"Mythbusters": Dispelling the Culture of Poverty Myth in the Urban Classroom

Scholars have provided numerous critical analyses of the structural causes of poverty. Unfortunately, many teachers are still led to believe, via best selling books and mainstream discourse, that behaviors, neighborhoods, and families determine educational outcomes. This "culture of poverty&quo...

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Bibliographic Details
Published in:Journal of geography (Houston) 2009-01, Vol.108 (4-5), p.198-209
Main Author: Rogalsky, Jennifer
Format: Article
Language:English
Subjects:
Attitude Change
Children
Children & youth
College School Cooperation
Critical Theory
Culture
Data Collection
Education
Families & family life
Family Characteristics
Geography Instruction
Human Geography
Inservice Teacher Education
Instructional Effectiveness
Literacy
Low Income Groups
Misconceptions
Neighborhoods
New York
No Child Left Behind Act 2001
Outcomes of Education
Partnerships in Education
Perceptions
Poverty
Professional Development
Program Descriptions
Social Theories
Student teacher relationship
Students
Teacher Effectiveness
Teacher Expectations of Students
Teachers
Teaching Methods
urban
Urban areas
Urban Schools
Urban Teaching
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Summary:Scholars have provided numerous critical analyses of the structural causes of poverty. Unfortunately, many teachers are still led to believe, via best selling books and mainstream discourse, that behaviors, neighborhoods, and families determine educational outcomes. This "culture of poverty" theory must be disproved; educators need to be informed about the structural causes of poverty and gain in-depth knowledge of their students' lives. Through geo-literacy projects aimed at uncovering children's perceptions of their neighborhoods and parents' roles in their children's education, incorrect assumptions about low-income students can be dispelled. The result is more equitable power relations among students, families, and teachers, thus improving teacher effectiveness and educational outcomes.
ISSN:0022-1341
1752-6868
DOI:10.1080/00221340903344953