Understanding the Students We Teach: Poverty in the Classroom

Abstract

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.