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ABSTRACT
The attitudes among a sample of preservice teachers toward economic responsibilities and social justice enrolled at a Midwestern institution of higher learning are presented in this chapter. Results were based on the responses from the 75 respondents who completed all items within the interpreted subscales. Large percentages of respondents expressed neutrality about items concerning social responsibilities and social structures. More decisiveness was associated with responses to items involving general impressions of social goals. The author calls for examination of teacher preparation programs and the extent to which they enable students' consideration of these issues.
