The Effects of Poverty on Education
Course DescriptionEffects of Poverty on Education considers the impact of poverty on academic achievement. Course content includes effective ways teachers may empower students to overcome the barriers to learning that results from enduring the impact of poverty. The course emphasis is to develop a minimal, error-free, instructional system classroom teachers may use to teach all disadvantaged students.
The purpose of this course is to provide classroom teachers and school administrators the knowledge, strategies, and skills to challenge the barrier of poverty. To achieve this purpose, course process and content will draw upon the course text, "A Framework for Understanding Poverty," by Ruby K. Payne. In addition, equal emphasis will be upon the sociology of American schools and the cultural "trap" of poverty. We may provide many innovative and effective strategies to advance school reform, but if we do not address the impact of school sociology on academic achievement, school reform will be compromised. The innovative feature of this course is bringing together the framework for understanding poverty and the sociology (social context) that traps so many bright and capable students in a self-fulfilling dead-end. By joining these two aspects of poverty, teachers and school administrators will have the knowledge base and skills to effectively challenge barriers of impoverishment.
- Articulate the issues of poverty, identification of the poor, and a review of research on poverty.
- Develop a framework for understanding poverty.
- Analyze pedagogical approaches for teaching students enduring impoverishment.
- Define the cultural trap of poverty.
- Identify racial and ethnic influences, coupled with poverty, that impact academic achievement and social adaptation.
- Provide a framework for analyzing and understanding school sociology and its influence on academic achievement.
- Investigate how to avoid the perception of victimization among students enduring impoverishment.
- Develop a strategy for building relationships with students enduring poverty.
- Identify available resources that can be used to alleviate conditions of poverty.
- Design a plan-of-action to remove the barriers of impoverishment.
Curriculum Design & Time RequirementsThis course will emphasize the development of insights and understandings of the impact of impoverishment upon schooling in America, and then to apply the insights and understandings to case studies and "real" problems. Participants will design, based on course process and content, a strategy for removing barriers directly resulting from poverty. The Effects of Poverty on Education is a 3 credit graduate level or forty-five hour professional development course taught on weekends or over five full days.
Course MaterialsThe required text for this course is "A Framework for Understanding Poverty," by Ruby K. Payne. In addition to the course text, students may receive supplemental material.
Session OutlineSession 1: Issues of Poverty, Identification of the Poor and Research on Poverty
- Social and economic issues associated with poverty
- Analysis of "free and reduced-price lunch" criteria and review of census (2000) data on American poverty
- Review of the literature and research on poverty in America...focus on academic achievement
- Definition of terms
Session 2: Develop a Framework for Understanding Poverty
- A culture of survival
- Skills needed to work with students enduring poverty
- Generational poverty
- Rules among classes (social classes)
- The role of language and story
- Case Study I
Session 3: The Pedagogical Approaches for Teaching Students Enduring Impoverishment
- Prerequisite analysis
- Prescribed remediation
- Detractor testing
- Assimilation of technology
- Brief overview of school context (sociology)
- Master Learning - authentic learning
- Case Study II
Session 4: The Cultural Trap of Poverty
- The issue of victimization
- The relationship between education and mobility
- The issue of hopelessness – no sense of future
- The impact of social polarization on students from poverty
- The issue of class structure in America
- The loss of commonalities, loss of empathy
- Case Study III
Session 5: Racial and Ethnic Influences
Session 6: School Sociology and Academic Achievement
- The origin of school cultures - the unknown segment
- Assimilation and differentiation, a choice
- Rejection, anger, and isolation
- Case Study V
Session 7: Avoid Perception of Victimization and Build Hope in a Possible Future
- The relationship between competence and victimization
- The future, choice, and responsibility
- Bridges out of poverty
- Create a vision of a future that is possible
- Staying focused - priorities - goal setting
- Take action - purposeful, persistently - fulfilling your future
- Plan-of-action that engages the present and relates to a future
Session 8: Develop a Strategy for Building Relationships with Students Enduring Poverty
- Creating relationships with students in poverty
- Identify skills students from poverty may acquire in school to build meaningful relationships with an adult(s)
- Teach the existing constraints of poverty and how to effectively overcome the constraints through meaningful adult relationships
- Address in the curriculum “real” problems student enduring poverty confront
- Teach for increased trust between teachers and students from poverty
- Build bridges to hope and future commitments
- Review, discipline, choices, and consequences
- Being bilingual in a monolingual classroom
- Inventing a new context
- Teach procedural self-talk
Session 9: Identifying Available Resources and Support Systems
- Making connections and coalition building
- Negotiating difficult situations
- Function and access to social services, law enforcement, and behavioral health care systems
- Welfare to work programs
- Emotional resources - resilient adults
- Mentors for impoverished students
- Resource building via acquired competence
Session 10: Design a Plan of Action
- Name, define, and describe barriers to academic and social competence that result from poverty
- Set realistic goals and describe strategies for reaching goals
- Provide a schedule for implementing the plan-of-action
- Complete the final exam
|Attendance||10||100 - 93||A|
|Case Study Reviews (5)||20||92 - 85||B|
|Mid-Term Exam||10||84 - 77||C|
|Design, Plan of Action||30|
|1.||Participants will assess five case studies using criteria developed during the course. Each assessment will be completed using a prescribed format outlined in the student manual.|
|2.||Participants, based on course process and content, will design a plan-of-action to address the issues associated with the influence of poverty upon social and academic progress in their classroom or school.|
|3.||Participants will complete a mid-term and final exam.|
- Allen,Vernon (1970). Psychological Factors in Poverty. Chicago: Markum Publishing Company.
- Bloom, Benjamin (1976). Human Characteristics and School Learning. New York, NY: McGraw-Hill Book Company.
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Web Sites addressing poverty issues:
- Poverty guidelines, research and measurement: www.nwu.edu/IRR (Session I)
- Census Bureau data on poverty: www.census.gov/hhes/www/poverty.html (Session I)
- Demography links: www.pop.psu.edu/demography/demography.html (Session V)
- Poverty web-site: email@example.com (all sessions)
Centers and Institutes
- Institute on Race and Poverty:www.umu.edu~irp (Session V)
- Institute for the Study of Homelessness and Poverty: www.weingart.org~institute (Session I)
- The Institute for Research on Poverty at the University of Wisconsin: http://www.ssc.wisc.edu
- The Joint Center for Poverty Research of Northwestern University and the University of Chicago: www.nwu.edu/IRP
- The Kentucky Center for Poverty Research at the University of Kentucky: www.ukcpr.org/index.html
- National Center for Children in Poverty, Columbia University: www.nccp.org