Perceptions and Beliefs About Content-Area Literacy Pedagogy: Differences in Hispanic and White Preservice Teacher Preparation

• In Event: Roundtable Session 1
  In Roundtable Session: Literacy Across the Curriculum: Preparing Content Area Teachers to Teach Literacy

Abstract

Two groups of college students enrolled in teacher education programs at two separate universities participated in a comparative survey that measured knowledge and beliefs about content-area literacy. The two pools of participants came from either a predominantly Hispanic or a predominantly White institution. A survey instrument was created to determine how knowledge and beliefs serve to underscore and add insight about how perceptions by students of diverse backgrounds intersect with content-area literacy instruction at teacher-training institutions. Results were analyzed for both racial background and gender differences. Interviews and observations also helped triangulate quantitative findings. This study should be of interest to educators and policy-makers interested in how perceptions of literacy instruction can be influenced by racial and gender background.

Authors

• Heriberto Godina, The University of Texas - El Paso

• Arturo Olivarez, The University of Texas - El Paso

• Doug D. Hamman, Texas Tech University