The Myth of the "Culture of Poverty"

Abstract

Instead of accepting myths that harm low-income students, we need to eradicate the systemwide inequities that stand in their way. As the students file out of Janet's classroom, I sit in the back corner, scribbling a few final notes. Defeat in her eyes, Janet drops into a seat next to me with a sigh. "I love these kids, " she declares, as if trying to convince me. "I adore them. But my hope is fading." "Why's that? " I ask, stuffing my notes into a folder. "They're smart. I know they're smart, but..." And then the deficit floodgates open: "They don't care about school. They're unmotivated. And their parents—I'm lucky if two or three of them show up for conferences. No wonder the kids are unprepared to learn." At Janet's invitation, I spent dozens of hours in her classroom, meeting her students, observing her teaching, helping her navigate the complexities of an urban midwestern elementary classroom with a growing percentage of students in poverty. I observed powerful moments of teaching and learning, caring and support. And I witnessed moments of internal conflict in Janet, when what she wanted to believe about her students collided with her prejudices. Like most educators, Janet is determined to create an environment in which each student reaches his or her full potential. And like many of us, despite overflowing with good intentions, Janet has bought into the most common and dangerous myths about poverty. Chief among these is the "culture of poverty " myth—the idea that poor people share more or less monolithic and predictable beliefs, values, and behaviors. For educators like Janet to be the best teachers they can be for all students, they need to challenge this myth and reach a deeper understanding of class and poverty.