Changing Perspectives and Career Trajectory of African-American Preservice Teachers in an Urban Education Immersion Course

• In Event: Transformative Calls for Educational Reform in Urban Contexts

Abstract

This paper aims to better understand the African-American pre-service teachers’ perceptions of urban education. Over a two-year period, pre- and post-surveys were conducted at a Historically Black College and University (HBCU) after pre-service teachers completed an urban education immersion course in order to frame their understanding of perspectives on urban education. Ultimately, the results indicate that the African-American pre-service teachers’ perceptions of urban teachers, administrators, and a career in urban education are statistically more positive, but their views of urban parents have become more negative. These results provide further implications for teacher education programs.

Authors

• Lynnette K. Mawhinney, The College of New Jersey

• Loribel Mulero

• Cynthia Perez, The College of New Jersey