POVERTY AND YOUR COMMUNITY CULTURE RUBY K. PAYNE, PH.D. JUNE 9, 2016 WWW. AHAPROCESS.COM

Why bother with the community?  Education is going to become community based with multiple providers and stackable credentials to include certifications, degrees, and work experience.  Almost every college now has a high school on it.  Only 40% of households have school age children and those are the under resourced households where the adults do not vote.  The multiplier effect is in force. All rights reserved. aha! Process, Inc

School districts will probably be the oversight structures. State has to find a way to keep track of $ and students.  There will be multiple providers. There will be layers (scaffolds) of certificates, work experiences, apprenticeships, internships, degrees.  There will be specialization of providers. EG. Autistic children, drop outs, etc.  There will be multiple methods of delivery – in classrooms, on line, tutors, coaches, a mix of classroom and online, in the workplace, cohorts, etc.  Institutions will subcontract with providers and for-profit organizations. All rights reserved. aha! Process, Inc

The Coming Crisis: Divided Communities, More Have Nots Than Haves MULTIPLIER EFFECT (This is not a population growth chart—it identifies the offspring by educational level.) Female with no GED or HS diploma has first child in teens and has an average of 2.5 children Educated female with BA or BS degree has first child at 30.1 years and has 1.1 children In 90 years, that is 5 generations (18 x 5) = 90 In 90 years, that is 3 generations (30 x 3) = 90 TOTAL CHILDREN = 48.6TOTAL CHILDREN = 3.3 Source: “The Cost of Poverty to a Community” by R. K. Payne (2014) Link to article: 4All rights reserved. aha! Process, Inc. 2016

A Framework for Understanding Poverty aha! Process, Inc., Highlands, TX Ruby K. Payne, Ph.D. 5 Version 5.2 All rights reserved. aha! Process, Inc. 2016

Bridges Out of Poverty Highlands, TX Copyright © All rights reserved. aha! Process, Inc. All rights reserved. aha! Process, Inc

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Ruby K Payne All rights reserved. aha! Process, Inc. 2016

Definition of school/community culture  The sum of the values, cultures, safety practices, and organizational structures within a school/community that cause it to function and react in particular ways. All rights reserved. aha! Process, Inc

Definition of poverty  The extent to which a person does without 9 resources – financial, emotional, mental, physical, spiritual, support systems, relationships/role models, formal register, hidden rules. 10All rights reserved. aha! Process, Inc. 2016

Critical mass and hidden rule clashes Which culture wins ?

PERCENTAGE OF POOR STUDENTS AND Critical Mass 35–40% Critical Mass 12 © 2014 by aha! Process, Inc. All rights reserved.

Relationship of Critical Mass to Tipping Point Neighborhood effects clash with school culture turmoil 40%60% tipping point 13 © 2014 by aha! Process, Inc. All rights reserved.

Developed by Phil DeVol (2006) Mental Model for Poverty 14 Actual responses from people living in poverty. All rights reserved. aha! Process, Inc. 2016

Mental Model of Middle Class 15 Developed by Phil DeVol (2006) All rights reserved. aha! Process, Inc. 2016

Developed by Ruby Payne (2005) 16 Mental Model of Wealth - top 1% = $7.8 million net worth All rights reserved. aha! Process, Inc. 2016

How do the hidden rules create clashes? As the critical mass changes

Conflicts over scarce resources Result in the karpman triangle

Rescuer Victim Abuser/ Persecutor/ Bully Karpman Triangle Note. From “Fair Tales and Script Drama Analysis,” by S. Karpman, All rights reserved. aha! Process, Inc

Mobility and instability A part of poverty

UNDER-RESOURCED RESOURCED Instability/crisis Stability Isolation Exposure Dysfunction Functionality Concrete reality Abstract representational reality Casual, oral language Written, formal register Thought polarization Option seeking Survival Abundance No work/intermittent work Work/careers/larger cause Poverty Wealth Less educated More educated Continuum of Resources 21 All rights reserved. aha! Process, Inc. 2016

Emotional poverty Little safety and belonging

All emotional wellness  Is about safety and belonging. All rights reserved. aha! Process, Inc

Bonding/separation/individuation New bonding Individuation Separation Bonding All rights reserved. aha! Process, Inc

NEIGHBORHOOD EFFECTS AND EARLY PUBERTY WHERE ARE THE ADULTS TO BUFFER THEM?

Concerted CultivationAccomplishment of Natural Growth Key Elements Parent actively fosters and assesses child’s talents, opinions, and skills. Parent cares of child and allows child to grow Organization of Daily Life Many child activities organized by adults “hanging out,” particularly with kin, by child Language Use Extended negotiations between parents and child Directives Rare questioning or challenging of adults by child Interventions in Institutions Criticisms and interventions on behalf of the child Training of the child to take on this role Dependence on institutions Sense of powerlessness and frustration Conflict between child rearing practices at home and school Consequences Emerging sense of entitlement on the part of the child Emerging sense of constraint on the part of the child Annette Lareau (2011) Unequal Childhoods: Class, Race and Family Life 2 nd Edition, University of California Press, Los Angeles All rights reserved. aha! Process, Inc

Early puberty – 2 years or more ahead of your peers - IF YOU ARE FEMALE – EARLIER SEXUAL ACTIVITY, HIGHER LEVEL OF PREGNANCY, LOWER GRADES AND THE LIKELIHOOD OF COURSE FAILURE IN 9TH GRADE, MORE SEXUAL ABUSE IF YOU ARE MALE – MORE AGGRESSIVE, MORE DELINQUENCY MORE ALCOHOL ABUSE, MORE EARLY SEX, LOWER GRADES AND THE LIKELIHOOD OF COURSE FAILURE IN 9 TH GRADe EARLY PUBERTY CORRELATED TO ABSENCE OF FATHER, VIOLENCE IN THE ENVIRONMENT, STRESSED PARENTS (ILLNESS, ADDICTION, DIVORCE). DIET, GENETICS. Payne, Ruby. Achievement for All. AMLE publishers. All rights reserved. aha! Process, Inc

ADDRESSING NEIGHBORHOOD EFFECTS

A story – In the 1960’s a man in California insisted that putting white lines on highways would save lives. All rights reserved. aha! Process, Inc

No one believed him.  He did it with his own money along the California coast.  It saved lives. All rights reserved. aha! Process, Inc

An analogy – the driver All rights reserved. aha! Process, Inc

Analogy – the vehicle All rights reserved. aha! Process, Inc

Analogy - The road All rights reserved. aha! Process, Inc

THE ANALOGY TO SCHOOLS  THE DRIVER IS STUDENT TESTING  THE VEHICLE IS ACCOUNTABILITY – inspect the schools.  THE ROADS ARE THE NEIGHBORHOOD EFFECTS. All rights reserved. aha! Process, Inc

People believe  THAT NOTHING CAN BE DONE ABOUT NEIGHBORHOOD EFFECTS. All rights reserved. aha! Process, Inc

NOT TRUE All rights reserved. aha! Process, Inc

WE HAVE DONE IT.  In 330 communities  With 40,000 adults All rights reserved. aha! Process, Inc

What are neighborhood effects in poverty?  Early pregnancy  Dropouts  No work or intermittent work for men  Crime  Drugs  Gangs  Violence All rights reserved. aha! Process, Inc

Waking hours  On the average, a student has 1150 waking hours a year in school.  On the average, a student has 4700 waking hours outside of school.  Most parent training that schools provide targets elementary students.  Students are most influenced by the neighborhood in their teen years. All rights reserved. aha! Process, Inc

Schools alone cannot buffer neighborhood effects All rights reserved. aha! Process, Inc

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Every face has a story. communities = relationships

What will your legacy to your community be? To whom much is given, much is expected.