Preconceived notions about poverty held by preservice teachers

This study examined the preconceived notions of preservice teachers toward those from poverty backgrounds at a medium-sized public university in Pennsylvania, USA. Results of the study indicate that cultural stereotypes about those who are poor persist in preservice teachers and that these views differ significantly based on when, how and in what ways preservice teachers interact with those from poverty backgrounds. Suggestions for improving teacher education programs by incorporating meaningful experiences with those living in poverty are provided.