Parsing the language of racism and relief: Effects of a short-term urban field placement on teacher candidates’ perceptions of culturally diverse classrooms

This three-year study combines qualitative and quantitative analyses of effects of a one-week, intensive urban field placement on 95 suburban and rural teacher candidates’ self-reported perceptions of urban schools, students, teachers. Data was drawn from anonymous, open-ended, pre- and post-experience participant surveys; reflections; and alumni interviews. Findings include improvement in confidence in cross-cultural teaching abilities and interest in urban schools for future employment. Pre-service teachers’ perceptions can be meaningfully influenced by a short-term, cross-cultural immersion program when it is situated within a mutually-reinforcing, multicultural education curriculum that offers significant faculty scaffolding and structured reflection.

► Effects of one-week urban education program on non-urban teacher candidates. ► Placement improves confidence in cross-cultural and general teaching abilities. ► Short program yields big changes in views of urban youth, schools and teachers. ► Participants report professional, intellectual, social and emotional growth. ► Experience increases interest in urban schools for future employment.