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Ruby K. Payne, Ph.D., 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. 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.

A Framework for Understanding Poverty
Dr. Payne's book, which has sold over one million copies, 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.

Criticism
Many education professionals, such as Paul Gorski, assistant professor at Hamline University, are openly critical of Dr. Payne's work, stating that her research is based on stereotypes and accusing her of classism. Gorski also believes the educational field accepted her ideas too readily, without the proper critical analysis, as much of 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 and John L. Rury (2006) in the Teachers College Record, titled "Poverty and Education: A Critical Analysis of the Ruby Payne Phenomenon," began a debate between Dr. Payne, her supporters, and her detractors in the academic community. A more extensive article critical of Payne's work was published by Randy Bomer, Joel E. Dworin, Laura May, and Peggy Semingson of the University of Texas in 2008, also in the Teachers College Record, with a response from Payne and a rejoinder from the authors. Ng and Rury also published a critical article in the online Journal of Educational Controversy in 2009.

Books
All books published by aha! Process except where otherwise noted.


 * 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
 * Living on a Tightrope: A Survival Handbook for Principals, with William Sommers (2000)
 * Understanding Learning: The How, the Why, the What (2001)
 * Hidden Rules of Class at Work, with Don Krabill (2002)
 * Crossing the Tracks for Love: What to Do When You and Your Partner Grew up in Different Worlds (2005)
 * A Framework for Understanding Poverty, fourth revised edition (2005)
 * A Framework for Understanding Poverty Workbook, revised edition (2005)
 * Learning Structures, third revised edition (2005)
 * Working with Students: Discipline Strategies for the Classroom (2005)
 * Bridges out of Poverty: Strategies for Professionals and Communities, third revised edition, with Philip DeVol and Terie Dreussi-Smith (2006)
 * Bridges out of Poverty: Strategies for Professionals and Communities Workbook, with Philip DeVol and Terie Dreussi-Smith (2006)
 * Working with Parents: Building Relationships for Student Success (2006)
 * Under-Resourced Learners: 8 Strategies to Boost Student Achievement (2008)
 * Research-Based Strategies: Narrowing the Achievement Gap for Under-Resourced Students (2009)
 * Boys in Poverty: A Framework for Understanding Dropout, with Paul Slocumb. Bloomington, IN: Solution Tree, 2010
 * Removing the Mask: How to Identify and Develop Giftedness in Students from Poverty, revised edition, with Paul Slocumb (2010)
 * School Improvement: 9 Systemic Processes to Raise Achievement, with Donna Magee (2010)

Selected articles

 * "Effectively Communicating Standards to Parents: Standards Must Be in Lay Terms and Demonstrated to Parents in Order for Them to Understand How Their Children Are Doing." Leadership Compass, 4(2), 1–3. (2006)
 * "Six Basic Components of Classroom and Discipline Management." Instructional Leader, 20(1), 1–9. (2007)
 * "Health and Poverty Through the Lens of Economic Class: An Invitation to Healthcare Providers to Create New Models for Better Serving People in Poverty," with Philip DeVol. (2008)
 * "Nine Powerful Practices: Nine Strategies Help Raise the Achievement of Students Living in Poverty." Educational Leadership, 65(7), 48–52. (2008)
 * "The 10 Dynamics of Poverty: By Understanding the Barriers Created by Poverty, Schools Can Help Overcome Them." Leadership Compass, 6(4), 1–3. (2009)
 * "How the Environment of Poverty (Having Fewer Resources) Impacts Cognition and Learning." (2009)
 * "Impacting Two Generations at Once: Refocusing Parent Training to Develop Human Capacity and Community Sustainability," with Philip DeVol. (2009)
 * "Moving from Middle Class to Situational Poverty—from Stability to Instability: What You Can Do to Help Your Students and Parents During the Present Economic Downturn." Instructional Leader, 22(3), 1–4. (2009)
 * "What Can the Faith Community Do to Address Poverty? It Can Use a Human Capacity Model That Results in the Development of Resources." (2009)
 * "What Information Does A Framework for Understanding Poverty Have That Cannot Be Obtained Easily from Other Sources? Why Do Critics Love to Hate It and Practitioners Love to Use It?" (2009)