POVERTY AND YOUR COMMUNITY CULTURE RUBY K PAYNE
POVERTY AND YOUR COMMUNITY CULTURE RUBY K. PAYNE, PH. D. JUNE 9, 2016 WWW. AHAPROCESS. COM
Why bother with the community? Education is going to become community based with multiple providers and stackable credentials to include certifications, degrees, and work experience. Almost every college now has a high school on it. Only 40% of households have school age children and those are the under resourced households where the adults do not vote. The multiplier effect is in force. All rights reserved. aha! Process, Inc. 2016 2
School districts will probably be the oversight structures. State has to find a way to keep track of $ and students. There will be multiple providers. There will be layers (scaffolds) of certificates, work experiences, apprenticeships, internships, degrees. There will be specialization of providers. EG. Autistic children, drop outs, etc. There will be multiple methods of delivery – in classrooms, on line, tutors, coaches, a mix of classroom and online, in the workplace, cohorts, etc. Institutions will subcontract with providers and for-profit organizations. All rights reserved. aha! Process, Inc. 2016 3
The Coming Crisis: Divided Communities, More Have Nots Than Haves MULTIPLIER EFFECT (This is not a population growth chart—it identifies the offspring by educational level. ) Female with no GED or HS diploma has first child in teens and has an average of 2. 5 children Educated female with BA or BS degree has first child at 30. 1 years and has 1. 1 children In 90 years, that is 5 generations (18 x 5) = 90 In 90 years, that is 3 generations (30 x 3) = 90 TOTAL CHILDREN = 48. 6 TOTAL CHILDREN = 3. 3 Source: “The Cost of Poverty to a Community” by R. K. Payne (2014) Link to article: www. ahaprocess. com/costofpoverty All rights reserved. aha! Process, Inc. 2016 4
A Framework for Understanding Poverty Ruby K. Payne, Ph. D. Version 5. 2 All rights reserved. aha! Process, Inc. 2016 aha! Process, Inc. , Highlands, TX www. ahaprocess. com 5
Bridges Out of Poverty All rights reserved. Highlands, TX www. ahaprocess. com aha! Process, Inc. 2016 www. ahaprocess. com Copyright © 2014. All rights reserved. aha! Process, Inc. www. ahaprocess. com 6
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@ruby. Kpayne All rights reserved. aha! Process, Inc. 2016 Ruby K Payne 8
Definition of school/community culture The sum of the values, cultures, safety practices, and organizational structures within a school/community that cause it to function and react in particular ways. All rights reserved. aha! Process, Inc. 2016 9
Definition of poverty The extent to which a person does without 9 resources – financial, emotional, mental, physical, spiritual, support systems, relationships/role models, formal register, hidden rules. All rights reserved. aha! Process, Inc. 2016 10
Critical mass and hidden rule clashes Which culture wins ?
PERCENTAGE OF POOR STUDENTS AND Critical Mass % 0 – 4 al 5 3 itic Cr ass M © 2014 by aha! Process, Inc. All rights reserved. www. ahaprocess. com
Relationship of Critical Mass to Tipping Point 40% 60% turmoil tipping point Neighborhood effects clash with school culture © 2014 by aha! Process, Inc. All rights reserved. www. ahaprocess. com
Mental Model for Poverty Actual responses from people living in poverty. All rights reserved. aha! Process, Inc. 2016 Developed by Phil De. Vol (2006) 14
Mental Model of Middle Class All rights reserved. aha! Process, Inc. 2016 Developed by Phil De. Vol (2006) 15
Mental Model of Wealth - top 1% = $7. 8 million net worth All rights reserved. aha! Process, Inc. 2016 Developed by Ruby Payne (2005) 16
How do the hidden rules create clashes? As the critical mass changes
Conflicts over scarce resources Result in the karpman triangle
Karpman Triangle m i t c Vi All rights reserved. aha!Note. Process, Inc. 2016 From “Fair Tales and Script Drama Analysis, ” by S. Karpman, 1968. r e u sc Re r/ e s Abu utor/ c e s Per ully B 19
Mobility and instability A part of poverty
Continuum of Resources UNDER-RESOURCED Instability/crisis. . . Stability Isolation. . . Exposure Dysfunction. . . Functionality Concrete reality. . . Abstract representational reality Casual, oral language. . . Written, formal register Thought polarization. . . Option seeking Survival. . . Abundance No work/intermittent work. . . Work/careers/larger cause Poverty. . . Wealth Less educated. . . More educated All rights reserved. aha! Process, Inc. 2016 21
Emotional poverty Little safety and belonging
All emotional wellness Is about safety and belonging. All rights reserved. aha! Process, Inc. 2016 23
Bonding/separation/individuation New bonding Individuation Separation Bonding All rights reserved. aha! Process, Inc. 2016 24
NEIGHBORHOOD EFFECTS AND EARLY PUBERTY WHERE ARE THE ADULTS TO BUFFER THEM?
Concerted Cultivation Key Elements Organization of Daily Life Language Use Accomplishment of Natural Growth Parent actively fosters and Parent cares of child and assesses child’s talents, allows child to grow opinions, and skills. Many child activities “hanging out, ” particularly organized by adults with kin, by child Extended negotiations between parents and child Directives Rare questioning or challenging of adults by child Interventions in Institutions Criticisms and interventions on behalf of the child Training of the child to take on this role Dependence on institutions Sense of powerlessness and frustration Conflict between child rearing practices at home and school Consequences Emerging sense of entitlement on the part of the child Emerging sense of constraint on the part of the child All rights reserved. aha! Process, Inc. 2016 Annette Lareau (2011) Unequal Childhoods: Class, Race and Family Life 2 nd Edition, University of California Press, Los Angeles 26
Early puberty – 2 years or more ahead of your peers IF YOU ARE FEMALE – EARLIER SEXUAL ACTIVITY, HIGHER LEVEL OF PREGNANCY, LOWER GRADES AND THE LIKELIHOOD OF COURSE FAILURE IN 9 TH GRADE, MORE SEXUAL ABUSE IF YOU ARE MALE – MORE AGGRESSIVE, MORE DELINQUENCY MORE ALCOHOL ABUSE, MORE EARLY SEX, LOWER GRADES AND THE LIKELIHOOD OF COURSE FAILURE IN 9 TH GRADe EARLY PUBERTY CORRELATED TO ABSENCE OF FATHER, VIOLENCE IN THE ENVIRONMENT, STRESSED PARENTS (ILLNESS, ADDICTION, DIVORCE). DIET, GENETICS. Payne, Ruby. Achievement for All. AMLE publishers. All rights reserved. aha! Process, Inc. 2016 27
ADDRESSING NEIGHBORHOOD EFFECTS
A story – In the 1960’s a man in California insisted that putting white lines on highways would save lives. All rights reserved. aha! Process, Inc. 2016 29
No one believed him. He did it with his own money along the California coast. It saved lives. All rights reserved. aha! Process, Inc. 2016 30
An analogy – the driver All rights reserved. aha! Process, Inc. 2016 31
Analogy – the vehicle All rights reserved. aha! Process, Inc. 2016 32
Analogy - The road All rights reserved. aha! Process, Inc. 2016 33
THE ANALOGY TO SCHOOLS THE DRIVER IS STUDENT TESTING THE VEHICLE IS ACCOUNTABILITY – inspect the schools. THE ROADS ARE THE NEIGHBORHOOD EFFECTS. All rights reserved. aha! Process, Inc. 2016 34
People believe THAT NOTHING CAN BE DONE ABOUT NEIGHBORHOOD EFFECTS. All rights reserved. aha! Process, Inc. 2016 35
NOT TRUE All rights reserved. aha! Process, Inc. 2016 36
WE HAVE DONE IT. In 330 communities With All rights reserved. aha! Process, Inc. 2016 40, 000 adults 37
What are neighborhood effects in poverty? Early pregnancy Dropouts No work or intermittent work for men Crime Drugs Gangs Violence All rights reserved. aha! Process, Inc. 2016 38
Waking hours On the average, a student has 1150 waking hours a year in school. On the average, a student has 4700 waking hours outside of school. Most parent training that schools provide targets elementary students. Students are most influenced by the neighborhood in their teen years. All rights reserved. aha! Process, Inc. 2016 39
Schools alone cannot buffer neighborhood effects All rights reserved. aha! Process, Inc. 2016 40
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Every face has a story. communities = relationships
What will your legacy to your community be? To whom much is given, much is expected.
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