Reaching and Teaching Students in Poverty by Paul C. Gorski, Ch. 1 & 2

Gorski, Paul. (2013). Reaching and Teaching Students in Poverty. Teacher's College Press, NY, NY.

Notes

This book examines the beliefs, attitudes, and behaviors of equity literate educators. In the foreward, Banks explains the deficit mindset of a large number of Americans towards those living in poverty. He specifically mentions the work of Ruby Payne as detrimental. Rather than looking at students of poverty with a deficit lens, we need to view them as resilient, survivors, compassionate, generous, and cooperative.

Chapter 1: Gorski addresses the "savage inequalities of schooling" (p. 1) and notes that typically poor students attend schools that experience 1) inadequate funding 2) large class sizes 3) low paid teachers 4) greater prevalence of bullying 5) poorly maintained buildings and 6) limited resources and opportunities. Gorski, when discussing socioeconomic status, is explicitly referencing a students or family's financial resources. He breaks down the socioeconomic status into poverty-generational and situational, working class, middle class, managerial (upper-middle class), and owning class.

As I read Gorski's definitions, I realized that for much of my life, my parents were in the working class. I have taught in schools that served middle class, and those that served students living in poverty, and the working class. Reflecting on those experiences, and understanding Gorski's list of inequalities, I can see the savage inequalities.

Chapter 2: Imagining Equitable Classrooms and Schools for Low-Income Youth

"Meritocracy assumes a level playing field" (p. 17) and this is simply not the case. Meritocracy is the belief that progress is "based on ability and talent" (dictionary.com). To assume that education provides a level playing field is inaccurate. Gorski addresses what he refers to as "shadow" education--or the extras that children from wealthier families can afford, such as music lessons, tutors, computers, summer camps, extensive home libraries, and more. Gorski notes that we make many assumptions about students who are struggling--they are lazy, disengaged, don't work hard enough, their parents don't care, etc.

In this chapter, Gorski introduces the Equity Literacy framework.

It draws from the resiliency theory, diversity pedagogy, funds of knowledge concepts, and cultural proficiency. He notes, the problem is not culture, but equity. Gorski shares that as educators we need to ensure every student the opportunity to achieve, and that may not look the same for each child.

Four Interlocking Abilities of Equity of Literacy

1) recognize biases

2)respond as soon as possible

3)redress

4)create and sustain a bias-free and equitable learning environment

10 Principals of Equity Literacy

1-equitable educational opptunity is universal

2-poverty and class are intersectional

3-poor people are diverse

4-what we believe informs how we teach and interact-Gorski states that low expectations aren't always the result of biases, but rather a savior syndrome or desire to protect students.

5-we need to understand biases and inequities faced by those in poverty, including unequal access to health care, prenatal care, lower wages; we need to examine systems and structures;

6-test scores are inadequate (preaching to the choir on this one!)

7-disparities are the result of inequities, not culture

8-need a resiliency view rather than a deficit view

9-based strategies on evidence for what works-"...student achievement improves at the highest rate not when we extend instructional time, but when we improve instructional quality" (p. 33). There is so much in this one statement. I am currently working in a school with an extended day, but the sad part is that students are getting more of the same in that extended day-no enrichment, nothing engaging or arts-based, just more of the same, boring "success on the test" prep work.

10-all students deserve high expectations, higher order pedagogies, and engaging curriculum, and I would add...teachers who are passionate!