Influencing Preservice Teachers' Attitudes About Working With Low-Income and/or Ethnic Minority Families

Document Type

Article

Publication Date

1-1-2012

Abstract

There is a growing literature revealing the complexity of family-school relationships and the significant power imbalances and mismatches between the role expectations of caregivers and teachers who differ by class and race. This study investigates a course at a large research university in the Southeastern United States designed to influence the attitudes of preservice teachers (PSTs) about how they might work with low-income and/or ethnic minority families. Study results on 138 PSTs demonstrate that, after completing the course, their attitudes were less stereotypic, they were more confident about using family-centric involvement practices, and conceptualized student's problems in less blaming terms. © The Author(s) 2012.

Publication Title

Urban Education

First Page Number

801

Last Page Number

834

DOI

10.1177/0042085912436846

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