South Carolina Commission for Minority Affairs The Culture of Poverty presented by Sheila Albergottie MSW, Project Coordinator African American Affairs July 8, 2009. CMA. www.state.sc.us/cma. Training Objectives. Give an overview of the Commission for Minority Affairs
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South Carolina Commission for Minority Affairs The Culture of Povertypresented bySheila Albergottie MSW, Project Coordinator African American AffairsJuly 8, 2009
Serve as a think-tank to improve the plight of minorities
Serve as the catalyst to bring about public policy changes
Single point of contact for assistance and referral
Serve as a clearinghouse for minority information
The SC Commission for Minority Affairs
Minority Issues Conference
June 11, 2007
Race, Poverty and a State of Mind
Dr. Ruby Payne
aha! Process, Inc.
The Historic Black Belt's Conditions remain some of the worst in our nation. The Black Belt is still home to persistent poverty, poor employment, low incomes, low education, poor health, high infant mortality and dependance.
http://ers.usda.gov/Data/PovertyRates/PovListpct.asp?Longname=SouthCarolina is the online source for this map
Generational poverty: families who have lived in poverty for at least two generations.
Situational Poverty: families that have fallen into poverty because of a traumatic event such as illness or divorce, unemployment, etc.
Dr. Ruby Payne
Source: Online http://ers.usda.gov/Data/PovertyRates/PovListpct.asp?Longname=SouthCarolina
Source: Online http://quickfacts.census.gov/qfd/states/45000.html
How We View Others
Dr. Linda Webb Watson
One of the key resources for success in
school and at work is an understanding of
the hidden rules. Hidden rules are the
unspoken clues that individuals use to
indicate membership in a group.
Names problems accurately
Identifies the mindsets and patterns that individuals use to survive
Identifies strengths and resources in the individual, family, school and community
Offers economic diversity as a prism through which individuals and schools can analyze and respond
Identifies skills, theories of change, program designs, partnerships and ways of building school where students achieve
Encourage the development of strategies to respond to all causes of povertyA Framework for Understanding PovertyRuby K. Payne, Ph.D.Additive Model
INAPPROPRIATE OR VULGAR COMMENTS
HANDS ALWAYS ON SOMEONE ELSE
CANNOT FOLLOW DIRECTIONS
COMPLETE ONLY PART OF A TASK
DISRESPECTFUL TO TEACHERS
HARM OTHER STUDENTS, VERBALLY OR PHYSICALLYA Framework for Understanding PovertyRuby K. Payne, Ph.D.Behaviors Related to Poverty
2. Poverty occurs in all races and in all countries
3. Economic class is a continuous line, not a clear-cut distinction.
4. Generational poverty and situational poverty are different.
5. This information and work is based on patterns. All patterns have exceptions
6. An individual brings with him/her the hidden rules of the class in which he/she was raised.
7. Schools and businesses operate from middle-class norms and use the hidden rules of middle class.
8 For our students to be successful, we must understand their hidden rules and teach them the rules that will make them successful at school and at work.
9. We can neither excuse students nor scold them for not knowing; as educators we must teach them and provide support, insistence, and expectations.
10. To move from poverty to middle class or middle class to wealth, an individual must give up relationships for achievement (at least for some period of time).
11. Two things that help one move out of poverty are education and relationships.
12. Four reasons one leaves poverty are: It’s too painful to stay, a vision or goal, a key relationship, or a special talent or skill.A Framework for Understanding PovertyRuby K. Payne, Ph.D.Key Points to Remember
Financial--Having the money to purchase goods and services.
Emotional--Being able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance and choices.
Mental--Having the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.
Physical--Having physical health and
Support Systems--Having friends, family, backup resources and knowledge
bases available to access in times of need. These are external resources.
Role Models--Having frequent access to appropriate adults who are nurturing
to the child and who do not engage in self-destructive behavior.
Knowledge of Hidden Rules--Knowing the unspoken cues and habits of a group.Key Points (cont.)
We envision that African Americans
in South Carolina will realize
optimum quality of life.
Our MissionOur mission is to build infrastructure and create institutions within the African American community and influence existing systems aimed at overcoming the effects of deprivation, poverty and discrimination.
It's Time To
Dismantle The Pipeline!
The Children’s Defense Fund’s Cradle
to Prison Pipeline® Campaign is a
national call toaction to stop the
funneling of tens of thousands of
youth, predominantly minorities, down
life paths that often lead to arrest,
conviction, incarceration, and in some
cases, death. Race and poverty are
the major factors underpinning the
Pipeline. The problems, policies and
systems that feed the pipeline are a
result of human choices.
People Like Us:
Social Class in America