A Framework For Understanding Poverty

Nelson Mandela once said, "Overcoming poverty is not a task of charity, it is an act of justice. Like Slavery and Apartheid, poverty is not natural. It is man-made and it can be overcome and eradicated by the actions of human beings. Sometimes it falls on a generation to be great. YOU can be that great generation. Let your greatness blossom” (Make Poverty History, 2005). Gwinnett county is third in the country when it comes to a high poverty rate, with 14% of the population living below poverty (Family Promise of Gwinnet County, 2013). As an educator it is important to familiarize with the county of which one is to teach in, and poverty is an issue in Gwinnett county. One must understand the affects of poverty on

In Ruby Payne's “A Framework for Understanding Poverty” she endeavors to provide educators with strategies to teach children from poor families, but Ruby Payne went wrong when she just took a mental image from a classroom and began analyzing on what she saw without enough evidence, her principal message was that poverty is not simply a monetary condition. She describes it to her audiences as a culture with particular rules, values, and knowledge transmitted from one generation to the next.

A Framework for Understanding Poverty is a book, written by Ruby K. Payne for the purpose of helping educators impact their students in poverty through opportunities. This book examines experiences from all economic classes in order to evaluate the differences in education among each class. Payne talks about the different types of poverty and the resources needed to be a stable and educated person. Poverty is “the extent to which an individual does without resources”.

People in poverty are as diverse as any other socioeconomic class. They present, a wide array of values, beliefs, experiences, backgrounds, and life chances. In order to be responsive to the needs of students, it would be helpful to

In her essay, “All Kids Should Take Poverty 101,” Donna Beegle discusses the issue of poverty. She wants to help people understand and in turn decrease poverty in America. She suggests the solution of educating children in the k-12 system by having them take, “Poverty 101.” In teaching children “Poverty 101” it will help them understand the reality of poverty and not just the stereotypes they believe. Beegle hopes that will help empower those in poverty to help change their situation and will help those who do not live in poverty understand its true causes. Beegle’s solution was effective because she used her own personal stories to incorporate into her argument. Her lack of statistics and facts fail to strengthen the argument.

Assuaging poverty is one of the gist missions of the Harlem Children’s Zone. In the United States today, exceeding “13 million” children live in poverty. We understand that children, who experience the backlash of poverty, often live in an unpleasantly conditions, unstable homes, and are at a great distance less likely than other children to get a favorable education and/or sufficient health care. The exposure to life of poverty more often limits learning abilities; bringing about the inability of getting the best jobs and earning maximum income, making it impossible for them to live up to their full potential, which will more like result in imprisonment.

12 – When considering an approach in understanding and teaching the student of poverty both Ruby Payne and Eric Jensen provide insightful strategies and resources. I found both author’s works to be very compatible. Having read very little on teaching and understanding those living in the lap of poverty both books are defiantly thought provoking, while building a good foundation.

As Connell, White and Johnston (1990,p.9) state, 'There is not a “culture of poverty”, nor any key “deficit” that makes poor people different from everybody else and therefore and educational problem'. Teachers and Education Assistants need to adapt into the culture of poverty and be sensitive and understandable to the extensive bar of needs that children of poverty bring to the classroom and they need to consider the cultural values of these children as they arrange their learning. The basis of Groundwater-Smith, Ewing and Le Cornu's opinions in the article is they position readers to view that the teachers dispositions low income students and that rarely the educators offer the same level or enough aid and attention than the other students and they are less likely to succeed in school when compared with the more advantaged children. According to Groundwater-Smith, Ewing and Le Cornu's and Geoffrey D. Borman and Laura T. Rachuba they both state that students from lower income families may not have as high expectations from their parents, teachers or their peers within the school. The students may also not be confident in their own abilities and

Poverty is “the state or condition of having little or no money, goods, or means of support; condition of being poor” (Dictionary.com, 2017). Based off this definition poverty is a condition that can cause a cascade of cause and effect actions that is detrimental to families and individuals both physically and mentally. Haan, Kaplan, & Camacho (2017) completed a study on the correlation between social and economic status and health in adults in Oakland, CA. They found that the lower the socioeconomic class the higher incidents of diseases and deaths related to chronic diseases (p.1161-1162). Just being without money or little money was not the only indication of health indication, a person living in an area with higher poverty issues

The Mission is to create a nurturing environment that recognizes diversity in schools and the community. The ultimate goal is to utilize parental support, community-based programs, skilled and talented staff that would empower students to excel. The collaborative efforts of teachers, administrators, and parents are imperative to the success of the program. Accountability,

To understand poverty, it is crucial to understand the systems that are involved in creating it. Inequality is embedded in many necessary institutions within society, which provides the basis for poverty to occur. Without this entrenchment of inequality amongst institutions and systems within society, it is clear that poverty would look very different. This paper will delve into the concept of racialized poverty and how racialized minorities have a greater propensity to remain in poverty due to a lack of accessibility to high quality and equal institutions. By examining systems such as the labour market, education and healthcare , it will become evident that racialized minorties are not granted the same opportunities as people who are

In an encounter with behavior or values regarding relationships and violence that conflict with their own, people often depend on describing these instances inadequately by ignoring crucial factors. Although, restricted explanations of violence and gendered relationships often promote fallacious conjectures. These assertions offer an explanation for certain aspects of societal patterns, though none of them should be applied when studying violence and relationships because they attempt to determine an innate deficit within an individual despite the other components of the individual’s life that contributed to their lifestyle and indiscretions.

There are three main arguments believed to be the explanations for the existence and persistence of poverty. The first account is the Dependency-Based Explanation that puts the blame of poverty to the individual or to their cultural background. The Exclusion-Based Explanation and Structural-Based Explanation are the next two which establishes the society that condemns people to poverty.

Poverty is a considerable social problem; with a significant impact on those who suffer within. Growing up in poverty “reduces a child’s chance of growing up to be a healthy, well-adjusted, and contributing adult in our society” (Crosson-Tower, 2014, p. 59). Poverty is families having to struggle to afford necessities. Poverty does not know where your next meal is coming from or having to choose between paying rent and seeing a health care provider. The impact of poverty affects one’s ability through physical, social, emotional, and educational health. Even though individual overcome poverty it still extends across cultural, racial, ethnic, and geographical borders. Children represent the largest group of poverty in the United States. “Growing up in poverty places a child at a profound disadvantage and substantially lowers the chances that the child will mature into a well-adjusted, productive, and contributing

In the twenty-first century poverty in the academic system is becoming more prevalent. Certain school distracts are granted with better funding’s for their schools, while other distracts are being deprived. Although, some school districts are providing the proper funding, their students could be below the poverty line and may not have access to the right tools to achieve in school. Thinkers like John Dewey, Michael Foucault and Marin Buber all held their stances on education and the influence of poverty in the education system, but collectively believed that education should be equal to all students across the income spectrum. The influence of poverty in education affects more then the student’s ability to learn and achieve, but influences the amount of recourses the teachers and classrooms are given, the classroom environment overall, and the differences presented between the funding’s for public schools and private academies.