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Guided by Critical Race Theory, the study investigates candidates’ responses to a day of structured race and poverty dialogues, whether participants’ assumptions are challenged, and whether dialogue shifts how they plan to engage future students in learning. 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Bryant & Glenda Moss University of North Texas, Dallas Anita S. Zijdemans Boudreau, Pacific University  \nAbstract  \nThis study used critical dialogue within a teacher preparation program to address the dilemma of preparing pre service teachers for educational arenas in which they will interface with students who are socially and economically disadvantaged. Using Critical Race Theory as a lens, the study addressed the following research questions: What were the candidates’ responses to the experience of engaging in a day of dialogues designed in part to explore how economic disparity is promoted through institutional racism? Were any of the participants’ assumptions challenged? Did the dialogue change candidates’thinking about how they might engage future students in learning?  \nKeywords: Critical Race Theory, poverty, pre-service, teachers  \nIntroduction  \nTeacher education programs committed to social justice are designed to prepare candidates to work with the increasingly diverse students they will be encountering in Pre-K-12 classrooms. In the small private university setting in Oregon, where this study took place, Glenda and Anita, two teacher educators, were particularly concerned with how to engage pre service teachers in a dialogue designed to help them understand and deconstruct what it means to be a minority or disadvantaged student in America. In Oregon, almost 1 in 4 children live in poverty. Minority groups face the highest rates of poverty in the state. Broken down by ethnicity, 9.2% of Asians, 29.8% of Native Americans, 29.8% of Latinos(as) , 29.7% of African Americans, and 36.2% of Native Hawaiian/Pacific Islanders live in poverty compared to 14.8% of Whites (Oregon Center for Public Policy, 2011) . The disparities in poverty by race continue to widen, as the recent recession disproportionately affected communities of color. In addition, the disparities found in Oregon are mirrored through the United States, which makes this study relevant for pre service teachers and teacher educators throughout the country who are committed to social justice education.  \nThe purpose of this dialogical research project within a teacher preparation program was to address the dilemma of preparing pre service teachers for educational arenas in which they will interface with students who are socially and economically disadvantaged. The following describes the outcomes ofa collaboration between Anita (biracial) and Glenda (Caucasian) that involved using a three-part film series on race in combination with a diversity study circles (DSC)  \nframework (Moss, 2008) to help raise awareness amongst majority White teacher candidates preparing to work in schools comprised of increasingly diverse student populations. Larry, a teacher educator and Critical Race Theorist, joined the project two years later to lead in the CRT analysis of the data.  \nThe context for the study was an 18 month cohort based teacher preparation program designed for individuals who were working full-time, or had other commitments during the day, and studying towards licensure two nights a week and occasional Saturdays. The activity took place early into the candidates’ first semester during Learning Communities, a series of three two-credit courses—Learning Community I: Personal awareness, Learning Community II: Meeting the needs of diverse student populations, and Learning Community III: Emerging as a professional practitioner—that candidates take during each semester of the program. These courses create space for candidates to explore personal identity, culture, diversity, and reflection on practice within a learning community and experiential approach.  \nIn the study we addressed the following research questions: What were the candidates’responses to the experience of engaging in a day of dialogues designed in part to explore how economic disparity is promoted thro","cbCaihkhPthKSTIu","https://ap.wps.com/l/cbCaihkhPthKSTIu","pdf",448421,15,"English","# Introduction\n# Purpose and Research Questions\n# Study Context and Participants\n# Critical Race Theory as a Story Backdrop","[{\"question\":\"What problem does the study address in teacher preparation?\",\"answer\":\"The study addresses how to prepare pre-service teachers for educational arenas where students are socially and economically disadvantaged, especially in contexts requiring engagement with issues of race and poverty.\"},{\"question\":\"Which framework guides the research questions?\",\"answer\":\"Critical Race Theory is used as a lens to examine how economic disparity is promoted through institutional racism and to evaluate changes in candidates’ thinking.\"},{\"question\":\"What does the study report about candidate learning or change?\",\"answer\":\"It examines candidates’ responses to dialogues, whether participants’ assumptions are challenged, and whether dialogue changes how they might engage future students in learning.\"}]","UNDERSTANDING POVERTY THROUGH RACE DIALOGUES IN TEACHER PREPARATION | PDF",1792089241,38]