Summer 2005, Volume 10 Number 2

Table of Contents

For a number of years I have taught a course on poverty that focuses both on the United States and on the developing world.  Many students find taking this course an eye opening experience because it exposes them to a reality they previously knew little about.  They are surprised by poverty’s scope, its intensity and its tragic human costs.  At times they are overwhelmed by the fact that, while some progress against poverty has been made, the most compelling verity is poverty’s persistence.  The first few times I taught the course, students sometimes told me that they ended the semester with a feeling of hopelessness and even despair.

This was the exact opposite of what I had intended.  The course was originally part of Fordham University’s Values Program, which encouraged students to examine issues not only empirically but also normatively, and to discover ways to put their values into practice.  While I did not want to convey to students a rose-colored-glasses image of the poverty problem – the first step to addressing any problem is always a realistic understanding of it – neither did I wish to leave them without hope and with a feeling of powerlessness.

There was also another reason for not wishing to leave my students with the impression that nothing could be done.  Simply put, this did not correspond to the reality I had experienced outside the university in my own efforts to address the issues of hunger and poverty.  I had been involved for many years with Bread for the World, an organization that lobbies in Washington, D.C. on hunger issues.  I had seen enough legislative successes over the years to know that the lives of poor and hungry people, both in this country and abroad, not only can be improved but have been improved.  In addition, I was familiar with the work of Lutheran World Relief, which provides direct development assistance to many projects throughout the developing world.  In 1994 I had the opportunity to visit some of these projects in southern India and had seen for myself the effectiveness of these efforts.  And I was aware of many other nongovernmental organizations that were doing similar work.

The question became, how can this reality of hope and empowerment best be conveyed to students?  I try to do this in two fundamental ways.  First, while looking at poverty analytically and in terms of its human impact, I also emphasize from the beginning of the course that, while the poverty problem as a whole is far from being solved, there have been many successful efforts to address parts of the problem.  Examples are given both for the United States and for the developing world.

Second, I give my students the opportunity to discover these efforts for themselves, and that they can also take part in them.  Each student is asked to select an organization that is already addressing the problem of poverty or hunger, either in the United States or in developing countries (or both).  They are asked to describe the history and activities of their organization and then to evaluate its work in light of what the students have learned in the course about the poverty problem.

Every semester I am gratified with student responses to this project.  Most students are surprised to discover how many different organizations there are from which to choose and encouraged by this multiplicity and diversity.  They are also surprised to learn that these organizations are addressing many of the same concerns and issues we have considered in the course, that there really can be a connection between the ivory tower and the real world.     

In most instances students are greatly impressed by the accomplishments of the organizations they have selected.  They see positive impacts on the lives of the poor.  Furthermore, they become aware of the many opportunities they have for personal involvement.  Some join or volunteer for the groups they have researched and this commitment often continues long after the course has been completed.  A few even have a life changing experience.  More than one student has ended up pursuing a career that they had never known about or considered before taking this course and doing this project.

The bottom line of all of this, of course, is that by emphasizing what is already being done to address the poverty problem, and by providing students the opportunity to discover this for themselves, the potential that studying poverty has to produce discouragement or despair is turned instead into empowerment and hope – and maybe even a job after graduation!

Dr. Martin C. Fergus is Associate Professor and Associate Chair of the Political Science Department at Fordham University, Bronx, NY. He may be reached at FERGUS@FORDHAM.EDU

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