Deconstructing Deficit Thinking
Working with Educators to Create More Equitable Learning Environments
Bibliographic Data
| ID | 9729653 |
|---|---|
| Authors | Shernaz B García (The University of Texas at Austin, corresponding author), Patricia L Guerra (The University of Texas at Austin) |
| Year | 2004 |
| Volume | 36 |
| Issue | 2 |
| Pages | 150-168 |
| Publication date | 2004-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124503261322 |
| OpenAlex | W2010379505 |
| Language | EN |
| Citations received | 120 |
| References cited | 16 |
Studies of comprehensive school reform suggest that such efforts often fail because of educators’ unwillingness to examine the root causes of underachievement and of failure among students from low-income and racially or ethnically diverse backgrounds and because of their tendency to locate the problem within students, families, and communities. Drawing on their research and professional development experiences, the authors present a conceptual framework for the deconstruction of deficit thinking through staff development. Next, they discuss assumptions and beliefs about culturally diverse students and families that they have encountered in low performing schools, and they illustrate how such beliefs may be successfully challenged and reframed
Deconstruction (building · Ethnic group · Ethnically diverse · Pedagogy · Professional development · Root (linguistics · Sociology · Parental Involvement in Education · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
A Humanizing Pedagogy
“I don't belong here”
“It has Changed, Quite Clearly.” Exploring Perceptions of German Police Trainers on Police Recruits
Developing mindsets for equity-focused continuous improvement
Humanizing STEM education
“Home Is the Mouth of a Shark”
Borderland education beyond frontiers
Experiential Knowledge as Capital and Resistance among Families from Mexican Immigrant Backgrounds
Complicating methods for understanding educators’ language ideologies
Different as deficient
Towards a better understanding of preschool teachers’ agency in multilingual multicultural classrooms
Beyond standards
Chicana/o/x Educational Pipelines as Critical Race Heuristics
Determinants of Black families’ access to a community‐based STEM program
A framework for science classroom assessment task design for emergent bilingual learners
Race at the Top
On the act of giving, receiving and rendering
Teacher beliefs about multilingual learners
Beyond deficit assessment in bilingual primary schools
Data use for equity
Problematizing the Discourse
Weathering the Storm
Camouflaging Power and Privilege
Whose culture has capital? A critical race theory discussion of community cultural wealth
Secondary school categorization in Ghana
Engaging Community, Expanding Consciousness
Disrupting apartheid of knowledge
La francisation des élèves nouveaux arrivants et ses effets sur leur intégration socioscolaire
Youth 'at risk
Stories of inspiration and agency
Navigating Tensions in the Process of Change
Connecting Funds of Knowledge to Funds of Identity through a Bilingual Multimodal Project-Based Approach
Exploring Experiences of Māori Youth in Tertiary Education in Aotearoa New Zealand
Deconstructing Diversity
Practical Learning and Epistemological Border Crossings
Remapping the Latina/o and Chicana/o Pipeline
Latino Cultural Knowledge in the Social Studies Classroom
Textured Dialogues
Gender and Race Differences in Middle School Students’ Perceptions of Caring Teacher Behaviors
Developing Culturally Competent Preservice Teachers
Resistance Capital as a Cultural Asset That Supports Latina Leadership Development & Address Environmental Leadership Challenges in K-12 Schools
Understanding Latina/o School Pushout
A Multi-methods Approach to Qualitative Inquiry to Explore the College Journeys of Mexican American Women
The Enactment of Anti-Deficit Thinking by Latina/o/x School Leaders
The Perspectives and Experiences of Families from Mexican Immigrant Backgrounds with Collaborative Project-based Learning in their Children’s Bilingual Classroom
You’re Part of Some Hope and Then You Fall into Despair ”
Agentive Roles and Metalinguistic Negotiations
Language policy in multilingual contexts
Pre-service English-teachers’ unpacking and negotiating their language ideologies
Pedagogies of sacrifices
The secret knock”
Same old story, just a different policy’
Empowering school administrators for refugee education in Türkiye
Anti-oppressive global citizenship education in English language teaching
I felt like a butterfly spreading my wings ”
Community, love, and culture
Counterstories of college persistence by undocumented Mexicana students
Academic resilience of Mexican heritage women in college
Teacher-child racial congruence and young children's preschool adjustment
They Try and Break Us But They Can’t”
Race, culture and agency
DisCrit Classroom Ecology
Set in Stone” or “Willing to Grow”? Teacher sensemaking during a growth mindset initiative
Connecting teacher collaboration to inclusive practices using a social network approach
Beyond awareness
Unpacking K-12 teachers’ technology-supported, equitable practices
A longitudinal study on risk factors of grade retention among elementary school students using a multilevel analysis
Really Just Lip Service”
Challenges of working in undervalued technical schools. A continuum between discourses of deficit and trust
Reproducing monocultural education
Thinking beyond deficits in Southwest China
For whose benefit? Black and Minority Ethnic training programmes in higher education institutions in England, UK
The road (not) taken
Inequality in Black and White High School Students’ Perceptions of School Support
Teach for America and Symbolic Violence
De-Centering the Deficit Framework
A Qualitative Examination of the Impact of Culturally Responsive Educational Practices on the Psychological Well-Being of Students of Color
Transformative Professional Learning Within Schools
Urban Teachers’ Perspectives of Strengths and Needs
From Policy to Practice
School–University–Community Pathways to Higher Education
The Racism and Inequity Beliefs Questionnaire
Professional Capital and Responses to Student Diversity
The Effects of Neighborhood and Parental Educational Expectations on Teacher Judgments of Children in the Fifth and Sixth Grades of Primary School
Tangling With Race and Racism in Teacher Education
A Descriptive Analysis of School Connectedness
An Inquiry into Home Visits as a Practice of Culturally Sustaining Pedagogy in Urban Schools
White Teacher, Know Thyself
Imagined Community of Education
Virtual and Physical Interactions in School-Based Spaces
Reimagining Internal Transformational Resistance in High School Ethnic Studies
Maximizing Learning Opportunities with Young Refugee Multilingual Learners in Urban Schools
Culturally Responsive School Leadership
Majority-minority Educational Success Sans Integration
Biased career choices? It depends what you believe
School Engagement Among Latino Youth in an Urban Middle School Context
Learning From Preservice Teachers’ Thoughts About Teaching in Urban Schools
Merit in Meritocracy
Student Experience Outcomes in Racially Integrated Schools
Putting the Pieces Together
Subtractive Schooling
Empowering Minority Students
Other People's Children
Student Social Class and Teacher Expectations
Other people's children
Competency vs. good intentions
An Ecological Framework for Conceptualizing Educational Risk
The Connection Between Research and Practice
Funds of knowledge for teaching
Restructuring Schools for Multicultural Education
| Unique citing works | 120 |
|---|---|
| Citations per year | 5,71 |
| Citation span | 2005 - 2026 (22) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 120 |