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Teaching Strategies for Addressing Poverty Awareness With Aspiring Helping Professionals

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  • Othelia Eun-Kyoung Lee
  • Mary Ann Priester

Abstract

This study describes the use of guided learning activities that exposed aspiring helping professionals to the challenges and discrimination experienced by individuals living in poverty. Pretest/posttest and qualitative analysis of participants’ reactions to a Poverty Simulation and a Bridges Out of Poverty Workshop were analyzed to explore perceived learning benefits reported by 43 master of social work (MSW) students. Incorporating poverty content into masters-level social work curriculum stimulated classroom discussions about how the lived experiences of individuals living in poverty impact the service relationship between helping professionals and clients. This observational study evaluated the effectiveness of the used strategies and methods in impacting individual assumptions about socioeconomic class and illustrated the value of university–community collaborations in supporting diversity education and awareness both on and off campus.

Suggested Citation

  • Othelia Eun-Kyoung Lee & Mary Ann Priester, 2016. "Teaching Strategies for Addressing Poverty Awareness With Aspiring Helping Professionals," SAGE Open, , vol. 6(4), pages 21582440166, November.
    • Handle: RePEc:sae:sagope:v:6:y:2016:i:4:p:2158244016673132
    DOI: 10.1177/2158244016673132
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    References listed on IDEAS

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    1. Raj Chetty & Nathaniel Hendren & Patrick Kline & Emmanuel Saez, 2014. "Where is the land of Opportunity? The Geography of Intergenerational Mobility in the United States," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 129(4), pages 1553-1623.
    2. Coburn, David, 2004. "Beyond the income inequality hypothesis: class, neo-liberalism, and health inequalities," Social Science & Medicine, Elsevier, vol. 58(1), pages 41-56, January.
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