WALKING A MILE IN THEIR SHOES: UNDERSTANDING STUDENTS IN POVERTY

Back to Page Authors: Queen Ogbomo, Kathy Brashears, Kristen Pennycuff Trent, Marilyn Bruckman

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Keywords: teacher education, preservice teachers, poverty simulation, children in poverty

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Abstract: This study examined the impact of the Poverty Simulation Project an experiential learning procedure on preservice teachers’ perception of elementary students living in poverty. A convenience sample (n= 30 from 2 cohorts) of undergraduate preservice teachers from a public university in the southern part of the United States were asked to participate in a poverty simulation activity as part of a social students methods course requirement. While data analysis is still in the preliminary stages, an early analysis of the debriefing session after the simulation project shows that students saw this simulation project as an engaging learning experience and developed an awareness of the effect of poverty on elementary students’ learning.

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