Beruflich Dokumente
Kultur Dokumente
Emtinan Alqurashi
Elif Gokbel
Overview
- Introducing poverty
- Key points on poverty
- Culture and education
- Connections to Social Justice
- Empirical studies
Introducing Poverty
The extent to which an individual does without resources.
-
Financial
Emotional
Mental
Spiritual
Physical
Support systems
Role models
Knowledge of hidden rules
It is relative.
It occur in all races and in all countries.
There are cultural differences in poverty.
Generational poverty and situational poverty are different.
Schools operate from middle-class norms and values.
Individuals bring with them the hidden rules of the class in which
they were raised.
https://youtu.be/Ft5sDJG054w
Vocabulary
Effort
Cognition
Relationships
Distress
(Jensen, 2010)
2)Vocabulary
Low, middle, and upper income families
3) Effort
Research suggests, parents from
poor families work as much as
parents of middle- or upper-class
families do --inherited laziness
5) Cognition
low-SES children show cognitive
problems (Jensen, 2013), including
-short attention spans,
-high levels of distractibility,
-difficulty monitoring the quality of their work,
and
-difficulty generating new solutions to problems
6) Relationships
Single parent caregiver, missing
role models
Disruptive home relationships
7) Distress
Typical behaviors of distressed
children:
-angry "in your face" assertiveness or
-disconnected "leave me alone"
passivity
Implications
How social workers might promote greater equality in educational
opportunities and outcomes:
Advocating for mixed-ability peer groups may empower vulnerable
children toward greater school success.
Educating teachers and school administrators on building support for
integration among the more privileged families whose children are
overrepresented in high-skill groups.
strengthening the policies and programs that promote economic equality
and meaningful choices about family formation and parenting.
References
Fram, M. S., Miller-Cribbs, J. E., & Van Horn, L. (2007). Poverty, race, and the contexts of achievement: Examining educational experiences of children in
the US South. Social Work, 52(4), 309-319.
Jensen, E. (2010). http://www.ascd.org/publications/educational-leadership/may13/vol70/num08/How-Poverty-Affects-Classroom-Engagement.aspx
Lamont, M., & Small, M. L. (2008). How culture matters: Enriching our understanding of poverty. In A. Lin & D. Harris (Eds.), The Colors of Poverty: Why
Racial and Ethinic Disparities Persist (pp. 76-102). New York: Russell Sage Foundation.
Payne, R. K. (2003).Understanding and Working with Students and Adults from Poverty: Poverty Series. Highlands, TX: aha! Process, Inc.
Payne, R. K. (2005). A framework for understanding poverty. Highlands, TX: aha! Process, Inc.
UNESCO, 2011. EFA Global Monitoring Report the hidden crisis: armed conflict and education. 3 Gene Sperling and Barbara Herz, 2004. What Works in
Girls Education: Evidence and Policies from the Developing World, Council for Foreign Relation, Center for International education. 4 See above, note 2. 5
UNESCO, 2009. EFA Global Monitoring Report overcoming inequalities: why governance matters. 6 Save the Children, 2013. Food for Thought Tackling
child malnutrition to unlock potential and boost prosperity. 7 See above, note 2. 8
United Nations, 2012. The Millennium Development Goals Report 2012. 9
UNESCO, 2012. Education for All Global Monitoring Report Youth and Skills: putting education to work.