Greg Perdue Educ. 210 Ms. Elmore Greg Perdue Educ. 210 Ms. Elmore.
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Effects of Poverty on School Success Greg Perdue Educ. 210 Ms. Elmore
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Transcript of Greg Perdue Educ. 210 Ms. Elmore Greg Perdue Educ. 210 Ms. Elmore.
Effects of Poverty on School Success
Greg PerdueEduc. 210
Ms. Elmore
Justin AKA “J”
Breckinridge Middle SchoolEighth Grade
Great Personality
Two Types of Poverty Generational- Two or more generations
Situational- Serious Incident occurring (death, chronic illness, divorce)
(Payne 47)
2006 U.S. Census Bureau
Cultural Group Population in Poverty
Percentage of the Total U.S. Population in Poverty
Percentage of the Cultural Group Population in Poverty
White 20 million 50% 10%
African American 9 million 23% 25%
Hispanic 9 million 23% 25%
Asian or Native American
2 million 5% 16%
(Tileston, Darling 5)
“The extent to which an individual does without resources.”
Financial: Emotional:
Spiritual: Mental:
Physical: Relationship/Role Models:
Support Systems: Knowledge of Hidden Rules:
(Payne 7)
Disadvantages Prior To The Child Entering School?
Dysfunctional, Abusive homes where education is not valued
A Lack of parental involvement because of disinterest or work obligations
Negative peer pressure about the value of learning Environmental conditions such as living in a high
crime, high noise area, or not having a quiet place and time to study
Poor nutritional factors that affect ability to concentrate
(Swain 52)
What “Spectacles” Do You See Through?
Teacher
Euro American Cultural Value System
Middle Class
Student
Native American Indians
Native HawaiiansNative AlaskansLatin AmericanAfricans AsiansArabs
(Tileston, Darling 32)
Differentiated Classroom Differentiating Context
• Inclusion of students languages, cultures, and daily experiences into the academic and social context of school
• Explicit teaching of the dominant culture’s expectations Differentiating Content and Product
• Relevance, Rigor, Relationship• How to Evaluate
Differentiating Process• Experiences and opportunities for processing
information(Tileston,Darling, 55,80,103,109)
We Are The KeyAn education is the key to getting out of, and staying
out of, generational poverty. Individuals leave poverty for one of four reasons: a goal or vision of
something they want to be or have; a situation that is so painful that anything would be better; someone
who “sponsors” them (i.e., an educator or spouse or mentor or role model who shows them a different
way or convinces them that they could live differently); or a specific talent or ability that
provides an opportunity for them (Payne 61)
Bibliography Biddle, Bruce J., ed. Social Class, Poverty, and Education.
New York: RoutledgeFalmer, 2001. Print.
Darling, Sandra, K., Donna, W. Tileston, Why Culture Counts: Teaching Children of Poverty. Indiana: Solution Tree, 2008. Print.
Payne, Ruby, K. A Framework for Understanding Poverty. Texas: aha! Process, Inc, 2005. Print.
Swain, Carol M. “An Inside Look At Education And Poverty.” Academic Questions 19.2 (2006): 47-53. Academic Search Complete. Web. 19 Oct. 2011
