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Making It Real: Learning From the Lived Experiences of Families

Making It Real: Learning From the Lived Experiences of Families

Erin Hamel, Crystal P. Glover
Copyright: © 2019 |Pages: 19
ISBN13: 9781522557241|ISBN10: 1522557245|ISBN13 Softcover: 9781522587422|EISBN13: 9781522557258
DOI: 10.4018/978-1-5225-5724-1.ch009
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MLA

Hamel, Erin, and Crystal P. Glover. "Making It Real: Learning From the Lived Experiences of Families." Diversity, Equity, and Inclusivity in Contemporary Higher Education, edited by Rhonda Jeffries, IGI Global, 2019, pp. 141-159. https://doi.org/10.4018/978-1-5225-5724-1.ch009

APA

Hamel, E. & Glover, C. P. (2019). Making It Real: Learning From the Lived Experiences of Families. In R. Jeffries (Ed.), Diversity, Equity, and Inclusivity in Contemporary Higher Education (pp. 141-159). IGI Global. https://doi.org/10.4018/978-1-5225-5724-1.ch009

Chicago

Hamel, Erin, and Crystal P. Glover. "Making It Real: Learning From the Lived Experiences of Families." In Diversity, Equity, and Inclusivity in Contemporary Higher Education, edited by Rhonda Jeffries, 141-159. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5724-1.ch009

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Abstract

The urgent and ubiquitous call for White, middle class female teachers of immigrant students and families who are well versed in the strengths and struggles of this vulnerable population is one to which teacher education programs must respond with fervor. In a profession largely dominated by White, middle class mainstream females who work with children and families representing a wide variety of ethnicities, religions, sexualities, family structures, socioeconomic statuses, etc., it is imperative that higher education courses specifically prepare educators to empower, support, and learn from and with immigrant families. In this chapter, the authors share a study that examines the reactions of pre-service teachers to a teaching strategy that required their face-to-face interactions with Spanish-only speaking immigrant families. The pre-service teachers listened to the stories and authentic experiences shared by the English learner (EL) families and participated in a simulation activity with the families. Findings indicate that through their participation in the strategy, pre-service teachers experienced changes in their thinking about themselves and the children and families with whom they will one day work. Findings also suggest that after participating in the strategy, pre-service teachers began thinking differently with regards to their understanding of and preparedness for their future careers.

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