Maintaining the Myth: How Tennessee Perpetuates Deficit Thinking about Recipients of Government-Sponsored Health Care

Isbell, Janet Kesterson; Baker, Julie C.; Zagumny, Lisa; Spears, Amber; Camuti, Alice

doi:10.1080/10875549.2017.1348424

Cited by 4 publications

(3 citation statements)

References 9 publications

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“…We focused on work in the United States to narrow the analysis around processes of race and oppression as they unfold uniquely in the United States. Articles were also omitted if they were not about education (e.g., Isbell et al, 2018).…”

Section: Methodsmentioning

confidence: 99%

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

Kolluri

Tichavakunda

2022

Review of Educational Research

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Deficit framings of marginalized students, though maintaining widespread social influence, are thoroughly condemned in recent educational scholarship. The goal of this “counter-deficit” scholarship is to challenge racism in schools and improve opportunities for marginalized youth. To meet the lofty ambition of racial equity in education, how scholarship understands racial oppression is a central concern. Sociologists of race have emphasized the duality of racial oppression. Racism is ideological and structural. Ideologically, racism shapes how communities of color are perceived and how they are treated in educational settings. Structurally, racism is embedded in histories and policies that systematically disadvantage racially minoritized people. Both processes matter to educational inequality. However, in this review of counter-deficit literature, we find that racism is primarily understood by way of ideology and seldom by way of structures. This framing has important implications for how schools can support racially minoritized students to overcome racism in schools and communities.

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Section: Methodsmentioning

confidence: 99%

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

Kolluri

Tichavakunda

2022

Review of Educational Research

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“…Individuals reported being discriminated against in health care services when they used health coverage stigmatized as being for poor persons. 8 People believed their health care was negatively affected knowing their health care provider would be given a lower payment for caring for them compared with a privately insured patient. Individuals reported feelings of shame, helplessness, and the desire to no longer interact with the health care system based on the treatment they received because of the deficit discourse related to being poor.…”

Section: Elements and Exemplars Of Deficit Discourse In Health Carementioning

confidence: 99%

“…Individuals reported feelings of shame, helplessness, and the desire to no longer interact with the health care system based on the treatment they received because of the deficit discourse related to being poor. 8 Deficit discourse is pervasive and becomes an implied attribute of the individual. 3 Beliefs in different, defective, and unhealthy characteristics are then reinforced when health care workers see the deficit discourse materialize without contextualization or recognition of the discourse.…”

Section: Elements and Exemplars Of Deficit Discourse In Health Carementioning

confidence: 99%

Finding Strength in Vulnerability: Ethical Approaches when Conducting Research with Vulnerable Populations

Mollard

Hatton-Bowers

Tippens

2020

J Midwife Womens Health

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Researchers who desire to make positive changes for vulnerable populations often conduct problem‐focused studies. Although problem‐focused research is important, when such studies are not carefully designed, their results can contribute to a deficit discourse. A deficit discourse is a narrative that describes the person through a myopic lens of negativity characterized only by illness, death, depression, failure, or the like. Deficit discourse negatively affects how health care providers and society interact with vulnerable people. This article discusses deficit discourse in health care and strengths‐based research: an ethical approach to working with vulnerable individuals in research settings and a strategy to overcome deficit discourse. Strengths‐based research approaches balance risks with countermeasures that include areas that are positive and amenable to growth or intervention. Strengths‐based research can be conducted using qualitative, quantitative, or mixed‐methods methodology. Strengths‐based research should be culturally relevant and population‐specific, often including the individuals of study throughout the process. By modifying the research approach, critical problems can be identified and addressed while also emphasizing positive ways to empower individuals and improve their lives. Additionally, these changes better the way researchers and health care providers view and care for people while also challenging deficit discourses in society at large.

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Fake news and sustainability-focused innovations: A review of the literature and an agenda for future research

Vasist

Krishnan

2023

Journal of Cleaner Production

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Maintaining the Myth: How Tennessee Perpetuates Deficit Thinking about Recipients of Government-Sponsored Health Care

Cited by 4 publications

References 9 publications

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

Finding Strength in Vulnerability: Ethical Approaches when Conducting Research with Vulnerable Populations

Fake news and sustainability-focused innovations: A review of the literature and an agenda for future research

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