Physical Education Teacher Education Engagement and Learning in Communities Affected by Poverty

• In Event: Invisible College: Session 1

Abstract

Universities are continuing to make efforts towards including community engagement and learning into initiatives and expectations for their employees and students (Buys & Bursnall, 2007). A component of community engagement and learning includes incorporating university students to engage in their coursework, extracurriculars, and volunteer opportunities. Across the United States, university students remain predominantly white (National Center for Education Statistics, 2019). Specific to physical education teacher education (PETE), recruits are consistently white middle-class males (McCullick, Lux, Belcher, & Davis, 2011). In order to progress toward the community engagement mission, PETE programs may involve university students in afterschool and/or summer programs; such programs may partner with communities impacted by poverty. Based upon years of systemic racism, these communities are largely made up of racial minorities (Center for Disease Control, 2016). The presenters have each experienced coordinating programs that fit this description in the southeastern region of the United States.
One program met at an elementary school in a community impacted by poverty. Children in first through fifth grade met afterschool three days a week throughout the academic year. The program was developed based upon the Teaching Personal and Social Responsibility model (Hellison, 2011) combined with the Skill Theme Approach (Graham, Holt/Hale, & Parker, 2013). An early field experience was tied into the program, allowing for teaching practice as well as community engagement. The second program occurred for one month over the summer and was predominantly focused in physical activity-based youth development (Holt, 2008). The program was made up of youth ages four to fourteen and focused on swimming and water safety, while also including physical education, academic enrichment, and character development.
Based on our experiences and the surrounding literature, we have witnessed and learned of the many benefits (e.g. understanding other cultures and assets) and challenges (e.g. savior complex) associated with engaging predominantly white and/or middle to upper class students in communities impacted by poverty. Our presentation would prompt a discussion regarding university engagement in communities impacted by poverty and the potential outcomes, both encouraging and adverse, as well as seeking input regarding steps to take to potentially reduce the limitations.

Authors

• Victoria Shiver, Northern Illinois University

• Daniela Susnara, University of Alabama