The Culture Of Poverty Theory In Urban High School Film

Ruby Payne had been a major voice in guiding teachers and school districts through waters inhabited by poor people. She tried to effect change based on a mental image that’s where she went wrong. Payne asserts that children growing up in a culture of poverty do not succeed because they have been taught the "hidden rules of poverty," but

Many kids in the United States have been affected by poverty at some point in their lives. In fact, one in five children have been affected by poverty. A survey was done within the last year by the Scholastic company that interviewed a group of the State Teachers of the Year and asked them what they thought were some of the effects of poverty. Some popular answers were that it affects the way you perform in school greatly and that we need more anti-poverty programs to help out with these children. Poverty affects the success of students in many ways. These include not having the academic achievement that more advantaged kids did, not having experiences other kids did, and not having the early development they needed.

Urban schools are interpreted as the low income institutions with horribly irresponsible students. Bulman explains that Hollywood does not give these schools any justice by labeling them as the as the middle’s worse nightmare (43). Even though Bulman believes that real American urban schools are taking a turn for the worst, Hollywood adds benefiting factors to increase the chances for these students to

Kozol’s main argument is that public education should be free and equal to people of all economic classes. Kozol believes that children from poor families are cheated out of a future by unequipped, understaffed and under funded schools in the United State’s inner cities and less affluent suburbs. The majority of these children are non-white, and living amongst poverty and crime. Kozol argues about the unfair standards we expect these underprivileged children to rise to. Children in these poor areas are being compared to children in affluent areas where the quality of their education is much higher. Kozol asks how these children will succeed in today’s world if they are not given the same opportunities as affluent schools give their children. Kozol believes that by depriving our poorer children of their basic needs we are forcing them into lives of crime, poverty and a never-ending cycle of inequalities in education. Kozol stresses that these students must be taught that “savage inequalities” do not have to exist between them and students in more affluent schools, and that all children are entitled to an equal education.

Throughout history, public schools have suffered and still continue to fail while the rest of the world is moving ahead. There are various barriers that have prevented low-income student from succeeding with the rest of the world. Parent involvement plays a role because if they lack higher levels of education, most likely this will cause the student to have a disadvantage. Also, because of families with

A Framework for Understanding Poverty by Ruby K. Payne builds a model for combating poverty by tackling it at the earliest level of perpetuation-in schools. Schools, Payne advocates, should be the first line of defense against encroaching poverty and also the most effective weapon to beat it back. Unlike most economic tools, schools should be fine-tuned and deployed according to strict frameworks. Payne identifies two types of poverty and list eight resources which makes one a candidate. The thrust is thus primarily on how to deal with poverty in schools and how to equip the students with tools and education

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

In the popular 70’s sitcom “Good Times”, demonstrates a perfect example of monetary hindered family that values education because their race. For example, in season two episode four, the family express their concerns with the improper schooling system in their black economically depressed neighborhood. Based on their inadequate living conditions in the inner city of Chicago, the school has suffered lack of books, very violent encounters with students in school, and lack of proper teaching methods. This type of schooling fuels the Evans parents because they want the best for their children, and being

To progress in society, one needs knowledge to further themselves. If one does not gain a good foundation for that knowledge, society will leave them behind. There are certain obstacles that prevent others from pursuing an education such as an inability to access a place of learning, not getting good education from teachers, or just flat out quitting school to make easy money by joining a gang. In Gwendolyn Brooks, “We Real Cool,” seven delinquents quit school to engage in rebellious behavior and in Toni Cade Bambara’s “The Lesson,” a teacher takes several underprivileged children to a high-class toy shop. By using point of view, diction, and symbolism, Gwendolyn Brooks and Tone Cade Bambara show the reader why it is important to learn

Unfortunately, the school's lack of appropriate education results directly from poor government funding. So even with hard work, the lower-class student is still held down by his socio-economic status. Poverty-stricken parents are unable to offer their children the same attention and motivation as parents of a higher-class can, therefore never providing these children with the mindset that they are able to accomplish the American dream. According to Mantsios, 40 million Americans live in poverty, and the mental and physical affects the low standard of living has on them is undeniable (Mantsios 328). Citizens who live in poverty work long hours for little pay, yet return to a household that in no way symbolizes the hard work put forth. Within this environment, very few people have the positive outlook to mentor children successfully.

In the novel, The Street by Ann Petry the main character Lutie Johnson, a black woman is a single mother raising her son Bub in 1944 Harlem. Lutie, separated from her husband Jim faces many challenges including poverty, sexism, and racism. Children, like her son Bub, living in poverty in the 1940’s cared for themselves while single mothers like Lutie were working; the same is still true today. Lutie was trying to earn a living in order to get Bub and herself out of Harlem, and into a neighborhood where Bub would have a better living conditions including school. Bub was afraid to be alone in their apartment so he spent a great deal of time on the street around external influences that were not the ideal. The street educated Bub instead of the school system. In Harlem, in 1944, poor, black children advanced though the school system whether they were able to read and write or not, the same is true for impoverished children today. In Bub’s neighborhood, his schoolteacher was a white woman who was prejudice against Bub and his classmates based on their skin color and their economic situation. Children like Bub, living in impoverished communities, do not have access to good education and miss the opportunity that education brings due to racism and poverty.

Unlike other countries such as China, socio-economic background in the US directly impacts the quality of education students receive. Therefore, students living urban poverty not only demonstrate minimal academic progress but also less participation and motivation towards education compared to advantaged students. According to the US Census Bureau, over 22% of students live in poverty and many

Not only are impoverished children suffering from a late start in education, it is known that the neediest schools are the schools who's students are below the poverty line. The students with the greatest needs receive the least funding and resources. In New York the average poor student will receive about $1,000 year in resources at public school; whereas the school's with the least amount of poor children receive around $3,000 per student in public schools. Not necessarily the same number wise but this is the case in at least 37 of our 50 states (Schemo). Inadequate education for impoverished children only worsens their chances of making it out of poverty.

Alexis, I do agree with you that students in poverty are less likely to be successful then students in higher income. There is a chance for these students to succeed if they have the right teacher even if there parents are not involved in their children education. With the right help and guidance these students can have a chance to break the cycle but if they are put in the back and not getting the right help that they need they will continue following their parents foot

In the reading, Redeax explains how certain media can make the viewers judge and make assumptions about children’s socioeconomic status. Redeax was intrigued after reading a theory Ruby Payne, a best selling author wrote about behavior and characteristics of low-income students. “Payne argues that since these behaviors hinder the success of people living in poverty, they must be taught how to behave in middle class society”. As a teacher of black youth, Redeax sees her students differently the media might portray a low-income child and automatically viewing this child as unsuccessful. Monique Redeax then explains how students are at risk of being label culturally deficient because they live in a poor community. Redeax blames the system, who has flaw and attribute the defects of children, their families, and their culture. Students of color, living in low-income neighborhoods have been portrayed to be unsuccessful in school and have high rates of indiliquency. If people looked out of the box like Redeax did, they would see these children as normal students who want to