Pre-Service Foreign Language Teachers’ Attitudes of Privilege and Oppression

Shannon L. McGowan, Anne L. Kern


Over the past several years multicultural education has seen an increased attention in teacher preparation. However, little research exists that examines the attitudes of pre-service teachers related to white privilege. This study is a quantitative exploration of the attitudes of pre-service foreign language teachers on a variety of social issues related to oppression (i.e. sexism, heterosexism, white privilege, religion). Students in a secondary foreign language methods course (N=19) completed pre- and post-instruction questionnaires to determine the effect of an intervention and intentional discussion regarding white privilege and oppression on their attitudes towards these social issues. The mean test scores were analyzed using a paired-samples t-test which resulted in a significant change in attitudes regarding white privilege. Suggestion for further research includes determining the effect for general education pre-service teachers compared to Foreign Language teachers.

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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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