Pre-service Teachers’ Perceptions of Urban Schools

Abstract

This study investigates pre-service teachers' perceptions of urban schools. We asked 41 pre-service teachers, mostly white and female, to report their perceptions of four aspects of urban schools (appearance and atmosphere, resources, students, and teachers) and identify the sources of their perceptions. We analyze the data qualitatively to understand how they perceive urban schools and quantitatively to determine group trends in their perceptions. Findings reveal that their perceptions of urban schools are complex, with negative and positive impressions of selected aspects of urban schools. Implications of these findings for teacher education, in particular, urban field placements and curriculum, are explored.

(Re)Defining Urban Education: A Conceptual Review and Empirical Exploration of the Definition of Urban Education

“…The racial/ethnic, linguistic, socioeconomic, and cultural characteristics of students are also commonly used to define urban education. Racially, ethnically, and linguistically diverse students attend urban schools at higher rates than nonurban schools (Gallagher et al, 2013; Hampton et al, 2008; Hopson et al, 2007; Kincheloe, 2010; Matsko & Hammerness, 2014; Milner, 2006; Milner & Lomotey, 2014; Steinberg & Kincheloe, 2004; Watson, 2011; White et al, 2017). Urban school districts are the meeting places of cultures and communities—densely populated, epicenters of commerce that attract a diverse set of people of varying ethnic, racial, linguistic, and geographic origins.…”

“…Urban schools also struggle with attracting high-quality teachers and school leaders (Chou & Tozer, 2008; Hudley, 2013; Kincheloe, 2010; Milner, 2006). Urban schools tend to be located in worn down facilities with limited and/or outdated resources (e.g., textbooks and technology) (Hampton et al, 2008; Horng, 2005; Hudley, 2013; Kincheloe, 2010; Matsko & Hammerness, 2014; Milner, 2006, 2012a; Milner & Lomotey, 2014; Watson, 2011; White et al, 2017). Darling-Hammond (2014) argued that urban school districts can be defined by the concentration of inequality and characterized by segregation (Milner & Lomotey, 2014).…”

Unprepared: A Qualitative Exploration of the Preparation Practices of SLPs Practicing in Urban Schools

“…By professionally interacting with individuals whose cultures differ from their own during preservice experiences, speech-language pathology students may experience challenges to their belief system and move beyond viewing experiences from their own cultural perspective, a necessary skill for working with CLD populations and progression toward cultural competence (Walters & Geller, 2002). Furthermore, research has found that providing students the opportunity to serve in urban environments improved their levels of comfort and confidence in working with CLD students and increased their interest for employment in urban schools (Hampton, Peng, & Ann, 2008;Koh, 2009;Schaffer, Gleich-Bope, & Copich, 2014). Only three of the 11 participants in this study completed an internship in an urban school.…”

A Tale of Three Cities: Defining Urban Schools Within the Context of Varied Geographic Areas

“…Influencing the perceptions of urban schools held by preservice teachers is a significant undertaking given the striking demographic differences between preservice teachers and urban students. Despite indication, the future demand for teachers will be greatest in urban schools with diverse student populations (Brookings Institution Metropolitan Policy Program, 2010), the majority of preservice teachers are White, middle class, and from rural or suburban backgrounds (Hampton, Peng, & Ann, 2008; Landsman & Lewis, 2011; Valentíin, 2006). Challenges resulting from demographic differences between preservice teachers and urban students are compounded as many preservice teachers lack confidence in their ability to teach in urban schools, particularly to teach students from diverse backgrounds (Burstein, Czech, Kretschmer, Lombardi, & Smith, 2009; Desimone et al, 2013; Whitney, Golez, Nagel, & Nieto, 2002).…”

“…It is essential for preservice teachers, most of whom are White and middle class, to realize the context of many schools includes segregation and inequities based on race, ethnicity, and class (Allen, 2004). This is a difficult task for teacher educators as research suggests nonminority preservice teachers may resist pedagogies addressing inequalities if they perceive themselves as implicated in the systems causing oppression for others (de Freitas & McAuley, 2008; Hampton et al, 2008).…”