Poverty Simulation Participation: Transformative Learning Outcomes Among Family and Consumer Sciences Students

Abstract

The purpose of this study was to investigate to what extent participating in a poverty simulation effectively increases a student’s understanding of life in poverty among human development and family sciences (HDFS) and teacher education students in family and consumer sciences (FCS). Using a mixed-method design, a convenience sample of junior and senior undergraduate students (N=57) in FCS from a midwestern state university participated in a modified version of a poverty simulation. Using a pre-post questionnaire, the quantitative results indicated overall scores moved in a favorable direction in attitude improvement toward the poor and the qualitative responses provided support for the poverty simulation as an effective instructional tool. The results included encouragement of more positive attitudes among the HDFS and teacher education students, providing future child care specialists, social service agents, and educators with an empathic and interaction basis for working with clients and students who are experiencing poverty.