Date of Conferral

11-13-2025

Date of Award

November 2025

Degree

Ph.D.

School

Education

Advisor

Robert Voelkel

Abstract

The problem that was addressed through this study was that there is a gap in the literature about the preparation of mid to lower elementary novice teachers to teach students with low-socioeconomic status (low-SES) in several districts throughout the Southern United States. Grounded in social justice theory, the purpose of the basic qualitative design was to explore lower to middle elementary teachers' perceptions on their preservice preparation to teach low-SES students. For this basic qualitative design, 12 novice teachers participated in semistructured interviews. Data were analyzed through thematic analysis with the following three top themes emerging: (a) poor preparation towards culturally responsive teaching, (b) lack of training concerning classroom management strategies, and (c) lack of knowledge towards community engagement strategies. Recommendations are for teacher preparation programs to emphasize social justice, increase fieldwork in schools with a large number of low-SES students, and provide exposure to culturally responsive pedagogies. The implications for positive social change include the potential for teacher educators to redesign preservice curricula that better prepare mid to lower elementary novice teachers to meet the learning needs of low-SES students, in turn improving student learning.

Download

Included in

Public Policy Commons

Share

 
COinS