A Framework for Understanding Poverty strives to be an inspection of the social and economic class structure of the United States and seeks to provide those living in middle class and wealth with a better understanding of the challenges that face those living in poverty. It is a self proclaimed "must read for educators, employers, policy makers, and service providers." The goal of the book is to provide the reader with "practical, real-world support and guidance to improve your effectiveness in working with people from all socioeconomic backgrounds."
The author of the book, Ruby K. Payne, Ph.D., received her B.A. from Goshen (IN) College. She earned a master's degree from Western Michigan University and her doctorate from Loyola (IL) University. She has been in the field of education since 1972 and has been a teacher, principal, consultant, and administrator. Ruby Payne founded the company aha! Process in 1994 which works with various organizations (schools, churches, social service groups, etc.) to promote the understanding of the effects of poverty on our children and communities. She spreads this message by speaking to approximately 200 groups a year. aha! Process also publishes Dr. Payne's books, including A Framework for Understanding Poverty.
Important Definitions and Terms
Poverty - the extent to which an individual does without resources (p.7)
Generational Poverty - having been in poverty for at least two generations (p. 47)
Situational Poverty - a lack of resources due to a particular event (death, chronic illness, divorce, etc.)(p. 47)
Resources (p. 7)
Financial - Having the money to purchase goods and services.
Emotional - being 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.
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,
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.
Four Reasons People Leave Poverty (p. 61)
1.) A goal or vision of something they want to be or have.
2.) A situation that is so painful that anything would be better.
3.) Someone "sponsors" them (i.e., an educator or spouse or mentor
a. or role model who shows them a different way or
b. convinces them that they could live differently).
4.) A specific talent or ability that provides an opportunity for
them.
Given the above definition and information, can you identify some of these characteristic in your classroom. (Please post comments to blog)
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10 comments:
I know that there are many students in my class that have a deficit of one or more of these areas. There is one that stands out, though. Anytime this student loses a reward he calls himself stupid and hits himself. This is a noticeable absence of emotional resources.
Heather Gasper
In my class, I have one student who shows her spiritual belief. In class discussions, she often applies situations to a spiritual setting that to fit her understanding to the situation. Thus, this shows she has spiritual resources.
Another situation that I have observed in my class is situational poverty due to the death of a family member. I feel that if the event had not taken place, it is possible that the child would not live in poverty.
Janitra Jackson
I have seen a great deal of children in my classroom that have more than one of the resources missing. Several of these children have anger, self esteem, and difficulty doing the simple things in the classroom. I have met a few parents this year that really want their child to succeed, and others that came in the room talking negative to the child. I also have more children this year living with grandparents because of a death in the family.
Yes. I can identify many of these characteristics in my classroom. When sitting at the dinner table with my students, I often wonder if this is the only meal they receive, because of the lack of resources available in the home to buy food.
Cleoria Dunn
I know that many of my students are affected by these things. One that stands out in my mind, is a student who seems to be greatly affected by situational poverty (the death of a parent). This has forced him and his siblings to live with an elderly grandmother. His maturity level is much different from my other students, and I know that this is a large factor.
I wish that we all lived in a world where we did not have to face the hardships that our students face every single day. I am a special education teacher, so I deal with deficits related to practically everything in the book. I am keenly aware that my students crave the "motherly" side of a teacher, so I am always giving hugs and repeating "I love you" to so many at school. Our students are dirty and hungry and many are missing out on the simple kindness and support of a solid family atmosphere.
I can attribute these resources to a large majority of my class. Also, generational poverty appears to be the most prevalent.
Evory Johnson
In working with several students in various classes of third and fourth grades, I have noticed several students who have one or more resources missing. Anytime I can assist these students I do. It gives me pleasure to do so, because I have experienced some of the issures they are experiencing.
Augustine Cann
I grew up in poverty, and I used to have a love and hate relationship for the weekends. I used the love that fact that I had a break from school, but I hated not being at school because I knew that I was going to get a hot meal. I know that most of my students at Robinson experience the same thing as well. That's why whenever I have class parties, I make sure that no student goes home hungry.
I grew up in poverty, and I used to have a love and hate feeling about the weekends. I used to love not having to go to school on the weekends, but I hated that fact that I might not eat anything for two days. I know that many of my students go through the same thing as well. That's why I make sure that every child in my class eats a good meal whenever we have a class party.
Glenn Antonio Kline
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