Scholars have provided numerous critical analyses of the structural causes of poverty. Unfortunately, many teachers are still led to believe, via best selling books and mainstream discourse, that behaviors, neighborhoods, and families determine educational outcomes. This "culture of poverty" theory must be disproved; educators need to be informed about the structural causes of poverty and gain in-depth knowledge of their students' lives. Through geo-literacy projects aimed at uncovering children's perceptions of their neighborhoods and parents' roles in their children's education, incorrect assumptions about low-income students can be dispelled. The result is more equitable power relations among students, families, and teachers, thus improving teacher effectiveness and educational outcomes. (Contains 1 table.)