Preparing Equity-Focused Preservice Teachers: Exploring Outcomes of the Student Teaching Equity Project

• In Event: Learning to Build Inclusive Classrooms: Promising Preservice Practices

Abstract

A quasi-experimental mixed-methods study was conducted to evaluate the effectiveness of an equity intervention on student-teachers’ understandings of equity literacy. Three pre/post instruments were used to gauge the difference in equity beliefs, skills, and knowledge outcomes for control (N=83) and treatment (N=35) groups. Treatment participants were exposed to a compilation of curricular modifications including professional workshops, panel events, and online modules. Quantitative findings show a statistically significant treatment effect and greater growth outcomes for treatment participants. Qualitative analyses show that treatment participants used more specific equity language and displayed greater noticing skills of nuanced bias in classroom settings. Implications for practice are provided.

Authors

• Nicholas Steven Bell, University of Delaware

• Elizabeth Gayle Soslau, University of Delaware