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Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 2
A Framework for Understanding
Poverty
aha! Process, Inc., Highlands, TXwww.ahaprocess.com
PowerPoint Presentation
Version 2.2
Ruby K. Payne, Ph.D.
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 3
• The mission of aha! Process, Inc. is to positively impact the education and lives of individuals in poverty around the world.
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT 4
This is a workshop about economic diversity, not racial or cultural diversity.
WHAT IS POVERTY AND HOW IS IT
CHANGING?
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1. According to the U.S. Census (2000), 58% of all individuals in poverty in the United States are white.
2. The cost per prisoner in the U.S. is equal to the cost of educating a student in public school for one year.
3. The child poverty rate in the U.S. increased 10% between 2000 and 2009.
4. Forty-nine percent of all children born in the U.S. are born to families who receive food supplements from WIC (Women, Infants and Children), the federal program.
5. Since 2000, the number of households in the U.S. that are multigenerational increased by 40%.
6. More men from poverty than women from poverty make the transition out of poverty.
7. Fifty-eight percent of children born to parents at the bottom of the income ladder move up.
8. The percentage of individuals in poverty is higher by minority subgroup than by the white subgroup.
True or False?
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_____ 1. According to the U.S. Census (2000), 58% of all individuals in poverty in the United States are white.
True or False
T
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_____ 2. The cost per prisoner in the U.S. is equal to the cost of educating a student in public school for one year.
True or False
F
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_____ 3. The child poverty rate in the U.S. increased 10% between 2000 and 2009.
True or False
F
10
_____ 4. Forty-nine percent of all children born in the U.S. are born to families who receive food supplements from WIC (Women, Infants and Children), the federal program.
True or False
T
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_____ 5. Since 2000, the number of households in the U.S. that are multigenerational increased by 40%.
True or False
T
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_____ 6. More men from poverty than women from poverty make the transition out of poverty.
True or False
T
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_____ 7. Fifty-eight percent of children born to parents at the bottom of the income ladder move up.
True or False
T
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True or False
_____ 8. The percentage of individuals in poverty is higher by minority subgroup than by the white subgroup.
T
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White Black Hispanic
Other Total
15% 35% 36% 24% 20%
350600 93000 112700 175200 731500
THE HENRY J KAISER FAMILY FOUNDATIONTimeframe: states (2011-2012), U.S. (2012)Data View: Percent Locations: United States, States
TULSA COUNTY
To better understand people from poverty, the definition of poverty will be:
“The extent to which an individual does without
resources.”
Resources
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FinancialHaving the money to purchase goods and services.
EmotionalBeing able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance, and choices.
MentalHaving the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.
Resources
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SpiritualBelieving in divine purpose and guidance. Having hope or a future story.
PhysicalHaving physical health and mobility.
Support SystemsHaving friends, family, and backup resources available to access in times of need. These are external resources.
Resources (continued)
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Relationships/Role Models Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior.
Knowledge of Hidden Rules Knowing the unspoken cues and habits of a group.
Formal RegisterHaving the vocabulary, language ability, and negotiation skills necessary to succeed in school and/or work settings.
Resources (continued)
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Resources tell you which interventions will work.
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Resources
Interventions work only if they are based on resources to which a student has access OR if the resource base is provided.
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Resources
Questions/ Comments• Do you have students/family who lack
resources?• Did you have an AHA moment?• Is there a difference in the learning of students
who come from inadequate resources in comparison with students who have adequate resources?....And what kinds of things do you notice when you first encounter the student?
• Once you are aware of inadequate resources, what do you do differently?
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT
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Resource Analysis
Activity – P. 32 as a groupStudent they know- analyze can use page 35
Copyright © 2005 aha! Process, Inc.www.ahaprocess.com
OHT
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Individuals bring with them the hidden rules of the class in which they were raised.
Key Point
Personal story
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OHT
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Schools operate from middle-class norms and values.
Key Point
Rita’s story – alarm clock
Rita’s StoryAlarm Clock
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OHT 27
Module 1: School Starts at Eight
Laminate (game) Activity- Page 21
OHT
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POVERTY MIDDLE CLASS WEALTH
POSSESSIONS People. Things. One-of-a-kind objects, legacies, pedigrees.
MONEY To be used, spent. To be managed. To be conserved, invested.
PERSONALITY Is for entertainment.Sense of humor is highly valued.
Is for acquisition and stability. Achievement is highly valued.
Is for connections. Financial, political, social connections are highly valued.
SOCIAL EMPHASIS
Social inclusion of the people they like. Emphasis is on self-governance and self-sufficiency. Emphasis is on social exclusion.
FOOD Key question: Did you have enough? Quantity important.
Key question: Did you like it? Quality important.
Key question: Was it presented well? Presentation important.
CLOTHING Clothing valued for individual style and expression of personality.
Clothing valued for its quality and acceptance into the norms of middle class. Label important.
Clothing valued for its artistic sense and expression.Designer important.
TIME Present most important. Decisions made for moment based on feelings or survival.
Future most important. Decisions made against future ramifications.
Traditions and past history most important. Decisions made partially on basis of tradition decorum.
EDUCATION Valued and revered as abstract but not as reality.Education is about facts.
Crucial for climbing success ladder and making money.
Necessary tradition for making and maintaining connections.
DESTINY Believes in fate. Cannot do much to mitigate chance.
Believes in choice. Can change future with good choices now.
Noblesse oblige.
LANGUAGE Casual register. Language is about survival. Formal register. Language is about negotiation. Formal register.Language is about connection.
FAMILY STRUCTURE Tends to be matriarchal. Tends to be patriarchal. Depends on who has/controls money.
WORLD VIEW Sees world in terms of local setting. Sees world in terms of national setting. Sees world in terms of an international view.
LOVE Love and acceptance conditional, based on whether individual is liked.
Love and acceptance conditional, based largely on achievement.
Love and acceptance conditional, related to social standing and connections.
DRIVING FORCES Survival, relationships, entertainment. Work and achievement. Financial, political, social connections.
Hidden Rules of Economic Class
Duck dynasty clip
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OHT
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We must neither excuse them nor scold them. We must teach them.
Key Point
10 ACTIONS TO EDUCATE STUDENTS:
A Framework for Understanding
Poverty
aha! Process, Inc., Highlands, TXwww.ahaprocess.com
Ruby K. Payne, Ph.D.
30
Action Why?
1 Build relationships of mutual respect. Motivation for learning.
2 Teach students the hidden rules of school. Hidden rules break relationships, and without relationships learning is decreased.
3 Analyze the resources of your students, and make interventions based on resources the students have access to.
Interventions do not work if they are based on resources that are not available.
4 Teach formal register, the language of school and work. To understand written text, which is essential for success at school and work.
5 Teach mental models. Mental models translate between the abstract representational world and the sensory concrete world.
6 Teach abstract processes. All learning involves what, why, and how. The how piece must be directly taught for tasks to be done.
7 Teach students how to plan. To control impulsivity for task completion.
8 Use the adult voice and reframing to change behaviors. To maintain relationships and get the appropriate behaviors.
9 Understand the family resources and dynamics. To better understand the resources the child has access to and better select interventions.
10 Teach how to ask questions. So students can get past the third grade reading level so they can get inside their head and know what they know and what they don’t know.
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10 ACTIONS
