1

Running head: UNDERSTANDING POVERTY

Understanding Poverty Book review

Erica Kelley

University of St. Thomas

Erica Kelley

EDUC 6330 Administrative Internship 11

Spring 2017
 2
UNDERSTANDING POVERTY

A Framework for Understanding Poverty

In the he book Understanding Poverty the author, Ruby Payne, explained in great detail

how individuals in poverty face many challenges unknown to the middle and upper wealthy

class. With an understanding of the differences, people who work with those living in poverty

may be able to be more proficient in assisting them succeed. Teachers in particular will have the

proper knowledge needed to help students reach academic success.

Payne uses what is called an additive model throughout the book. An additive model is a

vital tool for better understanding and addressing poverty (Payne, 1996). The additive model

names problems accurately, identifies strengths and resources already found in an individual,

family school and community, encourages the development of strategies to respond to all causes

of poverty, and identifies the mindsets and patterns that individuals use to survive different

economic environments.

There were some interesting points made in the book regarding poverty. The most

interesting point I read about is how schools and businesses operate from middle-class norms.

Payne described how each class has a different set of hidden rules that are not directly taught in a

school. Some differences in the hidden rules include the following: individuals in poverty

consider people as possession whereas the middle class considers material things as possessions

and the upper wealthy class considers legacies as possessions. Personality for those in poverty is

strictly for entertainment, but the middle class considers personality to be for acquisition and

stability, and achievement is highly valued. The wealthy uses personality for financial, social,

and political connections. Love for those in poverty is conditional and based on whether the

individual is liked. The middle class love is based largely on achievement. Love for the wealthy

is based on social connections and standings. When it comes to love all three classes have one
 3
UNDERSTANDING POVERTY

thing in common. Love is conditional. Education is not a reality for those in poverty, but it is

valued. The middle class considers education as crucial for being successful. The wealthy views

education necessary for making important connections. Last, but not least money is to be spent

right away for those in poverty. The middle class manages money and the wealthy conserve and

invest money. Money plays a big role in society, and can directly affect students. Students who

do not have access to school supplies, such as scissors, pens, paper, or a computer may not be

able to complete a science project or research project at home for homework. If the teacher is not

aware or do not understand the social differences, the student may receive a failing grade. One of

the biggest differences among the classes is how the world is defined for them (Payne, 1996).

In order for teachers to understand students they need to be taught about the different sets

of hidden rules. An understanding of their culture and values of poverty will decrease the

frustration teachers may feel when communicating with students. In order for students to be

more aware they should be taught the different rules so they may use them if they choose.

Students attitudes are an important part of their culture and belief system. Middle class and

wealthy class solutions to problems should not be assumed to work. They also should not be

forced, but a genuine understanding should take place so the solution will benefit the student and

parent positively.

There are two different types of poverty, generational and situational. Generational

poverty is having been in poverty for at least two generations. The patterns may begin to surface

sooner than generation if the family lives with others who are from generational poverty.

Situational poverty is having a lack of resources due to a particular event such as, chronic illness,

death, or divorce (Payne, 1996). One key indicator to determine if a student is a product of

generational or situational poverty is the attitude displayed the most. The attitude in generational

poverty is that society owes them something. In situational poverty the attitude can be prideful

not wanting to accept help. The most confusing thing in generational poverty is many
 4
UNDERSTANDING POVERTY

arrangements are common law. Middle class families have easily traced family lineage due to

legal documents. The mother is the center of the family organization. The mother many times is

uncertain who the father of one or more or her children is. Payne gave examples of two family

diagrams. In the first diagram there was a mother and father who were divorced. They are in the

head of the family diagram. This represents the situational poverty family. The other diagram

showed where only the mother was listed in the center. The children, grandchildren, nieces,

nephews, aunts, and uncles were listed as branches of the mother alone. The mother is always the

center of the family although she may have had multiple sexual relationships which resulted in

bearing children (Payne, 1996).

Characteristics from the students of poverty can be observed at school and home.

Students may get mad and quit working if they dont like their teacher, but will work hard if they

like you. Students may automatically sole their issues verbally or physically instead of using

conflict-resolution skills. They may need additional emotional support from the teacher, and may

periodically be absent or arrive late to school. These characteristics are stemmed from what the

student is exposed to at home. Students of poverty are exposed to domestic violence, criminal

behavior such as selling drugs and prostitution, and sexual and emotional abuse. Key roles in

these families are fighter/lover, caretaker/rescuer, and worker. Education for these students is

key in their lives. It is imperative for the student to receive an education to get out of and stay out

of poverty. It is important for a teacher not to assume the reason of a student and his or her

family being in poverty is due to lack of intelligence. Students who stay in poverty even if they

graduate feel as if they dont have a choice. If they do know they have a choice they simply may

not know the hidden rules of the classes (Payne, 1996). One of the reasons it is getting more

difficult to model school as it has been in the past years is students who bring middle class

culture with them are decreasing in numbers, and the numbers are increasing with the number of

students who have a culture of poverty. Being that the poverty numbers are starting to dominate
 5
UNDERSTANDING POVERTY

in the school system the rules dominate as well.

Dysfunctional is the extent to which an individual cannot get his or her needs met within

a system. A system is defined as a group in which individuals have rules, roles, and relationships.

All systems are dysfunctional to an extent (Payne, 1996). Many students who are in poverty are

dwelling in a dysfunctional system. This results in them lacking in emotional resources and role

models. Emotional resources are important, because it determines how the student may react

towards various situations and the role model is a way for the student to have a support system

which allows for options an opinions.

I have many takeaways from this book. I currently work at a Title 1 school where 92% of

the students are economically disadvantaged. Many of the behaviors such as, quitting class

assignments due to frustration, violent verbal outbursts, and physical harm are displayed at my

school on a daily basis. I have students in my class who sometimes wear the same clothes all

week, and are being raised by foster parent, grand parents or other extended family members. I

now understand after reading this book why these behaviors are occurring. Emotional

development is crucial for these students. I, as a teacher, am the greatest free resource to these

students as a role model. I can take initiative as a role model by teaching my students the hidden

rules in the classes. This can occur through social programs like Second Step which teaches

students various social skills, and how to problem solve in various life situations. Second Step is

a class program that helps increase students' school success and decrease problem behaviors by

promoting social-emotional awareness and self-reflection. One important takeaway mentioned

in the book is the key to achievement for students from poverty is in creating relationships with

them (Payne, 1996). I need to show a genuine interest in the students well-being, physically,

emotionally, and academically. The low academic achievement is correlates with lack of

resources due to low socioeconomic status. I need to be aware of the students backgrounds and

understand their culture in order to assist them. The last takeaway I have is when I have to
 6
UNDERSTANDING POVERTY

correct behavior my response should be one to promote successful behaviors by assisting the

student to self-reflect and using the moment to teach a hidden rule that will produce positive

thinking and behavior.

As an administrator, I am the instructional leader. I would need to ensure my staff

understands the different hidden rules, because many educators are not aware of the affects

poverty have on student achievement. Staff development and even requiring teachers to conduct

a book study on poverty would be methods I will use. Understanding many staff members will

need resources available to them to help students of poverty will be important. Therefore, I will

provide support to them as much as possible. Working with students of poverty can be

emotionally exhausting. I will encourage staff to ask for help when in need. Concepts, skills, and

content are cognitive strategies that can be presented to teachers in staff development.
 7
UNDERSTANDING POVERTY

References

Payne, R. (1996). A Framework for Understanding Poverty. Highlands: aha! Process, Inc.