Understanding the educational implications related to poverty

1. Understanding the educational implications related to poverty Presented by Dr. Marilyn Kaff Dr. Mary Devin Special Education Educational Leadership

2. How do you define poverty?

3. Definition Poverty is the extent to which an individual does without resources. Financial Emotional Mental Spiritual Physical Support Systems Relationships/Role Models Knowledge of hidden rules 1. Financial having the money to purchase goods and services. 2. Emotional Being able to choose and control emotional responses, particularly to negative situations without engaging in self-destructive behavior, This is an internal resources and shows itself through stamina perserverance and choices. 3. Mental resources are simply being able to process information and use it in daily living. If an individual can read write and compute the person has a decided advantage. That person can access information from many free sources and be more self-sufficient. 4. Spiritual resources belief in a power higher than yourself. 5. Physical having physical health and mobility 6. Support systems. Having friends, family, and back up resources available to access in times of needs 7. Relationships/Role Models-Having frequent access to adults who are appropriate, who are nurturing to the child and who do not engage in self-destructive behavior. 8. Knowledge of hidden rules-knowing the unspoken cues and habits of a group 1. Financial having the money to purchase goods and services. 2. Emotional Being able to choose and control emotional responses, particularly to negative situations without engaging in self-destructive behavior, This is an internal resources and shows itself through stamina perserverance and choices. 3. Mental resources are simply being able to process information and use it in daily living. If an individual can read write and compute the person has a decided advantage. That person can access information from many free sources and be more self-sufficient. 4. Spiritual resources belief in a power higher than yourself. 5. Physical having physical health and mobility 6. Support systems. Having friends, family, and back up resources available to access in times of needs 7. Relationships/Role Models-Having frequent access to adults who are appropriate, who are nurturing to the child and who do not engage in self-destructive behavior. 8. Knowledge of hidden rules-knowing the unspoken cues and habits of a group

4. Generational vs. Situational Poverty Generational People living in poverty for at least 2 generations Characteristics surface sooner if the family lives with others who are from generational poverty Situational Lack of resources due to a particular event I.e., death, chronic illness, divorce.

5. Case Study What resources does this family have? What resources are missing? Report Out

6. Key points about poverty 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 difference An individual brings with him/her the hidden rules of the class in which he was raised. Schools and businesses operate from middle class rules and use hidden rules of the middle class

7. Key points about poverty For our students to be successful, we must understand their hidden rules and teach them the rules that will make them successful at school and at work. We can neither excuse our students nor scold them for not knowing; we must teach them and provide support, insistence and expectations 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)

8. Key points about poverty In the US in 1998 one out of every four individuals (25%) under the age of 18 was living in poverty (Center for the study of poverty, Columbia University) In 1990s one in six US children were poor, one in eight white children, one in three African-American children and one in three Latino children were living in poverty In KS 8-9% of adults, and 12% of children live below the poverty line Regardless of race or ethnicity, poor children are more likely than non-poor children to suffer developmental delay and damage to drop out of high school Poverty-prone children are more likely to be in single-parent families. Poverty Benchmarks For family of two adults no children 12,047 For family with 2 adults, 2 children 18,244.Poverty Benchmarks For family of two adults no children 12,047 For family with 2 adults, 2 children 18,244.

9. Key points about poverty Median female wages at all levels of educational attainment are 30-50% lower than male wages at the same level of educational attainment. Poverty is caused by interrelated factors: parental employment status and earnings, family structure, and parental education.

10. Hidden rules Knowledge of hidden rules is crucial to survival in whatever class in which the individual wishes to live. What are the hidden rules of poverty? What are the hidden rules of middle class life? We in the middle class know what the rules are. However, people from other economic groups may not be aware of them. We need to be aware of what we need to teach those who strive to be successful in school and later on in business. Ruby Payne suggests 1. Noise level is high 2. Most important info is non verbal 3. Main value of the individual is the ability to entertain. 4. Hidden rules about dress, food, decorum. To move from one class to the next you need a mentor from that class to teach you the hidden rules. Ruby Payne suggests 1. Noise level is high 2. Most important info is non verbal 3. Main value of the individual is the ability to entertain. 4. Hidden rules about dress, food, decorum. To move from one class to the next you need a mentor from that class to teach you the hidden rules.

11. What you can do in the classroom? Hidden Rules Directly teach the hidden rules Teach that there are two sets of rules. Understand the hidden rules that students bring with them

12. SO What? Many individuals do not realize there is a way out of poverty. Education is the only way to break the poverty cycle Poverty affects the ability of children to take full advantage of educational opportunities

13. What schools can do Resources of students and adults should be analyzed before dispensing advice or seeking solutions to the situation. What may seem to be very workable suggestions from a middle-class point of view may be virtually impossible given the resources available to those in poverty. Educators have tremendous opportunities to influence some of the non-financial resources that make such a difference in student�s lives It costs nothing to be an appropriate role model.

14. What this means at school or work An education is the key to getting out of poverty. People leave poverty for one of four reasons: A goal or vision of something they want to be or have A situation so painful that anything would be better A person who sponsors them and shows them a different way A talent or ability Being poor is rarely about a lack of intelligence or ability. Many stay in poverty because they don�t know they have a choice or that no one teaches them hidden rules or provides resources to leave.

15. It is possible to have a brain and not have a mind A brain is inherited; a mind is developed Reuven Feuerstein

16. Registers of Language Register Frozen Formal Consultative Casual Intimate Explanation Language that is always the same Example: Ten Commandments The standard sentence syntax and word choice of work and school. Complete sentences and specific word choice Formal register when used in conversation. Discourse pattern not quite as direct as formal register Language between friends and is characterized by a 400- 800 word vocabulary. Word choice is general not specific. Conversation depends on non-verbal assists. Sentence syntax is incomplete Language between lovers or twins. Language of sexual harassment

17. What you can do in the classroom Language and Story When students speak in casual register, have them give two other ways to say it in formal register. Give information to parents and students in story form.

18. Registers: Frozen Formal Consultative Casual Intimate Two forms of discourse Formal Casual

19. Story Structures

20. Survival Skills in Poverty One must use non-verbal and sensory skills

21. Survival in School To survive in school one must use verbal and abstract skills

22. The Individual If an individual depends on a random episodic story structure for memory patterns, lives in an unpredictable environment, and HAS NOT DEVELOPED THE ABILITY TO PLAN THEN:

23. Cognitive Issues 1. If individuals cannot plan, they CANNOT PREDICT If individuals cannot predict, THEY CANNOT IDENTIFY CAUSE AND EFFECT 3. If individuals cannot identify cause and effect, they CANNOT IDENTIFY CONSEQUENCES

24. Cognitive Issues 4. If individuals cannot identify consequence, CANNOT CONTROL IMPULSIVITY 5. If individuals cannot control impulsivity, they ARE MORE LIKELY TO ENGAGE IN RISK-TAKING BEHAVIORS

25. What does this mean in schools? Instruction in cognitive strategies should be part of the curriculum. To promote learning pay greater heed to what is in the student�s head For students and adults from poverty, the primary motivation for their success will be their relationships.

26. What it means in the classroom Teachers must: Help students construct knowledge. Link new information to prior knowledge Begin instruction at the appropriate level Provide a guiding social environment. Develop automaticity in certain skills

27. HOW TO DEVELOPMENTAL PROWESS

29. Cognitive Strategies A hand-outA hand-out

34. What you can do in the classroom Cognition Embed the strategies into daily instruction and content. Directly teach strategies that have not been developed

35. Other things to think about What examples from your own experience illustrate the key points of poverty? How does thinking about issues of poverty make you re-examine what you do in your own classroom or your relationship with students?

36. Other things to think about How could you use this information in a preservice program for teachers? How might poverty look different in diverse communities?