1. EDUC 2301: Introduction to Special Populations Learning from the Poor and Working-Class Stories Chapter 9 A Changing Society

2. CULTURAL FACTOR 1: HISTORICAL AND CURRENT TREATMENT IN THE UNITED STATES Because the colonists came from a hierarchical society, they apparently saw nothing particularly problematic about some people working, even in bondage as indentured servants, for the well-being of others. In the United States most people want to believe that they are members of the middle class and, in fact, often identify themselves as such. However, the income for middle class families ranges between $25,000 and $100,000 which clearly represents a wide variety of economic well-being and security. ©2012 Cengage Learning. All Rights Reserved.

3. Current Conditions There are enormous differences in the economic status and conditions of U.S. residents 46.2 (increase by 2.6 million in last year) million U.S. residents are poor. (2010 statistics) One out of every four children is born into poverty. For a family of 4, this means earning $22,300 or less Families holding the top 1 percent of the country's wealth doubled their share of wealth in the last 30 years. Nearly every Dallas neighborhood high school in 2009, less than 20% of students prepared for college: Adamson, Thomas Jefferson, Kimball, Pinkston, Roosevelt, Samuell, A Maceo Smith, South Oak Cliff, Spruce ©2012 Cengage Learning. All Rights Reserved.

4. CULTURAL FACTOR 2: INITIAL TERMS OF INCORPORATION INTO U.S. SOCIETY Class differences affect how much time it takes to accomplish daily tasks in life (for example, doing laundry, shopping for food and clothing, travel, treatment for illness, and child care). Class differences determine where one lives, how one is educated, who one's friends are, what one does for a living, and even what one may expect out of life. ©2012 Cengage Learning. All Rights Reserved.

5. CULTURAL FACTORS 3 & 4: SHARED VALUES, AND SPIRITUALITY The poor typically share a preference for (1) present- time orientation, (2) action versus reflection, (3) linear social relations, and (4) subjugation to or at least harmony with nature. In addition, working-class and poor individuals may value tightly knit family life and conventionality. They are said to embrace a type of solidarity and to share ambitious attitudes toward education but may demonstrate resistance to dominant-culture values that underlie certain school practices. ©2012 Cengage Learning. All Rights Reserved.

6. CULTURAL FACTOR 5: ACCULTURATION AND EXPERIENCE WITH EXCLUSION AND ALIENATION Members of this group excluded in numerous ways in schools and society as seen in the media. Through the inequality of resources and practices in schools through the unequal treatment of children of varying backgrounds within the same schools, schooling teaches children their so-called “place” in society. The gradual accumulation of differential experience in schools leads mainstream children to believe that education will ultimately bring rewards and success, while non mainstream children frequently come to view education as a humiliating and fruitless pursuit. ©2012 Cengage Learning. All Rights Reserved.

7. CULTURAL FACTOR 6: LANGUAGE DIFFERENCES, STRENGTHS, AND CHALLENGES Research has demonstrated that middle-class parents tend to talk more, have longer utterances, label more, and provide more information about objects to their children than do working-class and poor parents. Many theorists believe that this distinction of parent- speak results in middle-class students having communication patterns that more closely match those of middle-class teachers. ©2012 Cengage Learning. All Rights Reserved.

8. Can you survive outside your class? On 10 small slips of paper write: Names of 3 persons (each of a different slip of paper) who have helped you at some time in your live either pursue a goal, get an education or helped you financially Highest level of education you have completed and name of school Your race Your gender If you own a vehicle Your relationship status (married, single, widowed, etc.) Number of children you have Your health status (good, fair, poor)

9. Ruby Payne & Generational Poverty Poverty is relative and occurs among people of all ethnic backgrounds. Economic class is a continuous line, not a clear- cut distinction. Generational poverty and situation poverty are different. Hidden rules of generational poverty cause students to react in ways seen as inappropriate for those with middle-class values. Schools and businesses operate from middle- class norms and use the hidden rules of middle class Copyright by Houghton Mifflin Company. All rights reserved. 4 - 9

10. Resources that influence achievement Financial Emotional Mental Spiritual Physical Support Systems Role Models Knowledge of Hidden Rules

11. Hidden Rules: Driving Forces (see handout) Poverty –Survival –Relationships –Entertainment Middle Class –Work, achievement Wealth –Connections – financial, political, social

12. Hidden Rules: Time Poverty –Present most important –Decisions made for the moment/surviving Middle Class –Future most important –Decisions made against future remifications Wealth –Traditions and history most important –Decisions partially on tradition/decorum

13. Hidden Rules: Power Poverty –Linked to personal respect, ability to fight –Can’t stop bad things from happening Middle Class –Power/respect separated –Power in information and institutions Wealth –Power in expertise, connections –Influences policy and direction

14. The Open Table Model

15. For Reflection and Discussion 1.From which rules of class do you typically operate? 2. What school practices have a hidden social-class bias (for example, senior proms; class trips to Washington, DC; school assignments about “What I did on my summer vacation;” and so on)? 3. How do you feel about this statement? “Students from generational poverty need direct teaching to build cognitive structures necessary for learning. The hidden rules must be taught so they can choose the appropriate responses if they desire to succeed academically.”