The challenge of public schools to ensure an equitable and high-quality education has been the subject of educational research for decades. Moreover, there have been various theories used to explain disproportionate educational outcomes (i.e. the “achievement gap”). One of the most common group of theories associates “cultural deprivation” and “genetic inferiorities” to educational underachievement of students of color and students living in poverty. According to Nieto (2012),
“Deficit theories assume that some children, because of genetic, cultural, or experiential differences, are inferior to other children – that is, they have deficits that must be overcome if they are to learn” (p. 16).
In Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring, Valenzuela (1999) documents the experiences of Chicana/o youth and the “uncaring student prototype” (1999). Her research documents the impact of deficiting dispositions of teachers regarding students of color and low-income students.
Deficit theories draw on contemporary myths and stereotypes about the poor and disenfranchised that views them as “lazy,” “not caring about education,” “lacking role models,” “poor parenting,” for example. Another problem with deficit thinking is that it contributes to the process of social reproduction in that it contributes to “self-fulfilling prophecies,“ “lowered expectations,” alienation from education, and “drop-out.”
In other words, deficit thinking equates poverty with intelligence and academic potential. It “blames the victim” rather than inequitable and oppressive schooling practices and structures (Valencia, R., & Black, M., 2002).
In short, it absolves the privileged in society of responsibility in dismantling the very structures from which they benefit.
Videos
“Dismantling Contemporary Deficit Thinking”
Debunking Deficit Views
Deficit Model Thinking
Paul Gorski on Deficit Ideology and Poverty
ASSET-BASED/RESILIENCE MODEL THINKING
Asset-based models of education recognize that students bring with them “funds of knowledge” from their homes, communities, and social-cultural contexts. In his research of Mexican-American communities in Arizona, Moll, et al (1995) identified how “bodies of knowledge and skills that are essential for the well-being of an entire household” are often dismissed in the educational experiences of Mexican-American youth. (Esteban-Guitart, M., & Moll, L., March 5, 2014). Their findings refute the pseudoscientific notions of “deficit thinking” and the perceptions that students of color and low-income students do not value education.
In practice, Asset-Based/Resilience Models of education seek to position students as knowledgeable “experts” while at the same time working to making student’s knowledges and cultures central to the learning process. In student centered learning, students often work in groups and learn to collaborate and communicate with one another to create knowledge that is meaningful and relevant (see Student Centered vs. Teacher-Centered Learning).
Articles
Esteban-Guitart, M., & Moll, L., (March 5, 2014). Funds of Identity: A new concept based on the Funds of Knowledge approach. Culture & Psychology, Vol 20, Issue 1, pp. 31 - 48.
Gorski, P. (2010, December). Unlearning Deficit Ideology and the Scornful Gaze: Thoughts on Authenticating the Class Discourse in Educatoin. Retrieved from Edchange.org: http://www.edchange.org/publications/deficit-ideology-scornful-gaze.pdf
Valencia, R., Black, M. (2002). “Mexican American Don’t Value Education!” - On the Basis of the Myth, Mythmaking, and Debunking. Journal of Latinos and Education, I (2), pp. 81-103.
Books
Gonzalez, N., Moll, L., & Amanti, C. (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. New York: Routledge.
Gorski, P. (2013). Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap. New York: Teachers College.
Gorski, P. (2014). The Poverty and Education Reader: A Call for Equity in Many Voices. Sterling, VA: Stylus Publishing, LLC.
Valencia, R. (. (1997). The Evolution of Deficit Thinking: Educational Thought and Practice. New York: Routledge.
Valencia, R. (2010). Dismantling Contemporary Deficit Thinking: Educational Thought and Practice. New York: Taylor and Francis.
Valencia, R. (2011). Chicano School Failure and Success: Past, Present, and Future (Edition 3). New York: Routledge.
Blogs
http://mindsofkids.blogspot.com/search?q=eric+jensen+and+gorski
References
Allen-Roach, C., Massa, M., Niemeier, K., & Rainbolt, S. (2014, July 8). Dismantling Contemporary Deficit Thinking. Retrieved from https://www.youtube.com/watch?v=x2N7GkbisdM
Esteban-Guitart, M., & Moll, L., (March 5, 2014). Funds of Identity: A new concept based on the Funds of Knowledge approach. Culture & Psychology, Vol 20, Issue 1, pp. 31 - 48.
Nieto, S. &. (2012). Affirming Diversity: The Sociopolitical Context of Multicultural Education. Boston: Pearson.
Valencia, R., Black, M. (2002). “Mexican American Don’t Value Education!” - On the Basis of the Myth, Mythmaking, and Debunking. Journal of Latinos and Education, I (2), pp. 81-103.
“Deficit theories assume that some children, because of genetic, cultural, or experiential differences, are inferior to other children – that is, they have deficits that must be overcome if they are to learn” (p. 16).
In Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring, Valenzuela (1999) documents the experiences of Chicana/o youth and the “uncaring student prototype” (1999). Her research documents the impact of deficiting dispositions of teachers regarding students of color and low-income students.
Deficit theories draw on contemporary myths and stereotypes about the poor and disenfranchised that views them as “lazy,” “not caring about education,” “lacking role models,” “poor parenting,” for example. Another problem with deficit thinking is that it contributes to the process of social reproduction in that it contributes to “self-fulfilling prophecies,“ “lowered expectations,” alienation from education, and “drop-out.”
In other words, deficit thinking equates poverty with intelligence and academic potential. It “blames the victim” rather than inequitable and oppressive schooling practices and structures (Valencia, R., & Black, M., 2002).
In short, it absolves the privileged in society of responsibility in dismantling the very structures from which they benefit.
Videos
“Dismantling Contemporary Deficit Thinking”
Debunking Deficit Views
Deficit Model Thinking
Paul Gorski on Deficit Ideology and Poverty
ASSET-BASED/RESILIENCE MODEL THINKING
Asset-based models of education recognize that students bring with them “funds of knowledge” from their homes, communities, and social-cultural contexts. In his research of Mexican-American communities in Arizona, Moll, et al (1995) identified how “bodies of knowledge and skills that are essential for the well-being of an entire household” are often dismissed in the educational experiences of Mexican-American youth. (Esteban-Guitart, M., & Moll, L., March 5, 2014). Their findings refute the pseudoscientific notions of “deficit thinking” and the perceptions that students of color and low-income students do not value education.
In practice, Asset-Based/Resilience Models of education seek to position students as knowledgeable “experts” while at the same time working to making student’s knowledges and cultures central to the learning process. In student centered learning, students often work in groups and learn to collaborate and communicate with one another to create knowledge that is meaningful and relevant (see Student Centered vs. Teacher-Centered Learning).
Articles
Esteban-Guitart, M., & Moll, L., (March 5, 2014). Funds of Identity: A new concept based on the Funds of Knowledge approach. Culture & Psychology, Vol 20, Issue 1, pp. 31 - 48.
Gorski, P. (2010, December). Unlearning Deficit Ideology and the Scornful Gaze: Thoughts on Authenticating the Class Discourse in Educatoin. Retrieved from Edchange.org: http://www.edchange.org/publications/deficit-ideology-scornful-gaze.pdf
Valencia, R., Black, M. (2002). “Mexican American Don’t Value Education!” - On the Basis of the Myth, Mythmaking, and Debunking. Journal of Latinos and Education, I (2), pp. 81-103.
Books
Gonzalez, N., Moll, L., & Amanti, C. (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. New York: Routledge.
Gorski, P. (2013). Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap. New York: Teachers College.
Gorski, P. (2014). The Poverty and Education Reader: A Call for Equity in Many Voices. Sterling, VA: Stylus Publishing, LLC.
Valencia, R. (. (1997). The Evolution of Deficit Thinking: Educational Thought and Practice. New York: Routledge.
Valencia, R. (2010). Dismantling Contemporary Deficit Thinking: Educational Thought and Practice. New York: Taylor and Francis.
Valencia, R. (2011). Chicano School Failure and Success: Past, Present, and Future (Edition 3). New York: Routledge.
Blogs
http://mindsofkids.blogspot.com/search?q=eric+jensen+and+gorski
References
Allen-Roach, C., Massa, M., Niemeier, K., & Rainbolt, S. (2014, July 8). Dismantling Contemporary Deficit Thinking. Retrieved from https://www.youtube.com/watch?v=x2N7GkbisdM
Esteban-Guitart, M., & Moll, L., (March 5, 2014). Funds of Identity: A new concept based on the Funds of Knowledge approach. Culture & Psychology, Vol 20, Issue 1, pp. 31 - 48.
Nieto, S. &. (2012). Affirming Diversity: The Sociopolitical Context of Multicultural Education. Boston: Pearson.
Valencia, R., Black, M. (2002). “Mexican American Don’t Value Education!” - On the Basis of the Myth, Mythmaking, and Debunking. Journal of Latinos and Education, I (2), pp. 81-103.