Most prospective teachers grew up in European American neighborhoods and when seeking teaching positions, actively avoid schools with a large inflow of minority students (AACTE; Jackson, 2009).
In one study, preservice teachers consistently stereotyped their students based on race and social class, and they routinely displayed biased behaviors and attitudes in their field placements (Aaronsohn, Carter, and Howell, 1995). These stereotypes frequently translate to differential expectations and subsequent disparity in practice, jeopardizing the notion of equity in education to which we all aspire.
Join us as Eva and Pat discuss how the Teaching Diverse Students Initiative can help preservice and practicing teachers consider the issue of bias and their personal role in affecting change.
The March LTTO session will be on March 25th at 1:00 in TC 217.
***Please note that this session is appropriate for those teaching online AND face-to-face courses.
References
Aaronsohn, E., Carter, C. J., & Howell, M. (1995). Preparing monocultural teachers for a multicultural world: Attitudes toward inner-city schools. Equity in Education, 28, 5-9.
Jackson, C. K. (2009). Student demographics, teacher sorting, and teacher quality: Evidence from the end of school desegregation. Journal of Labor Economics, 27 (2).
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