Download full text
Download full text
ERIC Number: EJ1055083
Record Type: Journal
Publication Date: 2014-Jan
Abstractor: As Provided
Pre-Service Foreign Language Teachers' Attitudes of Privilege and Oppression
McGowan, Shannon L.; Kern, Anne L.
Journal of Education and Training Studies, v2 n1 p31-43 Jan 2014
Over the past several years multicultural education has seen an increased attention in teacher preparation. However, little research exists that examines the attitudes of pre-service teachers related to white privilege. This study is a quantitative exploration of the attitudes of pre-service foreign language teachers on a variety of social issues related to oppression (i.e. sexism, heterosexism, white privilege, religion). Students in a secondary foreign language methods course (N = 19) completed pre- and post-instruction questionnaires to determine the effect of an intervention and intentional discussion regarding white privilege and oppression on their attitudes towards these social issues. The mean test scores were analyzed using a paired-samples t-test which resulted in a significant change in attitudes regarding white privilege. Suggestion for further research includes determining the effect for general education pre-service teachers compared to Foreign Language teachers.
Descriptors: Student Teacher Attitudes, Language Teachers, Second Language Instruction, Cultural Influences, Whites, Racial Bias, Social Bias, Statistical Analysis, Social Problems, Gender Bias, Homosexuality, Religious Factors, Secondary Education, Methods Courses, Pretests Posttests, Questionnaires, Intervention, Discussion (Teaching Technique), Rural Schools, Preservice Teacher Education, Likert Scales, Learning Activities, Consciousness Raising, Scores, Attitude Change
Redfame Publishing Inc. 9450 SW Gemini Drive #99416, Beaverton, OR 97008. Tel: 503-828-0536 ext. 503; Fax: 503-828-0537; e-mail: firstname.lastname@example.org; Web site: http://jets.redfame.com
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A