Ruby Payne A Framework for Understanding Poverty GEAR UP Conference October 25-26, 2004 Tom Milliron & Terri Campbell

Key Points from Research Poverty is relative Poverty occurs in all races Generational and situational poverty are different This work is based on patterns – all patterns have exceptions Schools operate from middle-class norms & values Individuals bring with them the hidden rules of the class in which they were raised

Key Points from Research There are cultural differences in poverty We must neither excuse students nor scold them, we must teach them We must teach students that there are two sets of rules To move from poverty to middle class, one must give up (for a period of time) relationships for achievement – if you are not educated you don’t have a choice to move

Hidden Rules of Poverty Noise level is higher Important information is given non-verbally Your value to your group is your ability to entertain You are not respected unless you are personally strong There is a wider range of behaviors that are acceptable

Hidden Rules of Wealth It’s not o.k. not to be perfect Details are very important You are not respected unless you have expertise The rules do not apply to their children The weapon of choice is social exclusion

Conflicts To survive in poverty, one must rely upon non- verbal, sensory and reactive skills To survive in school one must use verbal, abstract and proactive skills

Conflicts In poverty, you can only live in the present –The role of “paper” –The role of money In middle class, you mix the abstract with sensory –The role of paper –The role of money

Registers of Language Frozen: Language that is always the same (Lord’s Prayer) Formal: The standard for work & school Consultative: Formal register in conversation Casual: Language between friends Intimate: Language between lovers or twins Can go up or down 1 register

Cognitive Strategies: Reuven Feuerstein If you: –do not develop the ability to plan –cannot predict –cannot identify cause and effect –cannot identify consequences –cannot control impulsivity You may have an inclination to criminal behavior

Implications for GEAR UP Dealing with students in “poverty” Need to get parents ready for the loss of their kids to college or other post secondary options (transitions)

Supporting Families Share stories – do videos of parents and kids talking about their struggles to go to college –Weird things that happen in college –Things they wish they would have known

Supporting Families Provide Mentors –Help set parameters for mentoring role –No money involved –No misunderstandings re: relationship

Supporting Families Provide Plans for Addressing Relationships –Who will support you in your quest to go to college? –Who has mixed feelings? –Who will not support you? –Whose support do you need? –How are you going to handle it? –What is your plan for dealing with that person?

Dr. James Comer “No significant learning occurs without a significant relationship.”

Phrases to Help Make Transitions You need to learn to do this because… You can win more often You won’t get cheated You will be respected and in control (power) You will be tougher and stronger You will be a good Mom or Dad You will keep the people you love safe If no one leaves, how will the people you love survive?

Helping Kids Teach kids to Plan Develop Support Systems for Parents –Coffee Klatches –Donuts for Dads –Contact person with information On-line with child or set up computer labs at school