The myth of the culture of poverty by Paul Gorski

¶ … Myth of the 'Culture of Poverty'"

In his article, "The Myth of the 'Culture of Poverty,'" Paul Gorski explores some of the common myths of poverty and learning perpetuated by society and offers some realistic advice on how educators can prevent themselves from falling into the myth trap. The article is informative and enlightening because many educators may assume certain things about their students without being aware that they are doing so. By raising awareness to the myths associated with poverty and students, we are moving closer to crushing those myths and giving every student a chance.

One of the biggest myths associated with the poor is that they are not generally motivated and have very little, or weak work ethics. Truth be told, their work standards are no different from their wealthier counterparts. Another myth Gorski examines is that poor parents are not involved in their children's lives. The truth behind this myth is that poorer parents are just as concerned about their children's lives; they just may not show it as much. This is because they lack access to the things that allow them show concern, such as transportation and affordable childcare. Drug and alcohol abuse is another myth that is generally associated with poorer families but not necessarily true. Gorski cites sources that indicate drug use among the wealthy and the poor is "drug use is equally distributed across poor, middle class, and wealthy communities" (Gorski). To put it simply, Gorski believes that there is no such thing as a culture of poverty.

Gorski cautions educators with a "myth of a 'culture of poverty' distracts us from a dangerous culture that does exist -- the culture of classism" (Gorski). In addition, "And, worst of all, it diverts attention from what people in poverty do have in common: inequitable access to basic human rights" (Gorski). Gorski also describes how the deficit theory is perhaps one of the most destructive tools for educators, stating "The implications of deficit theory reach far beyond individual bias" (Gorski). Gorski believes that we can close the "socioeconomic opportunity gap can be eliminated only when we stop trying to 'fix' poor students and start addressing the ways in which our schools perpetuate classism" (Gorski). He offers advice that includes becoming educated about class and poverty, being aware of stereotyping students, working to keep low-income students in a learning environment that they deserve rather than one that they may be placed in as a result of their family income, and teaching about class and poverty. Gorski considers the most important factor above all is checking our own attitudes toward class and being aware of them. This is the very least educators should do.