By: Kellie Tetrick, M.A. Ed. Slide 2 Welcome! (Background and
why we are learning about this?) Who is Ruby Payne? She is
sometimes controversial with her research and techniques She admits
this does not qualify as research against university standards
because it does not have a clean methodology. This is a cognitive
study it looks at thinking or mindsets created by ones environment.
Some criticize her as being classist you may too but it is not the
intent of hers or my message to you today. Dr. Payne does not want
to or for us to make EXCUSES for behaviors of people/students in
poverty. Slide 3 Raise your hand if you identify with the
following: I know which grocery stores garbage bins can be accessed
for thrown away food. I know how to get a library card. I fly in my
own plane or my company plane. I know how to get a gun, even if I
have a police record. I know how to place an order in a nice
restaurant. I can read a menu in French, English and another
language. I have at least two or three screens that keep people
whom I do not wish to see away from me. Slide 4 Raise your and if
you agree with the following: Only minorities live in poverty.
There is no way out of poverty. People who live in poverty never
work. Most children living in poverty have both parents. Most
children whose parents who are immigrants live in poverty. Fewer
children of native-born parents live in poverty. 59% of poor
renters spend 50% of their income on shelter. 47% of daughters born
to parents in poverty stay in poverty compared to 35% of the sons.
(!!!!) Education has no effect on births out of wedlock. Slide 5
What is Poverty?? Please talk with the person next to you and jot
down: How would YOU define poverty?? Who is affected by it? How do
you think a person can get out of it? How do you think poverty
affects education? Slide 6 Poverty is Lack of money or material
possessions (The Merriam- Webster Dictionary). Poverty is relative
if everybody around you has similar circumstances, the notion of
poverty and wealth is vague. (We was poor but we was rich?) Poverty
occurs in all races and in all countries. Not a clear-cut
distinction in 2006 the poverty line in the U.S. was considered to
be $20,444 for a family of four. Slide 7 What Causes Poverty? Talk
with your neighbor and jot down what you think are the causes of
poverty. Behaviors of the Individual Human and Social Capital in
the Community Exploitation Political/Economic Structures Slide 8
Behaviors of the Individual Human and Social Capital in the
Community ExploitationPolitical/Economic Structures Definition:
Research on the choices, behaviors, characteristics, and habits of
people in poverty. Definition: Research on the resources available
to individuals, communities, and businesses. Definition: Research
on how people in poverty are exploited because they are in poverty.
Definition: Research on the economic, political, and social
policies at the international, national, state, and local levels.
Sample topics: Dependence on welfare Morality Crime Single
parenthood Breakup of families Intergenerational character traits
Work ethic Racism and discrimination Commitment to achievement
Spending habits Addiction, mental illness, domestic violence
Planning skills Orientation to the future Language experience
Sample topics: Intellectual capital Social capital Availability of
jobs Availability of well- paying jobs Racism and discrimination
Availability and quality of education Adequate skill sets Childcare
for working families Decline in neighborhoods Decline in social
morality Urbanization Suburbanization of manufacturing Middle class
flight City and regional planning Sample topics: Drug trade Racism
and discrimination Payday lenders Sub-prime lenders Lease/purchase
outlets Gambling Temp work Sweatshops Sex trade Internet scams
Sample topics: Globalization Equity and growth Corporate influence
on legislators Declining middle class De-industrialization Job loss
Decline of unions Taxation patterns Salary ratio of CEO to line
worker Immigration patterns Economic disparity Racism and
discrimination 8 WHAT CAUSES POVERTY? Slide 9 9 Intergenerational
transfer of knowledge it takes 3 generations out of poverty to
become college educated. GP SP MC NM OM (Generational and
Situational Poverty are very different, how?) Three generation rule
wealthy families lose their money by the 3 rd generation (GP)
generational poverty (SP) situational poverty (MC) middle class
(NM) new money (OM) old money Model for Classes: Slide 10 10 What
Its Like Now Research done by Philip DeVol in 2004 with adults in
povertywelfare to work transition program. MENTAL MODEL FOR POVERTY
Slide 11 People in Poverty Busy trying to solve immediate, concrete
problems Believe in FATE above all determines the future Few have a
future story When something bad happens, everything tends to pile
up Slide 12 12 Mental Model for Middle Class Research done by Ruby
K. Payne (2004). MENTAL MODEL FOR MIDDLE CLASS Slide 13 Talk with
your neighbor, how are the mental models different for middle class
and poverty? Higher resources give those with economic stability
the luxury of choice and future story. Education and achievement
are driving forces that glue the elements together. Relationships
are not about survival, but they are expected to incorporate
stability. When a crisis does occur, there are usually significant
amounts of resources, including social capital, available to stop a
downward spiral into massive instability. Slide 14 14 Mental Model
for Wealth MENTAL MODEL FOR WEALTH Slide 15 Other ideas on class:
People in poverty have personal power, strength, and fighting
ability, but they cant stop bad things from happening in the
neighborhood or community. People in middle class have the power of
the institutions because the institutions are run on middle class
rules and norms. People in wealth have the power to influence and
shape policy and the direction of the community. Slide 16 Where do
you fit in class?? Most teachers are usually from middle to upper
middle class families. We are idealistic and want to help others,
rather than make a fortune. Most schools operation on Middle Class
norms and language. Slide 17 Identity: Of the following which how
would many of your male students identify himself? Worker? Smart?
Lover? Fighter? Slide 18 Characteristics of Generation Poverty
Background noise Almost always the TV is on, no matter what the
circumstance. Conversation is participatory, often with more than
one person talking at a time. Importance of personality Individual
personality is what one brings to the setting because money is not
brought. The ability to entertain, tell stories, and have a sense
of humor is highly valued. Slide 19 Significance of entertainment
When one can merely survive, then the respite from the survival is
important. In fact, entertainment brings respite. Importance of
relationships One only has people upon whom to rely, and those
relationships are important to survival. One often has favorites.
Oral-language tradition Casual register is used for everything
Matriarchal structure The mother has the most powerful position in
the society if she functions as a caretaker Slide 20 Survival
orientation discussion of academic topics is generally not prized.
There is little room for the abstract. Discussions center around
people and relationships. A job is about making enough money to
survive. A job is not about a career. Identity tied to
rescuer/martyr role for women A good woman is expected to take care
of and rescue her man and her children as needed. Importance of
non-verbal/kinesthetic communication Touch is used to communicate,
as are space and non-verbal emotional communication. Ownership of
people People are possessions. There is a great deal of fear and
comment about leaving the culture and getting above your raisings
Slide 21 Negative orientation Failure at anything is the source of
stories and numerous belittling comments. Discipline Punishment is
about penance and forgiveness, not change. Belief in fate Choice is
seldom considered Polarized thinking Options are hardly ever
examined. Everything is polarized; it is one way or the other. (I
quit and I cant do it) Mating dance The mating dance is about using
the body in a sexual way and verbally and subverbally complimenting
body parts. If you have few financial resources, the way you
sexually attract someone is with your body. Slide 22 Time Time
occurs only in the present. The future does not exist except as a
word. Time is flexible and not measured. Time is often assigned on
the basis of the emotional significance and not the actual measured
time. Sense of humor A sense of humor is highly valued, as
entertainment is one of the key aspects of poverty. Humor is almost
always about people either situations that people encounter or
things people do to other people. Slide 23 Lack of
order/organization Many of the homes/apartments of people in
poverty are unkempt and cluttered. Devices for organization (files,
planners, etc.) dont exist. Lives in the moment does not consider
future ramifications: Being proactive, setting goals and planning
ahead are not a part of generational poverty. Most of what occurs
is reactive and in the moment. Future implications of present
actions are seldom considered. Slide 24 Even in telling me some of
those stories that involve a great deal of humiliation at the hands
of hospital or welfare personnel, she usually manages to find
something thats funny in the madness of it all and keeps on saying
things that make both of us laugh. - Jonothan Kozol Amazing Grace
Slide 25 Resources Some would debate the definition of poverty is
the extent to which an individual does with out resources. With
your students you can best help them by identifying what resources
they DO have and how to build on that. Then, try to build their
resources so s/he may be more successful upon entering society.
Slide 26 Key Resources Financial money to purchase goods. Emotional
Being able to choose and control emotional responses. 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 friends, family, backup resources.
Relationships/role model having frequent access to adults who are
appropriate who are nurturing. ** Knowledge of Hidden Rules** -
knowing the unspoken cues and habits of a group. Slide 27 Hidden
Rules: Hidden rules are the unspoken cues and habits of a group.
These rules become part of your belief system and guide how you
behave. Relationships can be broken when you do not know the hidden
rules. Hidden rules can limit your interaction with people who are
different from you. *** Hidden rules should not predict other
peoples behaviors. Slide 28 28 POVERTYMIDDLE CLASSWEALTH
POSSESSIONSPeople.Things.One-of-a-kind objects, legacies,
pedigrees. MONEYTo be used, spent.To be managed.To be conserved,
invested. PERSONALITYIs 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. FOODKey question: Did
you have enough? Quantity important. Key question: Did you like it?
Quality important. Key question: Was it presented well?
Presentation important. CLOTHINGClothing 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. TIMEPresent 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. HIDDEN RULES FOR ECONOMIC CLASS Slide 29 29
POVERTYMIDDLE CLASSWEALTH EDUCATIONValued 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. DESTINYBelieves in fate. Cannot do much to
mitigate chance. Believes in choice. Can change future with good
choices now. Noblesse oblige. LANGUAGECasual 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 VIEWSees world in terms of local setting.
Sees world in terms of national setting. Sees world in terms of an
international view. LOVELove 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 FORCESSurvival,
relationships, entertainment. Work and achievement.Financial,
political, social connections. Hidden Rules of Economic Class
HIDDEN RULES FOR ECONOMIC CLASS Slide 30 Hidden rules can limit
your interaction with people who are different from you. Dont try
to discuss or reframe hidden rules unless there is a relationship
of mutual respect. Use the understanding of hidden rules to create
relationships of mutual respect. The more rules one knows, the more
middle class games someone from poverty can play. The wider the
range of your responses, the more control you have over your
situationand the more opportunities become open to you. Slide 31 31
REGISTEREXPLANATION FROZENLanguage that is always the same. For
example: Lord s Prayer, wedding vows, etc. FORMALThe standard
sentence syntax and word choice of work and school. Has complete
sentences and specific word choice. (What we use at school and
work) CONSULTATIVEFormal register when used in conversation.
Discourse pattern not quite as direct as formal register. (Mix)
CASUALLanguage between friends, 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. Registers of Language Adapted from Martin Joos
REGISTERS OF LANGUAGE Slide 32 You can go up or down one register
in a conversation and it's socially acceptable. But if you go up or
down two registers or more, people are often offended. Maria
Montao-Harmon, a linguist in California, found that in generational
poverty virtually all that the adults and students know is casual
register. Slide 33 Use the registers of language as a teaching
tool. Many times when students say, "I don't know what that means,"
they cannot say it in your words. How much time do we give them to
translate something from casual register to formal register? Try
translating the Pledge of Allegiance from frozen to formal. See how
difficult that is? Slide 34 Students may get referred for
discipline because of language issues when they're in the wrong
register. A sixth-grade boy was sent to the office because he told
the teacher that something "sucked." Well, part of his discipline
was to find two ways to say "sucked" in formal register. His first
translation was, "I don't like this work." His second translation
was, "There's no longer any joy in this activity. Idea: When
students speak in casual register, have them come up with two other
ways to say it in formal register. Give information to parents and
students in story form. Slide 35 FormalCasual Slide 36 To survive
in poverty, one must rely upon nonverbal, sensory, and reactive
skills To survive in school or work, one must use verbal, abstract
and proactive skills. (PLANNING) (Think about how the modes of
class restrict some children from success) Slide 37 The Paper World
of the Middle Class Middle Class Abstract Items: Grades House deed
Address Social Security Number Daily To-do List Clock or Calendar
Homework Drivers License MRI ***Teacher Contract*** Slide 38 Two
things that help a person out of poverty: Education Relationships
38 KEY POINT Slide 39 Four reasons one moves out of poverty are:
Too painful to stay Vision or goal Key relationship Special
talent/skill 39 KEY POINT Slide 40 What does this mean to us as
educators??? Consider the kids you work with and where they come
from Think about words/hidden language they do not understand Make
things visual Teach them the social cues/norms they do not know.
Reflect ALWAYS start confrontation in the tone you would like to
end it. Slide 41 We Make a DIFFERENCE!!! Locate a resilient kid and
you will also find a caring adult or several who has guided him. -
Invincible Kids U.S. News and World Report Slide 42 Thank you so
much for your time Please feel free to email me at
[email protected] if you have any questions or would like
to discuss this further! [email protected] Im just down the
road!
