Ruby Payne

1
Ruby Payne

• A Framework for Understanding Poverty
• GEAR UP Conference
• October 25-26, 2004
• Tom Milliron Terri Campbell

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Key Points from Research

• Poverty is relative
• Poverty occurs in all races
• Generational and situational poverty are
  different
• This work is based on patterns all patterns
  have exceptions
• Schools operate from middle-class norms values
• Individuals bring with them the hidden rules of
  the class in which they were raised

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Key Points from Research

• There are cultural differences in poverty
• We must neither excuse students nor scold them,
  we must teach them
• We must teach students that there are two sets of
  rules
• To move from poverty to middle class, one must
  give up (for a period of time) relationships for
  achievement if you are not educated you dont
  have a choice to move

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Hidden Rules of Poverty

• Noise level is higher
• Important information is given non-verbally
• Your value to your group is your ability to
  entertain
• You are not respected unless you are personally
  strong
• There is a wider range of behaviors that are
  acceptable

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Hidden Rules of Wealth

• Its not o.k. not to be perfect
• Details are very important
• You are not respected unless you have expertise
• The rules do not apply to their children
• The weapon of choice is social exclusion

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Conflicts

• To survive in poverty, one must rely upon
  non-verbal, sensory and reactive skills

• To survive in school one must use verbal,
  abstract and proactive skills

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Conflicts

• In poverty, you can only live in the present
• The role of paper
• The role of money

• In middle class, you mix the abstract with
  sensory
• The role of paper
• The role of money

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Registers of Language

• Frozen Language that is always the same (Lords
  Prayer)
• Formal The standard for work school
• Consultative Formal register in conversation
• Casual Language between friends
• Intimate Language between lovers or twins
• Can go up or down 1 register

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Cognitive Strategies Reuven Feuerstein

• If you
• do not develop the ability to plan
• cannot predict
• cannot identify cause and effect
• cannot identify consequences
• cannot control impulsivity
• You may have an inclination to criminal behavior

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Implications for GEAR UP

• Dealing with students in poverty
• Need to get parents ready for the loss of their
  kids to college or other post secondary options
  (transitions)

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Supporting Families

• Share stories do videos of parents and kids
  talking about their struggles to go to college
• Weird things that happen in college
• Things they wish they would have known

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Supporting Families

• Provide Mentors
• Help set parameters for mentoring role
• No money involved
• No misunderstandings re relationship

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Supporting Families

• Provide Plans for Addressing Relationships
• Who will support you in your quest to go to
  college?
• Who has mixed feelings?
• Who will not support you?
• Whose support do you need?
• How are you going to handle it?
• What is your plan for dealing with that person?

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Dr. James Comer

• No significant learning occurs without a
  significant relationship.

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Phrases to Help Make Transitions

• You need to learn to do this because
• You can win more often
• You wont get cheated
• You will be respected and in control (power)
• You will be tougher and stronger
• You will be a good Mom or Dad
• You will keep the people you love safe
• If no one leaves, how will the people you love
  survive?

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Helping Kids

• Teach kids to Plan
• Develop Support Systems for Parents
• Coffee Klatches
• Donuts for Dads
• Contact person with information
• On-line email with child or set up computer labs
  at school