Social studies marginalization: Examining the effects on K-6 pre-service teachers and students

Abstract

The consequences of a trend to marginalize social studies in the early grades are complex and widespread, as a new wave of novice teachers and K-6 students are receiving a message clearly implying that social studies education is unimportant. Convincing them of the value in teaching and learning social studies is progressively becoming more difficult for social studies methods instructors. The purpose of this study was to examine pre-service teachers’ observations of the extent to which social studies is being marginalized, possible barriers involved, and the impact that this phenomenon has on pre-service teachers and K-6 students in the classroom. Through a mixed-method design, 88 pre-service teachers were asked to report their classroom observations. Over half observed social studies instruction. Of those who observed social studies instruction, about a third indicated that teachers taught 5–15 min per day. Pre-service teachers reported personal success in planning and teaching social studies lessons during their practicum experiences; likewise, K-6 students were motivated by pre-service teachers’ student-centered activities in the lessons. The results of this study provide one form of current documentation regarding the effects of social studies marginalization in K-6 schools.

Informing, transforming, inquiring: Approaches to elementary social studies in methods course syllabi

“…Thus, pre-service teachers (PSTs) enter social studies methods courses with a lack of content knowledge and, oftentimes, negative attitudes towards the subject (Owens, 1997;Slekar, 1998) causing a particular set of challenges for instructors who may themselves lack wide-ranging knowledge of the subject (Schroeder & Washington, 2019). Lastly, opportunities for teacher candidates to see quality social studies instruction during fieldwork have greatly diminished, making it difficult for PSTs to learn about the teaching of social studies from their mentor or cooperating teachers or put into practice teaching techniques learned in their methods classes (Hawkman et al, 2015;Hubbard, 2013;Lanahan & Yeager, 2008). These struggles have led Whitlock et al (2016) to assert that "teachers are often not well-prepared to teach social studies" (p. 167).…”

Teaching and learning with morning meeting in elementary social studies methods courses

“…The dearth of social studies instruction has been linked to the removal of social studies content from elementary high-stakes testing and core curricula (Au, 2007; Bolick et al , 2010; Fitchett et al , 2014; Heafner, 2018; Rock et al , 2006). As a result, many teacher candidates (TCs) spend the vast majority of their time in the elementary classroom observing and teaching tested subjects, such as mathematics and English language arts (Hubbard, 2013). TCs rarely have the opportunity to practice their social studies teaching in the elementary classroom; therefore, we, teacher educators (TEs), rarely observe TCs teaching social studies during their practicum experiences or student teaching placements.…”

PreK–5 Teacher Views of Professional Development Integrating Common Core Language Arts With Science and Social Studies

“…Further, skills (e.g., critical thinking, inquiry, debate, evidenced-based decision making, negotiation) are introduced and developed during the early years. It is well documented, though, that social studies has long been marginalized in U.S. schools-many think this is due to focused attention on government mandated tested subjects of which social studies is not included (see Bailey et al, 2006;Christensen et al, 2001;Haas & Laughlin, 2001;Hubbard, 2013). Consequently, there has been little PD, and teachers admit that they do not know how to teach social studies.…”