Changing Preservice Teacher Perceptions of Minority Schools

TLDR

The study compared pre‑ and post‑student‑teaching attitudes of education students toward working in urban schools. Students assessed interest and comfort across four demographically diverse schools, ranked 14 school characteristics, and provided comments that guided a professional‑development project. Attitudes toward urban teaching became more favorable after positive field placements, with school security and parental support consistently rated highly and socioeconomic/ethnic diversity gaining importance over time.

Abstract

This study compared education students’ attitudes toward working in urban schools as they entered teacher preparation and later after student teaching. Given descriptions of four schools differing in demographic makeup, students rated interest and comfort levels for teaching in each situation. Respondents also ranked 14 school characteristics according to importance when considering a teaching position. Attitudes shifted more favorably toward urban school teaching among students whose field placements provided positive urban teaching experiences. School security and parental support ranked as highly important both initially and later. Socioeconomic and ethnic diversity became more important later. Written comments illuminated students’ ratings and helped inform a professional development school project.