1 / 31

A Conversation About The Impact Of Poverty on Education

A Conversation About The Impact Of Poverty on Education. Dr. Robert Oliver. 2018 HHS Poverty Guidelines. The 2018 Poverty Guidelines for the 48 Contiguous States. For families with more than 8 persons, add $4,320 for each additional person.

castaneda
Télécharger la présentation

A Conversation About The Impact Of Poverty on Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. A Conversation About The Impact Of Poverty on Education Dr. Robert Oliver

  2. 2018 HHS Poverty Guidelines The 2018 Poverty Guidelines for the 48 Contiguous States For families with more than 8 persons, add $4,320 for each additional person. United States Department of Health and Human Services (HHS) figures for poverty in 2018

  3. Income Distribution Source: U.S. Dept. of Commerce, Bureau of Census

  4. “Risks” …processes that predispose individuals to specific negative, or unwanted, outcomes.

  5. Hunger Homelessness Excessive mobility Frequent illness Violence Abuse and neglect A sense of pervasive hopelessness Poverty may result in…

  6. Research is clear: The effect of stressors is cumulativeand each stressor builds on andexacerbatesother stressors.

  7. Key Finding Overloading the HPA (Hypothalamic-Pituitary-Adrenal) axis, especially in Infancy and childhood, produces all kinds of serious and long lasting negative effects – physical, psychological, and neurological.

  8. The Firehouse Effect HPA Axis can’t distinguish between different types of threats, so it activates every defense, all at once, in response to any threat!

  9. Neuroplasticity A brain that is susceptible to adverse environmental effects is EQUALLY susceptible to positive, enriching effects.

  10. “Children who think they are goingsomewhere, behave differently than children who think they are going nowhere.” - Pedro Noguero, 2008

  11. Pervasive Sense of Hopelessnessvs.Superfluidity of Opportunity

  12. The average dollar amount of food stamps (now called Supplemental Nutrition Assistance Program) that a family receives is $240or $1.40 per meal per person.

  13. Suspensions of students dependent on SNAP significantly increase the last week of the month due to food insecurity

  14. 16. The two things that enable children to escape a future of poverty are ________ and ________.

  15. Two things that help one move out of poverty… • Education • Relationships

  16. Demographics are co-variants. They are relative, But NOTdeterminant.

  17. A proportion of students living in poverty do succeed. Thus, a high income level is not a necessary and sufficient condition for academic success.

  18. Unconditional Positive Regard Carl Rogers

  19. Character Traits That Demonstrate Resilience The ability to develop a sense of autonomy. Belief systems …..related specifically to seeing self in the future. Ability to form and use supportive relationships. Ability to gain control of life in the present.

  20. Developing a Sense of Efficacy • Sense of Empowerment that says “when I work harder I get results” • Variables that impact Efficacy Significance Competence Power

  21. What Can You Do? Macro Level VS. Micro Level Federal, School, State, Classroom District

  22. Macro Level Access to health care Equitable school funding Equal access to the superfluidity of opportunity Access to preschool Adequate school support services Well paid certified and experienced teachers Student centered higher order curricula Instructional technologies More Physical education, Art, and Music Reduce class size

  23. Micro Level High Expectations Personal belief system (including our own biases and prejudices about people in poverty which determine how we teach and relate to people in poverty) Cultural Compatibility Adopting a resiliency view rather than a deficit view of low income students and families.

  24. “Warm Demanders” Delpit (2012) “The students who had good teachers performed fifty percentile points above weaker teachers”

  25. School Culture: Create an orderly school (respect) vs. an ordered school (authoritarian). Values and Norms. • School Climate: The total environmental quality. • Do both bolster school engagement?

  26. What Else Can You Do? Teach them more appropriate social and emotional responses. Be a strong, positive, caring adult. Be firm, fair, consistent. Movement, Movement, Movement!

  27. Embody Respect • Discipline with Dignity • Embed Social Skills • Be Inclusive • Celebrate Effort and Achievement

  28. Installation of Hope • Teachers and administrators, in an urban school district, are being held accountable for not doing what is more or less impossible: making up for all the “savage inequalities” (Kozol) that poor children begin to experience at birth (or before).

  29. Installation of Hope • We must embrace the research and the science that says we have a substantial amount of power to mitigate these inequalities!

  30. I’ve come to the frightening conclusion that I am the decisive element in my classroom. It’s my personal approach that creates the climate; it’s my daily mood that makes the weather. I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture, or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, or a child humanized or de-humanized. HaimGinott

More Related