Diversity Placements: Supporting the Development of Socially Just Teachers or Reinforcing Negative Stereotypes?

Y

28

Student Diversity; Field Experience Programs; Elementary School Teachers; Preservice Teachers; Preservice Teacher Education; Consciousness Raising; Cultural Awareness; Program Effectiveness; Teacher Attitudes; Beliefs; Experiential Learning; Minority Group Students; Race; Socioeconomic Status; Individualized Instruction; Teacher Student Relationship; Attitude Change

2327-3607

While K-12 schools become increasingly more diverse, teacher preparation programs continue graduating mostly White teacher candidates from a middle-class background. If not mitigated, this cultural mismatch can have a detrimental impact on students, as teachers' beliefs about diverse students go unchecked and impact their practice with students. One way teacher preparation programs have sought to prepare teacher candidates to meet the diverse needs of students is through requiring a diverse field experience. This paper shares findings from a mixed-methods study that examined the influence of a diversity placement on elementary teacher candidates' personal and professional beliefs about diversity at a university in the Midwest United States. As a large, public university, Midwest University draws students from a wide variety of settings, from rural locations to dense urban communities. The majority of teacher candidates at Midwest University are from suburban and rural communities. Using a pre-/post- survey design, the researchers note two significant increases in participants' scores after the diversity placement. Additionally, qualitative data analysis from interviews provides a nuanced understanding of survey score changes. Three recommendations for teacher preparation programs are provided.

As Provided

2023

EJ1369041