1. The Impact of Poverty in the Classroom and on Instruction Session 5 Fall 2011

2. Poverty occurs in all races. Key Point

3. What are the poverty guidelines? Persons in Family or Household 20102011 1$10,830$10,890 2$14,570$14,710 3$18,310$18,530 4$22,050$22,350 5$25,790$26,170 6$29,530$29,990 7$33,270$33,810 8$37,010$37,630 Source: Federal Register, Vol. 76, No. 13, January 20, 2011, pp. 3637-3638

4. Does the percentage of children in low-income families vary by where the children live?  48% of children in urban areas—9.4 million—live in low-income families.  31% of children in suburban areas—9.9 million—live in low-income families.  47% of children in rural areas—5.2 million—live in low-income families. Source: National Center for Children in Poverty. www.nccp.org/publications/pub_762.html © National Center for Children in Poverty. Basic Facts About Low-Income Children: Birth to Age 18. Type of Area

5. Understanding Differences It is essential to separate cultural issues of poverty from issues of race or ethnicity. People of poverty - irrespective of race - have their own unique set of behaviors, beliefs and ways of living that is transmitted from generation to generation. Educators must be willing to accept differences in learning readiness and preparation as well as behavioral and communication styles that students bring to school. Educators must not assume that all students should come with the types of behaviors values, social and material resources, and world views that may be the norm in middle class.

6. “Social class is probably the single most important variable in society. From womb to tomb, it correlates with almost all other social characteristics of people.” (From James W. Loewen’s Lies My Teacher Told Me, New York: New Press, 1995: 197) How would you define “social class”? Do you think there is a difference between “social class” and “economic class” or are they the same thing in your mind? What are some ways that they could be viewed as different? (e.g., “economic class” might refer strictly to income or net worth, while “social class” might extend to include occupation, education, manners and cultural refinement, reputation, prestige, etc.) Why do you think there is often no distinction made between social and economic class (i.e., socioeconomic class) in the United States? Do you agree with James Loewen that social class is the most important variable in society, even more important than one’s race, gender, or other traits that shape a person’s life? Why or why not? Do you believe that growing up in a particular class affects a person’s self- image and expectations in life? Explain your thinking.

7. Acceptance of the Difference that Students Bring True acceptance recognizes that the behavior of some may be quite different from what is normally expected. Recognize Middle Class Values It is helpful for educators who come from the middle class to recognize middle class values. Most teachers are females who are ethnically and socio- economically different from the students they teach in poor communities. Educators may be similar in ethnicity and may have come from the culture of poverty but adopted middle class values and sometimes have difficulty relating to students from poverty.

8. What are your beliefs regarding children and families from the culture of poverty? How do your beliefs impact your empathy for these children and your acceptance for the differences that may be frustrating? Visualize the world from which your most difficult students come. Select a student that you have now or in the past. Think about his/her home, family structure, resources and support systems.

9. Reflection How does your school ensure that the student(s) you thought about has equitable opportunities to learn and achieve at the highest level possible?

10. Accommodating Differences in the Approach to Instruction The culture of poverty fosters a dependence on family and community To respond… The wise teacher will nurture a family relationship in the classroom that encourages interdependence and collaboration among students. Educators foster positive relationships with the families of all students Accommodation involves going to families if they are reluctant to come to the school. Teachers provide meaningful activities that students can do at home.

11. All Children Can Learn Teachers will succeed when they believe and know that all children can learn, no matter where they come from. There must be a match between how students of poverty function in the classroom with how they function in their world. Learning activities must build on the strengths of individual students.

12. Consider this…. Why is it important to affirm the strengths of students from poverty? Affirming Differences Affirming differences and recognizing strengths within children from poverty will bridge the gap to help boost them to higher levels of achievement in school Do not place students at a disadvantage Schools cannot close economic disparities, but they must ensure that differential preparation does not place some students at a disadvantage.

13. Discussion Questions How is it that schools are designed to benefit the HAVES? How do schools continue to make it difficult for the HAVE-NOTS? How can schools make accommodations that affirm students who come from the culture of poverty?