Exploring Educators' Calling: What Inspires Teachers to Teach Social Studies in Urban Contexts?

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Narratives of Place and Purpose: Exploring the Intersection of Local History and Social Studies (Table 1)

Abstract

This study analyzes application materials from an urban teacher residency program oriented toward equity, anti-racism, and social justice to understand aspiring educators’ orientations toward social studies and why they aspire to teach. Using Fallace’s (2010) framework of social studies education strands, we conducted a qualitative content analysis of social studies applicants admissions materials. Admitted candidates expressed critical orientations toward social studies education, while non-admitted applicants adopted traditional and disciplinary orientations. Applicants emphasized student learning within their materials, though their stance toward critical philosophies and frameworks (e.g., culturally responsive teaching, critical race theory) varied. These findings can inform teacher educators to determine candidate-program fit, retaining successful applicants, and how to best support teacher candidates learning to teach in urban contexts.

Authors

• Sabrina Leigh Caldwell, University of South Alabama

• Rachel Elizabeth Traxler, New York University