University have little knowledge of poverty or the lives of students who live in poverty. Preservice teachers rarely interact with others who live outside their self-reported middle-class status. In this article, the author examines the effects a study of poverty has on the philosophy and practice of secondary education preservice teachers. Themes that emerged were develop- ment of awareness of socioeconomic differences, devel- opment of empathetic rapport and caring attitudes, and development of a commitment to culturally responsive teaching. The author also discusses the implication of this research on classroom practice and the broader scope of teacher education.
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