There have been a series of popular myths propagating for a very long time that present poor families as deficient and in need of learning the middle class ways. D. Taylor and Dorsey–Gaines (1988) argue that it is the lack of social, political and economic support that places families at risk, rather than the family's failure to adopt mainstream literacy practices. The basic assumptions of schools blames the people who are the victims of draconian social policies.

Importance of the Social Environment

Auerbach (1995a) positions the family at the centre of the educational intervention and shows how the members act in relation to their environment. This environment, in turn, shapes the individual. Interviews for the present research were revealing. Clearly, learning goes beyond school books; families serve as important conduits for dissemination of both skills and knowledge. Educators need to recognize that low–income families have strengths that often accrue from learning to survive devastating social conditions. Their voices must be heard for them to be understood and acknowledged as important for their success.

Limitations in Household Resources to Support Educational Pursuits

The family's financial situation determines the amount of money that can be spent on educational resources. Since there is little disposable income in poor families, planning and saving for even a small purchase is a common practice. I highlighted previously how Lynne and John were saving for a computer for their daughter by working opposite shifts to reduce babysitting costs and how Andrea enjoys reading escapist novels that she has purchased at reduced rates. Andrea also speaks proudly about how she and her husband are able to save money on costly household repairs without hiring others. Lynne enjoys reading magazines, but rarely spends money purchasing reading material for herself. Instead, she collects newspapers and magazines that have been cast off by those staying at the motel where she works.