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An African Centered Response to Ruby Payne's Poverty Theory by Dr. Jawanza Kunjufu

By Dr. Jawanza Kunjufu

This problem to influential educator Ruby Payne's theories in regards to the impact of classification ameliorations and economics on educating and learning puts forward other elements as greater predictors of pupil performance. Pointing to luck tales in colleges that serve low-income scholars, this refutation of Payne's well known teacher-training software asserts that teacher expectancies, time on job, and the principal's management are the most elements in making a choice on academic results at a school. Abandoning Payne's framework of teacher-student source of revenue disparities, racial make-up, and per-pupil expenditure, this serious analysis asserts the human part because the strongest software for bettering schooling in failing colleges.

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Extra info for An African Centered Response to Ruby Payne's Poverty Theory

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These are the reasons why African Americans earn 64 percent of White income. Racism and White supremacy are the major reasons why there is an 88 percent disparity between White and Black wealth. 33 An African Centered Response to Ruby Payne’s Poverty Theory Free Labor Let’s now look historically at what happened to African Americans in this country so that we can properly document and explain why such a large portion of the African American community languishes in its current state. This did not happen overnight.

Dr. Carson is considered the best pediatric neurosurgeon in the country. By the way, he grew up in a low-income household, fatherless, and Sonya Carson, his mother, only had a third-grade education. I’m not trying to glamorize illiteracy and lack of education. At the outset, I said I want to see all of our children in affluent homes with their fathers present and their mothers at home with graduate degrees. It’s not enough to do research and theorize. We must use the findings to develop and implement effective programs.

Ruby Payne’s Position I was once told by a Minneapolis school faculty that the children lacked discipline. I didn’t accept their premise just as I don’t accept Ruby Payne’s premise. I suggested that we videotape several classes and then have a workshop at the end of the day to review what went on. The video proved enlightening. ” Depending on the teacher, they were either on task or they were all over the classroom. Remember, I was brought in because the children lacked discipline. Imagine how the staff felt when in two of the four classroom periods videotaped the children were focused, on task, and disciplined.

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