Reframing Expectations to Support First Generation & Under

9/8/2020

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Copyright 2006 revised 2018 by aha! Process Inc. All Rights Reserved. www.ahaprocess.com

Rickey D. Frierson, Ph.D.Colorado State UniversityDirector of Diversity and

Inclusion

Reframing Expectations to Support First Generation & Under-Resourced

Students in Higher Education

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Donna M. Hurt, MSW, LCSWGraceland UniversityDirector of TRIO SSS


In this session we will identify hidden rules of economic class and develop a shared understanding of how and why one's economic

environment shapes thinking and behavior. Participants will learn how to meet students where they are, to increase knowledge and pathways

to engage and connect within a campus community. Increase your awareness and learn simple strategies to promote student persistence

and success.

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aha! Process Resource Families

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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 POVERTY

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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.

DEFINITION OF RESOURCES

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Mental Model of Poverty

Concrete

Unstable

Tyranny

of the

Moment

Arithmetic

Doesn’t Work

Problem Solving

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Developed by Phil DeVol

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Mental Model of Middle Class

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Businesses

▪ Shopping/strip malls

▪ Bookstores

▪ Banks

▪ Fitness centers

▪ Veterinary clinics

▪ Office complexes

▪ Coffee shops

▪ Restaurants/bars

▪ Golf courses

Schools

Social services

Police

Religious

organizations

Developed by Phil DeVol

Copyright 2006 revised 2018 by aha! Process Inc. All Rights Reserved. www.ahaprocess.com 8

Mental Model of Poverty Summary

▪ The mental model is an abstract representation of

the concrete experience of poverty:

– Unstable, vulnerable, interlocking.

– The arithmetic of life doesn’t work.

– Time horizon: tyranny of the moment.

▪ Problem solvers use reactive skills.

▪ The driving forces are survival, relationships, and

entertainment.

▪ It is an abstract representation.

▪ The goal: Stabilize the environment, develop a

future story, practice choice, build resources,

and become powerful.

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Mental Model of Wealth

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Developed by Ruby Payne


Hidden Rules of Class,

Classroom, and College

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Hidden Rules are the unspoken cues and habits of a group.

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▪ Relationships can be broken when you do not know the hidden rules.

▪ Hidden rules can limit your interactions with people who are different from you.

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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 the

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 of Economic Class

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Hidden Rules of Economic Class (continued)

Poverty Middle Class Wealth

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.

Worldview 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.

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Poverty Middle Class

Driving force Relationships for survival.

Entertainment.

Achievement through work

and education.

Destiny Believes in fate. Cannot do

much to mitigate chance.

Believes in choice. Can

change future with good

choices now.

Time Present survival most

important.

Tyranny of the moment.

Future most important.

Decisions made against

future ramifications.

Money To be spent. To be managed.

Language Casual register, used for

survival.

Formal register, used for

negotiation.

Power Linked to personal respect,

ability to fight.

Power separated from

respect, linked to information

and institutions.

Hidden Rules in College

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Issue Reframing (use adult voice)

Talking back to the teacher How does that help you win?

How does talking back help you get

what you want? (If they want out of

the room, that strategy worked.)

Physical fighting It takes more strength to stay out of a

fight than get into a fight. How strong

are you?

I can’t do it. Are you tough?

I don’t like you. I don’t like everything you do either.

But I care about you a great deal.

Another student calls them

a name, and the student

reacts.

Who’s in control here—you or the

other person?

I am going to quit. How will you have control? How will

you be respected if you do not know if

you are being cheated or not?

Reframing Issues

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▪ We cannot equate knowledge of hidden rules

with intelligence.

▪ It is not our role to judge, but to teach students

to choose according to environment.

▪ We can reframe for students.

▪ Learning hidden rules of another class requires

years of practice.

▪ There are hidden rules on college campuses.

▪ Students benefit from developing future stories.

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Key Points


Mental/Cognitive

Resources

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To survive in poverty, one

must rely upon nonverbal,

sensory, and reactive skills.

To survive in school, one

must use verbal, abstract,

and proactive skills.

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Stimulus(input)

Meaning(elaboration)

Strategy(output)

Mediation: The Foundation ▪ For designing courses/programs

▪ For choosing effective teaching strategies

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Cognitive Skills

Adapted from the work of Reuven Feuerstein.

INPUT: Quantity and Quality of

Data Gathered

OUTPUT: Communication of

Elaboration and Input

ELABORATION: Efficient Use of Data

1. Use planning behaviors.

2. Focus perception on specific stimulus.

3. Control impulsivity.

4. Explore data systematically.

5. Use appropriate and accurate labels.

6. Organize space using stable systems of

reference.

7. Orient data in time.

8. Identify constancies across variations.

9. Gather precise and accurate data.

10. Consider two sources of information at

once.

11. Organize data (parts of a whole).

12. Visually transport data.

1. Identify and define the problem.

2. Select relevant cues.

3. Compare data.

4. Select appropriate categories of time.

5. Summarize data.

6. Project relationship of data.

7. Use logical data.

8. Test hypothesis.

9. Build inferences.

10. Make a plan using the data.

11. Use appropriate labels.

12. Use data systematically.

1. Communicate clearly the labels and

processes.

2. Visually transport data correctly.

3. Use precise and accurate language.

4. Control impulsive behavior.


Language-

Formal Register

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Register Explanation

Frozen Language 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.

Consultative Formal register when used in conversation.

Discourse pattern not quite as direct as formal

register.

Casual Language 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.

Intimate Language between lovers or twins. Language

of sexual harassment.

Adapted from Martin Joos.

Registers of Language

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Formal Casual

Patterns of Discourse

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Story Structures

Formal

Casual

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Research About Language in Children from

Ages 1 to 4 Years from Stable Households

by Economic Group

Number of words

exposed to

Economic

groupAffirmations Prohibitions

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

Source: Hart, B, and Risley, T. (1995) Meaningful Differences in the Everyday Experience

of Young American Children. Baltimore, MD: Paul H. Brookes Publishing Co.

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Pay Attention to Nonverbal Cues

▪ Body language

▪ Voice tone

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▪ High expectations: the expression

of, “I know you can do it, and you will.”

▪ Insistence: the motivation and

persistence that come from the

relationship.

▪ Support: the direct teaching of

processes and mental models.

Relationships of mutual respect must have three things present:

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Mediating Expectations

▪ What expectation was missed?

▪ Why is it important for the student?

▪ How can the consequences affect the student?

▪ If you choose to miss more classes than the syllabus allows, you may have chosen to fail the course.

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▪ What is expected?

▪ Why is it important for the student?

▪ How will the student benefit?

▪ If you choose to keep up your attendance, you may have chosen to meet part of the requirements toward passing the course.


Mental Model of Social Capital

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www.collegeachievementalliance.com

(800) 424-9484

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Documents

Reframing Expectations to Support First Generation & Under