After reading "Blaming the Victim" by William Ryan I started wondering if some of the ideas surrounding this culture of poverty within rural areas are in fact blaming the victim. In Ryan's article he mentions the victim of a "miseducated child in the slum school" that is "blamed for his own miseducation" (Ryan 275). This child is blamed for his miseducation through the same concept that has been used to explain why rural areas are impoverished, "cultural deprivation" or the culture of poverty (Ryan 275).
This culture of deprivation is achieved through this child being "'disadvantaged' and 'socially deprived'" and this "account[ing] for his failure (his failure, they say) to learn much in school" (Ryan 276). According to Ryan, "we are encouraged to confine our attention to the child and to dwell on all his alleged defects" (Ryan 276). This in turn makes it easy to blame the child and to ignore other important factors that contribute to his miseducation. "No one remembers to as questions about the collapsing buildings and torn textbooks; the frightened insensitive teachers; the six additional desks in the room; the blustering, frightened principals; the relentless segregation" (Ryan 276). All of the questions pertaining to the system and why it is constructed in the way it is are ignored.
When it comes to race there occurs blaming of the victim as well. Through the blaming that occurs through the idea of culture of deprivation "racism, segregation, and the powerlesness of the ghetto are subtly, but thoroughly, downgraded in importance" (Ryan 276). People of color are blamed for their state of poverty. The culture of poverty supports this through it's saying that people of color are destined to stay in this state of poverty that the majority of them are in. This brings about an ideology that limits these people and the other people in their state of poverty. In turn this ideology ends up limiting educational systems within the rural impoverished areas. This "ideology attributes defect and inadequacy to the malignant nature of poverty, injustice, slum life, and racial difficulties" (Ryan 277).
In regards to education this culture of deprivation is supported through the use of "'compensatory education' to build up the skills and attitudes" of the child, "rather than structural changes in the schools" (Ryan 277-278). The problem with this is yet again the ignoring of issues surrounding the system of education. With the supporting of blaming the victim that occurs through the ideas of culture of poverty and culture of deprivation many tend to separate the victims "out and define them in some way as a special group, a group that is different from the population in general" (Ryan 278). This defining as other only brings about the idea that it's ok to separate these groups in order to understand their situation; however, this is how the victim is blamed. The separation into groups of victims only furthers their victimization.
Overall, it needs to be understood that some of the explanations that were used to explain the inequalities in the rural education system were in fact blaming the victims. So how can we solve these inequalities? Perhaps a redistribution of wealth? This idea will be discussed later in these blog entries.
* Ryan, William. "Blaming the Victim." Oppression, Privilege, & Oppression: Theoretical Perspectives on Racism, Sexism, and Heterosexism. By Heldke
Lisa and O'Connor Peg. New York, NY: McGraw Hill Higher Education, 2004.
275-85.
Sunday, October 26, 2008
Wednesday, October 22, 2008
Race and Age in Relation to Rural Areas
Poverty rates for selected groups (percent) Nonmetro Metro
Non-Hispanic Blacks 33.2 22.7
Non-Hispanic Whites 11.0 7.2
Hispanics 26.7 21.4
Children (younger than age 18) 19.8 16.0
Elderly (age 65 and older) 11.9 10.0
Nonelderly adults (age 18-65) 12.4 10.2
(Joliffe)
This chart shows that the poverty rates within rural areas are higher for Non-Hispanic Blacks and Hispanics than for Non-Hispanic Whites. It also shows that poverty rates for all groups are higher in Nonmetro areas. These two components bring about the idea that wealth is unequally distributed across race and region. The combination of these two bring about underrepresented races in rural areas being the most affected by poverty.
This chart also shows differences in age in accordance with poverty. It is found that children are more apt to experiencing poverty and this is followed by nonelderly adults. The rate of poverty is also increased in Nonmetro areas than in Metro areas. These age groups are also those more likely to be involved in the educational systems in these areas and therefore poverty is a determining factor for this.
These people involved in underrepresented race groups and certain age groups being affected by poverty is a determining factor in their educational systems and this is shown in the next chart:
Educational attainment of poor adults (percent) Nonmetro Metro
Less than high school education 44.5 40.0
No more than high school education 32.8 30.7
More than high school education 22.8 29.3
(Joliffe)
This chart shows that poor adults, those affected by poverty, are less likely to attain a high level of education. The likeliness of a high education decreases when in a Nonmetro area. Rural areas and the people within are therefore more adept to poverty and low levels of education. The idea that this is correlated with race and age is an interesting dilemma and shows that systemic aspects affect both the poverty in regards to age and race and education in regards to age and race.
Jolliffe, Dean. "Rural Poverty at a Glance." ERS/USDA Publications. July 2004. USDA.
6 Oct. 2008
Non-Hispanic Blacks 33.2 22.7
Non-Hispanic Whites 11.0 7.2
Hispanics 26.7 21.4
Children (younger than age 18) 19.8 16.0
Elderly (age 65 and older) 11.9 10.0
Nonelderly adults (age 18-65) 12.4 10.2
(Joliffe)
This chart shows that the poverty rates within rural areas are higher for Non-Hispanic Blacks and Hispanics than for Non-Hispanic Whites. It also shows that poverty rates for all groups are higher in Nonmetro areas. These two components bring about the idea that wealth is unequally distributed across race and region. The combination of these two bring about underrepresented races in rural areas being the most affected by poverty.
This chart also shows differences in age in accordance with poverty. It is found that children are more apt to experiencing poverty and this is followed by nonelderly adults. The rate of poverty is also increased in Nonmetro areas than in Metro areas. These age groups are also those more likely to be involved in the educational systems in these areas and therefore poverty is a determining factor for this.
These people involved in underrepresented race groups and certain age groups being affected by poverty is a determining factor in their educational systems and this is shown in the next chart:
Educational attainment of poor adults (percent) Nonmetro Metro
Less than high school education 44.5 40.0
No more than high school education 32.8 30.7
More than high school education 22.8 29.3
(Joliffe)
This chart shows that poor adults, those affected by poverty, are less likely to attain a high level of education. The likeliness of a high education decreases when in a Nonmetro area. Rural areas and the people within are therefore more adept to poverty and low levels of education. The idea that this is correlated with race and age is an interesting dilemma and shows that systemic aspects affect both the poverty in regards to age and race and education in regards to age and race.
Jolliffe, Dean. "Rural Poverty at a Glance." ERS/USDA Publications. July 2004. USDA.
6 Oct. 2008
Monday, October 6, 2008
SES Continued
Now that the impact of socioeconomic status (SES) on rural education is partially understood it is important to explore differences in rural and urban SES. "Economic behavior, including decisions regarding the quantity and quality of education one desires, is influenced in part by economic and social conditions in the local community" and since the communities in these two areas differ so will the economic behavior therein (Broomhall 566-567).
It is observed that poverty rates are in fact higher in rural areas than in urban areas; this has been true for quite a while. Due to this observation the fact that most impoverished areas are rural areas is brought about. "Of the almost four hundred counties with poverty rates of twenty percent or greater in every decade since 1959, ninety-five percent are rural" (Mosley). This quote further supports the idea of poverty being more prevalent in rural areas over time. These poverty levels affect education within both the rural and the urban areas. "As of 2001, more than 26 percent of metropolitan residents possessed at least a college
degree, compared to only 15 percent of those in nonmetropolitan areas" (Mosley). This difference in education levels is partially due to the fact that people in so called "nonmetropolitan" areas lack funds for college or their environment doesn't support the idea of college.
Here is a graph that represents poverty levels and the gap between urban and rural:
(Jolliffe)
This graph shows the rates of poverty over time in both urban (metro) and rural (nonmetro) areas. The drastic difference of poverty shows that there is something off about the distribution of wealth in America.
Another important aspect in the differences in poverty is how persistent poverty tends to be in rural and urban areas. It is found that "nonmetro counties make up the large majority (340 of 386) of persistent poverty counties" (Jolliffe). Persistent poverty is when "20 percent or more of their populations were poor over the last 30 years" in a certain area (Jolliffe). The idea of persistent poverty supports the claim that rural areas have suffered from poverty in high rates for long periods of time. Following is a map showing what areas are experiencing persistent poverty:
(Jolliffe)
Using a quote from the previous entry, "in many rural areas, jobs that require larger amounts of education and that pay relatively higher wages may not be available" which shows that people in this areas are destined to lower SES" it can be seen that low education is a feasible cause of persistent poverty (Broomhall 559). As long as educational inequality between rural and urban areas continues, rural areas will be the ones experiencing poverty.
What can be done to confront this educational inequality? In order to answer this question the entire spectrum of explanation of poverty needs to be covered. There are in fact more reasons as to why poverty is prevalent and persistent in rural areas and these include: race, age, ethnicity, and family structure. These areas will be examined in the next blog entry.
Broomhall, David E., and Thomas G. Johnson. "Economic Factors That Influence
Educational Performance in Rural Schools." American Journal of Agricultural
Economics 76 (1994): 557-67. JSTOR. WSU, Pullman. 27 Sept. 2008. Keyword:
Rural Education.
Jolliffe, Dean. "Rural Poverty at a Glance." ERS/USDA Publications. July 2004. USDA. 6 Oct. 2008
Mosley, Jane M., and Kathleen K. Miller. "Spatial Variations in Factors Affecting Poverty." Rural Poverty Research Center 2004-1 (2004): 1 http://www.rprconline.org/WorkingPapers/RP0401.pdf
It is observed that poverty rates are in fact higher in rural areas than in urban areas; this has been true for quite a while. Due to this observation the fact that most impoverished areas are rural areas is brought about. "Of the almost four hundred counties with poverty rates of twenty percent or greater in every decade since 1959, ninety-five percent are rural" (Mosley). This quote further supports the idea of poverty being more prevalent in rural areas over time. These poverty levels affect education within both the rural and the urban areas. "As of 2001, more than 26 percent of metropolitan residents possessed at least a college
degree, compared to only 15 percent of those in nonmetropolitan areas" (Mosley). This difference in education levels is partially due to the fact that people in so called "nonmetropolitan" areas lack funds for college or their environment doesn't support the idea of college.
Here is a graph that represents poverty levels and the gap between urban and rural:
(Jolliffe)
This graph shows the rates of poverty over time in both urban (metro) and rural (nonmetro) areas. The drastic difference of poverty shows that there is something off about the distribution of wealth in America.
Another important aspect in the differences in poverty is how persistent poverty tends to be in rural and urban areas. It is found that "nonmetro counties make up the large majority (340 of 386) of persistent poverty counties" (Jolliffe). Persistent poverty is when "20 percent or more of their populations were poor over the last 30 years" in a certain area (Jolliffe). The idea of persistent poverty supports the claim that rural areas have suffered from poverty in high rates for long periods of time. Following is a map showing what areas are experiencing persistent poverty:
(Jolliffe)
Using a quote from the previous entry, "in many rural areas, jobs that require larger amounts of education and that pay relatively higher wages may not be available" which shows that people in this areas are destined to lower SES" it can be seen that low education is a feasible cause of persistent poverty (Broomhall 559). As long as educational inequality between rural and urban areas continues, rural areas will be the ones experiencing poverty.
What can be done to confront this educational inequality? In order to answer this question the entire spectrum of explanation of poverty needs to be covered. There are in fact more reasons as to why poverty is prevalent and persistent in rural areas and these include: race, age, ethnicity, and family structure. These areas will be examined in the next blog entry.
Broomhall, David E., and Thomas G. Johnson. "Economic Factors That Influence
Educational Performance in Rural Schools." American Journal of Agricultural
Economics 76 (1994): 557-67. JSTOR. WSU, Pullman. 27 Sept. 2008. Keyword:
Rural Education.
Jolliffe, Dean. "Rural Poverty at a Glance." ERS/USDA Publications. July 2004. USDA. 6 Oct. 2008
Mosley, Jane M., and Kathleen K. Miller. "Spatial Variations in Factors Affecting Poverty." Rural Poverty Research Center 2004-1 (2004): 1 http://www.rprconline.org/WorkingPapers/RP0401.pdf
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