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-poor students care about learning but are smart enough to know when they are only being taught the bare minimum
- While rich and middle class students are provided with enrichment opportunities, poor students are taught how to be managed

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What evidence of the “truth” did you see in the case studies you read?

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What evidence of the “truth” did you see in the case studies you read?

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In the case studies we saw children facing challenges such as health/medical issues, abuse, language barriers and discrimination. They prove that lies are false by their achievements. Each of these students faced challenges of their own, and they all won this award that celebrated their success in high school. That proves that all of the statements above are lies. They did value their education,

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They do not value the lack of substantial education they receive.
Truth

People in poverty see education as a way for advancement.

Many of their schools do not prepare them for postsecondary educational opportunities to provide workplace readiness.

Children of color not receiving a substantial education is part of what started the Civil Rights Movement.

Poor people believe education can improve their circumstances.

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stereotypes promote that these children lack work ethic.

Truth

Most of the labor intensive work is done by people in poverty.

Work long hours for often minimum wage.

Not unusual for very young children to have to work responsibilities such as caring for babies, doing the laundry, or washing the dishes.

Less time than middle class children for clubs, team, and special lessons.

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Little boy thought that having to buy lunch from the school symbolized that he did not have someone at home who loved him enough to make his lunch.

The newspaper wrote an article about a "good mother" because she packed her son's lunch.

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Poor nutrition negatively impacts academic achievement and cognition.

Poor children are more likely to be exposed to lead. Lead exposure hampers memory and the ability to link cause and effect.

Children living in poverty have a smaller hippocampus (the part of the brain involved in new learning and memory). Hippocampal volume correlates with intelligence.

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What does Gorski (who is professor at Mason) detail as the out-of-school inequities that poor children and their families face that impact school performance? Where are these out-of-school inequities located in the ecological systems model?

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What does Gorski (who is professor at Mason) detail as the out-of-school inequities that poor children and their families face that impact school performance? Where are these out-of-school inequities located in the ecological systems model?

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- Gorski points out that we have started to view poverty as a culture rather than an injustice or socioeconomic class.
- If poverty were to be viewed as a culture, it would fit within the macrosystem of the ecological systems model.

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What does Ladson-Billings in Ch.1 detail as lies and misconceptions about poor children and their families? Where in the ecological systems model (Bronfenbrenner) do these lies and misconceptions collect or target? Why do you think that might be? 

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What does Ladson-Billings in Ch.1 detail as lies and misconceptions about poor children and their families? Where in the ecological systems model (Bronfenbrenner) do these lies and misconceptions collect or target? Why do you think that might be? 

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These lies can be found in all of the systems outside of the individual themself. It really shows how much the individual has to overcome in order to overcome these challenges.

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Schools are a place where students are not given opportunities for high level thinking. 

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Schools are a place where students are not given opportunities for high level thinking. 

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Parents are given contracts to sign stating they will supervise their child's school work. 

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Parents are given contracts to sign stating they will supervise their child's school work. 

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Lie #5: Poor children don't value education. 

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Lie #5: Poor children don't value education. 

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Lie #4: Poor children do not want to work. 

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Lie #4: Poor children do not want to work. 

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Lie #3: Poor children do not have loving and caring families.

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Lie #3: Poor children do not have loving and caring families.

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Lie #2: Poor children can't learn or focus. 

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Lie #2: Poor children can't learn or focus. 

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Lie #1: Poor children have no stability at home. 

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Lie #1: Poor children have no stability at home. 

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3/4 of children living in poverty have unmarried parents.

Poor children are less likely to have positive caregiving due to stressed or absent caregivers.

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• How does “truth” impact learning and the education of these children?
It shows the reasons behind why children of color and other ethnicities struggle more than their white peers. It breaks the well-known lies that have been spread  for years and provides some truth on what is actually happening beneath those lies. This will hopefully bring more awareness to the reality of these lies and hopefully provide the children with more support as they try to overcome them.

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The truth about children living in poverty

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The truth about children living in poverty

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What do you notice about where the lies and misconceptions from Ladson-Billings and out-of-school inequities land in the Bronfenbrenner model? Do you think it is possible for teachers and schools to address these concerns?

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What do you notice about where the lies and misconceptions from Ladson-Billings and out-of-school inequities land in the Bronfenbrenner model? Do you think it is possible for teachers and schools to address these concerns?

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- Many of the lies about children living in poverty can be connected to misconceptions of the students' microsystem. Since the students are misunderstood at the microsystem level, this impacts all of the outer levels like a domino effect. It is possible for teachers and schools to address these misconceptions, but it has to start with understanding the students' microsystem, and how that affects the mesosystem. Once that is understood, the issue can be resolved within the exosystem.