A Framework for Understanding Poverty

1. A Framework for Understanding Poverty A brief summary of Ruby Payne�s 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 won�t 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 don�t have resources, you have your body

7. Time: the future doesn�t 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, don�t have signatures, lose papers have many excuses don�t do homework are physically aggressive like to entertain only see part of what is on the page only do part of the assignment

9. can�t seem to get started (no procedural self-talk) cannot monitor own behavior laugh when they are disciplined decide whether or not they�ll work/behave based on whether they like you or not use casual language register don�t 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, Lord�s 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 won�t 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.