Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

The Classist Underpinnings of Ruby Payne's Framework

by Paul Gorski - February 09, 2006

Ruby Payne and her book, A Framework for Understanding Poverty are standard fare in multicultural education classes, school staff development workshops, and the general educational milieu. But an analysis of her work, particularly from an equity and social justice perspective, reveals a steady stream of assumptions, stereotypes, and misperceptions which may actually contribute to classist policy and practice instead of creating an equitable learning environment for students in poverty. The purpose of this essay is to uncover these assumptions, stereotypes, and misperceptions by exploring three themes in Payne’s work: (1) a failure to consider systemic class inequities in schools, (2) a reliance on the cultural deficit perspective; and (3) fundamentally conservative underlying values.

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase The Classist Underpinnings of Ruby Payne's Framework
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record, Date Published: February 09, 2006
https://www.tcrecord.org ID Number: 12322, Date Accessed: 8/3/2021 8:40:42 PM

Purchase Reprint Rights for this article or review
Article Tools

Related Media

Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • Paul Gorski
    Hamline University
    E-mail Author
    PAUL GORSKI is an assistant professor in the Graduate School of Education at Hamline University. He is an active consultant, conducting workshops and guidance to schools and educational organizations committed to equity and diversity. Gorski is actively involved in the National Association for Multicultural Education (NAME), serving on its board of directors.
Member Center
In Print
This Month's Issue