The Development of Social-Justice Values in Pre-Service Teachers

1. The Development of Social-Justice Values in Pre-Service Teachers Scott Imig, Ph.D. Robert Smith, Ph.D. For a copy of this presentation, visit: http://people.uncw.edu/imigs/

2. Overview • Impetus for Our Work • An Initial Study and Results • Current Project

3. “I still feel uneasy about blacks and Mexicans. I treat them with respect and no differently than I would with anyone else; but there is still that hatred or dislike feeling that I have towards them.” – white female“My family and my experiences in school taught me to dislike and mistrust most black people. However, I always felt guilt and never hate.” – white female Impetus for Our Work

4. “Although I would not consider myself a racist, I am a bit prejudiced. I consider the majority of blacks to be loud, obnoxious and rude.” – white male“I had been taught growing up that we are different and it is best to be friends with those who are like you.” – white female“Though I’m not racist, I believe it is wrong to date someone of another race.” – white female*

5. Our Context • University of North Carolina Wilmington • Southern comprehensive, regional university • 11,800 students • 10,700 undergraduate • 58% female • 85% Caucasian • 5% African-American • 3% Hispanic • 2006 SAT Scores: 1150 • Third most rigorous admissions standards in NC (public) • Highest SES of any UNC Campus • Watson: • 87% female & 88% caucasian

6. We Know Teacher Dispositions Affect Student Learning and Classroom Teaching • Taylor and Wasicsko (2000) claimed that “there is a significant body of research indicating that teachers’ attitudes, values and beliefs about students… strongly influence the impact they will have on student learning and development” • “Dispositions are in the long run, more important than knowledge and skills”  (Wilkerson, 2006).

7. Teaching for Social Justice • Ana-Maria Villegas (2007) states, the “overriding goal of the social justice agenda in teacher education is to prepare teachers who can teach all students well, not just those traditionally well served by schools, so that as adults, all are able to participate in the economic and political life of the country.” • “teachers …. have a moral and ethical responsibility to teach all their pupils, fairly and equitably.”

8. Teaching for Social Justice • Villegas… “Challenging deficit perspectives and promoting affirming views of diverse students is a precursor to building teacher candidates’ disposition to teach all students equitably.”

9. We Believe Teaching for Social Justice is the Right Thing to Do The Watson School of Education strives to ensure that all teacher candidates are prepared to teach a diverse student population from a multicultural and global perspective. We also strive to foster a culture of awareness and acceptance among our faculty and students that enables our students to understand the role of diversity and equity in the teaching and learning process. But do we do it?

10. Initial Study • Survey to 173 students (Incoming and Exiting UNCW students) • 84% female, 90% white • 107 Teacher Education Students • 66 A&S Students • Ludlow, Enterline & Cochran-Smith Learning to Teach for Social Justice--Beliefs Scale • Attitudinal and Behavior Items generated from student work and current educational issues

11. Highlights • Thinking about your current views on race, would you describe yourself as “not racist” • It is appropriate for individuals to date outside of their race “Agree” or “Strongly Agree”

12. Highlights • Some racial/ethnic groups work harder than other racial/ethnic groups “Agree” or “Strongly Agree” • Ed. Students: 25.9% • A&S Students: 42.1% • Some racial/ethnic groups are naturally stronger students than other racial/ethnic groups “Agree” or “Strongly Agree” • Ed. Students: 30.6% • A&S Students: 34.5%

13. Issues related to racism and inequity should be openly discussed in the public school classroom • 57% of Watson Students Agree/Strongly Agree • Part of the responsibilities of the teacher is to challenge school arrangements that maintain societal inequities. • 70% of Watson Students Agree/Strongly Agree • Realistically, the job of a teacher is to prepare students for the lives they are likely to lead. • 62% of Watson Students Agree/Strongly Agree

14. So What if Students Hold Certain Attitudes About Dating? About Children? Do they manifest themselves in classrooms? Current Study: • Middle grades interns (Spring 08) were selected (n-23) • Interns completed a social justice attitudinal survey – beginning of internship • University Supervisors will evaluate interns 3 times using the NC Diversity Standard (NC Professional Teaching Standard II)

15. NC Diversity Standard (Professional Teaching Standard 2b) • Teachers embrace diversity in the school community and in the world. Teachers demonstrate their knowledge of the history of diverse cultures and their role in shaping global issues. They actively select materials and develop lessons that counteract stereotypes and incorporate histories and contributions of all cultures. Teachers recognize the influence of race, ethnicity, gender, religion, and other aspects of culture on a student’s development and personality. Teachers strive to understand how a student’s culture and background may influence his or her school performance. Teachers consider and incorporate different points of view in their instruction.

16. Interns complete an assessment assignment – pre and post test of content knowledge with results reported by subgroup. Interns have to analyze the results identifying factors that may have affected student or student sub group performance • Focus groups conducted with interns at end of internship on their experience teaching diverse learners

17. Your Input Is Needed • Suggestions • Collaboration