Search results for: Stereotypes
Page 1/2 12 items
Riding la Bestia: Preservice Teachers’ Responses to Documentary Counter- Stories of U.S. Immigration
This study investigated the responses of preservice teachers to the acclaimed documentary "Which Way Home", a film that profiles unaccompanied adolescents who hitchhiked the train system of Central America and Mexico en route to the United States. The findings illustrated the efficacy and limitations of using documentary counter-stories to accomplish two important aims simultaneously: promoting content knowledge of an important social issue and challenging negative stereotypes through counter-stories.
Updated: Oct. 25, 2018
In this study, the authors wanted preservice teachers’ (PSTs) to understand and recognize that their beliefs and stereotypes about math, along with their level of math anxiety, have a direct correlation to how they teach math, both positively and negatively. Negative math experiences lead PSTs to think they are not good at math. This lack of math knowledge and confidence then impacts the type of math teacher they become. In order to provide the PSTs alternative ways to teach math, this study implemented research-based practices aimed to math anxiety and change their negative beliefs and stereotypes. The authors found that PSTs loved the variety of ways math manipulatives were taught and used. This evidence suggested that the specific strategies utilized by the professor would have a positive impact on the PSTs’ beliefs and stereotypes about math, along with decreasing their level of math anxiety.
Updated: Feb. 02, 2016
Popular Visual Images and the (Mis)Reading of Black Male Youth: A Case for Racial Literacy in Urban Preservice Teacher Education
The authors argue for the development of racial literacy in preservice teacher education programs as a pedagogical method to mitigate the misreading of Black male students in teacher candidates’ fieldwork experiences and subsequently in their future classrooms. Their argument operates from the premise that in a time when diversity, multiculturalism, and inclusion are more widely recognized than ever before, the notion of race, and popular education films that depict race, still influence how teacher candidates view Black male students, and race remains a predictor for how these students experience school.
Updated: Jul. 05, 2015
This article aims to examine the process of critical professional identity development as it was perceived by the teacher candidates who participated in the service-learning programme. This study presents three main processes that took place in the development of a critical professional identity among teacher candidates during service-learning. These processes included the following: (1) Deconstructing stereotypes through engagement with the ‘other', (2) Coping with difficulties, dilemmas or conflicts that arise from dialogue with the ‘other', and (3) Shifting from a hegemonic professional perception to a dialogic one.
Updated: Jun. 08, 2015
The study outlined in this article used the Draw-A-Scientist Test (DAST) to explore the views of scientists held by preservice students in science methods classes at both the elementary and secondary levels. The findings revealed that the students with greater previous science experience at both the secondary and post-secondary level would create visual representations of scientist that were significantly less stereotypical than representations created by students with lesser previous science experience. However, results indicated statistically significant differences in stereotypical components of representations of scientists depending on preservice teachers’ program and previous science experiences.
Updated: Jul. 16, 2014
Each of the social sciences that contribute to the field of education has a history of racialized understandings that make their way to both our research and practice.
Updated: Mar. 24, 2013
The purpose of this study was to examine the schooling experiences of five Black college reentry mothers. This study also aimed to explicate the ways in which the participants theorize and make meaning of the complexities of their lives, particularly in regard to the intersections of race, college reentry, and motherhood. The findings reveal that the participants believed their college reentry served as counterpoint to the three stereotypes about Black mothers discussed in this article: the mammy, the matriarch, and the welfare mother/welfare queen.
Updated: Feb. 26, 2013
Field-Based Teacher Education in Elementary Media Literacy as a Means to Promote Global Understanding
This article describes a university-school partnership that supports the professional development of preservice teachers and elementary teachers. The authors introduced the instructional principles and practices of media literacy education. The authors wanted to support children's critical thinking and communication skills while deepening their understanding of the peoples and cultures of the Middle East. This case study of a university-school partnership shows how a partnership between preservice teachers and elementary educators may help combat stereotypes, support critical thinking about media and technology, develop composition and creative skills, and promote children's global understanding of the people and cultures of the Middle East.
Updated: Jan. 14, 2013
The authors are interested in identifying and understanding community and indigenous strengths of “othered” youth as embedded in social and ecological systems. The authors used an ecological approach to dissect the experiences of “othered” youth through an investigation of their marginalization and assets. Multi-informant data with ten Native Hawaiian adolescents and five teachers and counselors of Native Hawaiian youth were used. The findings revealed five emergent themes: multiple identities, stereotypes, racism, coping strategies for racism, and cultural pride that highlight cultural assets and experiences with being the “other” at school.
Updated: May. 23, 2012
'We Are So Over Pharaohs and Pyramids!' Re-Presenting the Othered Lives with Young People through An International Studies Program
The current article focuses the international presenters' interpretation of and reaction to the program through their interaction with the students. The article is based on a year-long implementation of an international studies program in a rural middle school using videoconferencing technology. The author emphasizes the ways that the presenters' assumptions and beliefs affect their (re)construction of their own cultures.
Updated: Mar. 09, 2011