Dr. Susan D James

This conceptual paper describes the efforts to address curriculum deficits related to the preparation of graduates across multiple service fields for their work in high-poverty communities. Faculty members from various programs jointly facilitated a high-impact simulation designed to ascertain its impact on students' perceptions and personal biases toward disadvantaged community members. This mixed methods study used Yun and Weaver's (2010) Short Form of the Attitude Toward Poverty Scale, as well as focus groups. Quantitative data indicated that participants held more positive attitudes towards individuals struggling with poverty after completing the simulation. The overarching themes concerning college students' attitudes about poverty indicated paradigm shifts in their personal thinking and professional behavior in the workforce, as well as empathy regarding the cycle of poverty and the extremely hard decisions that are necessary when experiencing poverty. These findings are important for facilitating learning about the social injustices that can ensue from poverty. The study comes at a time of a pandemic when online learning is at its height and poverty is intensifying.

Challenges researchers and teachers face in meeting culturally and linguistically diverse students' needs are certainly multidimensional and complex. In this article, the authors share their perspective of the Māori culture of Aotearoa, New Zealand, and the culturally and linguistically diverse students at large. Culture is defined as it relates to this indigenous people along with other groups and a sound framework for specific actions that are necessary in achieving positive learning outcomes is provided. The article seeks to help policymakers and practitioners develop an astute and extensive understanding of the issues related to culturally and linguistically diverse students and their unique needs in today's heterogeneous classrooms.