, Australia and Japan, 12 percent; Canada, 14 percent, while, in the United States, the child poverty rate has remained at over 16 percent for the past two years - with some sources placing the comparative number at more than 23 percent of all children in America living in poverty. • (Society at a Glance, Organization for Economic Co-operation and Development, 2002.)

47. Poverty in America • #8 • The federal minimum wage is now $5.15 per hour. • True  |  False

48. Poverty in America • #8 • The answer is true. But for a mother who works full-time at minimum wage to support one small child, that translates to earnings of $10,712 a year -- which is $1,044 below the 2003 poverty threshold for a family of two. US Census Bureau

49. Poverty in America •  #9 • The elderly poverty rate is higher than any other age group. • True  |  False

50. #9 • Correct, the answer is false. The poverty rate for America's elderly population - those people over 65 - stands at 9.4 percent, or one out of every ten seniors, while the child poverty rate is 17.4 percent, or one out of every six children in America. US Census Bureau