summer institutejuly 7-8, 2015 | tulsa, ok unpacking poverty examining concentrated poverty and its...
TRANSCRIPT
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
Unpacking Poverty
Examining Concentrated Poverty and its Impact on Homes, Schools and
Communities
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
Warm-up
• What comes to your mind when we say poverty• What images come to mind• How do the people look• What struggles and dilemmas do the people
face• Why do you believe people are in poverty
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
Session Learning Objectives
• Understand the difference between poverty, neighborhood poverty and concentrated poverty
• Examine the genealogy of concentrated poverty (rural, suburban, urban) --- this is a person made problem
• Explore the impact poverty has on communities and schools
• Reflect on the potential dissonance between perceptions and the lived experiences of those we serve
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
Definitions of Poverty• Poverty at Individual level
o Not having enough money to provide/ acquire the basics (food, shelter, clothing, heat, medicine, etc.)
o May or may not live in a safe and healthy environment
• Neighborhood Povertyo Living in areas where many other people are poor as
well, or, as the census defines it, in a spatial density of socio-economic deprivation• High-poverty neighborhoods- census tracts with a
poverty rate of at least 20% in a given year• Distress Neighborhoods- census tract with a poverty
rate of at least 40% in a given year
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
Who is Confronted with Concentrated Poverty
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
Double Burdens Faced by Students and Families
• Unhealthy environment • Poor housing • Underground economy• Decayed physical
conditions of the built environment
• Higher rates of unemployment/limited employment opportunities
• 1/3 adults are HS dropouts vs. 12% college grads
• Increase of violence• Increase of crime• Different forms of policing• Hyper-incarceration• Limited access to private
services/poor public services
• Abundance of liquor stores
• Excess of fast food/food deserts
• Higher banking expenses
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
Activity I• Form six different groups• Each group has a GIS map of levels of poverty in a
DN school location• A quick introduction with group members• Participants who work or live in area will share with
other group members where DN schools are located• Discuss the different levels of poverty on the map• Discuss within groups some of the double burdens
that people who live in these areas have to confront• Address this phrase: I used to think…, but now I
think…
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
Activity I
Each group has two minutes to address this phase:
I used to think…, but now I think…
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
People Made Problem (Rural)
• Small southern African American towns that were once slave plantations, then sharecropping/debt peonage (African American Belt- Arkansas to North Carolina; the Mississippi Delta)
• More than one-half of residents in many American Indian reservation communities are poor (Desert Southwest and the Upper Great Plains)
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
People Made Problem (Urban)
• African Americanso Great Migration – push and pull factors o Construction and maintenance of ghettos
• Redlining policies and practices• White flight• Acts of terror• Restrictive covenants• Deprived of resources and investments
• Hispanics- Settled in gateway cities (Los Angeles, New York City, Chicago, Miami,
San Diego )• These established enclaves continue to receive new waves of
immigrants• Puerto Rican & Dominicans lived in concentrated poverty in Boston,
Providence, Philadelphia and New York.• Mexicans often in urban clusters in the West
o One in three individuals in major cities who live in concentrated poverty are in a household in which English is not spoken at home
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
People Made Problemin Baltimore
“Blacks should be quarantined in isolated slums in order to reduce the incidence of civil disturbance, to prevent the spread of communicable disease into the nearby White neighborhoods, and to protect property values among the White majority”
Baltimore Mayor, J. Barry Mahool, 1910o Allied Civil and Protective Associationo Federal Housing Administration (Redlining)o Blockbusting in Baltimoreo Ten years ago subprime lending boom
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
People Made Problem (Suburbs)
• Between 2000 and 2008-2012, the number of poor suburban residents living in concentrated poverty grew by 139 percent - almost three times the pace of growth in cities
• While African Americans have been moving to the suburbs since the 1970s, there has been an increase in the last 15 years, often settling in pockets of concentrated poverty1
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
Impact of Intergenerational Poverty on Academic Success
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
Chronic Stress• Chronic stress associated with living in poverty
has been shown to adversely affect children’s concentration and memory which may impact their ability to learn. (American Psychological Association) The number of students being distracted and stressed by out-of-school struggles is 2-to-3 times higher in areas of concentrated poverty and reaches a level where it can impact the whole class (8-10 students or more in a class).
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
Economic and Social Stressors
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
Schools Confronted With Concentrated Poverty
• The lack of qualified substitutes• Insufficient access to school libraries or
computers• Extra time spent on testing • Emergency lockdowns • Disrupted days for non-instructional assemblies• More likely to be interrupted during class
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
Schools Confronted With Concentrated Poverty
• Lose 5 minutes on average in every instructional period compared to low-poverty schools (30 minutes per day)
• In total, high-poverty schools lost 12.4% of their instructional days for these reasons, compared to 7% in low-poverty schools
• Also higher rates of teacher absenteeism (which led to higher rates of teachers providing class coverage, instead of preparing for their classes or giving students extra help)
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
Schools Confronted With Concentrated Poverty
• Have higher suspension and expulsion rates• Have higher principal and teacher turnover• Are often staffed by less-experienced principals
and teachers• As a result, greater student need is met with
transient and less-experienced adults
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
Conversation Cafe• Select a station topic that you would like to
explore
• Topics include: o People Made Problem, Chronic Stress of Students, Intergenerational
Poverty, Schools Faced with Concentrated Poverty, Redlining and White Flight, Double Burdens, or Your Choice
• Discuss among your group:o Key points to take awayo What connections do you see with this topic and connections at your
schoolo Do you know of any promising partnerships and practices that help
address neighborhood povertyo If this is a people made problem, how can we as people get us out of
this problem in the United States
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
SUMMER INSTITUTE JULY 7-8, 2015 | TULSA, OK
Click icon to add picture