This book was from the personal experience and research of doctor Payne regarding the three levels of wealth as identified in the schooling system as ‘poverty’, ‘middle class’, and ‘wealth’. The focus in the book is on the resources that are necessary to change from one class to the next. It helps the reader to identify those resources, understand why one class has some types of resources and the other classes have different resources. She claims that poverty has very little if nothing to do with actual financial issues, but instead is about the obtainment and use of resources. The resources Payne narrows in on are; financial, emotional, mental, spiritual, physical, support systems, relationships/role models, and knowledge of hidden rules. The most important resource she claims is relationships. This plays directly into the role of a teacher as being able to help teach how to build strong relationships and being a positive role model for those students and families. She breaks the resources into different chapters, shares the research behind each of the resources, provides case studies and ends each chapter with tips on how to use this information in schools.

There are many important notions that I think will help me to better understand my students. Toward the end of each chapter, Payne gave some tips on how this information can be applied to the school and classroom. There were plenty of suggestions that I have recorded and plan to implement in the upcoming school year to help provide the most resources for my students as I can. An example would be that my lessons should focus on some of the skills that poverty students generally do not have (though middle class citizens such as myself assume everyone knows how to do and that they do it automatically) like; teaching students to plan, how to evaluate behaviors, how to explore data systematically and use specific language. The last two are important to science as we focus directly with large amounts of data and I now know that I need to teach the students how to intake, explore and analyze that data properly. As well, science is often a language in and of itself and while I know the language intimately, it is nice to get a professional reminder that not all sixteen year olds know how to speak and write in science terms.
tFor any teacher who works with poverty students, I highly suggest this book.

I hate this book. Its a teacher book study required read. Instead of trying to help solve the problems of poverty or accepting diversity, it suggests teaching middle class values. Ick. I'm quitting.

A short book—only 117 pages before the notes and appendix—that provides precisely what the title says: a framework for understanding poverty. Easy-to-read and full of profound insights. Several chapters had content that led to "Aha!" moments of understanding. I think anyone working with urban poverty in the US would find this a worthwhile book to read.

Some key insights:
From the introduction:
1.tGenerational poverty and situational poverty are different
2.tThis work is based on patterns. All patterns have exceptions
3.tA individual brings with him/her the hidden rules of the class in which raised
4.tSchools & business operate from middle-class norms and use the hidden rules of middle class
5.tFor students to be successful, we must understand their hidden rules and teach them rules that will make them successful
6.tFour reasons one leaves poverty are: too painful to stay, a vision or a goal, a key relationship, or a special talent or skill

Definition of poverty: “the extent to which an individual does without resources”. These resources are:
1.tFinancial – having money to purchase goods and services
2.tEmotional – being able to choose and control emotional responses
3.tMental – having mental abilities and acquired skills (reading, writing, computing)
4.tSpiritual – believing in divine purpose and guidance
5.tPhysical – having physical health and mobility
6.tSupport Systems – having friends, family and backup resources available
7.tRelationships/Role Models – access to adults who are nurturing, appropriate, not self-destructive
8.tKnowledge of Hidden Rules – knowing the unspoken cues and habits of a group
Role of Language – Registers of language:
1.tFormal – Standard syntax & word choice of work & school. Story pattern is beginning>plot>end. Consultative – Formal register when used in conversation. Good for resolving conflicts.
2.tCasual – Language between friends; word choice general; syntax often incomplete. Story pattern is cyclical and includes interaction with listeners.
Often people in poverty know/use casual register but don’t know/use formal register.

Discipline – in poverty, discipline is about penance and forgiveness, not necessarily instruction and change. Behavioral issues in school & work may be based on necessary street skills; need to teach that a different set of rules applies at school & work.

Language of Negotiation – Three Internal Voices:
1.tChild Voice – defensive, emotional, whining, strongly negative non-verbal
2.tParent Voice – authoritative, judgmental, directive, demanding, sometime threatening
3.tAdult Voice – non-judgmental, factual, often in question format, attitude of win-win
Many in poverty have not developed the adult voice, through which one can negotiate. Using a parent voice with a person in poverty—especially in a context of discipline—often provokes anger and is seen as an insult.

ReedIII Quick Review: Aimed at teachers yet offers applicable understanding and techniques for everyone. Best read using your own critical analysis skills to sift for usable reliable relatable content.

This book was full of implications relating to the population of students I work with. As I read the several case studies, examples, and theories about the cultural differences of people in generational and situational poverty, I was flooded with memories of particular situations with students in the past. Things that have frustrated me that are caused by: different cultural values and priorities, different forms of communication, different family relationships and values, a lack of support systems/role models that goes far beyond my initial understanding. I have about 12 flags of activities to try, things to remember, and strategies to use in the classroom.

If you teach in a Title I (high poverty) school you should read this book every couple of years. It really helps you understand your students and why they do what they do. Often their behavior is frustrating to teachers. When you get to the point that you can no longer deal with it, read this book.

I think Payne does a good job of showing how different economic groups view different aspects of life, especially in the beginning of the book. I also think she does a good job of showing where generationally poor families need help in education, because being raised differently means you need to be taught differently. Everybody has different pitfalls that can preclude them from getting high paying jobs in the eyes of society.
However this book is very outdated and Payne often tries to say that certain pitfalls are specifically because of poverty without taking into consideration other possibilities. This is Noted most heavily in her IQ and spatial awareness ideas. Things that were true in the 70s and 90s (when most of her studies/evidences are from) are different more than two decades later.

Payne's book is a perfect example of what is wrong with the conservative approach to education. In this book, sold to districts all over the country, Payne peddles soft racism and discredited social theory, based on her anecdotal observations, rather than real research.

It’s a pretty appealing formula: rather than address the root causes of poverty in this country or community, demonize the poor through condescension and disapproval rather than outright hostility. I had the misfortune of going to a professional development opportunity presented by one of Payne's lackeys. She chose exactly this approach, regaling our teachers with increasingly improbable stories about the sexual and economic (often linked) immorality of the poor, ostensibly to illustrate the need for more structured lesson plans to suit the poor. The poor, in Payne’s work, are “spiritually deficient,” and in desperate need of the values of the middle class.

This argument is troubling on a number of levels, but most importantly, for how it essentializes the experience of poverty. For those who would fix education by fixing the value structure of the poor, poverty is not only inevitably marked by experience with substance abuse, laziness, crime, and sexual abuse; they are inherent characteristics. Valorizing the middle class as emblematic of virtue, these critics ignore a country that has a class independent problem with morality. To argue, in the country with the greatest wealth and greatest debt per person in the world, that the poor lack the structure to save money is an unbelievably simplistic and empirically incorrect argument.

* WARNING this book is not for people who do not already have a strong foundation in understanding social justice and systemic racism in America. Mainly because author does not address these topics sufficiently and can give impression poverty is only due to individual behavior and attitude. The author also makes assumptions that are simple, stereotypic but I also don’t expect a lot from White middle class teacher to truly understand poverty. However, there are points made missing from a lot of discussion on poverty and class.
I rate this 3.5

Purpose of the book , developing a model to tackle poverty in an educational setting. Pros and cons

Cons: This book does not look at poverty from a social justice lens. Although there are chapters about systemic problems, racism, immigration etc.., key concepts are missing such as mass incarceration, racial profiling, environmental justice, legacy of slavery etc.
it can at times seem stereotypic. Don’t read the quizzes they are stereotyped and will make you cringe.

Pros: Despite this, the author breaks down poverty and class beyond income and economics which is crucial to understanding poverty and maneuvering between class. The real “ purpose “ of book seems to explain possible factors to shift kids who are growing up in poverty into middle class.

Here are some pointers I got

1-Poverty ( also wealth, class) is not just about finances or income but about RESOURCES. These resources are beyond financial resources but include social, emotional, mental, spiritual ( ie social support, physical, mental health, language ) Chapt 1

2- Class ( lower, middle, upper) is not just about things ( house, degrees , title) but also attitude, knowledge, tools ,social capital. We think of how assets passed on that contributes to generational poverty vs generational wealth, but knowledge ( or lack of ) and patterns that are also passed on a contribute just as much. IE teaching kids about networking.

3- Maneuvering between class; poor, middle class, wealthy ( I call crossing lanes or tracks) requires knowing the “ hidden rules” of each group . ( Chapter 3) Hidden rules is the values, attitude, trends and roles associated with each group that allows them to survive , even thrive in their current situation.

Note - I think the hidden rules are more obvious in people who are very class-conscious or class aware , ie parents who care about being perceived as middle class over working class, people chasing wealth, people who are worried they may be considered bougie by their old community.

4- People who are successful in leaving poverty and going to middle class and so forth is partially due to knowing and/ or absorbing some of these hidden rules. Of note people who climb up because of just money but don’t change the rules find themselves struggling. Think of an athlete who makes quick money but repeatedly gets in trouble or struggles because he didn’t make any changes in his mentality to get that money.

5- Bridging social capital - developing relationships with people different from you. Relationships is key in maneuvering between class, it is how you learn the hidden rules of “ the other side” , also build connections and networking. This is tricky, this is beneficial in a teaching, or mentoring , peer support perspective. However, I’ve personally seen the ugly side of this where people develop superficial relationships with someone because of their title or they choose their circle based on degrees and status. This has been one of my issues with some middle- upper class people. Also this can work in the opposite way where relationships with wrong person can revert people or circumstances backwards.

6 - Institutions in America society follow middle class ‘ rules” perspective. Not participating or knowing them can further hinder you. Example , educational institutions are bias, and designed to keep status quo. Education does not exactly equal knowledge. However , in middle class the hidden rules is that a formal “education is necessary to climb success ladder “ and without it ( a degree) you are stuck in poor economic standing

7 -Parenting and family roles are different in middle class vs working class , think suburb- (concerted cultivation approach ) vs street kids ( accomplishment of natural growth approach ) and how that may reflect in the classroom ( Chapter 6 )

Other parts of the book is about language and practices to implement in the classroom, I skimmed most of this.
As someone who had to learn how to navigate growing up in poor working class household to being in a very class conscious occupation, (Medicine) this book is both eye opening and validating. There were a lot of statements and components that explained a lot of my experiences .

While the book markets itself for “educators, policymakers, employers, and service providers”, there is definitely a more direct audience of educators. While the other groups may benefit some, it is clearly meant to aid teachers or paras who work with children in lower income districts. There was also less of an emphasis on poverty in adults as in children, but still some valuable statistics and case studies.

One potential hurdle for some people reading this book is that the order of the chapters, I think, could have been presented differently to better understand the heart of the author. I think the last three chapters and the Appendixes explained that although research is helpful, there are real people behind the statistics, and we must be careful not to use harmful stereotypes. However, it took some wading through to get there.

It is clear the author has dedicated a lot of time and research to help create structures for lasting change. I would say that this book is a good starting place, especially if you are a teacher or administrator that sees a lot of students in poverty.

After looking at some of the other reviews of this book I thought I should make an addendum. This book points out specific patterns based on personal experience. It is meant to provide a “framework” and not a thorough sociological background on all of the issues around poverty: systemic, generational, and situational. I think it is meant to give an introduction to middle class people who have never had to come in contact with the realities of poverty with the reasonable expectation that they will not immediately use it to back up any prejudices they might have. It also focuses on giving an “on the ground” approach by showing how educators can work with people from different backgrounds, rather than highlighting structural inequalities that appear insurmountable to an individual.

Original review:

This was a short but fascinating and helpful book. It provides a framework for understanding how people from different socioeconomic backgrounds view the world in different ways on very basic levels. For example, the “lower class” thinks more in terms of the present situation, “middle” in terms of the future, and “upper” in terms of the past and tradition. There is a chart in the middle of the book detailing the hidden rules and values of all three groups.

Payne emphasizes that the way to bring people out of poverty is through education and relationships. Education has to be accommodating to student’s resources, and relationships have to be aware of value structures.

I would have liked to see more information about how the wealthy approach issues such as gender roles and accessing resources. I was surprised how short this book was but it does provide a good introduction to issues around poverty. I think it is an especially important book since I believe many of our issues in this country stem from class divisions more than identity politics.

I've been through this Ruby Payne training twice and each time I am amazed at how helpful it is. I have learned so much about the struggles of each class. It was very practial to use with students or the public in general.