The Caring of Strangers: Insights from a Field Experience in a Culturally Unfamiliar Community

Abstract

This article reports on a study of White, middle-class, elementary preservice teachers who worked as tutors for African American children in public housing neighborhoods. Although all of the tutors claimed to care for the children assigned to them and appeared to act with the best intentions, some of them had to overcome initial relationship difficulties and establish a “connectedness” with their students. Insight into student teacher caring can provide teacher educators access to student teachers' understanding of commitment to, and ability to practice culturally relevant teaching.