Abstract
This paper aims to better understand African American pre-service teachers’ perspectives on urban education. Over a 2-year period, pre-experience and post-experience surveys were conducted at a Historically Black University (HBCU) after pre-service teachers completed an urban education immersion course in order to frame their understanding of perspectives on urban education. Ultimately, the results indicate that the African American pre-service teachers’ perceptions of urban teachers, urban administrators, and a career in urban education were statistically more positive after the immersion course, but their views of urban parents became more negative. These results provide further implications for teacher education programs.
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Notes
The name of the school is a pseudonym in order to ensure anonymity.
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Mawhinney, L., Mulero, L. & Pérez, C. African American Pre-Service Teachers’ Perspectives on Urban Education: An Exploration at an HBCU. Urban Rev 44, 612–627 (2012). https://doi.org/10.1007/s11256-012-0209-2
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DOI: https://doi.org/10.1007/s11256-012-0209-2