Teaching Elementary School Students About Poverty and Inequality: A Mixed-Methods Study

• In Event: Poster Session 8
  In Poster Session: Division K Section 4 Poster Session

Abstract

Children’s reasoning about social class develops early, yet little attention has been paid to best practices for teaching young children about poverty and inequality. In this study, researchers and teachers designed, implemented, and evaluated an inquiry-based poverty unit using a mixed methods design. Participants were 89 kindergarten, 1st, and 2nd graders (M = 6.81 years old, SD = .93); split between intervention and control classrooms. Quantitative results indicated that intervention students were more likely than control students to provide individualistic attributions for poverty; believe economic mobility is possible; and suggest diverse ways of helping families in poverty. Preliminary results of classroom video observations indicate discussions and action-oriented projects contributed to changes in students’ thinking about helping families. Implications are discussed.

Authors

• Katherine M Griffin, University of California - Los Angeles

• Lindsey Nenadal, University of California - Los Angeles

• Rashmita Mistry, University of California - Los Angeles