Introduction
Poverty is about resources, not intellect. This webpage has been designed with college instructors in mind, and is meant to highlight the challenges faced by students in straitened economic circumstances, as well as to provide instructors with a road map for how to address this largely invisible challenge in the classroom.
Incorporating research from various sources, we have provided a general overview of how living at or below the poverty line impacts an individual’s life, a discussion of the implications for teaching, and recommendations for how an instructor might design and deliver curriculum with this information in mind. |
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Poverty is invisible because people don’t talk about it. It can engender powerful and sometimes debilitating feelings of shame, failure and alienation. In order for us to be truly successful in the classroom, it is important that we understand the impact poverty can have on a student’s day-to-day existence so we may avoid inadvertently increasing finance-related difficulty and stress and assist in mitigating these wherever possible.
Overview
“Individuals, families and groups in the population can be said to live in poverty when they lack the resources to obtain the types of diet, participate in the activities and have the living conditions and amenities which are customary, or at least widely encouraged, or approved, in the societies to which they belong. Their resources are so seriously below those commanded by the average individual or family that they are, in effect, excluded from ordinary living patterns, customs and activities (Townsend, 1979, p. 31).” (Giving Voice to Poverty, p. 7)
‘Living below the poverty line’ is a descriptor for an individual who has an income equal to or less than $10,520; for a family of three, the poverty line rises to $20,064. An even clearer picture is provided by the Ontario Deprivation Index, which lists the following ten relative indicators of deprivation:
‘Living below the poverty line’ is a descriptor for an individual who has an income equal to or less than $10,520; for a family of three, the poverty line rises to $20,064. An even clearer picture is provided by the Ontario Deprivation Index, which lists the following ten relative indicators of deprivation:
- Being able to get dental care, if needed
- Being able to replace or repair broken appliances
- Being able to buy small gifts for family and friends at least once a year
- Having appropriate clothes for a job interview
- Ability to have friends or family over for a meal at least once a month
- Having fresh fruit and vegetables every day
- Being able to get around in your community (access to transportation)
- Able to have a hobby or leisure activity
- Able to eat meat, fish, or a vegetarian equivalent at least every other day
- Having a home that is free of pests
Seven Impacts of Poverty
There are many factors that will affect a student’s ability to be successful during their post-secondary career. Students affected by any combination of these factors are considered to be “a risk” for failure (Leroy & Symes, 2001). Although there are many contributing aspects that increase the likelihood of student failure, poverty is considered the major contributor to putting students at risk for failure. In order to better appreciate the effects of poverty, the Community Development Council of Durham conducted a comprehensive and largely qualitative study that resulted in the identification of seven impacts of poverty on an individual’s life and, correspondingly, their education experience.
When confronted with the combination of these factors, students dealing with poverty “engage in negative self-talk and may perceive their failures as challenges they cannot overcome”. An article by Hancock (2001) further discussed the ramifications of poverty on children’s education. His findings revealed that the gap for success is widening for those students with financial issues. Hancock states, "...we take the students who have less to begin with and then systematically give them less in school." Although the gap is ever-present for those students with financial issues, there is a light at the end of the tunnel. . . good, caring teachers who practice inclusive and effective teaching strategies.
- Financial instability – income poverty and inability to meet monthly expenses; inability to save/plan for the future
- Difficulty accessing programs and services – complexities of the social assistance system and a strained relationship between clients and caseworkers (burn-out)
- Lack of mental and physical health – anxiety, stress, depression – exacerbated by socioeconomic position
- Lack of opportunity and choice – forced into specific housing choices, food banks; lack of childcare and accessible transportation
- Lack of social participation – disconnected from society, family and friends; shame/embarrassment
- Lack of security – domestic violence; unsafe neighbourhoods
- Lack of respect – stigma and judgment (social respect and self-respect)
When confronted with the combination of these factors, students dealing with poverty “engage in negative self-talk and may perceive their failures as challenges they cannot overcome”. An article by Hancock (2001) further discussed the ramifications of poverty on children’s education. His findings revealed that the gap for success is widening for those students with financial issues. Hancock states, "...we take the students who have less to begin with and then systematically give them less in school." Although the gap is ever-present for those students with financial issues, there is a light at the end of the tunnel. . . good, caring teachers who practice inclusive and effective teaching strategies.
Helpful Links
Group Members: Andrea Leskowsky-Grupp, Ron Hart, Mike Longo & Chris Daniel