purpose, goals, & Key questions
Purpose
Throughout history scholars, educators, and policymakers have attributed low-academic performance of low-income students of color to the students lack of ability, motivations, and skills. This deficit thinking assumes that such students fail because of their inability to learn and perform what is taught. Valencia (2010) provides a definition of deficit thinking. “ The deficit thinking model, at its core, is an endogenous theory—positing that the student who fails in school does so because his/her[/their/ze] internal deficits or deficiencies. Such deficit manifest, adherents allege, in limited intellectual abilities, linguistic shortcomings, lack of motivation to learn, and immoral behavior” (Valencia, 2010, pp. 6-7). He goes on to ensure that “transmitter of these deficits vary according to the intellectual and scholarly climate of the times” (Valencia, 2010, p. 7). The culture and families of students of color have continuously been devalued by the educational system. For this reason, the authors of this website have decided to examine how the cultural deficit model, consisting mostly of cultural, familial, and linguistic influences on students identity, has manifested in various forms to mask the racism living with our schools. The purpose of this website is to bring to light the significant impact the cultural deficit model has in reinforcing racism in our schools.
To better inform the purpose of this website, we have focused on three subtopics: tracking, standardized testing, and Critical Race Theory. Each of the subtopics is explored below.
We often forget to account for the resources students bring with them to the classroom. Instead of focusing on this issue as a shortfall, it is important that we work towards creating a better educational system that accounts for students and their community cultural wealth (Yosso, 2005). In the context of the United States, a diversity of students utilize the public education system. In order for such system to be responsive and equitable in its delivery of service and expectations, the deficit model that is in entangled in the education system needs to be unraveled.
To better inform the purpose of this website, we have focused on three subtopics: tracking, standardized testing, and Critical Race Theory. Each of the subtopics is explored below.
- Standardized testing. No Child Left Behind and other initiatives have been established because the White dominant culture has been able to set that agenda (Dudley-Marling, 2012). It is an agenda that is based on cultural expectations about language and inferences that only measure what is required, not what students actually know. This sub-topic will explore how academic success and failure is categorized in the United States based on such restraining terms that maintain an order for the White agenda.
- Tracking. We often track the retention of our students quantitatively, not qualitatively. That, though, can lead to racial profiling because the deficit is then categorized so definitely. It is simply not enough because schools may still have unanswered questions about why students succeed or fail. Advising and counseling are more holistic ways of retaining students, and that style of tracking sheds light on hardships like transition or visible or invisible identities working to oppress or marginalize students (Dauher, Alexander, and Entwisle, 1996).
- Critical race theory. Critical race theory (CRT) is a school of thought that affirms the pervasive nature of racism in the United States. CRT can be summarized by its five principles.The five imperative principles of CRT in the field of education are the following: (a) race and racism are a fundamental parts of how U.S. systems are defined and function; (b) it challenges White privilege and color-blind strategies; (c) it is invested in social justice and the liberatory nature of education; (d) it recognizes experiential knowledge of marginalized communities of color as legitimate contributions; and (e) it is an interdisciplinary approach. (Yosso, 2005; Delgado & Stefancic, 2001). CRT will be explored as a proactive response to the deconstruct the deficit model used in our education system. Work by CRT scholars and community organizers will showcase examples of resistance to racism.
We often forget to account for the resources students bring with them to the classroom. Instead of focusing on this issue as a shortfall, it is important that we work towards creating a better educational system that accounts for students and their community cultural wealth (Yosso, 2005). In the context of the United States, a diversity of students utilize the public education system. In order for such system to be responsive and equitable in its delivery of service and expectations, the deficit model that is in entangled in the education system needs to be unraveled.
goals
The goal of this website is to unmask the cultural deficit model’s role in perpetuating racism in schools. We also aim to provide insight into how CRT is transforming the nature of education by asserting the value of students of color experiences, knowledge, and skills in our U.S. education system.
key questions
- What is the cultural deficit model?
- How is the cultural deficit model masking racism?
- How is the academic tracking of students of color contributing the cultural deficit model?
- How is standardized testing contributing the cultural deficit model?
- How can the application of Critical Race Theory (CRT) impact the effects of cultural deficit model?