Aurelio M. Montemayor, M.Ed.

Busting Myths About Children of Poverty – Podcast Episode 50 | Classnotes Podcast 50

Dr. Bradley ScottClassnotes Podcast (March 12, 2009) As education gaps continue between low-income students and their peers, many school leaders have been looking for effective ways to close the gap. Unfortunately, some buy into myths about children of poverty and their ability to learn that lead to lower expectations inappropriate teaching. In this 50th episode of the Classnotes Podcast, Bradley Scott, Ph.D., and Aurelio Montemayor, M.Ed., discuss these myths, how they fail to recognize the strengths that students bring and how they lead to inequitable and unsuccessful education. Bradley directs the IDRA South Central Collaborative for Equity, and Aurelio directs the IDRA Texas Parent Information and Resource Center.

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Poverty and Payne: Supporting teachers to work with children of poverty

Mistilina Sato and Timothy J. Lensmire, Phi Delta Kappan

Savage Unrealities: Uncovering Classism in Ruby Payne’s Framework

Paul C. Gorski

Savage Inequalities: Children in America ’s Schools

Johnathon Kozol

The Funding Gap 2005: Many States Still Shortchange Low-Income and Minority Students

The Education Trust

“Inequality in Teaching and Schooling: Supporting High-Quality Teaching and Leadership in Low-Income Schools,” 

Linda Darling Hammond and L. Post, In A Notion at Risk: Preserving Public Education as an Engine for Social Mobility, By R.D. Kahlenberg (Ed.)

IDRA Six Goals of Education Equity

IDRA’s Family Leadership Principles 

Aurelio M. Montemayor, M.Ed., IDRA Newsletter

Texas IDRA Parent Information and Resource Center

IDRA South Central Collaborative for Equity

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Show Notes

  • Aurelio lists some student behaviors that are often equated with poverty.

  • Bradley explains the dangers of viewing poverty as a "condition" rather than a state.

  • Bradley argues that the "savior mentality" does a disservice to both children and teachers.

  • Aurelio talks about the importance of valuing families and their life experiences as part of the educational process.

  • Bradley tells the story of a Texas middle school where the staff simply assumed their students would turn out "like their mothers and fathers."

  • Aurelio cites IDRA's Coca-Cola Valued Youth Program as an example of valuing students and tracking their progress from an early age.

  • Aurelio outlines IDRA's family leadership principals.

  • Bradley talks about the IDRA's Six Goals of Educational Equity.

  • Bradley notes the danger of equating the words "poor" and "minority."

  • Aurelio shares the story of teachers who worked with poor white students in rural Appalachia.

  • Bradley explains the "golden cage" concept.