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1 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
Applying Bridges out of Poverty Concepts to HPOG Program
InstructionPresented by Jolene Hake
Project HELP
Central Community College
Columbus NE
April 23, 2014
2 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
Guiding Principle
The mission of aha! Process, Inc.
is to positively impact the education and lives of
individuals in poverty around the world.
3 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
Why study poverty now?
The world of higher education and career training has changed. Today’s students are often non-traditional, bringing in widely different sets of experiences and backgrounds that affect their opportunity and ability to succeed.
Instructors, advisors and trainers have been challenged to create a new understanding to engage students and encourage success.
4 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
Poverty also affects our communities:From the Center on the Developing Child at Harvard University:
There is a 90-100% chance of developmental delays when children experience 6-7 risk factors. Significant adversity impairs development in the first three years of life – and the more adversity a child faces, the greater the odds of a developmental delay. In fact, risk factors such as poverty, caregiver mental illness, child maltreatment, single parent, and low maternal education have a cumulative impact.
3:1 are the odds of adult heart disease after 7-8 adverse childhood experiences. Early experiences actually get into the body, with lifelong effects—not just on cognitive and emotional development, but on long term physical health as well.
5 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
What does poverty look like to you?
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There was only so much trouble we could get into in those early days. Cavalier Manor was a neighborhood filled with surrogate parents, people who would punish you like your momma and daddy if they caught you doing wrong…School was part of the surrogate system…Some of the parents even took it upon themselves to patrol the neighborhood on school days to make sure we were where we were supposed to be. We kids hated that surrogate system…It was only years later, when black communities as we knew them started falling apart, that I came to understand the system for the hidden blessings it contained:It had build-in mechanisms for reinforcing values and trying to prevent us from becoming the hellions some of us turned out to be.
--Nathan McCall, Makes Me Wanna Holler
7 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
Objectives
Give examples of hidden rules among classes.
Analyze the eleven resources of a student or employee.
Explain how economic realities affect patterns of living.
Explain language registers, discourse patterns, and story structure.
Explain how mental models are effective interventions for cognitive and language barriers.
Identify principles for improving outcomes with individuals from generational poverty.
Discuss strategies to improve student retention in community colleges and training programs.
Analyze the resources of a college student and helpful strategies.
8 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
Cascade EngineeringCascade Engineering
W2C Retention Rates
June 1999 December 1999 2003 2006 2009 2010 (through August)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
29%
80%
69.9%
63.5%
71.4% 71.5%
9 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
Mental Models
Are internal pictures of how the world works
Exist below awareness Are theories-in-use, often
unexamined Determine how we act Can help or interfere with learning
For a dialogue to occur, we must suspend our mental models.
Source: The Fifth Discipline Fieldbook, (1994), by Peter Senge.
10 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
No significant learning occurs
without a significant
relationship.
–Dr. James Comer
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1. Think of an adult in generational poverty.
2. Imagine that you followed that person for a year, observing what happened and how he/she spent his/her time.
3. Write your observations in the circle so that the circle represents an average week in the life of this person.
Learning Task
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Mental Model for Poverty
What It’s Like Now
Developed by Phil DeVol (2006)
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Social Services
Religious Organizations
Schools Police
Businesses Fast food Check cashing Temp services Used car lots Dollar store
Pawn shop Liquor store Corner store Rent-to-own Laundromat
14 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
Housing Trends
Statistics for extremely low-income (ELI) renter households before the current economic crisis (since 2007):
70% spent more than half of their income on rent.
There was a shortage of 2.8 million affordable units.
Only 38 units were affordable and available for every 100 households.
Source: “Out of Reach 2009,” National Low Income Housing Coalition, Keith E. Wardrip, senior research analyst; Danilo Pelletiere, research director; Sheila Crowley, president. www.nlihc.org
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If you did everything your caseworker told you to do—got a job and kept it for a year, never missing a day of work—how much closer (if at all) would you be to being out of poverty at the end of that year than you were at the beginning?
The Wage Question
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Co-InvestigatingHealth Issues
The SES (socioeconomic status) gradient. The richer you are, the healthier you are. The poorer you are, the sicker you are. Living in poverty is a risk factor for stress-
related illnesses. It is NOT entirely due to lack of access.
Source: Why Zebras Don’t Get Ulcers, (1998), by Robert Sapolsky.
17 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
It’s Due to Social Coherence
“Does a person have a sense of being linked to the mainstream of society, of being in the dominant subculture, of being in accord with society’s values?”
“Can a person perceive society’s messages as information, rather than as noise? In this regard, the poor education that typically accompanies poverty biases toward the latter.”
“Does a person have the resources to carry out plans?”
“Does a person get meaningful feedback from society— do their messages make a difference?”
–Robert Sapolsky, Aaron Antonovsky
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Tyranny of the Moment
“The need to act overwhelmsany willingness people have to learn.”
Source: The Art of the Long View by Peter Schwartz.
“The healthier you are psychologically, or the less you may seem to need to change, the more you can change.”
Source: Management of the Absurd, (1996), by Richard Farson.
19 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
Mental Model of Middle ClassMiddle Class Is an Achievement-Based World
Developed by Phil DeVol (2006)
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Church
Schools Police
Social Services
Businesses Shopping/strip malls Bookstores Banks Fitness centers Veterinary clinics
Office complexes Coffee shops Restaurants/bars Golf courses
21 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
Mental Model for Wealth
Developed by Ruby Payne (2005)
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Mental Model ofGenerational Poverty
It is a description of the concrete experience.
It is an abstract representation of poverty. It shows part to whole. It depicts the relative importance and
interlocking nature of the elements. It is a depiction of the trap: no future story,
no choice, no power.
23 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
SUGGESTED READING
Freire, Paulo. (1999). Pedagogy of the Oppressed. New York, NY: The Continuum Publishing.
Sapolsky, Robert M. (1998). Why Zebras Don’t Get Ulcers: An Updated Guide to
Stress, Stress-Related Diseases, and Coping. New York, NY: W.H. Freeman & Company.
Senge, Peter M. (1990). The Fifth Discipline: The Art and Practice of the
Learning Organization. New York, NY: Currency/Doubleday. Shipler, David K. (2004). The Working Poor: Invisible in America. New York, NY:
Alfred A. Knopf. Wray, Matt, & Newitz, Annalee. (Eds.). (1997). White Trash: Race and Class in
America. New York, NY: Routledge.
24 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
Create a list of what you think the causes of poverty are in the United States.
Choose one or two causes from your list and share them with the group.
Learning Task
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Research Continuum
Behaviors of the Individual
Absence of Human and Social Capital Within the Community
Human Exploitation
Political/Economic Structures
26 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
Dependency
Single parenthood
Bad behavior of individuals and groups
Values/work ethic
Breakup of families
Addiction, mental illness
Language experience
Discrimination
Behaviors of the IndividualResearch Topics
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Behaviors of the Individual Assumptions
By studying the poor we will learn what changes need to be made.
The poor are somehow “lacking,” either by choice or circumstance.
Poverty is a sustainable condition; it will always be with us.
Don’t blame the system; change the individual.
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Behaviors of the Individual Strategies
Work first
Hold individuals accountable for choices
Promote marriage
Treatment interventions
Abstinence education
Literacy
Enhance language experience
Comprehensive sex education
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Human and Social CapitalResearch Topics
Lack of employment
Lack of education
Inadequate skill sets
Declining neighborhoods
Middle class flight
Lack of career ladder between service and knowledge sectors
Discrimination
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Human and Social Capital Within the Community Assumptions
By studying human and social capital we will learn how to work within the community to create acceptable conditions for those at the bottom.
Do not blame the political/economic system; enhance state and local resources.
31 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
Human and Social Capital Strategies
Improve education
Enhance skills
Full employment, growth in labor market
Anti-poverty programs
Policing communities
Head Start
Neighborhood associations
Hold social systems accountable
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Human ExploitationResearch Topics
Exploitation of dominated groups for profit
Exploitation of dominated groups for markets
Exploitation of regions for resources and raw materials
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Human ExploitationAssumptions
In America the belief is that if one works hard, he/she can overcome all existing exploitations.
The dominant culture is reluctant to legitimize this category and to acknowledge existing exploitations—and is often resistant to new strategies.
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Human ExploitationStrategies
Educate ourselves about current exploitations
Recognize our involvement in exploitation
Make the system fair
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Political/Economic Structures Research Topics
DeindustrializationThe “race to the bottom”Globalization Increased productivityShrinking middle classEconomic disparityCorporate influence on legislatorsDiscrimination
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Political/Economic Structures Assumptions
Studying the poor is not the same thing as studying poverty; political/economic structures contribute to poverty.
The middle class and people in poverty have the right to influence structures in their own interests just as other classes have done.
Don’t blame only the individual; change the political/economic structure.
37 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
Political/Economic Structures Strategies
Do whole-system planning—Social Health Index (SHI)
Use measures of accountability beyond shareholder profit
Create intellectual capital
Create economic stability for all
Create sustainable economy
Wealth creating mechanisms that develop a middle class
38 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
Breakdown of U.S. Households, by Total Money Income: 2009
Income# of U.S.
Households(in millions)
% of All U.S. Households
<$10k 8,570 7.30%
$10k–$14.9k 6,759 5.75%
$15k–$24.9k 14,023 11.93%
$25k–$34.9k 13,003 11.06%
$35k–$49.9k 16,607 14.13%
$50k–$74.9k 21,280 18.10%
$75k–$99.9k 13,549 11.53%
$100k–$149.9k 14,034 11.94%
$150k–$199.9k 5,209 4.43%$200k + 4,507 3.83%
Source: U.S. Census Bureau, Current Population Survey, 2010 Annual Social and Economic Supplement.
Estimated median household income: $50,221Source: U.S. Census Bureau, 2010 American Community Survey.
39 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
Research ContinuumConclusions
There is valid research in all four areas.
There are many causes of poverty, so we need a wide array of strategies.
Ruby Payne’s Framework offers a way to understand complex economic issues and to do a critical analysis of poverty and prosperity.
40 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
SUGGESTED READING
O’Connor, Alice. (2001). Poverty Knowledge: Social Science, Social Policy, and the Poor in Twentieth-Century U.S. History. Princeton, NJ: Princeton University Press.
Phillips, Kevin. (2002). Wealth and Democracy: A Political History of the
American Rich. New York, NY: Broadway Books.
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Key Point #1
This workshop focuses on economic environments.
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Key Point #2
Economic class is relative.
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2009 CENSUS
MEDIAN HOUSEHOLD INCOME
$50,221
“STATISTICALLY RICH” $100,000 or more
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Key Point #3
Economic class is a continuous line, not a clear-cut distinction.
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United States Official Poverty Guidelines: 2009–2010*
Family Size Annual Income
Four $ 22,050
Three $ 18,310
Two $ 14,570
One $ 10,830
Source: U.S. Department of Health and Human Services (January 2010).
*The procedure for updating the 2010 guidelines was modified to take into account the Consumer Price Index (CPI-U) for the period for which their publication was delayed. As a result, the poverty guideline figures for the remainder of 2010—shown above—were the same as the 2009 poverty guideline figures.
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Key Point #4
Generational poverty and situational poverty
are different.
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Key Point #5
This work is based on patterns within the
environments of economic class.
All patterns have exceptions.
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Key Point #6
An individual brings with him/her the hidden rules
of the class in which he/she was raised.
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Key Point #7
Schools and businesses operate from middle class norms and use the hidden
rules of middle class.
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Key Point #8
In order to build relationships of mutual respect between
economic classes, we need to be aware of more than one set
of hidden rules.
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Key Point #9
The more we understand how class affects us and are open to hear how it affects others, the more
effective we can be.
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Key Point #10
In order to achieve, one may have to give up relationships
(at least for a time).
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Bridges Construct #1
Use the lens of economic class to understand and take responsibility for your own societal experience while being open to the experiences of others.
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Societal System
Copyright J. Pfarr Consulting. Reproduced with permission.
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Define poverty as the extent to which a person, institution, or community does without resources.
Bridges Construct #3
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Bridges Construct #4
Build relationships of mutual respect.
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Bridges Construct #5
Base plans on the premise that people in all classes, sectors, and political persuasions are problem solvers and need to be at the decision making table.
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Bridges Construct #6
Base plans on accurate mental models of poverty, middle class, and wealth.
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Bridges Construct #7
At the individual, institutional, and community/policy levels: Stabilize the environment, remove barriers to transition, and build resources.
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Bridges Construct #8
Address all causes of poverty (four areas of research).
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Bridges Construct #9
Build long-term support for individual, institutional, and community/policy transition.
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Bridges Construct #10
Build economically sustainable communities in which everyone can live well.
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SUGGESTED READING
www.ahaprocess.com for information about aha! Process, Inc. O’Connor, Alice. (2001). Poverty Knowledge: Social Science,
Social Policy, and the Poor in Twentieth-Century U.S. History. Princeton, NJ: Princeton University Press.
65 Copyright 2006. Revised 2011. All rights reserved. aha! Process, Inc. www.ahaprocess.com
Talk with one another about the groups you belong to that have hidden rules.
Give an example of one hidden rule.
Learning Task
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POSSESSIONS
POVERTYPeople
MIDDLE CLASSThings
WEALTHOne-of-a-kind objects, legacies, pedigrees
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TIME
POVERTYPresent most important
Decisions made for the moment based on feelings or survival
MIDDLE CLASSFuture most important
Decisions made against future ramifications
WEALTHTraditions and history most important
Decisions made partially based on
tradition/decorum
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TOOL
Future orientation, choice,
and power
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TOOL
If you choose, then you’ve chosen.
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MONEY
POVERTYTo be used, spent
MIDDLE CLASSTo be managed
WEALTHTo be conserved, invested
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LOVE
POVERTYLove and acceptance conditional, based on whether the individual is liked
MIDDLE CLASSLove and acceptance conditional and based largely on achievement
WEALTHLove and acceptance conditional and related to social standing and connections
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SOCIAL EMPHASIS
POVERTYSocial inclusion of people he/she likes
MIDDLE CLASSEmphasis is on self-governance and self-sufficiency
WEALTHEmphasis is on social exclusion
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PERSONALITY
POVERTYIs for entertainment Sense of humor is highly valued
MIDDLE CLASSIs for acquisition and stability Achievement is highly valued
WEALTHIs for connectionsFinancial, political, and social
connections are highly valued
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FOOD
POVERTYKey question: Did you have enough? Quantity important
MIDDLE CLASSKey question:Did you like it? Quality important
WEALTHKey question: Was it presented well? Presentation important
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CLOTHING
POVERTYClothing valued for individual style and
expression of personality
MIDDLE CLASSClothing valued for its quality and acceptance
into norm of middle classLabel important
WEALTHClothing valued for its artistic sense
and expression Designer important
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DESTINY
POVERTYBelieves in fate
Cannot do much to mitigate chance
MIDDLE CLASSBelieves in choice
Can change future with good choices now
WEALTHNoblesse oblige
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EDUCATION
POVERTYValued and revered as abstract
but not as reality
MIDDLE CLASSCrucial for climbing success
ladder and making money
WEALTHNecessary tradition for making and maintaining connections
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WORLDVIEW
POVERTYSees world in terms of local setting
MIDDLE CLASSSees world in terms of national setting
WEALTHSees world in terms of international view
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HUMOR
POVERTYAbout people
About situations
MIDDLE CLASS
WEALTHAbout social faux pas
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FAMILY STRUCTURE
POVERTYTends to be matriarchal
MIDDLE CLASSTends to be patriarchal
WEALTHDepends on who has the money
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LANGUAGE
POVERTYCasual register Language is about survival
MIDDLE CLASSFormal register Language is about negotiation
WEALTHFormal register Language is about networking
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POWER
POVERTYPower linked to personal respectAbility to fightCan’t stop bad things from happening
MIDDLE CLASSPower/respect separatedResponds to positionPower in information and institutions
WEALTHPower in expertise, connectionsPower in stabilityInfluences policy and direction
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DRIVING FORCES
POVERTYSurvival, relationships,
entertainment
MIDDLE CLASSWork, achievement,
material security
WEALTHFinancial, political, social
connections
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Learning Task
In groups of two or three, review two of the hidden rules.
Describe the understandable reasons for those rules.
Discuss how those hidden rules play out between/among individuals in poverty and middle class.
Explore how staff can use this information to make relationships more meaningful. What can be done to improve outcomes?
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What Can You Do in the Work and Agency Setting? Individual Lens
Hidden Rules Direct-teach the hidden rules.
Teach that there are three sets of rules.
Understand the hidden rules of your work/agency setting.
Understand the hidden rules that customers and employees bring with them.
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SUGGESTED READING
Fussell, Paul. (1983). Class: A Guide Through the American Status System. New York, NY: Touchstone.
hooks, bell. (2000). Where We Stand: Class Matters. New York, NY:
Routledge. Kadi, Joanna. (1966). Thinking Class: Sketches from a Cultural
Worker. Boston, MA: South End Press. Komarovsky, Mirra. (1967). Blue-Collar Marriage. New York, NY:
Vintage Books.
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REGISTERS OF LANGUAGE
REGISTER EXPLANATION
FROZEN Language that is always the same. For example: Lord’s Prayer, wedding vows, etc.
FORMALThe standard sentence syntax and word choice of work and school. Has complete sentences and specific word choice.
CONSULTATIVE Formal register when used in conversation. Discourse pattern not quite as direct as formal register.
CASUAL
Language between friends and is characterized by a 400- to 800-word vocabulary. Word choice general and not specific. Conversation dependent upon nonverbal assists. Sentence syntax often incomplete.
INTIMATE Language between lovers or twins. Language of sexual harassment.
Adapted from the work of Martin Joos
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Research About Language in Children, Ages 1 to 4, in Stable Households by Economic Group
Number of Words
Exposed to
Economic Group
Affirmations (Strokes)
Prohibitions (Discounts)
13 million words Welfare 1 for every 2
26 million words
Working class 2 for every 1
45 million words
Professional 6 for every 1
Source: Meaningful Differences in the Everyday Experience of Young American Children, (1995), by Betty Hart and Todd R. Risley.
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REGISTERS OF LANGUAGE
FROZEN
FORMAL
CONSULTATIVE
CASUAL
INTIMATE
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Casual Register
(the language of close friends)
Formal Register(the language of school
and business)
Wazzup? How are you doing?
My bad.
It was my fault; please excuse me. I accept responsibility for my
grievous error. I apologize for my faux pas.
… Groan …
I made a mistake. I feel uncomfortable. I do not wish to comply with your
request. Would you consider an alternative?
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Casual Register(the language
of close friends)
Formal Register(the language of school
and business)
Wuzzat chew say?
Could you repeat that, please?
Hook me up.
Would you be so kind as to introduce me to …
I would really appreciate your assistance.
That’s tight.That’s cool.That’s “da
bomb.”
This activity overwhelmed me with its outstanding value and significance to my future.
This is an excellent suggestion. I would like to compliment you on
your choice of …
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PATTERNS OF DISCOURSE
FORMAL CASUAL
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If an individual depends upon a random, episodic story structure for memory patterns, lives in an unpredictable environment, and has not developed the ability to plan,THEN …
If an individual cannot plan, he/she cannot predict.
If an individual cannot predict, then he/she cannot identify cause and effect.
If an individual cannot identify cause and effect, he/she cannot identify consequence.
If an individual cannot identify consequence, he/she cannot control impulsivity.
If an individual cannot control impulsivity, he/she has an inclination toward criminal behavior.
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Societal System
Copyright J. Pfarr Consulting. Reproduced with permission.
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Describe two ways you can enhance positive self-talk with your students, co-workers, and clients.
Learning Task
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Using a recent experience with a customer or co-worker, describe the use of language registers, discourse pattern, and story structure.
At your table, discuss what changes need to be made to improve relationships and outcomes with customers and co-workers.
Learning Task
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What Can You Do in the Work and Agency Setting? Individual Lens
Language, Story Structure, and Cognition1. Teach formal register to employees and customers so they can
have access to even more community settings.2. Encourage front-line staff to understand casual register. Staff must
be able to translate forms and instructions from formal to casual register. Staff must be aware of nonverbal communication.
3. Rewrite forms to be more meaningful.4. Reduce middle class “noise” by using meaningful mental models,
drawings, stories, and analogies.5. Work with community partners to promote a rich language
experience for children from birth to 5 years of age.6. Reframe into learning experiences conflicts that have resulted from
the use of casual register.7. Use the Tucker Signing Strategies to teach reading skills.
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SUGGESTED READING
Hart, Betty, & Risley, Todd R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Paul H. Brookes.
Lareau, Annette. (2003). Unequal Childhoods: Class, Race, and Family
Life. Berkeley, CA: University of California Press. Levine, Mel. (2002). A Mind at a Time. New York, NY: Simon & Schuster. Sharron, Howard, & Coulter, Martha. (2004). Changing Children’s Minds:
Feuerstein’s Revolution in the Teaching of Intelligence. Highlands, TX: aha! Process.
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Family Structure
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1.MultipleRelationships
3. Favoritism
4. MaleIdentity
2. Changing Allegiances
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DESTINY
POVERTYBelieves in fate
Cannot do much to mitigate chance
MIDDLE CLASSBelieves in choice
Can change future with good choices now
WEALTHNoblesse oblige
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believes that one is fated or destined
the behavior
not get caught
deny
punishedforgiven
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SUGGESTED READING
Komarovsky, Mirra. (1967). Blue-Collar Marriage. New York, NY: Vintage Books.
Lareau, Annette. (2003). Unequal Childhoods: Class, Race, and Family
Life. Berkeley, CA: University of California Press. Levine, Mel. (2002). A Mind at a Time. New York, NY: Simon & Schuster. Rusk, David. (1999). Inside Game, Outside Game: Winning Strategies
for Saving Urban America. Washington, DC: Brookings Institution Press.
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DEFINITION OF RESOURCES
To better understand people from poverty,
the definition of poverty will be
“the extent to which an individual does without resources.”
The resources are the following …
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DEFINITION OF RESOURCES
FINANCIALBeing able to purchase the goods and services of that class and sustain it.
EMOTIONALBeing able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. Shows itself through choices.
MENTALHaving the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.
SPIRITUALBelieving in (divine) purpose and guidance.
PHYSICALHaving physical health and mobility.
SUPPORT SYSTEMSHaving friends, family, and backup resources available to access in times of need. These are external resources.
RELATIONSHIPS/ROLE MODELSHaving frequent access to adult(s) who are appropriate, nurturing, and who do not engage in destructive behavior.
KNOWLEDGE OF HIDDEN RULESKnowing the unspoken cues and habits of a group.
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DEFINITION OF RESOURCES
Connections, social networks, and norms of reciprocity and trustworthiness
Private and public aspects– Bonding– Bridging– Thick and thin
Source: Bowling Alone: The Collapse and Revival of American Community, (2000), by Robert D. Putnam.
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Processing Information about Resources
What resources might the person want to build?
What support can your agency or college provide?
What supports might your community provide?
What policy changes might be needed?
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MENTAL MODEL OFSOCIAL CAPITAL
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RESOURCES ADDED TOGETTING AHEAD
Integrity and trust: Your word is good, you do what you say you will do, and you are safe.
Motivation and persistence: You have the energy and drive to prepare for,
plan, and complete projects, jobs, and personal changes.
Formal register: You have the emotional control, vocabulary,
language ability, and negotiation skills to succeed in school and/or work settings.
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Questions to Ask About Resources
EMOTIONAL
Is there evidence that the individual has persistence?
Does the individual have the words to express feelings in a way others can receive?
Does the individual have coping strategies (for adverse situations) that are not destructive to self or others?
?
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Questions to Ask About Resources
MENTAL
Can the individual read, write, and compute?
Can the individual plan?
Can the individual problem-solve?
Can the individual understand cause and effect, then identify consequence?
?
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Questions to Ask About Resources
SPIRITUAL
Does the individual believe in divine guidance and assistance?
Does the individual have belief in something larger than self?
Does the individual perceive an abstract and larger perspective that provides depth and meaning to life (culture, science, higher power, etc.)?
?
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Questions to Ask About Resources
PHYSICAL
Can the individual take care of him-/herself without help?
Does the physical body allow the person to work and to learn?
Does the individual have transportation resources to get from one place to another?
Does the individual have health and wellness?
?
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Questions to Ask About Resources
SUPPORT SYSTEMS AND SOCIAL CAPITAL
Who is the individual’s bonding social capital? Is it positive?
Who is the individual’s bridging social capital? Is it positive?
?
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Questions to Ask About Resources
KNOWLEDGE OF MIDDLE CLASS HIDDEN RULES
Does this individual know the hidden rules of school and work?
How important are achievement and work?
Will this individual give up relationships, at least for a period of time, for achievement?
?
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RESOURCES WORKSHEET
Resources RatingComments
Concerns/IssuesPlanning/Treatment
Financial Emotional Coping Strategies Resiliency Mental Spiritual Physical Support Systems
Role Models Knowledge of Hidden Rules
Rating Scale 1 2 3 4 5 ? “5” = highest rating
“?” = not enough information
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RESILIENCY RESEARCH
Insight Tough questions,honest answers: why
Independence Keeping distance emotionally and physically
Relationships Ties to people of mutual respect
Initiative Taking charge of problems, stretching themselves
Creativity Imposing order, beauty, purpose
Humor Finding the comic in the tragic
Morality Staying holy in an unholy place
Adapted from The Resilient Self: How Survivors of Troubled Families Rise Above Adversity, (1993), Wolin, Steven, and Wolin, Sybil.
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Cascade Engineering
W2C Retention Rates
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Cascade EngineeringKey Features
Privately owned by Fred Keller W2C employees: 77 women, 22 men Non-W2C: 211 women, 430 men Cost of losing employees in first 60 days:
$2,500 to $3,000 False starts: “van,” Burger King Training: Ruby Payne’s Framework and
public partnerships
Source: “Welfare-to-Career at Cascade Engineering, Inc.,” (2002), by James Bradley.
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Share with two or three others one program design change that you think needs to be made.
Learning Task
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What Can You Do in the Work and Agency Setting?
Resources1. Examine the eight resources for individuals from
poverty to become more aware of internal strengths and environmental assets of customers and employees.
2. Build interventions on strengths and resiliency. Look for the part of the glass that is “half full.”
3. Engage people in poverty in solving individual and community problems.
4. Provide economic opportunities for individuals from poverty.
5. Foster the development of resources in the community.6. Refer individuals to associations according to
interests, skills, talents, and gifts.
Individual Lens
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SUGGESTED READING
Fisher, Roger, & Ury, William. (1983). Getting to YES: Negotiating Agreement Without Giving In. New York, NY: Penguin Books.
Goleman, Daniel. (1995). Emotional Intelligence. New York, NY: Bantam Books. Gurian, Michael. (1996). The Wonder of Boys: What Parents, Mentors and Educators Can Do to
Shape Boys into Exceptional Men. New York, NY: Tarcher/Putnam. Huang, Al Chungliang, & Lynch, Jerry. (1995). Mentoring: The Tao of Giving and Receiving
Wisdom. San Francisco, CA: HarperOne. Kretzmann, John, & McKnight, John. (1993). Building Communities from the Inside Out: A Path
Toward Finding and Mobilizing a Community’s Assets. Chicago, IL: ACTA Publications. Pransky, Jack. (1998). Modello: A Story of Hope for the Inner City and Beyond. Cabot, VT:
NEHRI Publications. Putnam, Robert D. (2000). Bowling Alone: The Collapse and Revival of American Community.
New York, NY: Simon & Schuster. Stosny, Steven. (2003). The Powerful Self. Silver Spring, MD: Booksurge, LLC. Weisinger, Hendrie. (1998). Emotional Intelligence at Work. San Francisco, CA: Jossey-Bass.
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“Human relationship is a sledgehammer that
obliterates every societal difference.”
–Robert Sapolsky
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The “Tale of Two Students”A Study of Personal Resources
• Olivier, separated father of four
• Goal is Associate Degree in Nursing (RN)
• Certified as Nursing Assistant
• Native of the Democratic Republic of the Congo
• High school teacher who lost all assets when he fled native country for safety in Kenya, later a refugee to United States.
• Georgette, single mom with two children, one with a health condition
• Goal is to become Practical
or Registered Nurse• Certified as Nursing Assistant• Grew up in generational
poverty• Learning Disability• On financial and academic
suspension for federal aid
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Resources and Barriers
Olivier’s Barriers• First Language is French, English
4th Language• Difficult relationship with wife • Potential legal issues• Working full time to support family• Low social capital but support
from children and church• Tyranny of the moment• Unstable financial position• Ineligible for Pell Grants due to 4
year degree
Georgette’s Barriers• Learning Disability• Anger issues• Partial knowledge of hidden rules
of middle class• Distrust of middle class institutions• Lack of planning skills• Tyranny of the moment• Child’s medical condition• Childcare• Unstable financial position• Lack of social capital
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Strategies
Classroom/Advisor Tips
• Build relationship of mutual respect with students
• Learn hidden rules of poverty• Encourage “Intro to College”
class • Digital recorder to record lectures• Discuss whole picture with
student when registering for class
• Use videos often• Mediate using the “What, Why &
How” • Make information relevant using
stories, metaphors, analogies• Encourage positive self talk,
choices and accountability• Have high expectations
Study Tips
• Flashcards• Disability (text to speech) software• Study Groups• Peer Tutoring• Provide school supplies, planners
and loan out laptops if possible• Teach students to take notes and
use highlighter for main points• Opportunities to learn study,
planning and sorting skills• Teach goal setting by planning
backwards• Use of mind maps, mental models
and sketching
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The real voyage of discovery consists not in seeking new landscapes but in having new eyes.
–Marcel Proust
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“If you have come to help me, you
can go home again. But if you see my struggles as a part of your
own survival, then perhaps we can work together.”
–Lila Watson, an Aboriginal Woman from Australia
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Additional Informational ResourcesUnderstanding and Engaging Under-Resourced College Students Becker, Krodel and Tucker) aha process! Inc. ISBN 978-1-934583-33-3
See Poverty…Be the Difference! Dr. Donna M. Beegle ISBN 1-934085-01-4