Research Agenda

I have several research interests that are grounded in qualitative, case study, and
photovoice methodology. Prior to coming to Illinois State University my research interests
revolved solely around preparing preservice teachers to teach students from low socioeconomic
backgrounds. In my dissertation study, I investigated preservice teachers’ perceptions of their
teacher preparation programs in regards to preparing them to teach students from low
socioeconomic backgrounds. In my research I found out that the preservice teachers in my study
often referred to students from low-socioeconomic backgrounds as students of color. Therefore,
during my time at Illinois State University, I have began to center my research interests on
looking at how to prepare preservice teachers to teach students from racially and
socioeconomically diverse backgrounds and how they perceive the intersections of race and
social class when discussing students who attend high-poverty elementary schools. Based on the
work that I have been doing in local schools, I am also focused on how to best support inservice
teachers who are teaching racially and socioeconomically diverse students. In addition, I am
interested in examining how school-university partnerships center equity and diversity.
In considering my research thus far, I am pleased that it has a broader foundation in that I
have been able to explore various aspects of preparing teachers to teach in racially and
socioeconomically diverse schools. I hope to continue my work in these areas, as well as branch
off in studying what preservice teachers need from teacher education programs to feel prepared
to teach in racially and socioeconomically diverse schools. Currently, I have one project with Dr.
Erin Quast investigating the needs of preservice teachers to teach in racially and
socioeconomically diverse schools, as well as exploring how to develop school-university
partnerships with these particular schools. I am privileged to have the opportunity to investigate
the teaching and learning in teacher education with preservice teachers, as well as have
opportunities to explore how preservice teachers perceive racially and socioeconomically diverse
students and how to prepare preservice teachers to be effective with this particular group of
students.