Framework of PovertyAn Understanding of the Division of Classes and WealthAmber Hubbard

Relativity:

• Poverty is relative.– If everyone around you has similar

circumstances, the notion of poverty and wealth is vague. Poverty or wealth only exists in relationship to known quantities or expectations.

Cross-Categorical

• Poverty occurs in all races in all countries.– The notion of middle class as a large

segment of society is a phenomenon of this century.

– The percentage of the population that is poor is subject to definition and circumstance.

A Continuum:

• Economic class is a continuous line, not a clear cut distinction,– In 2004, the poverty line in the United States was

considered $18,850 for a family of four. – According to a census data from 2003, the median

household income was $43,318.– 15% of U.S. households earned more than $100,000.– Individuals are stationed all along the continuum of

income and sometimes move on the continuum as well.

Types of Poverty

• Generational poverty and situational poverty are differently.– Generational poverty is defined as being in

poverty for two generations or longer.– Situational poverty is a shorter time and is

caused by a circumstance (death, illness, divorce, etc.)

Patterns and Exceptions

• The work on poverty is based on patterns.

• However, all patterns have exceptions.

Hidden Rules

• An individual brings with him/her the hidden rules of the class in which he or she was raised.– Even though the income of the individual may

rise significantly, many of the patterns of though, social interaction, cognitive strategies, etc, remain with the individual.

Poverty and Students

• Schools and businesses operate from middle class norms and use the hidden rules of the middle class.

• These norms and hidden rules are not directly taught in schools or businesses.

Student Success

• For students to be successful, educators and those around them must understand their hidden rules and them the rules that will make them successful at school and work.

Exceptions

• Educators can neither excuse students nor scold them for not knowing the rules.

• As educators, we must teach them and provide support, insistence, and expectations.

Changing Class

• To move from poverty to middle class or middle class to wealth, an individual must give up relationships for achievement (at least for some period of time).

Keys to Leaving Poverty

• Education and relationships can be key to helping individuals move out of poverty.

Moving Away from Poverty

• Four reasons one leaves poverty:– It’s too painful to stay.– A vision or a goal.– A key relationship.– A special skill or talent

Poverty Stats. in the US in 2003

• The poverty rate for all individuals was 12.5%.

• Children under the age of 18 had a poverty rate of 17.6%.

• For children under the age of 6, the poverty rate was 20.3%.

Families in Poverty

• There were 7.6 million poor families in the United States in 2003.

• Poverty-prone children are more likely to be in single parent families.

Consequences of Poverty

• Regardless of race or ethnicity, poor children are much more likely than non-poor children to suffer from developmental delay and damage, to drop out of high school and to give birth during the teen years.

• Poor inner city youths are 7 times more likely to be victims of child abuse or neglect than are children of high social and economic status.

Causes

• Poverty is caused by interrelated factors:– Parental employment– Parental status and earnings– Family structure– Parental Education

Marriage Matters

• Children under 6 living in families with a female householder and no husband present experienced a poverty rate of 53.7%, more than 5 times the rate for children in married couples (9.7%).

Worldly Comparisons

• The United States poverty rate is substantially higher, sometimes more than 2 or 3 times higher, than that of most other major Western industrialized nations.

Resources

• Poverty is directly related resources including the accessibility and knowledge of these resources.

Types of Resources

• Financial• Emotional• Mental• Spiritual• Physical

• Support Systems• Relationships/Role

Models• Knowledge of Hidden

Rules

Resources

• Finances – having the money to purchase goods and services– While finances are extremely important,

financial resources do not mark the reason persons stay in or leave poverty.

Resources

• 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

Emotional Resources

• Emotional resources provide the stamina to withstand difficult and uncomfortable emotional situations and feelings.

• Emotional resources are the most important of all resources because when present they allow an individual not to return to old habits.

Emotional Sources

• In order to move from poverty to middle class or middle class to wealth, an individual must suspend his/her emotional memory bank because the situations and hidden rules are so unlike what he/she ahs experienced previously.

• Emotional resources come, at least in part, from role models.

Resources

• Mental – Having the mental abilities and acquired skills to deal with daily life.– Acquired skills include reading, writing, and

computing.– This is being able to process information and

use it in daily living.– If an individual can read, write and compute,

he/she has an advantage.

Accessibility

• If an individual has mental resources, that person can access information from many different free sources, as well as be somewhat self-sufficient.

Resources

• Spiritual – believing in divine purpose and guidance– This is the belief that help can be obtained from a

higher power. – There is also a purpose for living. Love and worth

are gifts from God.– This is a powerful resource because the individual

does not see him/herself as hopeless and useless, but rather as capable and having worth and value.

Resources

• Physical – having physical health and mobility– Physical resources refers to having a body

that works, that is capable and mobile.– This individual is capable of being self-

sufficient.

Resources

• Support systems – having friends, family and backup resources available to access in times of need. These are external resources.– This is where one goes when help is needed.– Support systems are knowledge bases as

well.

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– All individuals have role models. However, all role

models are not appropriate. – It is largely from role models that the person learns

how to live with life emotionally.

Resources

• Knowledge of Hidden Rules – knowing the unspoken cues and habits of a group.– Hidden rules are critical to whatever class the

individual wishes to live. – Hidden rules exist in all classes, ethnic

groups and other subgroups of people.

Hidden Rules

• Hidden rules are about the salient, unspoken understandings that cue members of the group that this individual does or does not fit in.

Hidden Rules – An example

• Three Hidden Rules of Poverty:– The noise level is high (the TV is on, and

everyone talks at once)– The most important information is nonverbal– One main value is the ability to entertain

Other Hidden Rules

• There are hidden rules about food, dress, decorum, and all aspects of life.

• In order to successfully move from one class to the next, it is important to have a spouse or mentor from the class the individual wishes to live. That person can model and teach hidden rules.

Hidden Rules Among Classes

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

• Distinct cuing systems exist between and among groups and economic classes.

Could You Survive Quiz

• The following slides contain statements about the various lifestyles and expectations among the classes.

• Place a mark in the box of the things you know how to do.

Could You Survive in Poverty? I know which churches and sections of town have the best

rummage sales. I know which rummage sales have “bag sales” and when. I know which grocery stores’ garbage bins can be accessed for

thrown away food. I know how to get someone out of jail. I know how to physically fight and defend myself physically I know how to get a gun, even if I have a police record. I know how to keep my clothes from being stolen at the

Laundromat. I know what problems to look for in a used car. I know how to live without a checking account.

Poverty Quiz Continued I know hot live without electricity and a phone. I know how to use a knife as scissors. I can entertain a group of friends with my personality and my

stories. I know what to do when I don’t have money to pay the bills. I know how to move in half a day. I know how to get and use food stamps or an electronic card for

benefits. I know where the free medical clinics are. I am very good at trading and bartering. I can get by without a car.

Could You Survive in Middle Class?

I know how to get my children into Little League, piano lessons, soccer, etc.

I know how to properly set a table. I know which stores are most likely to carry the clothing

brands my family wears. My children know the best name brands in clothing. I know how to order in a nice restaurant. I talk to my children about going to college. I know how to help my children with their homework and

do not hesitate to call the school if I need additional information.

Middle Class Continued I know how to use a credit card, checking account, and savings

account – and I understand an annuity. I understand term life insurance, disability insurance, and 20/80 medical insurance policy, as well as house, flood and replacement insurance.

I know how to get one of the best interest rates on my new-car loan.

I understand the difference among the principal, interest and escrow statements on my house payments.

I know how to get a library card. I know how to use most of the tools in the garage. I repair items in my house almost immediately when they break- or

know a repair service and call it.

Could You Survive in Wealth?

I can read a menu in French, English, and another language.

I have several favorite restaurants in different countries of the world.

During the holidays, I know how to hire a decorator to identify the appropriate themes and items with which to decorate the house.

I know who my preferred financial advisor, legal service, designer, domestic employment services and hairdresser are.

Wealth Continued I have at least 2 or 3 “screens” that keep people whom I do not

wish to see me away from me. I have at least two residences that are staffed and maintained. I fly in my own plane or the company plane. I know how to enroll my children in the preferred private schools. I know how to host the parties “key” people attend. I am on the boards of at least 2 charities. I know the hidden rules of the Junior League. I support or buy the work of a particular artist. I know how t read a corporate financial statement and analyze my

own financial statements.

Exercise Evaluations

• If you fall mostly in the middle class, you may think that the items in the middle class category would be common knowledge.

• However, this exercise points out that there are hidden rules among the classes, that members of that class take for granted.

• It is assumed that all people know those particular items.

Importance

• Each class has a set of values. Those the following chart will outline that which is important to the various persons in each class. This is relative to a person being generational in his/her class.

Hidden Rules Among ClassesPoverty Middle Class Wealth

Money To be used, spent To be managed One a kind objects, legacies, pedigress

Personality Is for entertainment, sense of humor is highly valued

Is for acquisistion and stability. Achievement is highly valued

Is for connections. Finanical, plitical, social connectioncs are highly valued.

Social Emphasis Social inclusion of people he/she likes

Emphasis is on self-governance and self-sufficiencty

Empahsis is on social exlcuion

Food Key ? – Did you have enough. Quantity important

Key ? – Did you like it? Quality important

Key ? – Was it presented well? Presentation is important.

Clothing Clothing valued for individual style and expression of personality

Clothing valued for its quality and acceptance into norm of middle class. Label important

Clothing valued for its artice sense and expresssion. Designer important.

Time Present most important. Decisions made for the moment based on feelings or survuval

Future most important. Decisions made against future ramifications.

Traditions and history most important. Decisions made partially on basis of tradition and decorum.

Poverty Middle Class Wealth

Education Valued and revered as abstract but not as reality

Crucual for climbing success lader and making money

Necessary tradition for making and maintaining connections

Destiny Believes in fate. Cannot do much to mitigate change

Belives in choice. Can change future with good choices now.

Noblesse oblige.

Language Casual register. Language is about survival.

Formal register. Language is about negotioation

Formal register. Language is about networking.

Family Structure Tends to be matriacharl Tends to be patriarchal Depends on who has money

World View Sees world in terms of local setting

Sees world in terms of natinal setting.

Sees world in terms of international view.

Love Love and acceptance are conditional, based upon whether the individual is liked

Love and acceptance conditiona and based largely on achievement

Love and acceptance condtional and related to social standing and connectiosn

Driving Forces Survival, relatiohsips, entertainmnet

Work, achievement Finanicial, political, social connections

Humor About people and sex About situations About social faux pas.

Hidden Rules Among Classes

Managment

• One of the greatest difficutlies in moving out of poverty is the ability to manage money and the general information base around money.

• Money is seen in poverty as an expression of personality and is used for entertainmnet.

• The idea of using money for secruity is grounded in the middle and wealth classes.

An Exammple

• In wealth, to be introduced or accetped, one must have an indivudal already approved by that group make the introductions.

• In middle class, one is expected to introudced oneself.

• In poverty it is not unutusal to have a comment made about the individual beofre he/she is ever introeduced.

Hidden Rules Relative to the School/Work Setting:• Assumpitions made about individuals intelligence and

apporaches to the school and or work setting my relate more ot their understanding of hidden rules.

• Students need to be taught the hidden rules of middle class – not in denigration of their own, but rather as another set of ruels that can be used if they so choose.

• Many of the attitudes that students and parents bring with them are an integral part of hteir cutlure and belif systesm.

• Middel class solutions should not necessarily be imposed with other more workable, solutins might be found.

A Better Understanding

• An understanding of the culture and values of poverty will lessen the anger and frustration that educators may periodically feel when dealing with these students and parents.

Personal Opinion

• Most students do not believe they are poor, even when on welfare. Most of the wealthy adults do not believe they are wealthy. Most can name someone that has more wealth.

• Poverty and wealth are truly relative.

Generational Poverty

• Generational poverty is defined as having been in poverty for at least two generations. – However, patterns begin to surface much sooner

than two geneartions if the family lives with others who are from geneartional poverty.

• Situation poverty is defined as a lack of resources due to a particular event.

Attitudes of Poverty

• Often the attitude in generational poverty is that society owes one a living.

• Individuals in situational poverty often have the attidude of pride and a refusal to accept charity.– Individuals in situational poverty often bring more

resoruces with them to the situation than those in generational poverty. One very important resrouce is the abiility to use the formal register.

Characterisitcs of Generational Poverty

• Background noise – Almost always the TV is on, no matter what the circumstance. Conversation is particpatory, often with more than one person talking at a time.

• Importance of personality – Individual peronsality is what one brings to the setting, as mney is not brought. The ability to entertain, tell stories, and have a sense of humor is highly valued.

Characterisitcs of Generational Poverty

• Signifcance of entertainment – when one can merely surviven, then the respite from the survival is impornat. In fact, entertiamnet brings respite.

• Importance of relationships – One only has people upon whom to rely and those relationships are important to survival. One often ahs favorites.

Characterisitcs of Generational Poverty

• Matriarchal structure – the mother has the most powerful situation in the society if she functions as a caretaker.

• Oral langugae traditions – casual register is used for everything.

Characterisitcs of Generational Poverty

• Survival orientation – discussion of academic topic 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 sruvive.

A job is not about a career (I was looking for a job when I found this one).

Characterisitcs of Generational Poverty

• Identity tied to lover/fighter role for men – the key issue for males is to be a “man”. – The rules are rigid and a man is expected to work

hard physically and be a lover and a fighter.

• 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.

Characterisitcs of Generational Poverty

• Importance of nonverbal/kinethetic communication – touch is used to communciate, as arre space and nonverbal information.

• Ownership of people – people are possesstions. There is a great deal of fear and comment about leaving the culture and “getting above your raisings”.

Characterisitcs of Generational Poverty

• Negative orientation – failure at anything is the source of stories and numerous belittling comments.

• Disicpline – Punishment is about penance and forgiveness. It is not about change.

• Belief in fate – destiny and fate are the major tenets of the belief system. Choice is seldom considered.

Characteristics of Generational Poverty

• Polarized thinking – Options are hardly ever examined. Everything is polarized. It is one way or the other. – “I quit” and “I can’t” are common statements.

• Mating dance – the mating dance is about using the body in a sexual way and verbally and subverbally complimenting body parts. – If one has few financial resources, the way to

sexually attract someone is with the body.

Characteristics of Generational Poverty• 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.

Characteristics of Generational Poverty• Lack of order/disorganization – Many of the

homes of people in poverty are unkempt and cluttered. Devices for organizations (files, planners, etc) do not exist.

• Lives in the moment – does not consider future ramifications – being proactive, setting goals, and planning ahead are not part of generational poverty. Most of what occurs is reactive and in the moment. Future implications of present actions are seldom considered.

Relating to the School Setting

• Persons in poverty tend to:• Get mad and quit the work. If they don’t like the teacher

they will quit. Emphasis is on the feeling, not long term ramifications.

• Work hard if they like you.• Not use conflict resolution skills, prefer settle issues in

verbal or physical assaults.• Use survival language.• Not be emotionally reserved when angry, saying exactly

what is on their mind.

The School Setting Continued

• Have extreme freedom of speech, enjoy a sense of humor, use the personality to entertain and have a love of stories about people.

• Are very independent. They do not take kindly to the parent voice.

• Need time off or late arrival due to family emergencies.• Need emotional warmth to feel comfortable.• Exhibit a possessiveness about the people they really

like. • Show favoritism for certain people and give them

preferential treatment.

Students tend to…

• Be very disorganized, frequently lose papers, don’t have required signatures, etc.

• Bring many reasons why something is missing, or the paper is gone, etc.

• Not do homework• Be phsically aggressive• Like to entertain• Only see part of what is on the page• Only do part of the assignment

Students Continued

• Not be able to get started Not be able to monitor their own behavior.

• Laugh when they disicplined• Decide whether they will or will not work in your

classroom based on whether or not they like you.• Tell stories in the casual register structure.• Not know or use the middle class courtesies.• Disliek authoriyt.• Talk back and are extremely particpatory.

Difficulties in School

• It is becoming more and more difficult to conduct school as done in the past as there are less and less middle class students coming and more and more students in poverty coming to the schools.

• Generally, the prevailing rules and policies eventually give way to the group with the largenst numbers.

• This would entail great changes for the schools.

A Better Understanding

• As educators, it is vital to have a basic understanding of the lifestlyes and expectations of those students who come from poverty.

• Students are from poverty do not lack intelligence, but a knowledge of choice.

• Educators must be aware of such differences, and neither punish or condone such behaviors. However, educators must use these moments for teaching students, not what is right and wrong within the cultures, but what is generally acceptable.

Bibliography:

• Cummings, Carol. Winning Strategies for Classroom Management.

• Payne, Ruby K. A Framework for Understanding Poverty

• Payne, Ruby K. Discipline Strategies for the Classroom – Working with Students

• Payne, Ruby K. Understanding Learning –The How, the Why, the What

Additional Information

• Additional information and discussion based information (application) taken from The North Carolina Center for the Advancement of Teaching Seminar on The Framework for Understanding Poverty.