There is a growing literature revealing the complexity of family–school relationships and the significant power imbalances and mismatches between the role expectations of caregivers and teachers who differ by class and race. This study investigates a course at a large research university in the Southeastern United States designed to influence the attitudes of preservice teachers (PSTs) about how they might work with low-income and/or ethnic minority families. Study results on 138 PSTs demonstrate that, after com- pleting the course, their attitudes were less stereotypic, they were more confident about using family-centric involvement practices, and conceptual- ized student’s problems in less blaming terms.
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