Prospective Teachers from Urban Environments Examine Causes of the Achievement Gap in the United States

Erik E. Morales

International Journal of Higher Education, 2016, vol. 5, issue 2, 101

Abstract: This study analyzes the educational achievement gap between low and high socioeconomic students from the perspective of sixty-two prospective teachers in an undergraduate educational foundations course at a public majority minority urban university in the northeastern United States. The majority of these college students come from, and plan to teach in, lower socioeconomic areas; consequently their insights are uniquely relevant. These prospective teachers cite the following as key causes of the achievement gap- lack of parental involvement, linguistic conflicts between home and school, a lack of bicultural teachers, and the perception of anti-intellectual k-12 school climates. Implications of how these views may affect these prospective teachers when they enter the teaching profession are addressed.

Date: 2016
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Persistent link: https://EconPapers.repec.org/RePEc:jfr:ijhe11:v:5:y:2016:i:2:p:101

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