A Framework for Understanding Poverty

A Framework for Understanding

Poverty

aha! Process, Inc., Highlands, TX

www.ahaprocess.com

Ruby K. Payne, Ph.D.

This research is about economic diversity,

not racial or cultural diversity.

Learning Targets• I will establish a mental framework for

understanding economic realities• I can understand key points of the

framework of poverty• I can analyze hidden rules of different social

classes• I can apply what I’ve learned about the

framework of poverty to my future professional practices

Dr. Ruby Payne…

1. Poverty is relative.

Key Point

Key Point: Generational Poverty v. Situational Poverty

Generational vs. Situational• Generational: two generations or more• Situational: resources are temporarily reduced • Middle Class = education beyond high school• One class movement in a lifetime• When you're moving you must be successful with

– Part native rules/part new rules exposure • Generational poverty = no exposure • Shapes thinking• 40% live in their native class• Focus on “Generational”

Take a look at the video clip

3. This is a cognitive approach to class and is based on patterns of thinking. All patterns have exceptions.

Key Point

4. Schools and businesses operate from middle-class norms and values.

Key Point

5. Individuals bring with them the hidden rules of the class in which they were raised.

Key Point

6. Hidden rules about time and money.

Key Point

7. We can neither excuse nor scold students. We must teach our students and their parents.

Key Point

8. We must teach our students that there are two sets of rules.

Key Point

9. To move from poverty to middle class, one must give up (for a period of time) relationships for achievement.

Key Point

10. Two things that help one move out of poverty are:

• education• relationships

Key Point

11. Four reasons one leaves poverty are:

•too painful to stay• vision or goal• key relationship• special talent/skill

Key Point

12. What is the motivation for learning?

Key Point

13. Mutual respect is:– High expectations– Insistence– Support

Key Point

Why should we care?

• According to the U.S. Census Bureau seven states showed increases in their poverty rates based on two-year averages

• Illinois• Michigan• Nevada• North Carolina• SOUTH DAKOTA• Texas• Florida

2010 Estimated Income Requirements

PERSONS IN FAMILY UNIT INCOME FOR FEDERAL POVERTY GUIDELINES

1 $14,0402 $18,9003 $23,7604 $28,6205 $33, 4806 $38,3407 $43,2008 $ 48,060

2009-2010 poverty threshold was measured according to the HHS Poverty Guidelines

•For each additional person, add $3,740 $4,680 $4,300

Persons in Family Unit 48 Contiguous

States and D.C.

Alaska Hawaii

1 $10,830 $13,530 $12,460 2 $14,570 $18,210 $16,7603 $18,310 $22,890 $21,0604 $22,050 $27,570 $25,3605 $25,790 $32,250 $29,6606 $29,530 $36,930 $38,2607 $33,270 $41,610 $42,5608 $37,010 $46,290 $40,940

Children in Poverty in U.S.

• Greatest number and greatest percentage of people in poverty are children – 18.0%

• African American 3,904,00, 34.5%• Native American 194,272, 31.9%• Hispanic 4,482,000, 28.6%• Caucasian 8,395,000, 14.9%• Asian 374,000, 12.5%

• About 1 in 5 U.S. children live in poverty• Growing fastest in rural areas and first-ring suburbs Based on U.S. Census Bureau Current Population Survey, 2009

Some Americans Are Much Less Likely to Graduate From College

B.A. Rate by Age 24

Young People from High SES Families 75%

Young People from Low SES Families 9%

Source: Postsecondary Education Opportunity, Number 156, June 2005, “Family Income and Higher Education Opportunity 1970 to 2003”

Note: SES is a weighted variable developed by NCES, which includes parental education levels and occupations and family income. “High” and “low” refer to the highest and lowest quartiles of SES.

Lots of Great Information

• Hidden rules exist• Resources must be examined and acted upon• We need to be aware of Language Registers• The structure of Family is critical to understanding and working

with students/parents from poverty• There are effective Strategies and Interventions we can use to

help us be more effective when working with kids from poverty and ALL kids in our classroom

Hidden Rules:Time and Money

COMPLETE THE QUIZ:Put a check by each item you know how to do.

______1. I know which churches and sections of town have the best rummage sales.______2. I know which rummage sales have “bag sales” and when.______3. I know which grocery stores’ garbage bins can be accessed for thrown-away food.______4. I know how to get someone out of jail.______5. I know how to physically fight and defend myself physically.______6. I know how to get a gun, even if I have a police record.______7. I know how to keep my clothes from being stolen at the Laundromat.______8. I know what problems to look for in a used car.______9. I know how to live without a checking account.______10. I know how to live without electricity and a phone.______11. I know how to use a knife as scissors.______12. I can entertain a group of friends with my personality and my stories.______13. I know what to do when I don’t have money to pay the bills.______14. I know how to move in half a day.______15. I know how to get and use food stamps or an electronic card for benefits.______16. I know where the free medical clinics are.______17. I am very good at trading and bartering.______18. I can get by without a car.

Could you survive in poverty?

Could you survive in wealth?Could you survive in wealth?COMPLETE THE QUIZ:Put a check by each item you know how to do.

______1. I can read a menu in French, English, and another language.______2. I have several favorite restaurants in different countries of the world.______3. During the holidays, I know how to hire a decorator to identify the appropriate themes

and items with which to decorate the house.______4. I know who my preferred financial advisor, legal service, designer, domestic-employment service, and hairdresser are.______5. I have at least two residences that are staffed and maintained.______6. I know how to ensure confidentiality and loyalty from my domestic staff.______7. I have at least two or three “screens” that keep people whom I do not wish to see

away from me.______8. I fly in my own plane or the company plane.______9. I know how to enroll my children in the preferred private schools.______10. I know how to host the parties that “key” people attend.______11. I am on the boards of at least two charities.______12. I know the hidden rules of the Junior League.______13. I support or buy the work of a particular artist.______14. I know how to read a corporate financial statement and analyze my own financial

statements.

Could you survive in middle class?COMPLETE THE QUIZ:

Put a check by each item you know how to do.

______1. I know how to get my children into Little League, piano lessons, soccer, etc.______2. I know how to set a table properly.______3. I know which stores are most likely to carry the clothing brands my family wears.______4. My children know the best name brands in clothing.______5. I know how to order in a nice restaurant.______6. I know how to use a credit card, checking account, and savings account—and I understand an annuity. I understand term life insurance, disability insurance, and 20/80 medical insurance policy, as well as house insurance, flood insurance, and replacement insurance.______7. I talk to my children about going to college.______8. I know how to get one of the best interest rates on my new-car loan.______9. I understand the difference among the principal, interest, and escrow statements on

my house payment.______10. I know how to help my children with their homework and do not hesitate to call the

school if I need additional information.______11. I know howto decorate the house for the different holidays.______12. I know how to get a library card.______13. I know how to use most of the tools in the garage.______14. I repair items in my house almost immediately when they break—or know a repair service and call it.

What are the Hidden Rules?

TimePOVERTY• Present most important• Decisions made for the moment based on feelings or survival

MIDDLE CLASS• Future most important• Decisions made against future ramifications

WEALTH• Traditions and past history most important• Decisions made partially on basis of tradition/decorum

POVERTY• Belief in fate• Cannot do much to mitigate chance

MIDDLE CLASS• Believes in choice• Can change future with good choices now WEALTH• Noblesse oblige

Destiny

believes that one is believes that one is fated or destinedfated or destined

the behaviorthe behavior

not get caughtnot get caught

denydeny

punishedpunishedforgivenforgiven

POVERTYPeople

MIDDLE CLASSThings

WEALTHOne-of-a-kind objects, legacies, pedigrees

Possessions

Hidden Rules of Food

• Poverty–Is there enough?

• Middle Class–Does it taste good?

• Wealth–How is food presented?

Hidden Rules in Poverty

1. Noise level is higher2. Important information is given non-

verbally3. Entertainment and humor are valued4. Personal strength is respected5. A wider range of behaviors is

acceptable

Hidden Rules in Wealth

1. It is NOT okay not to be perfect2. Details are crucial3. Expertise is respected4. Privileged – Rules don’t apply to my

child5. Emphasis on social inclusion – the

“weapon of choice” is social exclusion

Resources

Definition of Poverty

• The extent to which an individual does without resources–Poverty is more about lack of

resources than it is about money

Resources

1. Financial2. Emotional3. Mental4. Spiritual5. Physical6. Support Systems7. Relationships / Role Models8. Knowledge of Hidden Rules

• A student must have sufficient resources to negotiate his/her reality.

• Different realities (situations) require the use of different resources.

• So, the more resources a student has, the more situations he/she can handle.

• 90% of discipline problems come from 10% of kids – these kids usually have only 2 or 3 resources.

• Having three resources or less is poverty

Language Registers

Five Registers

• Frozen – always the same, Lord’s prayer• Formal – write papers, business reports• Consultative – a presenter uses this, in

and out of formal, casual consultative• Casual – fun language, gossip• Intimate – between two intimate people

Casual vs. Formal Register

• “This sucks.”• There is no joy in this activity

To survive in poverty, one must rely upon non-verbal, sensory, and reactive skills.

To survive in school, one must use verbal, abstract, and proactive skills.

Two Sets of Rules

• Rules at home–SURVIVAL, SAVE FACE

• Rules in school–MIDDLE CLASS RULES

Family Structure

• Cooperation• Competition• Authority• Identity• Deception

Family structure affects attitudes about:

Patterns in Generational Poverty

• “Society owes me a living” • A job is about making enough money to

survive • Common-law marriages• Often single-parent homes• Mother is center of organization• Many multiple relationships • Multiple internal feuds• Changing allegiances, favoritism

Students or parents often…

Get mad and quit their job or workWork hard if they like youSay exactly what is on their mind, especially

when angryExtreme freedom of speech; enjoy humorAre frequently late due to family emergenciesNeed emotional warmth

Discipline Interventions

ADULT

CHILDVOICES pg. 82-84

PARENT

Adapted from work of Eric Berne

Child Voice

• Quit picking on me.• You don’t like/love me.• I hate you.• You’re ugly.• It’s your fault.• You make me mad.

Parent Voice

• You (shouldn’t) should do that.• It’s wrong (right) to do ______.• Life’s not fair. Get busy.• You do as I say.• Why can’t you be like____?

Adult Voice

• In what ways could this be resolved?• I would like to recommend____?• What are choices in this situation?• For me to be comfortable, I need the

following things to occur____.• These are the consequences of that

choice/action:_____.

Statistics to Address

1. 90% of discipline problems come from 10% of students

2. 80% of discipline referrals come from 11% of staff

3. 95% of referrals occur in either first or last five minutes of class

Creating Relationships

"No significantlearning occurs

without asignificant

relationship."

–Dr. James Comer

Deposits Withdrawals

Based on the work of Stephen Covey

DEPOSITS• Seek first to understand• Keeping promises• Kindnesses, courtesies• Clarifying expectations• Loyalty to the absent• Apologies• Open to feedback

WITHDRAWALS• Seek first to be

understood• Breaking promises• Unkindnesses,

discourtesies• Violating expectations• Disloyalty, duplicity• Pride, conceit, arrogance• Rejecting feedback

Relationship Building Tools

• Mutual respect • Interest inventory

Mental Models• Mental models are how the mind holds

abstract information, i.e., information that has no sensory representation.

• Mental models are held in the mind as stories, analogies, or two-dimensional drawings.

• Mental models tell the structure, purpose, process, or pattern.

• Mental models often explain “the why” of things working the way they do.

Mental Models Translate Abstract Concepts to Concrete Representations

Visual Representation

Story telling

Metaphor

Analogy

The Continent SongNorth America (hold up left hand)

Europe (point to nose)

Asia (hold up right hand)

Africa, Africa (hands around waist)

South America (point to left knee)

Australia (point to right knee)

Antarctica, Antarctica (stomp feet)

Instructional Strategies to Build Conceptual Frameworks and Cognitive Strategies

1. Teach students how to use Graphic Organizers to organize thoughts and information.

2. Establish goal-setting and procedural self-talk.

3. Use a kinesthetic approach.4. Use rubrics and share them with students

ahead of time.5. Teach the structure of language.

“If individuals and organizations operate from the generative orientation, from possibility rather than resignation, we can create the future into which we are living, as opposed to merely reacting to it when we get there.” –Joe JaworskiFrom Synchronicity: The Inner Path of Leadership (1996)