Why we chose to focus on the cultural deficit model?
One of the first and most memorable articles I read for graduate school was From the Achievement Gap to the Education Debt (Ladson-Billings, 2006). Ladson-Billings (2006) critically challenges that historically, our educational system has not been equitable to people of all races because of segregation; but yet, we expect low-income students and students of color to meet the national standards that only the private, elite, and highly funded schools have had a fair chance of reaching?
I chose to focus on the cultural deficit model because our system of education has constructed sets of standards that do not match up with the reality of equity (Queen, J.A., 2002; Suarez- Orozc, 1995). No matter if you are an educator of elementary school, secondary school or higher education, the cultural deficit model affects every one of us. It starts the very day our students begin Kindergarten. Standards and the funds to reach those standards are what determines placements in advanced courses and colleges. Instead of focusing on blaming students for what they have not been given, shouldn't we be helping them explore what they bring with them from their culture and their upbringing (Ladson-Billings, 2006; Yosso, 2005)?
Standards of tracking and standardized tests are there to make sure schools are upholding their teaching objectives, but I wanted a chance to explore ways in which advocators and educators alike are being more holistic with the expectations of these standards and how they support minority students, specifically Latino/a, Chicano/a, and Black students (Ladson-Billings, 2001; Valencia, 2002)
I chose to focus on the cultural deficit model because our system of education has constructed sets of standards that do not match up with the reality of equity (Queen, J.A., 2002; Suarez- Orozc, 1995). No matter if you are an educator of elementary school, secondary school or higher education, the cultural deficit model affects every one of us. It starts the very day our students begin Kindergarten. Standards and the funds to reach those standards are what determines placements in advanced courses and colleges. Instead of focusing on blaming students for what they have not been given, shouldn't we be helping them explore what they bring with them from their culture and their upbringing (Ladson-Billings, 2006; Yosso, 2005)?
Standards of tracking and standardized tests are there to make sure schools are upholding their teaching objectives, but I wanted a chance to explore ways in which advocators and educators alike are being more holistic with the expectations of these standards and how they support minority students, specifically Latino/a, Chicano/a, and Black students (Ladson-Billings, 2001; Valencia, 2002)
What is the connection between the cultural deficit model to our multicultural perspectives course?
The cultural deficit model is a model that intersects with several -isms. By ignoring or forgetting about the segregation that still impacts our schools, the model most definitely perpetuates race. It also contributes or magnifies the issues of: classism, sexism, heterosexism, transgender oppression, and ableism (Adams et al., 2013).
By engaging in this conversation on an online, public forum, Victoria and I are discussing the implications of the growing cultural diversity in schools so we can work to combat the labels we issue low-income students and students of color. I share my narrative because I am examining my cultural identity. I do this research and look to advocators and change agents as a way of demonstrating my openness towards new and different perspectives.
By engaging in this conversation on an online, public forum, Victoria and I are discussing the implications of the growing cultural diversity in schools so we can work to combat the labels we issue low-income students and students of color. I share my narrative because I am examining my cultural identity. I do this research and look to advocators and change agents as a way of demonstrating my openness towards new and different perspectives.
unmasking our cultural CAPITAL
Two identities that have been most informative to the context of this project are my gender and socioeconomic class. I am a female and the first person in my immediate family to obtain a Bachelor's degree and now a Master's degree.
I find these identities important to me because I strive to be a strong, independent female who has been given countless opportunities because of higher education. Media, family, and school have taught me that sexism and classism can be defeated if I go after my dreams and work hard enough. This misconception influences the advocator I am today. The "American Dream" is this engrained cultural idea that makes us question why people work hard but cannot improve their social status. It makes us equate "laziness" with working class citizens.
The privileges of my White identity have advantaged me in this way and the cultural deficit model has had less of an impact on me as a student. For the most part, I have been able to do the things I thought would better me. However, my lifestyle of chasing goals has been met with a lot of obstacles and financial burdens. In my first year away at college, I was marginalized because of my socioeconomic status. Thankfully, TRIO Programs was a strong, foundational support system for me. I received tutoring, counseling, and financial literacy help from the program. Coming to Seattle University was a huge financial sacrifice and risk, but I have learned that through my first-generational identity, I have navigational and aspirational capital (Yosso, 2005).
Since I am now informed of my own capital, I challenge students to reflect on their own cultural capital. Each student who wants to pursue a degree is capable, but they have to know that their capabilities may not be recognized by the greater cultural norms that have been defined. I am a professional for college access and equity work, and I intend on guiding students through the process of articulating why their capital matters.
I find these identities important to me because I strive to be a strong, independent female who has been given countless opportunities because of higher education. Media, family, and school have taught me that sexism and classism can be defeated if I go after my dreams and work hard enough. This misconception influences the advocator I am today. The "American Dream" is this engrained cultural idea that makes us question why people work hard but cannot improve their social status. It makes us equate "laziness" with working class citizens.
The privileges of my White identity have advantaged me in this way and the cultural deficit model has had less of an impact on me as a student. For the most part, I have been able to do the things I thought would better me. However, my lifestyle of chasing goals has been met with a lot of obstacles and financial burdens. In my first year away at college, I was marginalized because of my socioeconomic status. Thankfully, TRIO Programs was a strong, foundational support system for me. I received tutoring, counseling, and financial literacy help from the program. Coming to Seattle University was a huge financial sacrifice and risk, but I have learned that through my first-generational identity, I have navigational and aspirational capital (Yosso, 2005).
Since I am now informed of my own capital, I challenge students to reflect on their own cultural capital. Each student who wants to pursue a degree is capable, but they have to know that their capabilities may not be recognized by the greater cultural norms that have been defined. I am a professional for college access and equity work, and I intend on guiding students through the process of articulating why their capital matters.