Recognition and Respect for Difference: Science and Math Pre-service Teachers' Attributes that Underlie a Commitment to Teach in Under-resourced Schools

Persistent Link:
http://hdl.handle.net/10150/202743
Title:
Recognition and Respect for Difference: Science and Math Pre-service Teachers' Attributes that Underlie a Commitment to Teach in Under-resourced Schools
Author:
Ganchorre, Athena Roldan
Issue Date:
2011
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This work revealed what is at the core of a particular group of prospective teachers that underlie their commitment to teach in under-resourced schools and districts. Prospective teachers committed to teaching in under-resourced schools have qualities or attributes of recognition and respect for students and families who come from low-income and culturally different backgrounds and experiences. These prospective teachers were able to recognize complex interactions that students and their families face at the individual, social and institutional level. They also sought ways to address their students' learning needs by drawing from students' experiences to make meaningful connections between home and school. To identify students' and families' lived experiences, cultural practices, and language as resources to draw from, are acts of recognition and respect towards students and their families who are, for many prospective teachers, different from themselves. Recognition and respect for difference are essential attributes that underlie a socially just and humanistic pedagogy which can positively impact the learning outcomes for students who are historically poorly served by our public schools. This work highlights a different view that prospective teachers from majority White European backgrounds have about social others. It also provides a new framework using social otherness as a lens to reveal prospective teachers' understandings and knowledge about students and families from low-income backgrounds.
Type:
text; Electronic Dissertation
Keywords:
Respect; Role Identity; Social Justice; Teacher Education; Molecular & Cellular Biology; Otherness; Recognition
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Molecular & Cellular Biology
Degree Grantor:
University of Arizona
Advisor:
Tomanek, Debra

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleRecognition and Respect for Difference: Science and Math Pre-service Teachers' Attributes that Underlie a Commitment to Teach in Under-resourced Schoolsen_US
dc.creatorGanchorre, Athena Roldanen_US
dc.contributor.authorGanchorre, Athena Roldanen_US
dc.date.issued2011-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis work revealed what is at the core of a particular group of prospective teachers that underlie their commitment to teach in under-resourced schools and districts. Prospective teachers committed to teaching in under-resourced schools have qualities or attributes of recognition and respect for students and families who come from low-income and culturally different backgrounds and experiences. These prospective teachers were able to recognize complex interactions that students and their families face at the individual, social and institutional level. They also sought ways to address their students' learning needs by drawing from students' experiences to make meaningful connections between home and school. To identify students' and families' lived experiences, cultural practices, and language as resources to draw from, are acts of recognition and respect towards students and their families who are, for many prospective teachers, different from themselves. Recognition and respect for difference are essential attributes that underlie a socially just and humanistic pedagogy which can positively impact the learning outcomes for students who are historically poorly served by our public schools. This work highlights a different view that prospective teachers from majority White European backgrounds have about social others. It also provides a new framework using social otherness as a lens to reveal prospective teachers' understandings and knowledge about students and families from low-income backgrounds.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectRespecten_US
dc.subjectRole Identityen_US
dc.subjectSocial Justiceen_US
dc.subjectTeacher Educationen_US
dc.subjectMolecular & Cellular Biologyen_US
dc.subjectOthernessen_US
dc.subjectRecognitionen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineMolecular & Cellular Biologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorTomanek, Debraen_US
dc.contributor.committeememberFares, Hannaen_US
dc.contributor.committeememberNagy, Lisaen_US
dc.contributor.committeememberNovodvorsky, Ingriden_US
dc.contributor.committeememberTalanquer, Vicenteen_US
dc.contributor.committeememberTomanek, Debraen_US
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