Poverty Simulation Participation: Transformative Learning Outcomes Among Family and Consumer Sciences Students

  • Arnett-Hartwick S
  • Davis T
N/ACitations
Citations of this article
14Readers
Mendeley users who have this article in their library.

Abstract

The purpose of this study was to investigate to what extent participating in a poverty simulation effectively increases a student's understanding of life in poverty among human development and family sciences (HDFS) and teacher education students in family and consumer sciences (FCS). Using a mixed-method design, a convenience sample of junior and senior undergraduate students (N=57) in FCS from a midwestern state university participated in a modified version of a poverty simulation. Using a pre-post questionnaire, the quantitative results indicated overall scores moved in a favorable direction in attitude improvement toward the poor and the qualitative responses provided support for the poverty simulation as an effective instructional tool. The results included encouragement of more positive attitudes among the HDFS and teacher education students, providing future child care specialists, social service agents, and educators with an empathic and interaction basis for working with clients and students who are experiencing poverty.

Cite

CITATION STYLE

APA

Arnett-Hartwick, S. E., & Davis, T. S. (2019). Poverty Simulation Participation: Transformative Learning Outcomes Among Family and Consumer Sciences Students. Journal of Research in Technical Careers, 3(2), 24. https://doi.org/10.9741/2578-2118.1057

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free