1. An Introduction to Generational Poverty Kelly S. Compton Bradford Area School District Floyd C. Fretz Middle School

2. Workshop Objectives Participants will define generational poverty. Participants will identify the eight resources of a student. Participants will explain how economic realities affect patterns of living.

3. Key Points Poverty is relative. Generational poverty and situational poverty are different. This work is based on patterns. All patterns have exceptions.

4. Key Points Schools and businesses operate from middle-class norms and values. Individuals bring with them the hidden rules and traits of the class in which they are raised. We must neither excuse students from poverty or scold them. We must teach them.

5. Key Points To move from poverty to middle class, one must give up (for a period of time) relationships for achievement. Two things that help one move out of poverty are: Education Relationships

6. Key Points Four reasons one leaves poverty are: Too painful to stay Vision or goal Key relationship or sponsor Special talent or skill

7. Statistics Poverty Rates for Industrialized Nations 1.6%-Sweden 2.8%-Germany 4.6%-France 7.4%-United Kingdom 9.3 -Canada 20.4%-U.S.A Of the 6.7 million children in the United States who are being raised by their grandparents, 25% live in poverty.

8. Definition of Generational Poverty- Generational poverty is defined as having been in poverty for at least two generations. Generational poverty has its own culture, hidden rules, and belief systems The attitude of generational poverty is that society owes one a living. Individuals in generational poverty have a limited number of resources.

9. Definition of Situational Poverty - Situational poverty is defined as a lack of resources due to a particular event. The attitude in situational poverty is one of pride and refusal to accept charity. Individuals in situational poverty often bring more resources with them to the situation than those in generational poverty.

10. Student Resources

11. FINANCIALPHYSICAL EMOTIONALSUPPORT SYTEMS MENTALRELATIONSHIPS / ROLE MODELS SPIRITUALKNOWLEDGE OF HIDDEN RULES

12. FINANCIAL The student has the money to purchase goods and services.

13. EMOTIONAL The student is able to choose and control emotional responses without engaging in self-destructive behavior. Student is able to engage in self-talk and demonstrates the ability to focus on the issue.

14. MENTAL The student has the mental abilities and acquired skills (reading, writing, and computing) to deal with daily life.

15. SPIRITUAL The student believes in a high power. The student knows that he or she has a divine purpose in life.

16. PHYSICAL The student is in good physical health and is mobile.

17. SUPPORT SYTEMS The student has friends, family members, and backup resources available to access in times of need.

18. RELATIONSHIPS / ROLE MODELS The student has access to adults who are appropriate, nurturing, and do not engage in self-destructive behavior.

19. KNOWLEDGE OF HIDDEN RULES The student knows the unspoken cues and habits of a group.

20. The Role of Language and Story

21. Registers of Language Five Registers of Language → FROZEN → FORMAL → CONSULATIVE → CASUAL → INTIMATE

22. Discourse Patterns

23. Formal – Register Discourse Pattern Speaker or writer gets straight to the the point.

24. Casual-Register Discourse Pattern Speaker or Writer goes around the issue before finally coming to the point.

25. Family Patterns in Generational Poverty

26. Family Roles in Poverty Fighter / Lover Caretaker / Rescuer Worker Storyteller Keeper of the Soul

27. Hidden Rules Among Classes

28. Hidden Rules Hidden Rules are the unspoken cues, habits, and values of a group. Knowledge of hidden rules impact students’ achievement in schools and success in the workplace.

29. Major Hidden Rules Among Classes Poverty Middle Class Wealth

30. Life Areas PossessionsMoney PersonalitySocial Emphasis FoodClothing TimeEducation DestinyLanguage Family StructureWorld View LoveDriving Force

31. The Bottom Line How do we break the cycle of poverty?

32. To break the cycle... Develop caring relationships with children Serve as appropriate role models Acknowledge hidden rules, beliefs, and values of the culture of poverty.

33. To break the cycle... Directly teach the hidden rules of “success” in our classrooms Help students develop emotional resources

34. A Framework for Understanding Poverty Ruby K. Payne, Ph.D

35. Thank you!