The Poverty Simulation: Increasing Teacher Sensitivity for Students Living in Poverty

Autor/inn/en	Rice, Aviva Goelman; McCall, Linda Ann; Ogden, Jacqueline E.
Titel	The Poverty Simulation: Increasing Teacher Sensitivity for Students Living in Poverty
Quelle	In: National Youth-At-Risk Journal, 2 (2017) 2, S.107-127, Artikel 8 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2470-6426
Schlagwörter	Poverty; Simulation; Professional Development; Sensitivity Training; Consciousness Raising; Empathy; Teacher Student Relationship; At Risk Students; Low Income Students; Family Income; Public Schools; Urban Areas; Disadvantaged Youth; Cognitive Development; Social Development; Emotional Development; Program Effectiveness; Georgia + Suchen Sie Ihr Suchwort? Armut; Simulation program; Simulationsprogramm; Sensitivitätstraining; Bewusstseinsbildung; Empathie; Teacher student relationships; Lehrer-Schüler-Beziehung; Familieneinkommen; Public school; Öffentliche Schule; Urban area; Stadtregion; Benachteiligter Jugendlicher; Kognitive Entwicklung; Soziale Entwicklung; Gefühlsbildung
Abstract	Studies of children growing up in poverty describe increasingly devastating effects on many areas of development (e.g., cognitive, linguistic, socio-emotional, affective, psychomotor). Teachers need to be aware of these findings; they also need to develop empathy for their students living in poverty. One way to do this is to experience a poverty simulation wherein participants (i.e., teachers) learn what it is like to "walk in their students' shoes." This report describes the history of a poverty simulation in southeast Georgia. Analysis of quantitative data, collected via surveys administered before and after recent poverty simulations, revealed the following findings: increased teacher understanding of poverty, increased teacher recognition of their own biases toward their students and their families who live in poverty, and increased teacher empathy toward their students and their families who live in poverty. Findings also showed that teachers plan to apply their new understandings regarding poverty in their classrooms. Implications for practice, especially for teachers working in urban settings with poor children, are offered. (As Provided).
Anmerkungen	College of Education at Georgia Southern University. Digital Commons Office, Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: nyarjournal@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/nyar/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01