insisting on equity: uncovering classism and racism in ruby payne’s framework by paul c. gorski...

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Insisting on Equity Insisting on Equity : : Uncovering Classism Uncovering Classism and Racism in Ruby and Racism in Ruby Payne’s Framework Payne’s Framework by Paul C. Gorski by Paul C. Gorski and the Minnesota Chapter of and the Minnesota Chapter of The National Association for The National Association for Multicultural Education Multicultural Education

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Insisting on EquityInsisting on Equity::Uncovering Classism and Uncovering Classism and Racism in Ruby Payne’s Racism in Ruby Payne’s

FrameworkFramework

by Paul C. Gorskiby Paul C. Gorskiand the Minnesota Chapter ofand the Minnesota Chapter ofThe National Association for The National Association for

Multicultural EducationMulticultural Education

Uncovering Classism and Racism in Ruby Payne's Framework

I. Introduction and AgendaI. Introduction and Agenda

Who is present?Who is present? Introducing MN-NAME and meIntroducing MN-NAME and me

Uncovering Classism and Racism in Ruby Payne's Framework

A. AgendaA. Agenda

1.1. Setting the ContextSetting the Context

2.2. Introduction of Ruby Payne’s Introduction of Ruby Payne’s frameworkframework

3.3. Introduction of the lens for critical Introduction of the lens for critical reflectionreflection

4.4. Critical Reflection 1: Conservative Critical Reflection 1: Conservative frame of referenceframe of reference

Uncovering Classism and Racism in Ruby Payne's Framework

A. Agenda (cont’d)A. Agenda (cont’d)

5.5. Critical Reflection 2: Failure to Critical Reflection 2: Failure to acknowledge systemic classismacknowledge systemic classism

6.6. Critical Reflection 3: Deficit Critical Reflection 3: Deficit perspectiveperspective

7.7. Additional points for reflectionAdditional points for reflection

8.8. An authentic framework for An authentic framework for understanding poverty and understanding poverty and eradicating classismeradicating classism

9.9. DiscussionDiscussion

Part II: Part II: Setting the ContextSetting the Context

Uncovering Classism and Racism in Ruby Payne's Framework

II. Setting the Context:II. Setting the Context:Acknowledging Dangerous TerrainAcknowledging Dangerous Terrain

A.A. Difficulty discussing class and poverty in Difficulty discussing class and poverty in the U.S.the U.S.

B.B. Most teachers are middle class and whiteMost teachers are middle class and white1)1) Myth of meritocracyMyth of meritocracy2)2) ““War against the poor”—welfare mothers, War against the poor”—welfare mothers,

unmotivated parents, violent criminals, lazy unmotivated parents, violent criminals, lazy addictsaddicts

3)3) Socialization for classismSocialization for classism

C.C. Popularity of Ruby Payne and her workPopularity of Ruby Payne and her workD.D. I acknowledge and accept the negative I acknowledge and accept the negative

backlash that resultsbacklash that results

Uncovering Classism and Racism in Ruby Payne's Framework

II. Setting the Context:II. Setting the Context:My IntentionsMy Intentions

A.A. Focus on Payne’s work and positionality Focus on Payne’s work and positionality in relation to that work, not on Payne, in relation to that work, not on Payne, the individual personthe individual person

B.B. Assume positive intentions in Payne’s Assume positive intentions in Payne’s work, but don’t assume that positive work, but don’t assume that positive intentions lead to positive impactintentions lead to positive impact

C.C. Raise sometimes-difficult questions in Raise sometimes-difficult questions in the pursuit of deeper understanding and the pursuit of deeper understanding and the elimination classism and racism from the elimination classism and racism from schools and societyschools and society

Uncovering Classism and Racism in Ruby Payne's Framework

II. Setting the Context:II. Setting the Context:Starting with What We KnowStarting with What We Know

A.A. Decades of documentation on systemic class Decades of documentation on systemic class inequities in and out of schoolsinequities in and out of schools

B.B. Growing concern over Ruby Payne’s work Growing concern over Ruby Payne’s work among activists and educators (many people among activists and educators (many people engaging in this critique)engaging in this critique)

C.C. Increasingly conservative education system – Increasingly conservative education system – high-stakes testing, standards movement, high-stakes testing, standards movement, prescribed curricula, NCLB, growing cost of prescribed curricula, NCLB, growing cost of higher education; students in poverty most higher education; students in poverty most adversely affectedadversely affected

D.D. Increasingly conservative public policy, cutting Increasingly conservative public policy, cutting programs for socioeconomically disadvantaged programs for socioeconomically disadvantaged familiesfamilies

Uncovering Classism and Racism in Ruby Payne's Framework

II. Setting the Context:II. Setting the Context:Starting with What We Know, Pt. IIStarting with What We Know, Pt. II

““Poor children bear the brunt of Poor children bear the brunt of almost every imaginable social almost every imaginable social ill. In disproportionate numbers, ill. In disproportionate numbers, they suffer hunger and they suffer hunger and homelessness; untreated homelessness; untreated sickness…; lead poisoning and sickness…; lead poisoning and other forms of environmental other forms of environmental pollution…pollution…

Uncovering Classism and Racism in Ruby Payne's Framework

II. Setting the Context:II. Setting the Context:Starting with What We Know, Pt. IIIStarting with What We Know, Pt. III“… “… These same children are assigned, These same children are assigned,

again in skewed numbers, to the again in skewed numbers, to the nation’s worst public schools—nation’s worst public schools—schools in the worst states of schools in the worst states of disrepair and with the lowest levels disrepair and with the lowest levels of per-pupil funding. Not surprisingly, of per-pupil funding. Not surprisingly, therefore, poor children as a group therefore, poor children as a group lag far behind others in educational lag far behind others in educational achievement” (Books, 2004).achievement” (Books, 2004).

Part III:Part III:Introducing Ruby Introducing Ruby

Payne’s FrameworkPayne’s Framework

Uncovering Classism and Racism in Ruby Payne's Framework

III. Introducing Payne’s Framework:III. Introducing Payne’s Framework:The Hidden RulesThe Hidden Rules

““Economic realities create ‘hidden rules,’ Economic realities create ‘hidden rules,’ unspoken cueing mechanisms that reflect unspoken cueing mechanisms that reflect agreed upon agreed upon tacit tacit understandings, which the understandings, which the group uses to negotiate reality” (Payne, group uses to negotiate reality” (Payne, 2002, p. 1). 2002, p. 1).

Payne establishes her understanding of these Payne establishes her understanding of these hidden rules as they pertain to various values hidden rules as they pertain to various values and relationships for people in poverty, the and relationships for people in poverty, the middle class, and the upper class. middle class, and the upper class.

Uncovering Classism and Racism in Ruby Payne's Framework

III. Introducing Payne’s Framework:III. Introducing Payne’s Framework:The Purpose of the FrameworkThe Purpose of the Framework

(1)(1) to help educators better understand to help educators better understand the culture that students from families the culture that students from families in poverty carry into school with them, in poverty carry into school with them, and and

(2)(2) to instruct educators on the importance to instruct educators on the importance of and techniques for teaching of and techniques for teaching students in poverty the hidden rules of students in poverty the hidden rules of the middle class—values upon which the middle class—values upon which the public school system is built. the public school system is built.

Uncovering Classism and Racism in Ruby Payne's Framework

III. Introducing Payne’s Framework:III. Introducing Payne’s Framework:The Sources Behind Payne’s The Sources Behind Payne’s

FrameworkFramework Despite the fact that many people refer to Despite the fact that many people refer to

Payne’s work as “research,” it is not research, Payne’s work as “research,” it is not research, but a philosophical framework but a philosophical framework

Based largely on the 1950’s and early 1960’s Based largely on the 1950’s and early 1960’s work of Oscar Lewis who studied small work of Oscar Lewis who studied small communities of peasants in Mexico. communities of peasants in Mexico.

Much of Lewis’ work has been discredited within Much of Lewis’ work has been discredited within anthropology and sociology (Goode & Eames, anthropology and sociology (Goode & Eames, 1996). 1996).

Part IV:Part IV:Lens for Lens for

Critical ReflectionCritical Reflection

Uncovering Classism and Racism in Ruby Payne's Framework

IV. Lens for Critical Reflection:IV. Lens for Critical Reflection:Critical Social TheoryCritical Social Theory

Situated in historical and political Situated in historical and political context (as everything is)context (as everything is)

Challenges theories and practices that Challenges theories and practices that simplify complexities, ignore systemic simplify complexities, ignore systemic oppression, and as a result, fail to oppression, and as a result, fail to uncover the power and privilege uncover the power and privilege dynamics of social conditionsdynamics of social conditions

Addresses both content and context of Addresses both content and context of work, including the source’s work, including the source’s positionalitypositionality

Part V:Part V:A Conservative A Conservative

Frame of ReferenceFrame of Reference

Uncovering Classism and Racism in Ruby Payne's Framework

V. Conservative Frame:V. Conservative Frame:Conceptualizing “Conservative”Conceptualizing “Conservative”

Aimed at conserving status quo rather Aimed at conserving status quo rather than facilitating substantial shifts in than facilitating substantial shifts in consciousness or policyconsciousness or policy

Inconsistent with philosophies of Inconsistent with philosophies of education equity, multicultural education equity, multicultural education, etc.education, etc.

Consistent with and supportive of a Consistent with and supportive of a variety of other conservative social and variety of other conservative social and educational policies (NCLB, high-stakes educational policies (NCLB, high-stakes testing, assimilation)testing, assimilation)

Uncovering Classism and Racism in Ruby Payne's Framework

V. Conservative Frame: V. Conservative Frame: The Critical Context, Pt. 1The Critical Context, Pt. 1

Ruby Payne has written in uncritical Ruby Payne has written in uncritical support of No Child Left Behind.support of No Child Left Behind.

Four-part series for Four-part series for Instructional LeaderInstructional Leader From From part 1part 1: “Do We Really Need the : “Do We Really Need the

Legislation No Child Left Behind? ... The short Legislation No Child Left Behind? ... The short answer is yes” (2003, p. 3).answer is yes” (2003, p. 3).

This, despite living in Texas, where NCLB’s This, despite living in Texas, where NCLB’s precursors led were devastating to precursors led were devastating to socioeconomically disadvantaged students socioeconomically disadvantaged students and students of colorand students of color

Uncovering Classism and Racism in Ruby Payne's Framework

V. Conservative Frame: V. Conservative Frame: The Critical Context, Pt. 2The Critical Context, Pt. 2

Ruby Payne cites Ruby Payne cites extremeextreme right- right-wing sources in her work.wing sources in her work.

Staying with NCLB seriesStaying with NCLB series, she cites:, she cites: Thomas Sowell Thomas Sowell (who she also identifies as (who she also identifies as

her “hero”), fellow of the right-wing Hoover her “hero”), fellow of the right-wing Hoover Institution and a leading conservative critic Institution and a leading conservative critic of any progressive school reformof any progressive school reform

Hernando de Soto, right-wing economistHernando de Soto, right-wing economist Hannity and Colmes of Fox NewsHannity and Colmes of Fox News

Uncovering Classism and Racism in Ruby Payne's Framework

V. Conservative Frame: V. Conservative Frame: The Critical Context, Pt. 3The Critical Context, Pt. 3

Follow the money. Payne has contributed Follow the money. Payne has contributed thousands of dollars to the Bush/Cheney thousands of dollars to the Bush/Cheney campaigns.campaigns.

This, despite the fact that Bush’s policies This, despite the fact that Bush’s policies have been at best negligent toward have been at best negligent toward socioeconomically disadvantaged peoplesocioeconomically disadvantaged people

A tool: A tool: Federal Election Commission Web siteFederal Election Commission Web site ((webweb))

Note: Not a judgment of intent, but an Note: Not a judgment of intent, but an attempt to understand Payne’s work in attempt to understand Payne’s work in contextcontext

Uncovering Classism and Racism in Ruby Payne's Framework

V. Conservative Frame: V. Conservative Frame: The Reframing of Poverty, Pt. 1The Reframing of Poverty, Pt. 1

Conservative Reframing 1: Blaming Conservative Reframing 1: Blaming poverty on what are poverty on what are outcomes of outcomes of and not and not reasons forreasons for poverty: poverty:

““Poverty is caused by interrelated Poverty is caused by interrelated factors: parental employment status factors: parental employment status and earnings, family structure, and and earnings, family structure, and parental education” (2001, p. 12)parental education” (2001, p. 12)

These don’t cause poverty. They reflect These don’t cause poverty. They reflect the the impactimpact of poverty (Rank, 2004). of poverty (Rank, 2004).

Uncovering Classism and Racism in Ruby Payne's Framework

V. Conservative Frame: V. Conservative Frame: The Reframing of Poverty, Pt. 2The Reframing of Poverty, Pt. 2

Conservative Reframing 2: “Culture” or Conservative Reframing 2: “Culture” or “mindset” of poverty“mindset” of poverty

But, “Research has repeatedly demonstrated But, “Research has repeatedly demonstrated that those who fall below the poverty line…that those who fall below the poverty line…hold the same fundamental aspirations, hold the same fundamental aspirations, beliefs, and hopes” (Rank, 2005, p. 48) as beliefs, and hopes” (Rank, 2005, p. 48) as wealthy or middle class people.wealthy or middle class people.

In other words, research shows that the In other words, research shows that the “mindset” or “culture” of poverty “mindset” or “culture” of poverty DOES NOT DOES NOT EXISTEXIST..

Such a focus diverts attention from classism.Such a focus diverts attention from classism.

Part VI:Part VI:Failure to AddressFailure to AddressSystemic ClassismSystemic Classism

“The principal subject of poverty “The principal subject of poverty research…ought to be the forces, research…ought to be the forces,

processes, agents, and institutions…that processes, agents, and institutions…that decide a proportion of the population will decide a proportion of the population will end up poor.” (Herbert Gans in end up poor.” (Herbert Gans in The War The War

Against the PoorAgainst the Poor))

Uncovering Classism and Racism in Ruby Payne's Framework

VI. Ignoring Systemic Classism: VI. Ignoring Systemic Classism: The DataThe Data

Compared with low-poverty schools, Compared with low-poverty schools, high-poverty schools have: high-poverty schools have:

More teachers teaching in areas outside More teachers teaching in areas outside their certification;their certification;

More serious teacher turnover problems;More serious teacher turnover problems; More teacher vacancies;More teacher vacancies; Larger numbers of substitute teachers;Larger numbers of substitute teachers; More limited access to computers and the More limited access to computers and the

Internet;Internet; Inadequate facilities (such as science Inadequate facilities (such as science

labs);labs);

Uncovering Classism and Racism in Ruby Payne's Framework

VI. Ignoring Systemic Classism: VI. Ignoring Systemic Classism: The Data (cont’d)The Data (cont’d)

More dirty or inoperative bathrooms;More dirty or inoperative bathrooms; More evidence of vermin such as More evidence of vermin such as

cockroaches and rats;cockroaches and rats; Insufficient classroom materialsInsufficient classroom materials Less rigorous curricula;Less rigorous curricula; Fewer experienced teachers;Fewer experienced teachers; Lower teacher salaries;Lower teacher salaries; Larger class sizes; andLarger class sizes; and Less funding.Less funding.

Uncovering Classism and Racism in Ruby Payne's Framework

VI. Ignoring Systemic Classism: VI. Ignoring Systemic Classism: The Data (References)The Data (References)

Barton, P.E. (2004). Why does the gap persist? Barton, P.E. (2004). Why does the gap persist? Educational Leadership 62Educational Leadership 62(3), 8-13.(3), 8-13.

Barton, P.E. (2003). Barton, P.E. (2003). Parsing the achievement gap: Parsing the achievement gap: Baselines for tracking progressBaselines for tracking progress. Princeton, NJ: . Princeton, NJ: Educational Testing Service.Educational Testing Service.

Carey, K. (2005). Carey, K. (2005). The funding gap 2004: Many states The funding gap 2004: Many states still shortchange low-income and minority still shortchange low-income and minority studentsstudents. Washington, D.C.: The Education Trust.. Washington, D.C.: The Education Trust.

National Commission on Teaching and America’s National Commission on Teaching and America’s Future (2004). Future (2004). Fifty years after Brown v. Board of Fifty years after Brown v. Board of Education: A two-tiered education system. Education: A two-tiered education system. Washington, D.C.: Author.Washington, D.C.: Author.

Rank, M.R. (2004). Rank, M.R. (2004). One nation, underprivileged: Why One nation, underprivileged: Why American poverty affects us allAmerican poverty affects us all. New York, NY: . New York, NY: Oxford University Press.Oxford University Press.

Uncovering Classism and Racism in Ruby Payne's Framework

VI. Ignoring Systemic Classism: VI. Ignoring Systemic Classism: The QuestionThe Question

Ruby Payne doesn’t mention Ruby Payne doesn’t mention a single a single oneone of these “savage inequalities” in of these “savage inequalities” in A A Framework for Understanding PovertyFramework for Understanding Poverty..

Can we understand the relationship Can we understand the relationship between poverty and education without between poverty and education without considering the ways in which the considering the ways in which the education system contributes to education system contributes to classism and the cycle of poverty?classism and the cycle of poverty?

Uncovering Classism and Racism in Ruby Payne's Framework

VI. Ignoring Systemic Classism: VI. Ignoring Systemic Classism: The Other QuestionThe Other Question

What is the problem?:What is the problem?:

a)a) That students don’t know the “culture” of That students don’t know the “culture” of the middle class; orthe middle class; or

b)b) That the education system is designed to That the education system is designed to privilege middle class and wealthy students privilege middle class and wealthy students at the expense of socioeconomically at the expense of socioeconomically disadvantaged students?disadvantaged students?

From the critical social theory perspective, From the critical social theory perspective, addressing the former without addressing addressing the former without addressing the latter is an expression of privilege.the latter is an expression of privilege.

Uncovering Classism and Racism in Ruby Payne's Framework

VI. Ignoring Systemic Classism: VI. Ignoring Systemic Classism: No “Power and Privilege” ContextNo “Power and Privilege” Context

Avoids discussion of class power and Avoids discussion of class power and privilege as they relate to:privilege as they relate to: High-stakes testingHigh-stakes testing TrackingTracking Re-segregation of schoolsRe-segregation of schools CurriculumCurriculum ExpectationsExpectations

All issues that uphold classist power All issues that uphold classist power and privilege structure in schoolsand privilege structure in schools

Uncovering Classism and Racism in Ruby Payne's Framework

VI. Ignoring Systemic Classism: VI. Ignoring Systemic Classism: Agents of Assimilation?Agents of Assimilation?

What does it mean that Ruby Payne is What does it mean that Ruby Payne is asking teachers, most of whom are asking teachers, most of whom are middle class, to teach socioeconomically middle class, to teach socioeconomically disadvantaged students the “culture” of disadvantaged students the “culture” of the middle class? the middle class?

By not addressing systemic classism, is By not addressing systemic classism, is she asking us to assimilate students into she asking us to assimilate students into the very system that oppresses them?the very system that oppresses them?

Uncovering Classism and Racism in Ruby Payne's Framework

VI. Ignoring Systemic Classism: VI. Ignoring Systemic Classism: Band-Aid Reform?Band-Aid Reform?

Payne provides a couple useful short-Payne provides a couple useful short-term strategies and add-ons that term strategies and add-ons that help students acculturate to a hostile help students acculturate to a hostile system (see pp. 94-96).system (see pp. 94-96).

But the question left unaddressed: But the question left unaddressed: How can we transform policies and How can we transform policies and practices so that these short-term practices so that these short-term strategies won’t be necessary?strategies won’t be necessary?

Uncovering Classism and Racism in Ruby Payne's Framework

VI. Ignoring Systemic Classism: VI. Ignoring Systemic Classism: SummarizingSummarizing

Without…attention to relations of domination and subordination as they reside in economic class, the attention to ‘cultural backgrounds’ of students is inadequate on two counts: First, culture is importantly influenced by economic class in contemporary society, and second, school cultures devalue the knowledge and practices of the working and poverty classes while privileging the knowledge and practices of the propertied classes. (Tozer, 2000, p. 156)

Uncovering Classism and Racism in Ruby Payne's Framework

VI. Ignoring Systemic Classism: VI. Ignoring Systemic Classism: Summarizing Pt. 2Summarizing Pt. 2

Most scholars do not conjecture about the class structure, recent intensification of social class distinctions, or proliferation of tools designed to solidify and reify distinctions. They do spend time trying to explain the class-correlated differential educational outcomes in ways that are not attributed to their own desires or actions. (Brantlinger, 2003, p. 21)

Uncovering Classism and Racism in Ruby Payne's Framework

VI. Ignoring Systemic Classism: VI. Ignoring Systemic Classism: The EffectThe Effect

Allows people from middle and upper classes—people privileged by the education system—to avoid responsibility for classism

Can never effectively serve the needs of socioeconomically disadvantaged without understanding systemic classism The “Taco Night” effect

Part VII:Part VII:The Deficit The Deficit PerspectivePerspective

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:What Is It?What Is It?

Explains discrepancies in Explains discrepancies in achievement by pointing to achievement by pointing to “deficient” cultures and behaviors in “deficient” cultures and behaviors in a group of peoplea group of people

Draws on stereotypes—Draws on stereotypes—usually usually those already socially establishedthose already socially established

So, we address poverty by “fixing” So, we address poverty by “fixing” poor people instead of fixing the poor people instead of fixing the conditions that maintain povertyconditions that maintain poverty

Justifies continued oppressionJustifies continued oppression

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:Exemplified in Payne’s FrameworkExemplified in Payne’s Framework

The root of her framework—that The root of her framework—that poverty persists because people in poverty persists because people in poverty don’t know the rules of the poverty don’t know the rules of the middle classmiddle class

Drawing on stereotypesDrawing on stereotypes Invisibility of the “average” Invisibility of the “average”

socioeconomically disadvantaged socioeconomically disadvantaged students or familiesstudents or families

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:Stereotype 1Stereotype 1

People in People in poverty are poverty are bad parentsbad parents::

“The typical pattern in poverty for discipline is to verbally chastise the child, or physically beat the child, then forgive and feed him/her” (p. 37).

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:Stereotype 2Stereotype 2

People in People in poverty are poverty are criminalscriminals::

“Also, individuals in poverty are seldom going to call the police, for two reasons: First, the police may be looking for them…” (pp. 37-38)

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:Stereotype 3Stereotype 3

People in People in poverty are poverty are disloyaldisloyal::

“Allegiances may change overnight; favoritism is a way of life” (p. 74).

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:Stereotype 4Stereotype 4

People in People in poverty are poverty are violent and violent and “on the “on the streets”streets”::

“If students from poverty don’t know how to fight physically, they are going to be in danger on the streets” (p. 100).

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:Stereotype 5Stereotype 5

People in People in poverty are poverty are unmotivated unmotivated addicts:addicts:

“And for some [people in poverty], alcoholism, laziness, lack of motivation, drug addiction, etc., in effect make the choices for the individual” (p. 148).

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:The Invisible RealityThe Invisible Reality

Most Most people in poverty are responsible, people in poverty are responsible, hard-working, drug- and alcohol-free, and hard-working, drug- and alcohol-free, and not “on the streets.” (Also, a majority live not “on the streets.” (Also, a majority live in rural communities and are white.)in rural communities and are white.)

Where are these people in Where are these people in A Framework for A Framework for Understanding PovertyUnderstanding Poverty??

Critical consideration: How do we Critical consideration: How do we conceptualize “violent”?conceptualize “violent”?

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:The ScenariosThe Scenarios

Most egregious examples of Most egregious examples of stereotyping and deficit thinking stereotyping and deficit thinking found in Payne’s found in Payne’s ScenariosScenarios. .

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:First ScenarioFirst Scenario

Features John, an 8-year old white boy Features John, an 8-year old white boy with an alcoholic single mother. with an alcoholic single mother.

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:Second ScenarioSecond Scenario

Involves Vangie, an African American Involves Vangie, an African American woman who dropped out of school, woman who dropped out of school, had a kid at 14, three more by the had a kid at 14, three more by the age of 18, and now collects welfare. age of 18, and now collects welfare. Her boyfriend has been arrested for Her boyfriend has been arrested for assault. Her sister is being beaten by assault. Her sister is being beaten by her boyfriend. She just “beat the fool her boyfriend. She just “beat the fool out of” her son, Otis, because he was out of” her son, Otis, because he was misbehaving at school. misbehaving at school.

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:Third ScenarioThird Scenario

Oprah, another African American Oprah, another African American woman, leaves her daughter, Opie, in woman, leaves her daughter, Opie, in the care of Opie’s “senile” the care of Opie’s “senile” grandmother and unemployed uncle. grandmother and unemployed uncle. Oprah is 32 and has 5 children. Oprah is 32 and has 5 children.

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:Fourth ScenarioFourth Scenario

Noemi, a Latina who left school Noemi, a Latina who left school after sixth grade, married at 16, after sixth grade, married at 16, then had five kids in eleven years. then had five kids in eleven years. Neither she nor her husband, who Neither she nor her husband, who works sporadically, is familiar with works sporadically, is familiar with the term “encyclopedia.” She the term “encyclopedia.” She doesn’t speak English. doesn’t speak English.

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:Sixth ScenarioSixth Scenario

Ramón, a 25-year-old Latino drug Ramón, a 25-year-old Latino drug dealer and gang leader, cares for dealer and gang leader, cares for his nephew, Juan, whose father his nephew, Juan, whose father was killed by a rival gang. Juan’s was killed by a rival gang. Juan’s mother is in jail for gang-related mother is in jail for gang-related activities. Ramón can’t go to a activities. Ramón can’t go to a parent-teacher conference parent-teacher conference because he’s hiding from police.because he’s hiding from police.

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:Seventh ScenarioSeventh Scenario

SueAnn has been married and SueAnn has been married and divorced twice. She’s 33 and a high divorced twice. She’s 33 and a high school drop-out. Her older daughter school drop-out. Her older daughter is pregnant (she had this daughter in is pregnant (she had this daughter in high school). Her third husband is high school). Her third husband is unemployed and irresponsible, not unemployed and irresponsible, not wanting to take care of the kids. He wanting to take care of the kids. He was just arrested for driving while was just arrested for driving while intoxicated.intoxicated.

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:Summarizing the ScenariosSummarizing the Scenarios

Do these scenarios represent most Do these scenarios represent most people in poverty?people in poverty?

Why are 5 out of the 7 scenarios Why are 5 out of the 7 scenarios about families of color when most about families of color when most people in poverty are white?people in poverty are white?

How do these scenarios play into the How do these scenarios play into the stereotypes people already have stereotypes people already have about people in poverty?about people in poverty?

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:Linguistic DeficitLinguistic Deficit

Language of students seen as the Language of students seen as the reason for achievement levelreason for achievement level

Mocking “discourse pattern”: Mocking “discourse pattern”: “beat[ing] around the bush”; “beat[ing] around the bush”; “circling the mulberry bush”; “circling the mulberry bush”; “meander[ing] almost endlessly “meander[ing] almost endlessly through a topic” (pp. 43 & 45)through a topic” (pp. 43 & 45)

Underlying assumption of linguistic Underlying assumption of linguistic superioritysuperiority

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:Linguistics: The RealityLinguistics: The Reality

All language varieties contain formal All language varieties contain formal and informal registers—Payne and informal registers—Payne connects these to specific classesconnects these to specific classes

Language varieties should be seen in Language varieties should be seen in light of resilience—the maintenance of light of resilience—the maintenance of cultural ties despite generations of cultural ties despite generations of oppressionoppression

Payne’s simplistic analysis of language Payne’s simplistic analysis of language registers ignores enormous diversity registers ignores enormous diversity among people of different classesamong people of different classes

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:Other ExamplesOther Examples

Racism in ScenariosRacism in Scenarios Students need “classroom Students need “classroom

survival skills” (p. 96)survival skills” (p. 96) Recommends “training” for Recommends “training” for

parents (p. 95)parents (p. 95) ““Spiritual” povertySpiritual” poverty

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:ImplicationsImplications

Reinforces middle- and upper-class Reinforces middle- and upper-class notions of “undeserving poor” (Rank, notions of “undeserving poor” (Rank, 2004)—as morally deficient2004)—as morally deficient

Deterioration of public support for Deterioration of public support for effective and systemic anti-poverty effective and systemic anti-poverty social and educational policysocial and educational policy

Relieves middle- and upper-class Relieves middle- and upper-class individuals’ of responsibility for individuals’ of responsibility for dealing with their own classismdealing with their own classism

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:Implications (Cont’d)Implications (Cont’d)

... American policy will continue to be the present subsistence level, which seeks to keep the undeserving poor functioning at the subsistence level, although that policy may start deteriorating to a survival mode, in which help to the poor is supplied only at the level that avoids politically embarrassing increases in extreme misery … among them... (Rank, 2004, p. 103)

Uncovering Classism and Racism in Ruby Payne's Framework

VII. The Deficit Perspective:VII. The Deficit Perspective:Implications (Cont’d)Implications (Cont’d)

“… it is all too easy to assign the primary onus of responsibility to parents in [high-poverty] neighborhoods… In a nation in which fairness was respected, children of the poorest and least educated mothers would receive the most extensive and most costly preschool preparation, not the least and cheapest…” (Kozol, 2006, p. 54)

Part VIII:Part VIII:Other Points for Other Points for

ReflectionReflection

Uncovering Classism and Racism in Ruby Payne's Framework

VIII. Other Points for ReflectionVIII. Other Points for Reflection

Failure to connect poverty and Failure to connect poverty and racismracism

Christian-centrismChristian-centrism Shift from Kozol to PayneShift from Kozol to Payne

Uncovering Classism and Racism in Ruby Payne's Framework

VIII. Other Points for ReflectionVIII. Other Points for Reflection

““There is something deeply hypocritical There is something deeply hypocritical in a society that holds an inner-city in a society that holds an inner-city child only eight years old ‘accountable’ child only eight years old ‘accountable’ for her performance on a high-stakes for her performance on a high-stakes standardized exam but does not hold standardized exam but does not hold the high officials of our government the high officials of our government accountable for robbing her of what accountable for robbing her of what they gave their own kids six or seven they gave their own kids six or seven years before” (Kozol, 2006, pp. 53-54)years before” (Kozol, 2006, pp. 53-54)

Part IX:Part IX:Authentic Framework for Authentic Framework for Understanding Poverty Understanding Poverty

and Eliminating and Eliminating ClassismClassism

Uncovering Classism and Racism in Ruby Payne's Framework

IX. Authentic Framework:IX. Authentic Framework:Key PrinciplesKey Principles

Based on understanding of classism in the Based on understanding of classism in the context of a society hostile toward people context of a society hostile toward people in povertyin poverty

Based on understanding of power and Based on understanding of power and privilegeprivilege

Based on understanding of intersections of Based on understanding of intersections of oppressionsoppressions

Critical of the “war against the poor”Critical of the “war against the poor” Shift of policy and consciousness as well Shift of policy and consciousness as well

as practiceas practice

Uncovering Classism and Racism in Ruby Payne's Framework

IX. Authentic Framework:IX. Authentic Framework:In PracticeIn Practice

Know your classismKnow your classism Never make assumptions about Never make assumptions about

students or their parentsstudents or their parents Address invisibility of the poor and Address invisibility of the poor and

working class and their concerns in working class and their concerns in the curriculumthe curriculum

Make parent involvement affordable Make parent involvement affordable and convenientand convenient

Uncovering Classism and Racism in Ruby Payne's Framework

IX. Authentic Framework:IX. Authentic Framework:In “Bigger Picture” PracticeIn “Bigger Picture” Practice

Eliminate structural inequitiesEliminate structural inequities De-trackDe-track Challenge NCLB Challenge NCLB Eliminate high-stakes testingEliminate high-stakes testing Challenge consumer cultureChallenge consumer culture Fight vouchers and choice programs Fight vouchers and choice programs

that further privilege the privilegedthat further privilege the privileged

Part X:Part X:DiscussionDiscussion

Paul C. GorskiPaul C. Gorski

[email protected]@EdChange.org

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