Abstracts
Abstract
This qualitative inquiry examined how using Yosso’s community cultural wealth (2005) model as a framework in a 16-week teacher-education course focused on home, schools, and communities which supported the development of 24 preservice teachers’ equity mindsets in relation to these spaces. To examine the nature of preservice teachers’ viewpoints, the following data sources were collected: a researcher-developed survey with open-ended questions based on Yosso’s model used as a pre- and post- survey, reflection assignments, and semi-structured interviews. These data were analyzed using priori coding based on the Equity Mindset Framework (Nadelson et al., 2019). Analysis revealed that Yosso’s community cultural wealth model provided a framework for preservice teachers to develop all eight attributes of an equity mindset to some degree, but three of those attributes were developed at a higher level: development of culturally relevant practices and thinking, the importance of understanding and knowing student populations, and taking responsibility for student success. This research has implications for teacher educators, as it provides guidance for a practical way to enhance preservice teachers’ equity mindset.
Keywords:
- Deficit Thinking,
- Asset Thinking,
- Community Cultural Wealth,
- Preservice Teacher Education
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Appendices
Biographical notes
Amber K. Howard, Ed.D., is an assistant professor of elementary education at Missouri State University. Her research interests include equity-centered teacher education, equity-centered trauma-informed education, secondary trauma experienced by teachers, and humanizing teaching practices. When she is not exploring the outdoors or researching, she teaches courses in the Elementary Education undergraduate and graduate programs at Missouri State.
Stacie L. Finley, Ph.D., is an assistant professor of literacy at Missouri State University, where she teaches undergraduate and graduate literacy courses. She holds a Ph.D. in K-12 Reading Education from Auburn University. Her research focuses on dialogic discourse and questioning, equity-centered decision making, and mental wellness and humanizing teaching practices in educator preparation programs.
Chloe S. Bolyard, Ph.D., is an associate professor of elementary education at Missouri State University. Her research interests include culturally responsive teaching, curriculum studies, relational pedagogy, and ungrading.
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