Notes/Reflections/answers are based on the study guide questions at the back of the book.
Introduction
1. What are the 4 reasons people leave poverty? What examples of one or more of these points come to mind for you?
4 reasons people leave poverty:
- Too painful to stay
- Example: Don't want to follow in parental/guardian footsteps (e.g., addiction, abuse)
- Special talent/skill
- Example: Athletics - this is the classic example of how young men escape poverty especially in sports like football, baseball, basketball
- Key relationships
- Example: Bridging social capital like invested trusted adults
- A vision or goal
- Example: Desire to go to college, military, trade school
Chapter 1 - Resources, 'Reality' and Interventions: How They Impact 'Situated Learning'?
1. What are the nine resources that play a vital role in the success of an individual?
FEMSPRKLS
- Financial
- Emotional
- Mental/Cognitive
- Support Systems
- Physical
- Relationships/Role models
- Knowledge of hidden rules
- Language/register (discourse)
- Spiritual / "future story"
2. Poverty is more about other resources than it is about financial resources. Why? In what ways does the presence and/or absence of other resources impact a person's life. Use examples from your own life or from the lives of those you know.
Poverty is more about other resources than it is about financial resources because for those in poverty, the central part of their lives revolves around relationships. Therefore, emotional resources, support systems, role models and language (formal register) that are built on quality relationships are more impactful on people in poverty. Having strong resources in these areas enable people to have the stamina and support to see the value of an education as a way to create a "future story". This provides the foundation for pursuing a goal, for making a change from their current life story and for setting themselves up to develop those key relationships that will help them navigate the hidden rules of the middle class (bridging social capitol).
3. Which resources can an educator influence the most?
- Relationships / role model -
- Language / register - we can direct teach formal register discourse and "code switching"
- Mental / cognitive - we can teach students the basic skills for reading, writing and comprehension
- Knowledge of hidden rules - we can teach students those that apply to the school setting
4. In which case study are the most resources found? The fewest?
- Most - Alexa (New Orleans girl whose house destroyed by Hurricane Katrina and father commits suicide - situational poverty)
- Fewest - Julius (West Virginia teen who is illiterate - generational poverty)
5. Which case study affected you most deeply? Why?
All of these case studies affected me in some way but I think Julius' affected me the most deeply. With the fewest resources, his situation seems the bleakest to begin with. I think it's going to be extremely challenging to get him and his family/grandfather to change their thinking about the value of education.
Chapter 2 - Language and Story: How they impact thinking, school and work?
1. What are the 5 registers of language? Which one has to be direct-taught to be successful in school and the workplace?
- Frozen - prayers, vows, etc
- Formal (must be direct taught) - the language of academics and workplace
- Consultative - similar to formal
- Casual - between friends and family
- Intimate - between intimate partners
2. Which register do most students from poverty not have? What areas of their lives are most influenced by the absence of this register?
Students from poverty do not have formal register. Since this is the register used in academia, students are most affected by this in school.
3. What did you find most striking about the Hart/Risley study of early language acquisition by young children in various classes? Why?
I was struck by the wide differences in word exposure between children in welfare, working and professional economic groups. Although the theory was not new to me (I know from LIS classes that reading to children from birth is beneficial to language acquisition), it is striking to see that there is a 100% increase in words acquired between the poverty to working class groups and an almost 250% increase from poverty to the professional class. This data supports that intergenerational transfer of knowledge has a huge impact on the academic success of students. When parents are educated, they pass on the formal register to their children. But people in poverty often have little/no exposure to formal register thus they cannot pass it on to the next generation. The affirmation/prohibition data was also striking. The children in welfare hear more prohibitions than affirmations whereas children of professionals hear substantially more affirmations than prohibitions.
4. What usually has to be present for the acquisition of language to occur? Why does this present a problem at times?
A significant relationship needs to be present for the acquisition of language to occur. Since schools use a formal register of language, this presents a problem for those students in poverty who do not naturally acquire this register of language. As educators we need to direct teach formal register to these students. While it can be taught, it's important not to discount the casual register. Successful school environments teach students how to "code switch" (use the correct register in certain settings/scenarios).
5. What are the differences between casual and formal story structure?
Casual story structure often starts with the end and circles around and around before it gets to the point. The story is often focuses on the character and the character's values. The formal story structure is a continuum that starts at the beginning and the plot is the most piece of the story.
6. Related to both the Hart/Risley study and the "Specificity of Vocabulary", why is a good vocabulary an important contributing factor to success in school and in other settings?
A good vocabulary is an important contributing factor to success in school and in other settings because it provides a shared language. The language used in educational resource materials, standardized tests, conversations with staff/faculty (predominantly middle class) are all based on formal register. To succeed in school, a student must be able to comprehend and utilize the vocabulary being used.
Chapter 3 - Hidden Rules Among Classes: How they impact relationships with people different from you
1. What are hidden rules? And why is understanding them important for individuals in all classes?
The hidden rules are the understood norms of an economic group.
2. Did the three mental models "ring true" for you in terms of time priorities? Why or why not? Please respond especially in terms of your own economic class.
Yes, the three mental models "rang true" for me.
Poverty - time priorities revolve around relationships
Middle class - time priorities revolve on achievement and stability
Wealth - time priorities revolve on establishing connections
Speaking to middle class priorities, my husband's and my time is primarily spent on achieving stability in our life and a work/life balance. Our financial management strategy is to balance our income with our expenses so that we can live comfortably now and in retirement, help finance our children's education so that they can maintain the middle class lifestyle, and have enough leftover to go on vacation and/or pursue other leisurely activities. In pursuit of achievement and to maintain stability, my husband has pursued advanced opportunities at work to increase his salary over the years. I have pursued additional education to make a career change and also increase my earning power.
3. What were some of your most memorable "aha" moments as you took the quizzes?
My memorable "aha" moments occurred when I realized that I had none of the knowledge to survive in poverty and that I would definitely struggle in a relationship with a partner from generational poverty.
The one thing that stood out for me in the "survive" poverty quiz is paying the cable bill before rent. It stood out to me as odd because the other statements did seem more like "survival" knowledge or tactics. In my middle class brain, managing our money makes housing more important than a cable bill. It was only after reading further that I learned a hidden rule about poverty, that many decisions are based on entertainment and relationships, not on achieving/maintaining stability like it is for me.
4. What are some of the hidden rules for each class surrounding money, language, possessions, food and education?
Poverty:
Money - to be used
Language - casual
Possessions - all about people
Food - quantity is important
Middle class:
Money - to be managed
Language - formal - used in negotiations
Possessions - things
Food - quality is important
Wealth
Money - to be invested
Language - formal - used in networking
Possessions - one of a kind objects, legacy, pedigree
Food - presentation is important
5. What are some of the biggest challenges in getting out of poverty?
One of the biggest challenges in getting out of poverty is navigating the hidden rules of the middle class.
6. Why should students be taught the hidden rules of the middle class?
"Most schools and businesses operate from middle-class norms and use the hidden rules of middle class" (Payne, p. 5).
7. What was the most eye-opening to you about the hidden rules of wealth? Why?
The most eye-opening statement I read about the hidden rules of wealth is that teachers often struggle the most with students from new-money families. Life in a new money world is competitive and students are pushed to be the best because despite having the financial wealth, these families do not have the connections that old money families have to pursue certain opportunities (e.g., Ivy League colleges/universities, etc.)
8. What reaction or reactions usually occur when a hidden rule is broken?
A person who breaks a hidden rule is usually not accepted by the group and labeled as less intelligent.
9. Why will an understanding of culture and values of poverty lessen the frustration, even anger, that educators periodically feel when working with students and families from poverty?
When we as educators understand how culture and poverty define the views of students and parents, we can anticipate and understand their needs. It builds mutual respect when differing viewpoints are acknowledged.
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