Expanding Preservice Teachers' Understandings of Minoritized Learners' Assets Through Asset-Based Teaching Experiences

• In Event: 58.044 - Equitable Instruction Across Content Areas

Abstract

This case study (Merriam, 1998) centered on describing preservice teachers’ understandings of minoritized elementary students’ assets when designing, implementing, and reflecting on assets-driven technology lessons during a field experience. The analysis of multiple data sources revealed two clear findings. The first finding revealed that PSTs’ understandings of assets expanded over the course of the semester to include five of Yosso’s (2005) seven kinds of community cultural wealth. The second finding recognized the specific course components that prompted the expanded understanding. The findings from this study shed light on how field experiences and associated coursework support a shift in PSTs’ beliefs and practices from a limited to an expansive, asset-based view of teaching minoritized students.

Authors

• Krista Ruggles, Utah Valley University

• Elizabeth Bondy, University of Florida