This presentation contains a brief overview of the definition and theories underlying poverty in the U.S. as well as methods for teaching students who live in poverty.

1. A brief overview

2. • What is your definition of poverty in the U.S.?
• Basic Necessity Perspective: Lack of food, clothing,
shelter, and medical care
• Cultural Perspective: Lack of access to quality education,
enriching experiences, a healthy lifestyle (nutritious food,
exercise, preventive medical care), a safe environment,
fundamental life skills, effective socialization for
achievement

3. Poverty Threshold
•Created in 1963 by Mollie Orshansky of the Dept. of
Agriculture and was based on the cost of a modest diet
(Bradshaw, 2007, p.9)
•Does not vary geographically
•Is adjusted for cost of living
•Family of 4 with two kids under the age of 18= $21,756
(U.S. Census Bureau, 2010)

5. “With no cushion of money, no training in the ways of the
wider world, and too little defense against the threats and
temptations of decaying communities, a poor man or
woman gets sacked again and again-buffeted and bruised
and defeated. When the exception breaks this cycle of
failure, it is called the fulfillment of the American Dream.”
-David K. Shipler
The Working Poor: Invisible in America

7. • Irresponsible and unstable individuals
make poor life choices
• Certain groups (women, minorities,
disabled) are incapable of succeeding
In large numbers
• Puritan work ethic and America’s value of individualism
(Bradshaw, 2007, p. 13)

8. • A culture of poverty entraps generation after generation
because the values and beliefs embraced by that culture
are antithetical to achievement and success.
• This type of culture can be viewed as “opportunistic” and
“non-productive” (Bradshaw, 2007, p. 15)
• Two approaches to reverse the effects of this subculture:
change the culture or utilize the strengths of the culture

9. “Theorists in this tradition look not to the individual
as a source of poverty but to the economic,
political, and social system that causes people to
have limited opportunities and resources with
which to achieve income and well-being”
(Bradshaw, 2007, p. 16).
•Failure of minimum wage to keep up with cost-of-living
•Inadequately performing schools are ill-prepared to prepare students to reach
or achieve in a higher education setting
•Influence of money in the political sphere and the reticence of the poor to
become politically involved
•Discrimination against certain groups makes opportunities in the wider society
less accessible.

10. “…people, institutions, and cultures
in certain geographic areas lackthe objective
resources needed to generate well-being
and income…”
(Bradshaw, 2007, p. 18).
•Was largely rural and urban before the most recent economic downturn which
has affected the suburbs (The Economist, 2010)
•Appropriation of the economic agglomeration theory (Bradshaw, 2007, p. 18)
•Disinvestment (communities where businesses have left; ghost towns)
•Proximity to natural resources
•Lackof innovation (absence of successful thinkers and inventors)
(Bradshaw, 2007, p. 18)

11. “…builds on components of each of the other theories in that it looks at the
individual and their community as caught in a spiral of opportunity and problems, and
that once problems dominate they close other opportunities and create a cumulative
set of problems that make any effective response nearly impossible” (Bradshaw,
2007, p. 19).
Community Level
•A major employer shuts down or leaves a community
•Business is slow at retail shops which also close or leave
•Tax-revenue declines
•Schools are not properly funded
•Students are not being adequately educated
•Industries can’t don’t operate in that community because there is a lack of
qualified workers
Individual Level
•Lack of spending and saving
•Lack of investment in education or training
•Health issues due to poor diet, stress, and lack of access to preventive health
care
•Erosion of self-confidence and motivation

12. •Recognizes the interdependence of factors
•Looks for an approach that works to mitigate poverty on multiple fronts
•Seeks to foster the growth of self-sufficiency
•Identifies the strengths of an impoverished community or population and
works to build on those qualities. Bradshaw calls this asse t-m apping (2007,
p. 21).
•Uses rooted community resources
Community Development Programs
1. Comprehensive- “…include a variety of services that try to bridge
individual and community needs” (Bradshaw, 2007, p. 22).
2. Collaboration- “…involves networks among participants, though the
coordination can vary from formal to informal” (Bradshaw, 2007, p. 22).
3. Community Organizing- “… a tool by which local people can participate
to understand how their personal lives and the community well-being are
intertwined” (Bradshaw, 2007, p. 22).

13. • “FII families set and act on their own goals. Instead of providing services or
direction, we create space for families to seek out the support or knowledge they
want.
• FII’s staff is not allowed to lead or direct the families, thus the families feel
ownership over the progress they make and the actions they take.
• Families must work together. This country has a long history of people working
together to move their whole community up from poverty.
• FII focuses progress. Most other supports for low-income people focus on needs
and deficits. FII identifies families’ strengths and then encourages, validates, and
rewards their progress and accomplishments. “ –Family Independence Initiative

15. • Low birth weight
• Physical developmental
delays (stunted growth)
• Lead poisoning
• Learning disabilities
• Increased emotional and
behavioral problems
• Decreased sense of self
worth
• Poor peer relationships
• Lack of shared, common
experiences
(Cuthrell, Stapelton, Ledford, 2010, p. 105)

16. • Teachers view
themselves as being in
charge of the classroom
and of their students’
learning (Rogalsky, 2009).
• Students have little
autonomy and are not
trusted to think for
themselves (Rogalsky,
2009).
• Students lack motivation
and look to others to
motivate them to learn
(Rogalsky, 2009).
• Classrooms are student-
centered and can also be
student-led
• Students decide what
topics they would like to
delve into and map out
their own plan for learning
• Teachers have high
expectations for students
and develop or encourage
their innate curiosity

17. • High Expectations
• Culture of Academic Achievement
• Constant Assessment
• Collaboration
• Creative Scheduling
• Allocating money resourcefully and effectively
• Positive Classroom Environment
• Learn the hidden rules of the student’s culture and teach
the hidden rules of the school’s culture
(Cuthrell, Stapleton, and Ledford, 2010, p.106).

18. • asset-mapping
• positive feedback
• building relationships with students, parents, and the
community
• maintaining high expectations
• learn names quickly
• establish positive relationships among students (team
building exercises)
(Cuthrell, Stapleton, and Ledford, 2010, p.106).

19. • “(a) parents as the primary resource in education of
their children
• (b) parents and community members as supporters
and advocates for the education of their children,
• (c) parents and community members as participants in
the education of all children”
(Cuthrell, Stapleton, and Ledford, 2010, p.107).

20. “Classrooms should be high in challenge and low in terms
of threat. Activities and lessons that are neither appropriate
nor meaningful can be highly threatening to a child”
(Cuthrell, Stapleton, and Ledford, 2010, p.107).
•Traditionally concentrates on language learning and is
differentiated instruction designed for ELL learners
•Emphasis on experiential learning and language skills is
helpful for all students (Center for Applied Linguistics, 2010;
Gibson, 2010).
For more information visit: http://www.cal.org/siop/about/index.html
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21. • 2001-2007 study included 858 elementary school students. Approx.
50% went to schools with a 20% or less free and reduced lunch and
approx. 50% went to schools with up to 60% free and reduced lunch
(McCrummen, S., & Birnbaum, M., 2010).
• Montgomery County divides schools into green and red zones based
on the number of students who live in poverty. Red zone schools
receive an additional $2,000/per student (McCrummen, S., &
Birnbaum, M., 2010).
• “After seven years, the children in the lower-poverty schools
performed 8 percentage points higher on standardized math tests
than their peers attending the higher-poverty schools” (McCrummen,
S., & Birnbaum, M., 2010).
• Effective zoning translates into economically heterogeneous schools
• More effective in wealthy environments where there are less
students living in poverty than middle-class students.

22. • Do you have any additional information about how
teachers can reach students who live in poverty or live on
the cusp?

23. •Bradshaw, T. (2007). Theories of poverty and anti-poverty programs in community development.
Jo urnalo f the Co m m unity De ve lo pm e nt So cie ty, Vo l. 38 , No . 1 Retrieved from
<Ahref="http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=25312011&site=ehost-
live">Theories of Poverty and Anti-Poverty Programs in Community Development.</A>
•Center for Applied Linguistics. (2010). Helping educators work effectively with english language
learners. Retrieved from http://www.cal.org/siop/about/index.html
•Cuthrell, K., Stapleton, J., Ledford, C. (2010). Examining the culture of poverty: Promising practices.
Pre ve nting Scho o lFailure . 54. 104-110. Retrieved at <A
href="http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=44867909&site=ehost-
live">Examining the Culture of Poverty: Promising Practices.</A>
•Gibson, C. (2010, Oct. 21). At sugarland elementary, language lessons are key to all learning. The
Washington Post. Retrieved from http://www.washingtonpost.com/wp-
dyn/content/article/2010/10/19/AR2010101907121.html?referrer=emailarticl
•McCrummen, S., & Birnbaum, M. (2010, October 15). Study of montgomery county schools shows
benefits of economic integration. The Washing to n Po st. Retrieved from
http://www.washingtonpost.com/wpdyn/content/article/2010/10/14/AR2010101407577.html?
wprss=rss_metro/mde
•Rogalsky, J. (2009). Mythbusters: dispelling the culture of poverty myth in the urban classroom.
Jo urnalo f Ge o g raphy. 108. 198-209 Retrieved from <Ahref="http://search.ebscohost.com/login.aspx?
direct=true&db=ehh&AN=46838045&site=ehost-live">“Mythbusters”: Dispelling the Culture of Poverty
Myth in the Urban Classroom.</A>
•Shipler, D. (2004). The working poor. Alfred A. Knopf: New York.
•U.S. Census Bureau. (2010) Income, poverty and health insurance in the United States: 2009 tables
and figures. Retrieved from
http://www.census.gov/hhes/www/poverty/data/incpovhlth/2009/tables.html