Teachers' Choices Regarding Poverty in the U.S. Education System

Upon reading and hence reflecting upon the article by Kay Ann Taylor titled "Poverty is Rooted in U.S. Education System, Research Finds", I tend to agree with many points. Taylor explains in detail about some of her research pertaining to poverty over the years and how the American educational system has basically perpetuated poverty rather than helping to remove it. Various reasons support this argument, and I strongly agree with them. In this article I will discuss three points that Taylor makes and explain why I agree.

Taylor begins by pointing out that since poverty has developed over time, so too will it take a complex answer to remove poverty. It has become embedded into America's culture due to a variety of reasons, from human perceptions of people in poverty to societal laws and privileges. I agree that people, teachers in particular, often categorize students from poverty as being either lazy or deficient. Teachers label them as needing to be fixed rather than celebrating their strengths. This is tough to overcome. I know from personal experience. When a student yells at you, defiantly leaves class, and later apologizes, only to do the act again, it makes for a tough classroom environment. The predictability within a stable classroom disappears. However, I have learned that showing a tough attitude is one of poverty's hidden rules. In addition, showing remorse in an apology is the extent of discipline in poverty rather than changing the behavior. Now that I understand some of poverty's hidden rules, I can better react to this student in the future. I would be able to offer some options, and openly discuss with him in a one-to-one setting about how to react at home versus with an educational setting. This will help provide this student with independence in his choices and will also further the safety he would feel within my class.

Another concept of Taylor's article expands upon the notion that educators need to understand poverty in order to be effective. I know for a fact that very few teachers have had formalized training on poverty. In schools like the one where I teach, other than the social worker and myself, I would bet that no other teacher has had training about poverty. This is a shame, because about 50% of our student body receives free or reduced lunch. Poverty is a huge part of our district. As our state test scores fluctuate, incorporating programs that directly help students of poverty could make a huge difference. Providing support structures that do not talk down to students, but teach them skills such as learning middle class hidden rules and formal register. Taylor mentions that many teachers fail to consider that students' actions often stem from poverty. As such, teachers really need to take a hard look at what poverty can do to a child systemically and then apply the knowledge to individuals as needed.

Quite often I hear sighs of dismay from other high school teachers that only the good kids' parents will show up at parent teacher conferences. They claim that parents of the struggling students are not involved in their students' education. Taylor reminds her readers, however, that this is a destructive and common stereotype that teachers hold. In reality, poor parents "love and care about their children and their education just as every parent does." She explains that parents from poverty may have less involvement due to having multiple jobs, lack of transportation, or other factors. I believe this to be true where I teach as well. Most of the parents I see belong to the students who are middle class. Some lower income grandparents or caregivers visit parent teacher conferences, but typically their students exhibit no improvement after making contact. I have heard other teachers' dismay and have felt it myself sometimes. Instead of holding onto these stereotypes, however, we ought to find ways to be inclusive. Find ways to provide opportunities to caregivers from poverty, such as sending home a video instead of a note or providing transportation to conferences or educational events. Connecting with the community will in turn make the biggest difference to our students because they will feel connected rather than segregated.

In conclusion, Taylor paints a great picture about how poverty is portrayed in modern American school systems. She seems to hit the nail on the head. I wholeheartedly agree with her perspectives, and hope that as other teachers read her material they will reflect upon their own beliefs toward students from poverty.

Source:
Science Daily