Ruby K. Payne is an American educator and author best known for her book A Framework for Understanding Poverty and her work on the culture of poverty and its relation to education.[1] She holds a Ph.D. in educational leadership and policy studies from Loyola University in Illinois, and is the founder of aha! Process, Inc., a company that informs schools, companies and other organizations about poverty.[2][3]

A Framework for Understanding Poverty

Payne's book, which has sold over one million copies,[4] deals heavily with the concept of "hidden rules," characteristics that a member of one of the three main social classes (upper, middle and lower) possesses that makes communicating and relating to members of the other classes difficult. Payne supports the standardized testing methods of 2001's No Child Left Behind Act.[4]

Criticism

Paul Gorski, assistant professor at New Century College at George Mason University, is openly critical of Payne's work, stating that her premises are based on stereotypes and accusing her of classism.[5][6] Gorski also believes the educational field accepted her ideas too readily, without the proper critical analysis,[7] as Payne's work is self-published and has not undergone the rigorous peer-review process usually required of professional academics.

An article by Gorski and one by University of Kansas education professors Jennifer C. Ng & John L. Rury (2006) in the Teachers College Record, entitled "Poverty and Education: A Critical Analysis of the Ruby Payne Phenomenon", began a heated debate between Payne and her supporters, and her critics in the mainstream academic community.[8] Payne has threatened a copyright lawsuit against Gorski.[4] A more extensive article critical of Payne's work was published by Randy Bomer, Joel E. Dworin, Laura May & Peggy Semingson of the University of Texas in 2008, also in Teachers College Record, with a response from Payne and a rejoinder from the authors.[9] Ng and Rury also published a critical article in the online Journal of Educational Controversy in 2009.[10]

Books

  • A Framework for Understanding Poverty. Baytown, TX: RFT, 1995
  • A Framework for Understanding Poverty Workbook. Baytown, TX: RFT, 1998
  • Learning Structures. Baytown, TX: RFT, 1998
  • Think Rather of Zebra: Dealing with Aspects of Poverty Through Story, with Jay Stailey. Baytown, TX: RFT, 1998
  • Bridges out of Poverty: Strategies for Professionals and Communities, with Philip DeVol and Terie Dreussi-Smith. Baytown, TX: RFT, 1999
  • Removing the Mask: Giftedness in Poverty, with Paul Slocumb. Baytown, TX: RFT, 1999
  • What Every Church Member Should Know About Poverty, with Bill Ehlig. Baytown, TX: RFT, 1999
  • Boys in Poverty: A Framework for Understanding Dropout, with Paul Slocumb. Bloomington, IN: Solution Tree, 2010
  • Achievement for All: Keys to Educating Middle Grades Students in Poverty. Westerville, OH: Association for Middle Level Educators (2013)

See also

Cycle of poverty

References

  1. ↑ "Wire Side Chats: How Understanding Poverty Can Help Low-Income Children Learn". Education World. Retrieved 2017-02-23.
  2. ↑ "Lecture Management - ruby payne". Lecturemgt.com. Retrieved 2017-02-23.
  3. ↑ "Fighting Poverty - Who We Are". aha! Process. Retrieved 2017-02-23.
  4. 1 2 3 "Payne's Pursuit". 3 May 2006.
  5. ↑ "Questioning Payne". Teaching Tolerance. 2016-01-09. Retrieved 2021-01-16.
  6. ↑ "Education guru Ruby Payne: Is she wrong about kids in poverty, or misunderstood?". Tampa Bay Times. Retrieved 2021-01-16.
  7. ↑ "Savage Unrealities : Uncovering Classism in Ruby Payne's Framework" (PDF). Edchange.org. Retrieved 2017-02-23.
  8. ↑ Ng, Jennifer C. (2008-01-14). "Article". Teachers College Record. TCRecord. Retrieved 2017-02-23.
  9. ↑ Bomer, Randy; Dworin, Joel E.; May, Laura; Semingson, Peggy (2008), "Miseducating Teachers about the Poor: A Critical Analysis of Ruby Payne's Claims about Poverty", Teachers College Record, 110 (12): 2497–2531, retrieved 2020-03-15
  10. ↑ Ng, Jennifer C.; Rury, John L. (2009), "Problematizing Payne and Understanding Poverty: An Analysis with Data from the 2000 Census", Journal of Educational Controversy, 4 (1), retrieved 15 March 2020
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