Date of Award
Spring 5-11-2012
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Early Childhood Education
First Advisor
Shonda Lemons-Smith, Ph.D. and Olga Jarrett, Ph.D.
Second Advisor
Barbara Meyers, Ed.D.
Third Advisor
Philo Hutcheson, Ph.D.
Fourth Advisor
Susan Crim McClendon, Ph.D.
Abstract
The intent of this study was to explore the perceptions of Black middle and upper class preservice teachers as they relate to teaching and learning in high poverty urban schools. Participants included 11 senior early childhood education preservice teachers at a historically Black college in the southeast region of the United States. The study was conducted using qualitative inquiry. Background questionnaires, individual interviews, and a group interview served as the data sources.
While there is an extensive body of knowledge focused on the increasing number of White preservice teachers who lack experience with students in diverse communities, there are limited studies pertaining to the perceptions of Black middle and upper class preservice teachers who may lack experience with students in high poverty urban schools. In the Black community, color and social class have been inexorably linked for generations. Social class is conceivably one of the most significant sources of inequality in schools and was one of the first factors, after intelligence, researched by scholars as a source of difference in achievement.
The study answered the following questions: (1) What are the perceptions of Black middle and upper class preservice teachers regarding teaching and learning in high poverty urban schools? (2) To what extent do Black middle and upper class preservice teachers believe they can be successful teachers in high poverty urban schools?
The data demonstrated that Black middle and upper class preservice teachers (a) prefer to teach in communities similar to their own school experiences; (b) believe students from high poverty urban schools can achieve at the same level as students in middle and upper class schools, but are uncertain of the value their informal knowledge brings to the classroom; (c) recognize effective teaching strategies and best practices in classroom instruction; and (d) have mixed feelings regarding their ability to connect with students and parents in high poverty urban schools. Implications from the study include expanding the scope of field experiences for Black middle and upper class preservice teachers in high poverty urban schools and recognizing Black middle and upper class preservice teachers in teacher education research.
DOI
https://doi.org/10.57709/2716172
Recommended Citation
Lewis, Andrea D., "Crossing Boundaries: Exploring Black Middle And Upper Class Preservice Teachers’ Perceptions Of Teaching And Learning In High Poverty Urban Schools." Dissertation, Georgia State University, 2012.
doi: https://doi.org/10.57709/2716172