Urban Poverty

1. Urban Poverty By: Melanie Rosales

2. Why is it important to take notice? • It is important to be familiar with the characteristics of urban poverty so that we, as current or future urban educators, can recognize when a child is in poverty and know how to help. • Poverty decreases a child’s readiness for school and can affect their development, through: • Health • Malnutrition (not enough food or not nutritious food) • Home life • Parental inconsistency (lack of supervision, poor role modeling, frequent caregiver changes) • Schooling • Cost of books or supplies • Lower social skills, vocabulary, knowledge of numbers, ability to play cooperatively with others or stay focused • Neighborhoods • Gang violence

3. What is urban poverty? • Urban poverty is a dynamic condition of vulnerability or defenselessness to risks. • However, is not necessarily an indication of economic failures. • Those who live in urban poverty live with many deprivations. • Daily challenges may include: • Unemployment or low income • Inadequate or insecure housing • Violent and unhealthy environments • Limited access to adequate health or education opportunities

4. Facts, Statistics, Incidence • In 2009, urban Illinois had a poverty rate of 13.1% and a 10% unemployment rate. • The fastest growing group of homeless people consists of families with children. Today, families make up 36% of the people that become homeless. • 17% of children live in poverty in the US in families with income below the federal poverty line ($13,290 in 1999). • 18% under the age of 6 • 33% African Americans • 30% Latinos • 9% Caucasians

5. Implications for the Classroom • This means that urban educators are likely to have a student who lives in poverty within their classroom. • Teachers can and do make a difference in how students learn, by: • Varying teaching strategies • Making learning more culturally relevant • Believing that the students can succeed • Avoid negative misconceptions • Focusing on skills • Improving the school experience (lower dropouts) • Understanding the concept of resiliency • Programs to foster this concept and avoid focus on academic deficits • Developing a nurturing environment • Peer Tutoring or mentors

6. Strengths of Students living in Urban Poverty • Some are ‘high achievers’; however, this may be considered a lower level of achievement compared to suburban schools. • Each student possesses the ability to achieve and be resilient (flexible).

7. Weaknesses of Students living in Urban Poverty • All the forms of poverty lead to the student being ‘at risk’. • Struggle with high stakes tests • Difficulty pursuing education past high school • Lower social skills, cooperation, and focus

8. “They shout, but nobody hears them. They sleep outside, yet nobody sees them. And they ask for opportunities, but nobody answers their prayers.” –Rey Ramsey

9. Ways to Help Students Learn • Develop a classroom community support system. • Offer language resources. • Foster peer relationships. • Build a trusting, supportive, secure, and comfortable relationship with the student. • Most importantly: Be a good role model!

10. Conclusion • Getting an education is the key to getting out and staying out of trouble. • Those without a high school diploma will experience challenges with finding a decent job, receiving health insurance, and starting a retirement account. • Being a drop-out can hold back an individual from obtaining an adequate job in order to support their families or live in a safe neighborhood.

11. Summary • People who live in urban poverty live with many deprivations and experience challenges daily. • It is important to take notice of if a child is living in poverty because it can affect a child’s readiness for school and childhood development. • Because of the economy, limited job opportunities, and other struggles, the fastest growing homeless people are families with children. • As urban educators, it is our job to be prepared to have students who live in poverty, and we should be aware of ways that we can help them learn.

12. Reflection • I have never really taken into consideration the different backgrounds of the students who I will be teaching until now. • Aspiring to be an urban educator, I need to familiarize myself with the different situations my students may have been raised in. • It will be my job to help make my classroom environment safe and welcoming for my students. • Also, I need to make sure that my lessons are understood and enjoyed by every student in order to help them stray from being considered ‘at risk’.

13. Resources • http://schoolmatch.com/articles/poverty.htm • Poverty, Not Race, Holds Back Urban Students • An article discussing the differences between stereotypes and poverty consequences. • http://www.educationnews.org/ed_reports/40638.html • Selecting and Preparing Urban Teachers • Focuses on the promise of preparing effective teachers for diverse children in poverty.

14. Reference List • Abrams, L. Flenner, C. Frazier, W. McKinney, S. Responding to the Needs of At-Risk Students in Poverty. USCA. Retrieved November 1st, 2011 from http://www.usca.edu/essays/vol172006/mckinney.pdf. • Baker, J. Schuler, N. (2004). Analyzing urban poverty: a summary of methods and approached. Volume 1. Retrieved November 1st, 2011 from http://www-wds.worldbank.org/external/default/main?pagePK=64193027&piPK=64187937&theSitePK=523679&menuPK=64187510&searchMenuPK=57313&theSitePK=523679&entityID=000090341_20041008112617&searchMenuPK=57313&theSitePK=523679. • Perez, R. (2010). How can we help our students from poverty be more successful? Aha! Process, Inc. Blog. Retrieved November 1st, 2011, from http://www.ahaprocess.com/blog/archives/331. • Economic Research Service. (2011). Data State Fact Sheets: Illinois. USDA. Retrieved November 1st, 2011, from http://www.ers.usda.gov/StateFacts/Il.htm. • Ferguson, H. Bovaird, S. Mueller, M. (2007). The impact of poverty on educational outcomes for children. Paediatr Child Health. Volume 12(8), 701–706. Retrieved November 1st, 2011 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2528798/.