defeating deficit ideology: creating class-equitable schools by paul c. gorski [email protected]

Defeating Deficit Ideology: Defeating Deficit Ideology: Creating Class-Equitable Creating Class-Equitable

SchoolsSchools

by Paul C. Gorski by Paul C. Gorski [email protected]@EdChange.org

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What We (Think We) KnowWhat We (Think We) Know

The The Who Said It?Who Said It? Quiz Quiz

Humility is keyHumility is key Cognitive dissonance is inevitable Cognitive dissonance is inevitable

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The QuizThe Quiz

1. In 1978 corporate CEOs in the 1. In 1978 corporate CEOs in the United States earned, on average, United States earned, on average, 35 times more than the average 35 times more than the average worker. Today, they earn __ times worker. Today, they earn __ times more than the average worker.more than the average worker.

a.a. 3535b.b. 150150c.c. 300300

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The QuizThe Quiz

1. In 1978 corporate CEOs in the 1. In 1978 corporate CEOs in the United States earned, on average, United States earned, on average, 35 times more than the average 35 times more than the average worker. Today, they earn __ times worker. Today, they earn __ times more than the average worker.more than the average worker.

a.a. 3535b.b. 150150

c.c. 300300

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The QuizThe Quiz

2. The majority of poor people in the 2. The majority of poor people in the U.S. live in:U.S. live in:

a.a. urban areasurban areas

b.b. suburban areassuburban areas

c.c. rural areasrural areas

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The QuizThe Quiz

2. The majority of poor people in the 2. The majority of poor people in the U.S. live in:U.S. live in:

a.a. urban areasurban areas

b.b. suburban areassuburban areas

c.c. rural areasrural areas

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The QuizThe Quiz

3. Which of the following variables 3. Which of the following variables most closely predicts how high most closely predicts how high someone will score on the SAT test?someone will score on the SAT test?

a.a. racerace

b.b. region of residenceregion of residence

c.c. family incomefamily income

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The QuizThe Quiz

3. Which of the following variables 3. Which of the following variables most closely predicts how high most closely predicts how high someone will score on the SAT test?someone will score on the SAT test?

a.a. racerace

b.b. region of residenceregion of residence

c.c. family incomefamily income

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The QuizThe Quiz

5. How many children around the 5. How many children around the world die each day from hunger-world die each day from hunger-related causes?related causes?

a.a. 1,6001,600

b.b. 16,00016,000

c.c. 160,000160,000

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The QuizThe Quiz

5. How many children around the 5. How many children around the world die each day from hunger-world die each day from hunger-related causes?related causes?

a.a. 1,6001,600

b.b. 16,00016,000c.c. 160,000160,000

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The QuizThe Quiz

6. How many people in the U.S. live in 6. How many people in the U.S. live in poverty according to the U.S. poverty according to the U.S. Census Bureau?Census Bureau?

a.a. About 17 millionAbout 17 million

b.b. About 27 millionAbout 27 million

c.c. About 37 millionAbout 37 million

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The QuizThe Quiz

6. How many people in the U.S. live in 6. How many people in the U.S. live in poverty according to the U.S. poverty according to the U.S. Census Bureau?Census Bureau?

a.a. About 17 millionAbout 17 million

b.b. About 27 millionAbout 27 million

c.c. About 37 millionAbout 37 million

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The QuizThe Quiz

7. According to the U.S. Census Bureau, how 7. According to the U.S. Census Bureau, how much more likely are African American much more likely are African American and Latino mortgage applicants to be and Latino mortgage applicants to be turned down for a loan, even after turned down for a loan, even after controlling for employment, financial, controlling for employment, financial, and neighborhood factors?and neighborhood factors?

a.a. 15%15%b.b. 30%30%c.c. 60%60%

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The QuizThe Quiz

7. According to the U.S. Census Bureau, how 7. According to the U.S. Census Bureau, how much more likely are African American much more likely are African American and Latino mortgage applicants to be and Latino mortgage applicants to be turned down for a loan, even after turned down for a loan, even after controlling for employment, financial, and controlling for employment, financial, and neighborhood factors?neighborhood factors?

a.a. 15%15%b.b. 30%30%

c.c. 60%60%* * ** * *

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Starting AssumptionsStarting Assumptions

1.1. Low-income people bear the brunt of Low-income people bear the brunt of almost every imaginable social ill in the almost every imaginable social ill in the U.S.U.S.

2.2. All people, regardless of socioeconomic All people, regardless of socioeconomic status, deserve access to basic human status, deserve access to basic human rights (including the best possible rights (including the best possible education)education)

3.3. Inequities in the U.S. and our schools Inequities in the U.S. and our schools mean that all people don’t have this mean that all people don’t have this accessaccess

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The AgendaThe Agenda

1.1. Stereotypes of Low-Income PeopleStereotypes of Low-Income People

2.2. Key ConceptsKey Concepts

3.3. The Big Picture: Ten Chairs The Big Picture: Ten Chairs

4.4. Shifts of Consciousness Shifts of Consciousness

5.5. Being an Anti-Poverty EducatorBeing an Anti-Poverty Educator

Part II:Part II:

Oppressors Are Us:Oppressors Are Us:Stereotypes of Low-Stereotypes of Low-

Income PeopleIncome People

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Stereotypers Are UsStereotypers Are Us

Pairs: Name all the stereotypes you Pairs: Name all the stereotypes you know about low-income peopleknow about low-income people And note where they come fromAnd note where they come from

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Stereotype: LazinessStereotype: Laziness

Ah, but: According to the Economic Ah, but: According to the Economic Policy Institute (2002), poor working Policy Institute (2002), poor working adults adults spend more hours workingspend more hours working per per week on average week on average than their wealthier than their wealthier counterparts. counterparts.

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Stereotype: Don’t Value EducationStereotype: Don’t Value Education

Ah, but: Low-income parents hold the Ah, but: Low-income parents hold the exact same attitudes about exact same attitudes about education as wealthy parents education as wealthy parents (Compton-Lilly, 2003; Lareau & (Compton-Lilly, 2003; Lareau & Horvat, 1999; Leichter, 1978; Horvat, 1999; Leichter, 1978; Varenne & McDermott, 1986). Varenne & McDermott, 1986).

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Stereotype: Substance AbuseStereotype: Substance Abuse

Ah, but: Alcohol abuse is far more Ah, but: Alcohol abuse is far more prevalent among wealthy people prevalent among wealthy people than poor people (Galea, Ahern, than poor people (Galea, Ahern, Tracy, & Vlahov, 2007). And drug use Tracy, & Vlahov, 2007). And drug use equally distributed across poor, equally distributed across poor, middle class, and wealthy middle class, and wealthy communities (Saxe, Kadushin, Tighe, communities (Saxe, Kadushin, Tighe, Rindskopf, & Beveridge, 2001). Rindskopf, & Beveridge, 2001).

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Stereotype: Crime and ViolenceStereotype: Crime and Violence

Ah, but: Poor people do not commit Ah, but: Poor people do not commit more crimemore crime than wealthy people— than wealthy people—they only commit they only commit more visible crimemore visible crime. . Furthermore, white collar crime Furthermore, white collar crime results in much greater economic results in much greater economic (and life) losses than so-called (and life) losses than so-called “violent” crime. “violent” crime.

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Stereotype: Language-DeficientStereotype: Language-Deficient

Ah, but: Linguists have known for Ah, but: Linguists have known for decades that all varieties of English decades that all varieties of English (such as “Black English vernacular” (such as “Black English vernacular” or Appalachian varieties) are equally or Appalachian varieties) are equally complex in structure and grammar complex in structure and grammar (Gee, 2004; Hess, 1974; Miller, Cho, (Gee, 2004; Hess, 1974; Miller, Cho, & Bracey, 2005).& Bracey, 2005).

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Where, then, do these stereotypes Where, then, do these stereotypes come from, and whose purposes do come from, and whose purposes do they serve?they serve?

… …more on this later…more on this later…

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Mis-perceivers Are UsMis-perceivers Are Us

Point of Reflection: Point of Reflection:

What would you describe as your What would you describe as your socioeconomic status? socioeconomic status?

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Where does the notion of meritocracy Where does the notion of meritocracy come from, and has it ever been come from, and has it ever been true? true?

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Is poverty an individual experience or Is poverty an individual experience or a systemic condition? a systemic condition?

Part IIIPart III

Cool Key ConceptsCool Key Concepts

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Key ConceptsKey Concepts

• The ‘Culture of Poverty’The ‘Culture of Poverty’• Deficit IdeologyDeficit Ideology• The “Undeserving” PoorThe “Undeserving” Poor

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Key Concept:Key Concept:The ‘Culture of Poverty’The ‘Culture of Poverty’

What is it? (See hidden rules quizzes.)What is it? (See hidden rules quizzes.) Who made it up?Who made it up? What the research saysWhat the research says Why it’s dangerousWhy it’s dangerous Where you’ve seen it inWhere you’ve seen it in

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Key Concept:Key Concept:The ‘Deficit Ideology’The ‘Deficit Ideology’

Two ComponentsTwo Components Example: Payne’s reflections on Example: Payne’s reflections on

Katrina (see handout)Katrina (see handout) Why it’s dangerousWhy it’s dangerous Where you’ve seen it inWhere you’ve seen it in

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Key Concept:Key Concept:The ‘Undeserving Poor’The ‘Undeserving Poor’

Herbert Gans, Herbert Gans, The War Against the The War Against the PoorPoor

Deterioration of support for policy Deterioration of support for policy ““Welfare Reform”Welfare Reform”

Part IVPart IV

The Big Picture: The Big Picture:

Ten Chairs and a PyramidTen Chairs and a Pyramid

Part VIPart VIShifts of ConsciousnessShifts of Consciousness

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Shift of Consciousness #1Shift of Consciousness #1

Must be willing to think critically Must be willing to think critically about those things about which I’ve about those things about which I’ve been taught not to think criticallybeen taught not to think critically Corporate capitalismCorporate capitalism Two-party political systemTwo-party political system Consumer cultureConsumer culture

And the relationship between these things And the relationship between these things and racismand racism

Myth of meritocracyMyth of meritocracy

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Must understand the intersectionality Must understand the intersectionality of class with race, gender, disability, of class with race, gender, disability, and other factors. and other factors. We cannot fully understand poverty We cannot fully understand poverty

without understanding how it relates to without understanding how it relates to these issues.these issues.

Racism as economic exploitationRacism as economic exploitation

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Must expose and reject deficit Must expose and reject deficit ideology and the “culture of poverty” ideology and the “culture of poverty” mythmyth Blame people in oppressed groups for Blame people in oppressed groups for

their oppressiontheir oppression

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Must See Our SocializationMust See Our Socialization How are we socialized to perpetuate the How are we socialized to perpetuate the

myths? myths? How do we perpetuate myths and How do we perpetuate myths and

oppression even through well-oppression even through well- intended intended work?work?

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Must refuse to mistake Must refuse to mistake socioeconomic class with “culture”socioeconomic class with “culture” Poverty is sociopolitical in nature—it’s Poverty is sociopolitical in nature—it’s

done done to to peoplepeople

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Must be careful to avoid “saviour Must be careful to avoid “saviour syndrome” or “messiah mentality” or syndrome” or “messiah mentality” or “missionary mindset”“missionary mindset” This is an expression of supremacy and This is an expression of supremacy and

privilegeprivilege Who, exactly, is being “saved” in anti-Who, exactly, is being “saved” in anti-

poverty work?poverty work?

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Focus on understanding Focus on understanding the cultures the cultures and forces of power and privilegeand forces of power and privilege, , not only on the experiences and not only on the experiences and cultures of the dispossessed “other”cultures of the dispossessed “other” We cannot understand class and poverty We cannot understand class and poverty

without understanding the influence of without understanding the influence of the wealthy elitethe wealthy elite

* * ** * *

Classroom PrinciplesClassroom Principles

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There is no set of curricular or There is no set of curricular or pedagogical strategies that work with pedagogical strategies that work with all or even most low-income kidsall or even most low-income kids The range of ways in which low-income The range of ways in which low-income

students learn is students learn is exactly the same exactly the same as as the range of ways in which wealthier the range of ways in which wealthier students learnstudents learn

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Low-income students do not have Low-income students do not have access to the same material access to the same material resources that their wealthier peers resources that their wealthier peers take for grantedtake for granted What does this mean about how we What does this mean about how we

assign homework or projects?assign homework or projects?

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Low-income families do not share the Low-income families do not share the same level of access to school same level of access to school participation as their wealthier participation as their wealthier counterpartscounterparts This doesn’t mean they don’t value This doesn’t mean they don’t value

education!education!

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Low-income students, like all Low-income students, like all students, need to see themselves students, need to see themselves reflected in the curriculumreflected in the curriculum Are examples and illustrations inclusive Are examples and illustrations inclusive

of their experiences? of their experiences?

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Low-income students do not need us Low-income students do not need us to feel sorry for them and, as a to feel sorry for them and, as a result, lower our expectations of their result, lower our expectations of their intelligenceintelligence Being low-income is not a learning Being low-income is not a learning

disability—it’s not an indicator of disability—it’s not an indicator of intelligence but an indicator of intelligence but an indicator of opportunity opportunity

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We should teach about class and We should teach about class and poverty issues poverty issues Dissolution of labor unionsDissolution of labor unions Lack of living wage jobsLack of living wage jobs Educational inequities Educational inequities

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We should keep extra supplies We should keep extra supplies around, but distribute them quietly:around, but distribute them quietly: CoatsCoats School suppliesSchool supplies Snacks Snacks

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We should never assume that all We should never assume that all students—students—or families—or families—have have convenient access to computers and convenient access to computers and the Internetthe Internet

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We should make sure that materials We should make sure that materials and illustrations don’t stereotype and illustrations don’t stereotype low-income people, even if subtly solow-income people, even if subtly so

School Culture School Culture PrinciplesPrinciples

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School Culture PrinciplesSchool Culture Principles

We should be persistent with low-We should be persistent with low-income familiesincome families And we never should make an And we never should make an

assumption about what their assumption about what their involvement means about their involvement means about their dedication to educationdedication to education

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We should eliminate additional fees We should eliminate additional fees for participation in extracurricular for participation in extracurricular activities.activities. What you may believe is a small fee What you may believe is a small fee

could be the difference between eating could be the difference between eating and not eating for a low-income familyand not eating for a low-income family

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We should fight to keep low-income We should fight to keep low-income students from being placed unfairly students from being placed unfairly into lower tracks or ability groupsinto lower tracks or ability groups And fight to get them into Gifted & And fight to get them into Gifted &

Talented programsTalented programs Or fight tracking altogetherOr fight tracking altogether

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We should critically examine all We should critically examine all school and classroom policy for school and classroom policy for hidden bias or for anything that hidden bias or for anything that privileges some students and privileges some students and families based only on their access to families based only on their access to economic resources.economic resources. Examples?Examples?

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We should be very cautious about We should be very cautious about entering into corporate-school entering into corporate-school partnerships.partnerships.

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We should make family involvement We should make family involvement opportunities, including “parent” opportunities, including “parent” conferences accessible to people conferences accessible to people who:who: Work multiple jobsWork multiple jobs Work evening jobsWork evening jobs Can’t afford childcareCan’t afford childcare Can’t afford public transportationCan’t afford public transportation Etc.Etc.

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We never, never, never should stop We never, never, never should stop identifying the ways in which we are identifying the ways in which we are socialized to misunderstand poverty socialized to misunderstand poverty and how that socialization manifests and how that socialization manifests in our work.in our work.

Part IXPart IX

A Few Final ReflectionsA Few Final Reflections

Paul C. GorskiPaul C. Gorski

[email protected]@edchange.org

http://www.EdChange.orghttp://www.EdChange.org

defeating deficit ideology: creating class-equitable schools by paul c. gorski [email protected]

Documents

inevitable slide

access slide

quiz humility

family income slide

people dont

lowincome people pairs

antipoverty educator

majority of poor people