A Framework for A Framework for Understanding Understanding

PovertyPovertyBook by Ruby Payne, Ph.D.Book by Ruby Payne, Ph.D.

Overview & IntroductionOverview & IntroductionPresentation by Mary StaleyPresentation by Mary Staley

ED 515ED 515

Key Points in Today’s Presentation

• Definitions and Resources• Role of Language and Story• Hidden Rules Among Classes• Instruction and Improving

Achievement

Key Points to RememberKey Points to Remember

• Poverty is relative.Poverty is relative.• Poverty occurs in all races and in all Poverty occurs in all races and in all

countries.countries.• Economic class is a continuous line, not Economic class is a continuous line, not

a clear-cut distinction.a clear-cut distinction.• Generational poverty and situational Generational poverty and situational

poverty are different.poverty are different.• This work is based on patterns. All This work is based on patterns. All

patterns have exceptions.patterns have exceptions.

Key Points (continued)Key Points (continued)

• An individual brings with him/her the An individual brings with him/her the hidden rules of the class in which hidden rules of the class in which he/she was raised.he/she was raised.

• Schools and businesses operate from Schools and businesses operate from middle-class norms and use the hidden middle-class norms and use the hidden rules of the middle class.rules of the middle class.

• For our students to be successful, we For our students to be successful, we must understand their hidden rules and must understand their hidden rules and teach them the rules that will make teach them the rules that will make them successful at school and at work.them successful at school and at work.

Key Points (continued)Key Points (continued)• We can neither excuse students nor scold We can neither excuse students nor scold

them for not knowing; as educators we must them for not knowing; as educators we must teach them and provide support, insistence, teach them and provide support, insistence, and expectations.and expectations.

• To move from poverty to middle class or To move from poverty to middle class or middle class to wealth, an individual must give middle class to wealth, an individual must give up relationships for achievement (at least for up relationships for achievement (at least for some period of time).some period of time).

• Two things that help one move out of poverty Two things that help one move out of poverty are education and relationships.are education and relationships.

• Four reasons one leaves poverty are: It’s too Four reasons one leaves poverty are: It’s too painful to stay, a vision or goal, a key painful to stay, a vision or goal, a key relationship, or a special talent or skill.relationship, or a special talent or skill.

Definition of PovertyDefinition of Poverty

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

resources than it is about resources than it is about moneymoney

Eight types of resourcesEight types of resources(See Handout)(See Handout)

• FinancialFinancial• EmotionalEmotional• MentalMental• SpiritualSpiritual• PhysicalPhysical• Support SystemsSupport Systems• Relationships/Role ModelsRelationships/Role Models• Knowledge of Hidden RulesKnowledge of Hidden Rules

Resource Scenario

• Resource Intervention Activity

The Role of Language The Role of Language and Storyand Story

• Registers of languageRegisters of language• Discourse patternsDiscourse patterns• Story structureStory structure

Registers of LanguageRegisters of Language

• Every language in the world has five Every language in the world has five registers:registers:– FrozenFrozen– FormalFormal– ConsultativeConsultative– CasualCasual– IntimateIntimate

Frozen registerFrozen register

• Language that is always the same.Language that is always the same.• Examples: The Lord’s Prayer, Examples: The Lord’s Prayer,

wedding vows, etc.wedding vows, etc.

Formal registerFormal register

• The standard sentence syntax and The standard sentence syntax and word choice of work and school.word choice of work and school.

• Has complete sentences and specific Has complete sentences and specific word choice.word choice.

• Majority of minority students and Majority of minority students and poor students do not have access to poor students do not have access to formal register at home.formal register at home.

Consultative registerConsultative register

• Formal register when used in Formal register when used in conversation. conversation.

• Discourse pattern not quite as direct Discourse pattern not quite as direct as formal register.as formal register.

Casual registerCasual register

• Language between friends and Language between friends and characterized by a 400- to 800-word characterized by a 400- to 800-word vocabulary.vocabulary.

• Word choice general and not Word choice general and not specific.specific.

• Conversation dependent upon non-Conversation dependent upon non-verbal assists.verbal assists.

• Sentence syntax often incomplete.Sentence syntax often incomplete.

Intimate registerIntimate register

• Language between lovers or twins.Language between lovers or twins.• Language of sexual harassment.Language of sexual harassment.

Discourse PatternsDiscourse Patterns in Formal and Casual in Formal and Casual

RegisterRegister• Formal register – Formal register –

– Pattern is to get straight to the pointPattern is to get straight to the point

• Casual – Casual – – Pattern is to go around and around and Pattern is to go around and around and

finally get to the pointfinally get to the point

Story structureStory structure

• Formal-register story structureFormal-register story structure– Chronological, narrativeChronological, narrative– Most important part of the story is the Most important part of the story is the

plotplot

• Casual-register story structureCasual-register story structure– Vignettes with audience participationVignettes with audience participation– Most important part of the story is the Most important part of the story is the

characterizationcharacterization

Demonstration activityDemonstration activity

• CinderellaCinderella

What Can Schools Do to Address Casual What Can Schools Do to Address Casual Register, Discourse Patterns, and Story Register, Discourse Patterns, and Story

StructureStructure??• Permit students to write in casual & translate to formal• Require students to speak in formal when they are facing

discipline• Use graphic organizers to show patterns

•Tell stories both ways and compare/contrast

•Use stories across the content

•Teach formal register, discourse patterns, & story structure directly

•Relate need to learn to success in work.

Hidden Rules

Take the quiz while discussing it with a partner.

Discuss the hidden rules as identified by the chart. How do these manifest themselves in schools? Be prepared to share.

Hidden Rules/Mental Models

• The assumption is that everyone knows what you know.

• We see the world and react to situations through our own mental models but we really do not realize this fact.

• Hidden rules govern how we assess another individual and his/her capabilities.

Why do schools need to understand the concept of

hidden rules?• To ensure that expectations do not

differ from student to student• To teach students the hidden rules

of middle class to mastery• To be able to work within a family’s

rules when exploring solutions to problems/not imposing MC rules

• To lessen frustration levels

Where do we go from Where do we go from here?here?

• Faculty Overview• Faculty Study Groups• Designing Your School’s Changes• Making a Difference for Those We

Serve Who Are Living in Poverty