A framework for Understanding Poverty Sheally Engebretson Dr. Kwame Bruce Based on book by Ruby K. Payne, Ph.D.

A framework for Understanding Poverty

Sheally EngebretsonDr. Kwame BruceBased on book by Ruby K. Payne, Ph.D.

Key Points to Remember

Poverty is relativePoverty occurs in all races and in all

countriesEconomic class is a continuous line, not

a clear-cut distinctionGenerational poverty and situational

poverty are different

(Questionnaire)

An individual brings with him/her the hidden rules of the class in which he/she was raised

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).

Two things that help one move out of poverty are education and relationships

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

Statistics About Poverty

7.6 million poor families in 2003Foreign-born population in U.S. has

increasedPoverty is caused by interrelated factors:

parental employment status and earning, family structure, and parental education (Five Million Children, 1992)

Definition of Poverty

The extent to which an individual does without resources

“Scenarios”

Resources

FinancialEmotionalMentalSpiritualPhysicalSupport SystemsRelationship/Role ModelsKnowledge of Hidden Rules

Quote

“No significant learning occurs without a significant relationship.”

Dr. James Comer

Role of Language and Story

Register of Language: every language in the world has five registers.

FrozenFormalConsultativeCasualIntimate

Hidden Rules Among Classes

Generally, in America, the notion is recognized for racial and ethnic groups, but not particularly for economic groups.

Characteristics of Generation Poverty

Poverty for at least two generationsHas its own culture, hidden rules & belief

systemsPrevailing attitude is that society owes

one a living.

Family Patterns in Generational Poverty

Family patterns

Key roles: fighter/lover, caretaker/rescuer, worker, storyteller, and “keeper of the soul” (i.e., dispenser of penance and forgiveness)

“Scenarios”

Quote

“The culture of poverty has some universal characteristics which transcend regional, rural-urban, and even national differences…There are remarkable similarities in family structure, interpersonal relations, time orientations, value systems, spending patterns, and the sense of community in lower-class settlements in London, Glasgow, Paris, Harlem, and Mexico City.”

Oscar Lewis, Four Horsemen

Characteristics

Get mad & quite their job/workWill work hard if they like youDo not use conflict-resolution skillsUse survival languageNot emotionally reserved when angry

Characteristics cont.

Extreme freedom of speechVery independentTimeNeed emotional warmthLevel of integrity

Characteristics cont.

Possessiveness“Space”Favoritism

Characteristics: Real Men, Real Women

Men socialize with men and women with women

A real man is ruggedly good-lookingA real woman takes care of her man

Role Models Emotional Resources

Dependence

Independence

Interdependence

Functional and Dysfunctional Systems

Support Systems

Coping StrategiesOptions During Problem-SolvingInformation and Know-HowTemporary Relief from Emotional,

Financial, and/or Time Constraints

Support System cont.

Connections to Other People and Resources

Positive Self-TalkProcedural Self-Talk

Hidden Rules Among Classes handout

Creating Relationships

Students in povertyEmotional Bank (Covey-1889)

Relationship Deposits & Withdrawals

Deposits Withdrawals

Seek first to understand Seek first to be understood

Keeping promises Breaking promises

Kindnesses, courtesies Unkindnesses, discourtesies

Clarifying expectationsViolating expectations

Loyalty to the absent Disloyalty, duplicity

Apologies Pride, conceit, arrogance

Open to feedback Rejecting feedback

Deposits made to individual in poverty

Appreciation for humor and entertainment provided by the individual

Acceptance of what the individual cannot say about a person or situation

Respect for the demands and priorities of relationships

Using the adult voice

Deposits cont.

Assisting with goal-settingIdentifying options related to available

resourcesUnderstanding the importance of

personal freedom, speech, and individual personality

Conclusion

It is our responsibility who work with the poor to teach the differences and skills/rules that will allow the individual to make the choice. As it now stands for many of the poor, the choice never exists.