1. Ruby Payne: Framework for Understanding Poverty

2. Introduction: Ruby Payne Poverty is relative: Poverty occurs in all races and countries. SES is a continuous line, not a clear distinction. Generational poverty is different from situational. These statements are patterns not absolutes. Each SES level has its own hidden rules. Schools and business follow middle class rules. We must understand the hidden rules of those in different SES for them to be successful. Teach and provide support, do not scold for their hidden rules. To move from poverty to middle class, one must give up relationships for achievement. You need education and relationships to move from poverty. We must understand the hidden rules of those in different SES for them to be successful. Teach and provide support, do not scold for their hidden rules. To move from poverty to middle class, one must give up relationships for achievement. You need education and relationships to move from poverty.

3. Role of Language and Story Language consists of registers (type of language). Discourse patterns (how one organizes information). Story structure (how one goes about telling a story or recalling an event).

4. Registers of Language Frozen: Language is always the same (e.g., Lord’s Prayer, wedding vows). Formal: Standard in work and school. Complete sentences, specific word choice. Consultative: Not quite as direct as formal and used in conversation. Casual: Language b/w friends and limited to about 400-800 words in total vocabulary. Strong use of non- verbal cues. Intimate: Language b/w lovers, family members, and sexual harassers. Casual: Language b/w friends and limited to about 400-800 words in total vocabulary. Strong use of non- verbal cues. Intimate: Language b/w lovers, family members, and sexual harassers.

5. Register: Impact on Interaction You can go down one register in a conversation w/out offense, but not two. Most children in poverty do not use formal register at home or know how to use it. Formal register: middle class “hidden rule.” Writing does not use non-verbal cues, thus MUST use formal register. You can go down one register in a conversation w/out offense, but not two. Most children in poverty do not use formal register at home or know how to use it. Formal register: middle class “hidden rule.” Writing does not use non-verbal cues, thus MUST use formal register.

6. Discourse Pattern Getting to the point Formal: get straight to the point. Casual: go around and around to get to the point. Primary & Secondary Discourse Primary discourse: L1 Secondary discourse: L2 A student who only knows casual in L1, now has to learn casual in L2 and formal in L2. Primary & Secondary Discourse Primary discourse: L1 Secondary discourse: L2 A student who only knows casual in L1, now has to learn casual in L2 and formal in L2.

7. Discourse: Impact on Interaction When parents use casual and school uses formal, there can be a disconnect. When a child has to write a story, then casual register impacts the child as does discourse patterns. – What is the average teacher looking for out of a writing assignment?

8. Characteristics of Generational Poverty Matriarchal Structure: The mother is the most important (caretaker) Oral-language tradition: You say things instead of read or write them, and you use casual language. Survival orientation: Little room for abstract, academic topics. You talk about people and relationships. Identity tied to lover/fighter for men: Men are expected to work hard physically. Idea of the “sensitive male” is not valued.

9. Characteristics of Generational Poverty Identity tied to rescuer/ martyr for women: Be a care taker and put the family first. Importance of non-verbal/ kinesthetic communication: Touch, space, and gestures are used to communicate. Ownership of people: People are possessions. You don’t betray them and you take care of one another. Negative Orientation: Failure at anything is the source of stories and being made fun of.

10. Characteristics of Generational Poverty Time: Think of the present, not the past or future. Think of time as an emotional event and not actual date/ day. Sense of humor: If you have one, then you are valued. You joke about other people (most often people you know). Lack of order/organization: Many of the homes/apartments are unkempt and cluttered. Lives in the moment: Not a lot of goal setting or planning. Consequences are not often considered.

11. Generational Poverty @ School Disorganized Excuses, excuses No homework Aggressive Class-clown, Joker Concrete thinker Can’t get started Can’t monitor own behavior Laugh when disciplined Will work if they like you Tell stories in casual language Don’t know middle class rules Dislike authority Talk back Extremely participatory Laugh when disciplined Will work if they like you Tell stories in casual language Don’t know middle class rules Dislike authority Talk back Extremely participatory

12. Behavior Related to Poverty Laugh When Discipline: Saves face. Argue Loudly w/ teacher: Distrust of authority/ poverty is participatory. Angry Response: Anger=fear (loss of face?) Inappropriate comments: Causal Language Physically Fight: do not use language to resolve conflict. May be “less of a man/woman if don’t fight. Hands always on someone else: communication is often nonverbal Cannot follow directions: little procedural memory in poverty. Sequence not used. Physically Fight: do not use language to resolve conflict. May be “less of a man/woman if don’t fight. Hands always on someone else: communication is often nonverbal Cannot follow directions: little procedural memory in poverty. Sequence not used.