PovertyPoverty2121stst Century Century

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Dr. Katherine Sprott Sandy Fernandez, M.S.

Midwest Equity Assistance Center

(Kansas State University)

December 13, 2010

IntroductionsIntroductions

Dr. Katherine SprottDr. Katherine Sprott

Sandra L. Fernandez, M.SSandra L. Fernandez, M.S

Ronna Olivier, M.SRonna Olivier, M.S

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Introduce the Introduce the TechnologyTechnology

Webinar pageWebinar page Left side: Chat boxLeft side: Chat box

Box: questionsBox: questions Questions in the box will be answered during Questions in the box will be answered during

webinarwebinar Poll information for interactive participationPoll information for interactive participation

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ObjectivesObjectives Next Session February 28Next Session February 28,, 2011 2011

Current Poverty RateCurrent Poverty Rate

Deficit / Asset ModelsDeficit / Asset Models

Shifting ParadigmShifting Paradigm

Defining Poverty Defining Poverty

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What is the What is the current poverty current poverty

rate in America?rate in America? Please Please Respond in chat boxRespond in chat box

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Current Poverty RateCurrent Poverty Rate

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Midwest RegionMidwest Region

Increase from 12% to 13.3%Increase from 12% to 13.3%

The Census report said that the national The Census report said that the national poverty rate for children under age 18 grew poverty rate for children under age 18 grew faster in 2009 than it did for the population faster in 2009 than it did for the population as a whole, increasing 1.7 percentage as a whole, increasing 1.7 percentage points to 20.7%.points to 20.7%.

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WordleWordlehttp://www.wordle.net

/

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Deficit Model Deficit Model

DirtyDirty

Poor VocabularyPoor Vocabulary

Lack of Background KnowledgeLack of Background Knowledge

UnmotivatedUnmotivated

DysfunctionalDysfunctional

UnorganizedUnorganized

Equating SES/ intelligenceEquating SES/ intelligence

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Tileston & Darling 2009

Deficit ModelDeficit Model

Drawing on well-established stereotypesDrawing on well-established stereotypes

Ignoring systems conditionsIgnoring systems conditions

Defining students/families by their Defining students/families by their weakness not their strengthsweakness not their strengths

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Deficit ModelDeficit Model

This approach start for assumption that This approach start for assumption that students of poverty and diverse culture students of poverty and diverse culture have deficits that teachers need to have deficits that teachers need to ““fixfix”” to to improve achievementimprove achievement””. (Tileston and . (Tileston and Darling, 2009).Darling, 2009).

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How do we shift How do we shift our conscious our conscious

from from ““those kidsthose kids”” to to ““our kids?our kids?””

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Shift of ConsciousnessShift of Consciousness

Transition from deficit to asset approachTransition from deficit to asset approach

Must think about self-efficacy as a gatekeeper to Must think about self-efficacy as a gatekeeper to motivation.motivation.

Must understand the intersectionality class with Must understand the intersectionality class with race, gender, disability and others factorsrace, gender, disability and others factors

Must reject deficit ideology , Must reject deficit ideology , ““Culture of PovertyCulture of Poverty”” and and ““classismclassism””

Must see how we are socialized (Media)Must see how we are socialized (Media)

Must avoid the missionary mindset ( We can fix Must avoid the missionary mindset ( We can fix them)them)

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Why A Paradigm Shift?Why A Paradigm Shift?

““Our beliefs can affect the ways in which we view Our beliefs can affect the ways in which we view and treat students, the quality of education we and treat students, the quality of education we provide them and our expectations of their provide them and our expectations of their potential.potential.””

Thompson , 2010Thompson , 2010

The first prerequisite for change is your belief in The first prerequisite for change is your belief in it---and your willingness to change yourself first.it---and your willingness to change yourself first.

Jensen, 2010Jensen, 2010

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HumansHumans areare

Complex Complex Experienced Experienced

ExpectantExpectant

and and Require Complex Require Complex

ExperiencesExperiences to Learnto Learn

Strong Connections

Sparse, Weak Connections

Pictures taken from the book, The Amazing Brain

Differentiated Instruction: The TLC Model R. Brodnax

Page 6

©

Asset ModelAsset Model

Strong Family Unit (Collective vs Individual) Strong Family Unit (Collective vs Individual) ( Tileston & Darling, 2009) 15 seconds( Tileston & Darling, 2009) 15 seconds

Motivated/relevance (Barr & Parrett, 2008)Motivated/relevance (Barr & Parrett, 2008)

Culturally responsive classrooms and context Culturally responsive classrooms and context for learning (Hoover, 2009).for learning (Hoover, 2009).

Educational resources ( Gorski, 2009)Educational resources ( Gorski, 2009)

Strong Resiliency ( Bernard, 2004)Strong Resiliency ( Bernard, 2004)

Leadership (Marzano, Waters, McNulty, 2005)Leadership (Marzano, Waters, McNulty, 2005)

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Asset ModelAsset Model(Lindsey, Karns, Myatt, 2010)(Lindsey, Karns, Myatt, 2010)

Destructiveness, Incapacity, BlindnessDeficit-Based Perspective

Precompetence, Competence, ProficiencyAsset Based Perspective

Find reason to blame and shameFix what is perceived to be brokenSometime issues cannot and should not be fixed

Focus on own skill and will issuesBuild on what others know and doView culture as a building block, not a liability

Isolated working by adults“I’ve done as much as I can”

Professionals Learning Communities

SystemsPrivate practice, work in cliquesUse teacher edition’s only

SystemsQuality relationshipsMeaningful work

Compliance focused AdvocacyCommitted to life-long learningCommitment to social justice

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Asset ApproachAsset Approach

This asset focus on the strengths of This asset focus on the strengths of students. Recognizing and acknowledging students. Recognizing and acknowledging students and their communities as assets students and their communities as assets foster respect and trust that they can be foster respect and trust that they can be architects of their own futures.architects of their own futures.

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What Can We Do?What Can We Do?Cognitive ReconstructionCognitive Reconstruction

Monitor Yourself -21 Monitor Yourself -21 days and record in days and record in journal.journal.

Try to become aware of Try to become aware of negative thoughts about negative thoughts about students and parents.students and parents.

Criticize and critique Criticize and critique negative thoughts when negative thoughts when occur.occur.

At the end of second 21 At the end of second 21 day period reread write a day period reread write a summary whatsummary what’’s s revealed.revealed.

Continue to use this Continue to use this strategy and record strategy and record your thoughts.your thoughts.

Read literature to help Read literature to help the reconstruction the reconstruction process.process.

Leave your comfort Leave your comfort zone by intentionally zone by intentionally interacting with those interacting with those who are different.who are different.

Thompson, 2010

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What Can We Do?What Can We Do?(Handout)(Handout)

Educate ourselves about class and poverty.Educate ourselves about class and poverty. Reject deficit theoryReject deficit theory Make school involvement accessible to all Make school involvement accessible to all

families.families. Continue reaching out to families.Continue reaching out to families. Respond when colleagues stereotype poor Respond when colleagues stereotype poor

students and families.students and families. Never assume that all students have Never assume that all students have

equitable access.equitable access. Ensure learning materials do not Ensure learning materials do not

stereotypes.stereotypes.Gorski, 2008

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What Can We Do?What Can We Do? Advocate to keep low income student from Advocate to keep low income student from

assigned unjustly to special education or low assigned unjustly to special education or low academic tracks.academic tracks.

Validate students experiences and Validate students experiences and intelligences.intelligences.

Make curriculum relevantMake curriculum relevantTeach about issues related to class and Teach about issues related to class and

povertypovertyTeach about antipoverty workTeach about antipoverty workAdvocate for healthy school meal Advocate for healthy school meal

programsprogramsExamine proposed corporate-school Examine proposed corporate-school

partnershipspartnershipsGorski, 2008

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WordleWordlehttp://www.wordle.net

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Questions/ Thank YouQuestions/ Thank You

Dr. Katherine SprottDr. Katherine Sprott Kansas State University Kansas State University

(Midwest Equity Assistance Center(Midwest Equity Assistance Center)) krs8888@ksu.edu 785-532-6408785-532-6408

Sandra Fernendez, Sandra Fernendez, MS. MS.

Kansas State Kansas State University University

(Midwest Equity (Midwest Equity Assistance Center)Assistance Center)

sfdz@ksu.edu 785-532-6408785-532-6408

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