The Culture of Poverty-Models, Rules and Language

The Culture of Poverty-Models, Rules

and Language Janice M. Wright, MA CCC-SLP

Assistant Clinical Professor, Ohio University

November 2020

DISCLOSURE

Financial Disclosure Statement: I am a paid employee of Ohio University

Financial Nondisclosure Statement: I am a certified trainer for the Bridges Out of Poverty program and will be using information from the program during this presentation. I am not receiving any compensation for this presentation.

Time Ordered Agenda

• Introduction to Diversity …….20 minutes

• Research Continuum…………. 20 minutes

• Mental Models of Class ……. 25 minutes

• Hidden Rules of Class……….. 25 minutes

• Language ……………………………25 minutes

• Conclusion…………………………..10 minutes

Culture is both seen and unseen.

Culture is more than race and ethnicity .

We are all multicultural human beings.

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RESPECTING &RECOGNIZING DIVERSITY You notice I did not say manage diversity or cultural competence . Integrity means demonstrating an attitude of cultural relevancy.

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Integrity in Diversity

• Represented in all four principles of our Code of Ethics

• Diversity is also a foundation in our profession…

• Diversity is more than just race and ethnicity …

• Practicing integrity through cultural relevant behavior

• Understanding the difference between:

• Unconscious incompetence

• Conscious incompetence

• Conscious competence

• Unconscious competence

Diversity Awareness Spectrum

Novice

Perpetuator

Avoider Change Agent

Fighter

Pfeiffer,1991

PURPOSE

• To modify and change our interactions with individuals living in poverty

• To look at poverty through differences in mental modals, hidden rules and language differences

• To look at how we can empower people in poverty to work with us to improve institutions .

MEASURING POVERTY

Visualize Poverty

• Poverty means you do not have the essentials you need in life.

• You do not have the ability to provide the material needs or comforts in life.

• You do not have the money to purchase goods and services.

• There is not $350 available per person in the home.

• There are 34.0 million people living in poverty in America today.

• Youth in America are the poorest among us.

• Child poverty is spreading fastest in the suburbs.

• US Census Bureau 2019

Visualize Poverty

• National average is 11.0%

• There are 13.0 to 15.9 % of people living in poverty in the State of Ohio. Many of these people are children.

• Because of lower paying jobs more two parent families are sinking into poverty.

• Nationwide, childhood poverty is spreading fastest in the suburb

The Picture of Poverty

• More than half (56%) of Americans living in poverty were female, while 44% were male.

• Over 40% of those living in poverty were white, while 28% were Hispanic, 23% were Black, and 5% were Asian.

• Research shows there is a high correlation between education and income. The poverty data show this clearly. Only 9% of adults living in poverty had college degrees.


• Almost 15% of adults living in poverty did not graduate from high school. Another 21% had a high school degree but never attended college. Almost 13% had attended college but didn't receive a degree.

• Sadly, 31% of those living in poverty were children. That's 11.9 million children under age 18. Another 13%, or 5.1 million, were aged 65 years or older.

• More than 83% of those living in poverty were born in the United States. Only 11% were not citizens.

• U.S. Poverty by State- US Census 2020


• Of those living in poverty, 7% worked full-time for the whole year. At least 14% worked part-time for the whole year. Another 35% worked less than a week.

• The Temporary Assistance for Needy Families (TANF) is the nation's welfare program. In September 2018, it served 2.8 million people.3That's less than 10% of the 38 million living in poverty. Only 2.1 million children received welfare. That's less than 20% of the 11.9 million children who needed it.

• U.S. Poverty by State- US Census 2020

Percentage of People in Poverty -2019

Copyright 2016 by aha! Process, Inc. All rights reserved. www.ahaprocess.com

WHAT ARE THE CAUSES OF POVERTY?

16

Causes of Poverty

• Poor education

• Obsolete skills

• Death

• Divorce

• Desertion

• Alcohol & drug use

• Illness

• Loss of job

• Mental illness

• National disaster

• Economic Downturn

Who is to blame?

Culture of Poverty Theory

• Blames the existence and persistence of poverty on the individual’s culture/behavior/way of life.

• Fatalistic attitude

• Immediate gratification Lewis, 1968

Structure of Poverty Theory

• Blames the existence and persistence of poverty on wider society or the government

• There is a poverty cycle that is difficulty to get out of due to wider society.

Mark Owuor Otieno, 2017

Lewis (1968) Poverty Continuum

• Studied a poor community in South America

• Found their way of life was keeping them in poverty

• Children were taught different norms and values from mainstream society

• Conclusion: poor children grew up to be poor adults who then brought up the next generation of poor children.

By Mark Owuor Otieno on October 23 2017 in Society


Cycle of Poverty

• In the cycle of poverty, families remain poor for three or more

generations due to a number of factors. Due to the short life

expectation among the extremely poor, the cycle of poverty takes a

long time such that the older generation does not live to positively

impact economic or social values to the younger generation so that

they can come out of poverty. For a newborn, poverty begins at birth

and, if he or she survives, grows up malnourished and often sick as

their mothers cannot afford a better lifestyle. This cycle continues as

the children become poor adults who give birth to poor children. The

cycle of poverty has distinct indicators like less food, less water, poor

health, illiteracy, poor sanitation, lack of opportunities, and low income,

among other factors.

Ruby Payne, PhD. author of A Framework for Understanding Poverty, distinguishes between situational poverty, which can generally be traced to a specific incident within the lifetimes of the person or family members in poverty, and generational poverty, which is a cycle that passes from generation to generation, and goes on to argue that generational poverty has its own distinct culture and belief patterns.

Could it be both?

Individual

Failure of the

system

Generational Poverty

Poverty can be caused by many factors

Factors can be individual or institutional

Poverty can be situational or generational

Copyright 2016 by aha! Process, Inc. All rights reserved. www.ahaprocess.com 26

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Bridges Out of Poverty

Highlands, TX

www.ahaprocess.com


Definition of Poverty

• Poverty, the state of one who lacks a usual or socially acceptable amount of money or material possessions. Poverty is said to exist when people lack the means to satisfy their basic needs. In this context, the identification of poor people first requires a determination of what constitutes basic needs. These may be defined as narrowly as “those necessary for survival” or as broadly as “those reflecting the prevailing standard of living in the community.” https://www.britannica.com/print/article/473136

28


People from Poverty

• To better understand people from poverty,

the definition of poverty will be “the extent

to which an individual does without

resources.”

29


Thinking

A COGNITIVE MODEL

ResourcesDemands of

environment

Relationships

and knowledge

30

What is this cognitive frame?


INDIVIDUAL BEHAVIORS

AND CIRCUMSTANCES

COMMUNITY

CONDITIONS

EXPLOITATION POLITICAL/ECONOMIC

STRUCTURES

Definition: Research on the choices,

behaviors, and circumstances of

people in poverty

Definition: Research on resources and

human and social capital in the city or

county

Definition: Research on the impact of

exploitation on individuals and communities

Definition: Research on political,

economic, and social policies and

systems at the organizational, city/county,

state, national, and international levels

Sample topics:

~ Racism

~ Discrimination by age, gender,

disability, race, sexual identity

~ Bad loans

~ Credit card debt

~ Lack of savings

~ Skill sets

~ Dropping out

~ Lack of education

~ Alcoholism

~ Disabilities

~ Job loss

~ Teen pregnancies

~ Early language experience

~ Child-rearing strategies

~ Bankruptcy due to health problems

~ Street crime

~ White-collar crime

~ Dependency

~ Work ethic

~ Lack of organizational skills

~ Lack of amenities

Sample topics:

~ Racism

~ Discrimination by age, gender, disability,

race, sexual identity

~ Layoffs

~ Middle class flight

~ Plant closings

~ Underfunded schools

~ Weak safety net

~ Criminalizing poverty

~ Employer insurance premiums rising in

order to drop companies with record of

poor health

~ Charity that leads to dependency

~ High rates of illness leading to high

absenteeism and low productivity

~ Brain drain

~ City and regional planning

~ Mix of employment/wage opportunities

~ Loss of access to high-quality schools,

childcare, and preschool

~ Downward pressure on wages

Sample topics:

~ Racism



~ Payday lenders

~ Lease/purchase outlets

~ Subprime mortgages

~ Sweatshops

~ Human trafficking

~ Employment and labor law violations

~ Wage and benefits theft

~ Some landlords

~ Sex trade

~ Internet scams

~ Drug trade

~ Poverty premium (the poor pay more for

goods and services)

~ Day labor

Sample topics:

~ Racism



~ Financial oligarchy—the military,

industrial, congressional complex

~ Return on political investment (ROPI)

~ Corporate lobbyists

~ Bursting “bubbles”

~ Free trade agreements

~ Recessions

~ Lack of wealth-creating mechanisms

~ Stagnant wages

~ Insecure pensions

~ Healthcare costs

~ Lack of insurance

~ Deindustrialization

~ Globalization

~ Increased productivity

~ Minimum wage, living wage, self-

sufficient wage

~ Globalization

~ Declining middle class

~ Decline in unions

~ Taxation patterns

~ Wealth-creating mechanisms

Causes of Poverty—Research Continuum

Source: Getting Ahead in a Just-Getting’-By World Workbook Revised Edition by Philip E. DeVol (2013).


UNDER-RESOURCED RESOURCED

Instability/crisis . . . . . . . . . . . . . . Stability

Isolation . . . . . . . . . . . . . . Exposure

Dysfunction . . . . . . . . . . . . . . Functionality

Concrete reality . . . . . . . . . . . . . . Abstract representational reality

Casual, oral language . . . . . . . . . . . . . . Written, formal register

Thought polarization . . . . . . . . . . . . . . Option seeking

Survival . . . . . . . . . . . . . . Abundance

No work/intermittent work . . . . . . . . . . . . . . Work/careers/larger cause

Poverty . . . . . . . . . . . . . . Wealth

Less educated . . . . . . . . . . . . . . More educated

Continuum of Resources

32


Research

Intergenerational transfer of knowledge

GP – SP – MC – NM – OM

Three-generation rule

33


Knowledge is a key form of

privilege, as are social

access, race, and money.

How you spend your time

determines your knowledge

base to a large extent.

34


How you spend your time

determines your knowledge.

35

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TOPICS

▪ Dependency

▪ Single parenthood

▪ Bad behavior of

individuals and groups

▪ Values/work ethic

▪ Breakup of families

▪ Addiction, mental illness

▪ Language experience

▪ Discrimination

ASSUMPTIONS

▪ By studying the poor we will learn what changes need to be made.

▪ The poor are somehow “lacking,” either by choice or circumstance.

▪ Poverty is a sustainable condition; it will always be with us.

▪ Don’t blame the system; change the individual.

Behaviors of the Individual:

Research Topics


▪ Work first

▪ Hold individuals

accountable for

choices

▪ Promote marriage

▪ Treatment

interventions

▪ Abstinence

education

▪ Literacy

▪ Enhance language

experience

▪ Comprehensive sex

education

Behaviors of the Individual: Strategies


TOPICS

▪ Lack of employment

▪ Lack of education

▪ Inadequate skill sets

▪ Declining neighborhoods

▪ Middle class flight

▪ Lack of career ladder

between service and

knowledge sectors

▪ Discrimination

ASSUMPTIONS

▪ By studying human and social capital we will learn how to work within the community to create acceptable conditions for those at the bottom.

▪ Do not blame the political/economic system; enhance state and local resources.

Human and Social Capital:

Research


▪ Improve education

▪ Enhance skills

▪ Full employment,

growth in labor

market

▪ Anti-poverty

programs

▪ Policing

communities

▪ Head Start

▪ Neighborhood

associations

▪ Hold social systems

accountable

Human and Social

Capital: Strategies


TOPICS

▪ Exploitation of

dominated groups for

profit

▪ Exploitation of

dominated groups for

markets

▪ Exploitation of regions

for resources and raw

materials

ASSUMPTIONS

▪ In the U.S. the belief is that if individuals work hard, they can overcome all existing exploitations.

▪ The dominant culture is reluctant to legitimize this category and to acknowledge existing exploitations—and is often resistant to new strategies.

Human Exploitation:

Research


▪ Educate ourselves about

current exploitations

▪ Recognize our involvement

in exploitation

▪ Anti-human-exploitation

movements

▪ Make the system fair

Human Exploitation:

Strategies


TOPICS

▪ Deindustrialization

▪ The “race to the

bottom”

▪ Globalization

▪ Increased productivity

▪ Shrinking middle class

▪ Economic disparity

▪ Corporate influence on

legislators

▪ Discrimination

ASSUMPTIONS▪ Studying the poor is not the

same thing as studying poverty; political/economic structures contribute to poverty.

▪ The middle class and people in poverty have the right to influence structures in their own interests just as other classes have done.

▪ Don’t blame only the individual; change the political/economic structure.

Political/Economic Structures: Research


▪ Do whole-system planning—social health

index (SHI)

▪ Use measures of accountability beyond

shareholder profit

▪ Create intellectual capital

▪ Create economic stability for all

▪ Create sustainable economy

▪ Wealth-creating mechanisms that develop

a middle class

Political/Economic Structures: Strategies


▪ Are internal pictures of how the

world works

▪ Exist below awareness

▪ Are theories-in-use, often

unexamined

▪ Determine how we act

▪ Can help or interfere with learning

Source: The Fifth Discipline Fieldbook (1994) by Peter Senge.

Mental Models

For a dialogue to occur, we must

suspend our mental models.


Generational and situational poverty are different.

Generational Situational Middle New Old

Poverty Poverty Class Money Money

Key Point

45


▪ It is a description of the concrete

experience.

▪ It is an abstract representation of poverty.

▪ It shows part to whole.

▪ It depicts the relative importance and

interlocking nature of the elements.

▪ It is a depiction of the trap: no future story,

no choice, no power.

Mental Model ofGenerational Poverty


Developed by Phil DeVol (2006)

Mental Model for Poverty

47

Actual responses from

people living in poverty.


▪ Fast food ▪ Check cashing ▪ Temp services ▪ Used car lots ▪ Dollar store

Businesses

▪ Pawn shop ▪ Liquor store ▪ Corner store ▪ Rent-to-own ▪ Laundromat


Mental Model of Middle Class

49

Developed by Phil DeVol (2006)


Businesses

▪ Shopping/strip malls

▪ Bookstores

▪ Banks

▪ Fitness centers

▪ Veterinary clinics

▪ Office complexes

▪ Coffee shops

▪ Restaurants/bars

▪ Golf courses


Developed by Ruby Payne (2005)

51

Mental Model of WealthThis applies to the top 1% of households in the

United States—a net worth of $7.8 million or more


The SES (socioeconomic status) gradient:

▪ The richer you are, the healthier you are.

▪ The poorer you are, the sicker you are.

▪ Living in poverty is a risk factor for stress-

related illnesses.

▪ It is NOT entirely due to lack of access.

Co-InvestigatingHealth Issues

Source: Why Zebras Don’t Get Ulcers (2004) by Robert Sapolsky.


“Does a person have a sense of being linked to the

mainstream of society, of being in the dominant subculture,

of being in accord with society’s values?”

“Can a person perceive society’s messages as information,

rather than as noise? In this regard, the poor education that

typically accompanies poverty biases toward the latter.”

“Does a person have the resources to carry out plans?”

“Does a person get meaningful feedback from society—do

their messages make a difference?”

–Robert Sapolsky, Aaron Antonovsky

It’s Due to Social Coherence


Most schools and businesses

operate from middle-class

norms and values.

Key Point

54


Hidden rules about time and money:

Key Point

Poverty Middle Class Wealth

Survival

Relationships

Entertainment

Work

Achievement

Material

security

Political

connections

Financial

connections

Social connections

55


Individuals bring with them

the hidden rules of the class

in which they were raised.

56

Key Point


Destiny

Believes in fate

Cannot do much to mitigate chance

Noblesse oblige

Believes in choice

Can change future with good

choices now

POVERTY

MIDDLE CLASS

WEALTH


believes that one is fated or destined

the behavior

not get caught

deny

punished

forgiven


POVERTY

People

MIDDLE CLASS

Things

WEALTH

One-of-a-kind objects,

legacies, pedigrees

POSSESSIONS


Present most important

Decisions made for the moment

based on feelings or survival

Traditions and history most important

Decisions made partially on basis of

tradition/decorum

Future most important

Decisions made against

future ramifications

POVERTY

MIDDLE CLASS

WEALTH

TIME


Future orientation,

choice,

and power

Tool

If you choose,

then you’ve chosen.


To be used, spent

To be managed

To be conserved, invested

POVERTY

MIDDLE CLASS

WEALTH

MONEY


Love and acceptance conditional,

based on whether the individual is

liked

Love and acceptance conditional

and based largely on

achievement

Love and acceptance

conditional and related to social

standing and connections

POVERTY

MIDDLE CLASS

WEALTH

LOVE


Social inclusion of people who are liked

Emphasis is on social exclusion

Emphasis is on self-governance and

self-sufficiency

POVERTY

MIDDLE CLASS

WEALTH

SOCIAL EMPHASIS


Is for entertainment

Sense of humor is highly valued

Is for acquisition and stability

Achievement is highly valued

Is for connectionsFinancial, political, and social

connections are highly valued

POVERTY

MIDDLE CLASS

WEALTH

PERSONALITY


Key question:

Was it presented well?

Presentation important

Key question:

Did you have enough?

Quantity important

Key question:

Did you like it?

Quality important

POVERTY

MIDDLE CLASS

WEALTH

FOOD


Clothing valued for individual style and

expression of personality

Clothing valued for its artistic sense

and expression

Designer important

Clothing valued for its quality and acceptance

into norm of middle class

Label important

POVERTY

MIDDLE CLASS

WEALTH

CLOTHING


Valued and revered as abstract

but not as reality

Necessary tradition for making

and maintaining connections

Crucial for climbing success

ladder and making money

POVERTY

MIDDLE CLASS

WEALTH

EDUCATION


Sees world in terms of local setting

Sees world in terms of international view

Sees world in terms of national setting

POVERTY

MIDDLE CLASS

WEALTH

WORLDVIEW


About people

About social faux pas

About situations

POVERTY

MIDDLE CLASS

WEALTH

HUMOR


Tends to be matriarchal

Depends on who has the money

Tends to be patriarchal

POVERTY

MIDDLE CLASS

WEALTH

FAMILY STRUCTURE


Power linked to personal respect

Ability to fight

Can’t stop bad things from happening

Power/respect separated

Responds to position

Power in information and institutions

Power in expertise, connections

Power in stability

Influences policy and direction

POVERTY

MIDDLE CLASS

WEALTH

POWER


Survival, relationships,

entertainment

Work, achievement,

material security

Financial, political, social

connections

POVERTY

MIDDLE CLASS

WEALTH

DRIVING FORCES


LANGUAGE

Casual register

Language is about survival

Formal register

Language is about networking

Formal register

Language is about negotiation

POVERTY

MIDDLE CLASS

WEALTH


Research About Language in Children, Ages 1 to 4,

in Stable Households by Economic Group

Number of words

exposed to

Economic

group

Affirmations

(strokes)

Prohibitions

(discounts)

13 million words Welfare 1 for every 2

26 million words Working class 2 for every 1

45 million words Professional 6 for every 1

Note. From Meaningful Differences in the Everyday Experience of Young American Children, by B. Hart and T. R. Risley, 1995.

75

Links to updated research:

http://news.stanford.edu/news/2013/september/toddler-language-gap-091213.html

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3659033/

http://literacy.rice.edu/thirty-million-word-gap (This is a follow-up study on Hart & Risley.)


REGISTER EXPLANATION

FROZENLanguage that is always the same. For example: Lord’s

Prayer, wedding vows, etc.

FORMAL

The standard sentence syntax and word choice of work

and school. Has complete sentences and specific word

choice.

CONSULTATIVEFormal register when used in conversation. Discourse

pattern not quite as direct as formal register.

CASUAL

Language between friends and is characterized by a 400-

to 800-word vocabulary. Word choice general and not

specific. Conversation dependent upon nonverbal assists.

Sentence syntax often incomplete.

INTIMATELanguage between lovers or twins. Language of sexual

harassment.

Adapted from the work of Martin Joos

Registers of Language

Therapeutic Implications

• Formal register needs to be directly taught

• Casual register needs to be recognized as the primary discourse for many children

• Who are you talking to?

• How are you talking to that person?


PATTERNS OF DISCOURSE

FORMAL CASUAL


STORY

STRUCTURES

CASUAL

FORMAL

B E

PLOT

Dissonance That Occurs Because of Discourse

• Exchange tends to be misunderstood

• Professionals want to get right to the issue

• Families view this as rude and uncaring

• Writing is not a better option - cannot organize to speak or write


Did you hear about Jack? Rita Pierson


To better understand

people from poverty,

the definition of poverty

will be

“the extent to which an individual

does without resources.”

The resources are the following …

Definition of Resources


FINANCIAL

Being able to purchase the goods and services of that class and sustain it.

EMOTIONAL

Being able to choose and control emotional responses, particularly to negative situations, without

engaging in self-destructive behavior. Shows itself through choices.

MENTAL

Having the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.

SPIRITUAL

Believing in (divine) purpose and guidance.

PHYSICAL

Having physical health and mobility.

SUPPORT SYSTEMS

Having friends, family, and backup resources available to access in times of need. These are external

resources.

RELATIONSHIPS/ROLE MODELS

Having frequent access to adult(s) who are appropriate, nurturing, and who do not engage in

destructive behavior.

KNOWLEDGE OF HIDDEN RULES

Knowing the unspoken cues and habits of a group.



▪ Connections, social networks, and

norms of reciprocity and

trustworthiness

▪ Private and public aspects

– Bonding

– Bridging

– Thick and thin

Source: Bowling Alone: The Collapse and Revival of American Community (2000) by Robert D. Putnam.



Clubs

Work

School

Formal

Organization

Religious

Organization

Neighbors

and Family

Bonding

Capital

Bridging

Capital

Mental Model of Social Capital


Integrity and trust:

Your word is good, you do what you say you will do, and you are safe.

Motivation and persistence:

You have the energy and drive to prepare for, plan, and complete projects, jobs, and personal changes.

Formal register:

You have the emotional control, vocabulary, language ability, and negotiation skills to succeed in school and/or work settings.

Resources Added to

Getting Ahead


Adapted from The Resilient Self: How Survivors of Troubled Families Rise Above Adversity (1993)

by Steven Wolin and Sybil Wolin.

Insight Tough questions,

honest answers: why

Independence Keeping distance emotionally and physically

Relationships Ties to people of mutual respect

Initiative Taking charge of problems, stretching

themselves

Creativity Imposing order, beauty, purpose

Humor Finding the comic in the tragic

Morality Staying holy in an unholy place

Resiliency Research

SO WHAT’S NEXT?

What are three ways you can improve your skills in working directly with patients from different economic class environments?

What are three ways you can improve an institution’s programs, theory, policy, and structured procedures to meaningfully engage patients from diverse economic settings?

What are three ways you can improve community systems and environments to build more sustainable resources and have a positive impact on health?.


Future Steps

• Examine and re-examine your personal mental models about

people in poverty to avoid stereotyping clients/employees.

• Use the understanding provided by awareness of hidden rules to

counter stereotyping of people in poverty.

• Engage individuals in poverty in solving community problems.

• Recognize that change takes time and happens in phases.


CHANGE IS A PROCESS NOT AN EVENT

91

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Janice M. Wright [email protected]

mailto:[email protected]

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References

• Barlow, K.H, A Framework for Understanding Poverty: Ruby K. Payne, Ph.D.ruby_payne_complete_power_point019c8421dbff4ec688d353ec48028329.pdf

• DeVol, P.; Bridges, R. & Smith.T. D,(2016) Bridges Out of Poverty.: Strategies for Professionals and Communities. Aha! Process, Inc, Highlands Texas.

References

• Encyclopedia Britannica (2020) Poverty. https://www.britiannica.com/topic/poverty

• Lewis, O.; Lewis, R. (1959) Five Families : Mexican Case Studies in the Culture of Poverty.

• Sapolsky, R. (2004) Why Zebras Don’t Get Ulcers. St. Martin Griffin Publishing, New York

• United States Census Bureau (2020) www.census.gov/topics/income-poverty/poverty.html

http://www.census.gov/topics/income-poverty/poverty.html

Documents

The Culture of Poverty-Models, Rules and Language