An Examination of Preservice Teachers’ Attitudes, Attributions, and Level of Social Comfort with Poverty

Abstract

This study was conducted to examine the relationship between preservice teachers’ attitudes, attributions, and level of social comfort with poverty. Undergraduate students enrolled in teacher education programs, at a regional institution, were assessed through paper surveys including: a researcher developed demographics questionnaire, Attitudes Toward Poverty Scale (Yun & Weaver, 2010), Attributions of Poverty Scale (Bullock, Williams, & Limbert, 2001), and a modified version of the Social Comfort with Persons with Disabilities Scale (Shannon & Carney, 1999). The study utilized T-tests, within-subjects Analysis of Variance (ANOVA), Correlation and Multiple Regression analyses, and open-ended questions in an attempt to explore the possible effects of demographic variables on preservice teachers’ attitudes, attributions, and level of social comfort with poverty. Results indicated that race and sex had a significant impact on preservice teachers’ attitudes, attributions, and level of social comfort towards poverty and are more likely to identify individualistic factors as the causes of poverty.