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2. What is the teachers role in understanding and addressing issues of poverty and its impact on students.
3. What are the causes of poverty? Is a function of the political economy
wages, jobs, social supports
LECTURE WRITE #4 Last Thursday
What ethnic group has the highest number of people living in poverty?
What percent of all children live in poverty?
What percent of children under the age of twelve live in poverty?
What percent of children in minority families live in poverty?
List conditions that result from poverty that you believe would impact a childs ability to learn and participate fully in school programs.
4. People Like Us http://www.pbs.org/peoplelikeus/resources/stats.html Number of White people living in poverty: 21,922,000
Number of Black people living in poverty: 8,360,000
(U.S. Census Bureau, 1999)
Percentage of men earning poverty level hourly wage: 19.5%
Percentage of women earning poverty level hourly wage: 31.1% (Economic Policy Institute, 2000)
5. The US Census declared that in 2008 13.2% of the general population lived in poverty:
8.6% of all non-Hispanic White 11.8% of all Asian-American 23.2% of all Hispanic (of any nationality) 24.2% of all American Indian and Alaska Native 24.7% of all African-American
About half of those living in poverty are non-Hispanic white, but poverty rates are much higher for blacks and other minorities.
57% of all poor rural children are non-Hispanic white, compared with 28% of poor urban children.
6. Family structure continues to be strongly related to whether or not children are poor.
In 2007, children living in households headed by single mothers were more than five times as likely as children living in households headed by married parents to be living in poverty42.9 percent compared with 8.5 percent.
7. In all race/ethnicity groups, children in single-parent families are much more likely to be poor than children living in households headed by married parents. For non-Hispanic white children, the poverty rate in 2007 was 32.3 percent for children in single mother households compared with 4.7 percent for children in married households.
Similarly for black children, the poverty rate was 50.2 percent compared with 11 percent in married households.
For Hispanic children, the poverty rate was 51.4 percent compared with 19.3 percent in married households.
For Asian children, the poverty rate was 32 percent compared with 9.7 percent in married households.
8. The child poverty rate in the United States surpasses that of many other industrialized nations Analyses comparing child poverty rates across nine wealthy nations using the U.S. Poverty Standard indicate that the proportion of children below 125 percent of the poverty line at the start of the decade was higher in the U.S. than in almost any other industrialized country, with the exception of the United Kingdom.
4.6 percent in Finland;
5.8 percent in Austria;
7.2 percent in Belgium;
9 percent in Canada;
9.1 percent in Germany;
10.4 percent in the Netherlands;
12.4 percent in the United States; and
17.5 percent in the United Kingdom.
9. NY Times, 2009 US Census Bureau Report on Poverty With the country in its worst economic crisis since the Great Depression, four million additional Americans found themselves in poverty in 2009, with the total reaching 44 million, or one in seven residents. Millions more were surviving only because of expanded unemployment insurance and other assistance.
The rise was steepest for children, with one in five affected, the bureau said.
10. For a single adult in 2009, the poverty line was $10,830 in pretax cash income; for a family of four, $22,050.
11. Families 2009 The Census report showed increases in poverty for whites, blacks and Hispanic Americans, with historic disparities continuing.
The poverty rate for:
Non-Hispanic whites was 9.4 percent
Blacks 25.8 percent
Hispanics 25.3 percent
Asians was unchanged at 12.5 percent
12. List conditions that result from poverty that you believe would impact a childs ability to learn and participate fully in school programs.
14. How is poverty likely to impact life chances? School Performance: K-12
School Outcomes: Dropping out, post secondary participation
Economic Prospects: Jobs
Family Structures in Adult Life
Adult Life
Health: Status
15. How does poverty affect childrens economic prospects? Why are poor childrens economic prospects so limited? Research shows that, all else being equal:
Low-income kids start to fall behind in cognitive development at a young age and have difficulty catching up.
They fall further behind when they attend lower-quality public schools.
Consequently, they are more likely to drop out of high school in their teens, and less likely to get a college degree.
They thus enter adulthood with lower levels of education as well as achievement.
16. Why are poor childrens economic prospects so limited? Research shows that, all else being equal: Their health also suffersgaps in wellness appear early in poor childrens lives and only widen over time.
Lower education and worse health, among other factors such as discrimination and weaker labor-market contacts result in lower levels of employment and earnings over their working lives.
At least some of those with the lowest levels of employment are more likely to become single parents or engage in crime and become incarcerated.
17. What are the costs of poverty? All this adds up to: lower productivity, less tax revenues
and larger health care and criminal justice costs.
The grand total: Child poverty costs us at least $500 billion a year and the cost is going up due to increased hardship facing children and young adults in the Great Recession.
18. What Teachers Need to Know About Poverty Sue Books What ethnic group has the highest number of people living in poverty? ____white____
What percent of all children live in poverty? ____13%_________
What percent of children under the age of twelve live in poverty? ___30%_______
What percent of children in minority families live in poverty? ____40%______
20. Theories of Social Inequality Summary of Theories in Chapter 13 Does social inequality necessarily determine educational outcomes? What theories have been used to explain group differences in achievement?
Genetic Inferiority Theory (1920s-1960s, now discredited) individuals are the problemgroups were bound by inheritance (we now know that individuals vary, and there are multiple intelligences)
Cultural Deficit Theory (1960s-still operates today, but discredited) ---individuals are the problemthe poor and minority groups are limited by their culture, blames student and family or neighborhood for a deficient culture (total lack of usable skills, language patterns, behaviors).
Critical Theory (1980s-today)examines the uneven POWER relationships between different groups in society, examines INSTITUTIONAL STRUCTURES that privilege some students over others. This category includes Cultural Difference Theory (1990s)--cultures are different, one is not better than another, all cultures contain skills and behaviors that are assets, recognizes the multicultural aspect of American culture.
21. Brown v. Board 1954 improved access to high school, and minority students achieved higher graduation rates. But, we did not achieve a quality for all students in schools. Why? Resistance to desegregation, poverty, and Because of the influence of THEORIES OF SOCIAL INEQUALITY
Early 20th c. schools operated on a theory of GENETIC INFERIORITY (Tozer, 416-418) for minority and lower class students. Individuals were the problem, low IQ. Discredited over time. What is the meaning of this theory for education?
22. Genetic Theories of Inequality 19th Century Photo Credits:
Anti-Immigrant Cartoon "Where the Blame Lies."
Courtesy of the Library of Congress
24. IQ-1986 Stanford Binet IQ Test was revised to reduce ethnic, class and gender bias. http://www.mindsparke.com/iq.php?id=1 Not all IQ tests are made equal -- If you want a reliable test score by which to determine your IQ and IQ increase, take a reliable test (one certified and administered by a reliable testing organization).
Your score does not define you -- A good IQ test measures certain mental aptitudes; these mental aptitudes correlate quite reliably to what we generally term intelligence; your score does not define you any more than how fast you can run.
Your intelligence is not fixed -- With the appropriate brain exercise, you can imcrease your IQ.
25. 1960s CULTURAL DEFICIT THEORY (Tozer, 418-419), some cultures were not advanced enough to support higher intellectual performance, again individuals and their culture were the problem (not the structure of school or teaching approaches or low expectations). Aim was to eliminate the home culture, replace with dominant culture. Lacking middle-class standards of culture and civility is evidence of inferiority.
26. Cultural Deficit Theory Culture Deprivation of childs environment
Lack of language, behaviors and skills
Poor academic performance
Must first eliminate deficit
Teach middle class language and behaviors
Remediate basic skills
27. Who do schools serve the best? For a class-based view of schools-- Most middle class students have benefits
because there is an easy cultural
match between school culture
and their own cultural experiences.
The curriculum tends not to portray middle class culture in a negative way.
In schools, mainstream values and knowledge affirms a higher status (a failure to value and to know about dominant mainstream knowledge affirms legitimacy of lower status of non-dominant groups). Lower status generally affects learning.
28. Main Problems with Cultural Deficit Theory OUTCOME:
NEGATIVE APPROACH TO DIFFERENCES
--Cultural deficit approach was not effective, many students never caught up
--No recognition of cultural differences
--Did not examine school structure or teaching approaches
EDUCATORS KNOW THAT POVERTY does have an IMPACT on school readiness (lack of preschool, good health care, stable housing, food, safety in the neighborhood, etc.). Schools do need to address some of the effects of poverty.
29. Main Problems with Cultural Deficit Theory Lacking middle-class standards of culture and civility is evidence of inferiority.
No recognition of the skills the students had acquired (they do possess specific cultural and linguistic skills)
Focus on teaching the dominant culture (replace culture that they have), which contains the academic skill base needed to succeed in school.
30. Cultural Deficit Theory Definition Ultimately, the Cultural Deficit Theorists viewed cultures and environments outside of the mainstream Euro-American, as inferior. These views catered to highly ethnocentric perspectives.
In one article Martin Deutsch clearly outlined the middle class expectations and values existing in the educational system, while pointing out the deficiencies inherent in other groups such as "American Indian children, mountain children and children from other non-industrial groups" (1961).
The fact that teachers and schools in the 1950s and 1960s were also failing to teach these children, was rarely broached and the blame remained conveniently elsewhere.
31. Cultural Deficit Theory Definition Took over as main theory in the 1960s to explain school failure. Blames individual. Most cultural deficit studies blamed the child's social, cultural or economic environment as being "depraved and deprived" of the elements necessary to "achieve the behavior rules (role requirements)" needed to academically succeed (Hess & Shipman, 1965). Engelmann and Bereiter, further emphasized how "cultural deprivation" theories supported the idea that social and emotional deficiencies affected student performance within the academic system. Until dealt with, these differences, would make it "impossible for" culturally deprived students "to progress in academic areas" (1966). Although these same studies did testify that they could modify the behavior of disadvantaged children, schools made little progress towards student knowledge acquisition. As the study states, there were "virtually no inroads against the children's lack of verbal learning" (1966:41).
32. Dreamkeepers: Successful Teachers of African-American Students
33. Professor Gloria Ladson-Billings University of Wisconsin Dreamkeepers: Successful Teachers of African-American Students Researchers conclude that students are less likely to fail in school if they feel positive about their culture and majority culture. (Ladson-Billings, 11)
34. What do we mean by the word culture? Individuals vary within all cultural groups. There is a dominant culture and many subcultures.
Culture is an integrated set of norms by which human behaviors, beliefs, and thinking are organized.
Culture is a set of standards and control mechanisms with which members assign meanings, values and significance to things, events and behaviors.
TEACHERS CULTURAL LENS How do you interpret the world based on your cultural experiences? What cultural skills, beliefs, values, and behaviors do you bring to your interactions with the world? How will you view difference?
35. Key beliefs and values in mainstream American culture (Spindler, 1963, 1990) 1. Puritan morality (respectability, thrift, duty)
2. Work-success ethic (hard work defines our worth)
3. Individualism (leads to self-reliance, free to act, and originality)
4. Achievement orientation (set higher and higher goals)
5. Future-time orientation (sacrifice today for the future)
6. Equality of opportunity (everyone gets a fair chance to participate)
7. Value of honesty
8. Openness of the American socioeconomic structure upward mobility is possible based on merit
9. Sociability
36. If students cant read, teachers can conclude that they have limited abilities. But generalizations about cultural difference in learning styles give teachers a different explanation for failure. Native Hawaiian children have a talk story style of expressing themselves at home.
Traditional reading approaches are not as effective when teaching young Native Hawaiian students to read.
Teachers who incorporate the talk story in reading lessons are more successful.
Professor Kathy Au (UIUC graduate in Curriculum and Instruction) and now teaches at the University of Hawaii
37. Cultural Mismatch- (Tozer, 421) can occur in schools for Native American students (generalizations about a culture): In general, the larger Native American culture is:
Not a competitive people, but cooperative.
Values tribal life over acquisition of material goods.
Native American Learning styles:
They learn at home by observation, not trial and error.
Interpreted by teachers as lack of initiative
They learn respect for elders, limit direct eye contact.
Eye contact expected.
38. Cultural Subordination Theory focuses on the relationships between the childs cultural group and the dominant society; the power relations between different social groups. Awareness of cultural subordination of some minority groups supports a move from a cultural deficit model to a cultural difference model in schools.
Cultural Difference Theory
Cultures are different
ASSET THEORY OF DIFFERENCE
One is not better than another
All cultures contain skills and behaviors
Recognizes the multicultural aspect of American culture
Seeking success in mainstream culture, while retaining other cultural connections.
39. Teaching Approaches--culturally relevant or culturally responsive teaching, multicultural approaches http://www.youtube.com/watch?v=nGTVjJuRaZ8&feature=related 4:40
Professor Gloria Ladson-Billings
40. According to Ladson-Billings what main views do culturally relevant teachers hold about learning? (Tozer, 430 and Ladson-Billings, 33): http://www.youtube.com/watch?v=ccEu7r2IwM0 3:40 Conceptions of themselves and others.
Recognize that culture impacts everyones learning.
Conceptions of social relations.
Social relations impact motivation, why we learn, interpretations, how the community views the school.
Conceptions of knowledge.
Knowledge is constructed, useful, changing, linked to experiences.
41. Ladson-Billings suggests that all of us learn and understand through cultural filters. Recognize the role that culture plays in how we see the world.
The way we read the world is culturally mediated.
Know thyself, and understand others.
42. Multicultural Approaches to Teaching Enid Lee suggests that Anti-Racist, Multicultural Education means to examine the biases of our own education,
Examine what is considered normal (Is normal excluding some people?).
Ask: Who benefits from the status quo? How can more people benefit from social institutions?
43. No simple recipe Culturally Relevant Teachers According to Ladson-Billings (E-Reserves) ***Two pages in Chapter 13 See Tozer page 430 and 431 Education that is multicultural and social reconstructionist Emphasis is on WHAT and HOW we teach. Believe in the intellectual capacity of all students, all students are capable of success.
Hold beliefs about minority students that all can learn (and hold them to high expectations).
See themselves as part of the community in which the students live.
See teaching as giving back to the community.
Maintain fluid, equitable teacher/students relationships.
Demonstrate a connectedness to all students.
Develop a community of leaders among students.
Encourage students to learn collaboratively
Is passionate about learning.
Views the curriculum critically.
Scaffolds or builds bridges that facilitates students learning.
Believes that assessment needs to be multifaceted.
Committed to providing readiness and support necessary for learning.
44. Can cultural background and race/ethnicity be ignored in the classroom? Ladson-Billings maintains that: http://www.youtube.com/watch?v=ccEu7r2IwM0 3:40
Cultural background and race/ethnicity are part of a students identity.
Given the significance of race and color in American society it is impossible to believe that a classroom teacher does not notice the race and ethnicity of the students (Ladson-Billings, 33).
Ladson-Billings advocates an awareness of cultural differences in planning and instruction.
45. Why is Ladson-Billings concerned about the education of minority students? African Americans still dream of quality education for their children. Achievement gap of minority students
Poor outcomes for many minority students--higher dropout rates
Resegregation of schools since 1980s (de facto separate schools) means greater isolation for all students
Low funding in many schools serving minority
Few teachers of color (less than 10%)
Lingering effects of cultural deficit theory on teachers (no attention to structural inequalities, teaching approaches, school practices and policies)
46. As a researcher interested in teacher education, Ladson-Billings asked: Are schools really attending to the education of minority students?
Do cultural differences matter in the learning process?
Are teachers being prepared to work with students from different cultural backgrounds?
She hopes that culturally relevant teaching approaches help all teachers work more effectively with students from different cultural backgrounds.
