Abstract
The purpose of this research was to evaluate the impact of a poverty simulation on family and consumer sciences (FCS) teachers' perception of poverty. FCS teachers (N = 47) from a midwestern state participated in a poverty simulation. Participants completed a questionnaire prior to and following participation in the simulation. Quantitative data suggested improvements in attitude, and the qualitative data produced themes for future education activities and teacher-student interactions. The simulation encourages more positive attitudes among FCS teachers regarding their perception of poverty.
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