Patton, Silva and Myers (1999) point out that when educators work with families outside of school settings, they become much better informed about the family's daily lives and experiences. Without knowledge of this aspect of their lives, it is easy for educators to assume that families are not following through on literacy activities in the home setting. This runs counter to what was discovered in the present study, where both children and their family members engaged in a variety of literacy activities that were not school–based. The list of literacy activities included: bible reading, reading books and magazines for pleasure, following recipes or craft patterns and performing tasks to maintain the household such as paying bills, budgeting and shopping. By having a better understanding of the social organization of literacy in the homes and everyday lives of the children from low–income circumstances, the teachers will be better able to respond more effectively (A. B. Anderson, Teale & Estrada, 1997).

Preservice Teacher Education

Classrooms today are more diverse than ever and a strong preservice education program is needed to ensure that future teachers are adequately prepared for the many demands of the classrooms. Preservice education that includes discussion of diversity provides an opportunity for future teachers to develop their knowledge and skills in issues associated with various socioeconomic classes to help them understand some of the needs of low–income families that they will eventually serve as teachers.

There are a number of variables that affect perceptions and attitudes, including one's experience. Opportunity to complete a teaching practicum, or minimally to visit in a culturally diverse school and to participate cooperatively in extra–curricular activities with low–income families may help to dispel some common myths and negative stereotypes about low–income families, such as the families not valuing or supporting education. Delpit (1995) also suggests that teacher education students might interview parents and collect data to develop some strategies for working with diverse children.