Reminder: Highlight concepts, terminology, and theories applied in critique. Given the compelling need to understand complexities associated with poverty and anti-poverty social work practice, for this critique you may exceed the normal page limit.
Given the tremendous importance of social work’s commitment to confronting issues exacerbated by poverty, the supplemental readings for this critique are required. This includes reading articles noted in the questions (e.g. “The Myth of the Culture of Poverty) and the folder on “Welfare Fraud.”
Before answering any of the following questions or watching any of the videos for this unit, write down your uncensored thoughts and current beliefs and attitudes about poverty and “poor people.” Keep this list/your notes for later reference.
How were your thoughts and beliefs formed?
How have these influenced your attitudes about poverty?
How might these impact your practice with people living in poverty?
Before completing the other questions, complete the simulation called Spent, an interactive game that mirrors the real world experiences of clients served by a homeless shelter. As you get to the end, assume the following:
You’ve always worked hard and done the right thing.
You believed that homelessness was something that would never happen to you.

Then, without warning or preparation, you’ve experienced a life-changing event (e.g. a job loss, death of a loved one, divorce, natural disaster, serious illness or injury). Before you knew it, a chain of events sent things spiraling out of control…and now you’ve landed on the street. How would you cope? Where would you go? What would you do? How did you negotiate difficult choices?
How does this simulation reflect the realities depicted in “What’s Life Like at the Poverty Line?” (scroll down on the website to view this video) or this article on “criminalizing the poor”? Juxtapose this to the 1% described in the video “Wealth Inequality in America.” What will you take away from the Spent simulation and the videos (Additional videos can be viewed in the “Videos” folder) that might inform your understanding on poverty?
The “culture of poverty” refers to the belief that people learn to be poor from growing up in impoverished areas. In The Myth of the Culture of Poverty , Paul Gorski argues that this belief needs to be scrutinized and debunked. Given his assertions, what could you say or how could you educate someone endorsing this contentious belief?
Briefly describe structural factors that contribute to, maintain, and perpetuate poverty. Given your sphere of influence, what action(s) can you take to address one of these factors?
Based on the readings, videos, and Spent simulation, use critical thinking skills to discuss how much of the process of escaping from poverty may be explained by motivational factors (i.e. human behavior) and how much can be attributed to the existence of a safety net of support (e.g. education, health care, crime prevention, job training, affordable daycare, family support, presence of opportunities, etc.) located in their community.
Briefly explain why the U.S. poverty line is controversial.
What is meant by the term the “feminization of poverty” and “juvenilization of poverty”? Why is it important for social workers to understand these concepts?
Briefly describe the three social welfare programs designed to address poverty.
To inform your response to this question, do two things: watch the video on “Critical Thinking” and read the articles in the “Welfare Fraud” folder. Poor people must cope with the stigma of poverty and are often blamed for being poor. This was alluded to in “Are recipients worthy or unworthy” in Chapter 2. Use academic reflection and critical thinking skills to explore how any of the beliefs you wrote down in Question #1 may contribute to stigma, e.g. recipients of public assistance are undeserving, poor people live off the system, etc