Reframing Deficit Thinking on Social Class

Abstract

In this final chapter, we address the prevailing deficit mindset common on college campuses and visible in many traditional programs, services, and practices geared toward low-income and working class students. We highlight the importance of reframing deficit thinking regarding social class within higher education in favor of an asset-based approach that honors the values and experiences students bring with them to college. A discussion of such topics as Yosso' s (2005) model of community cultural wealth, the construct of grit, and individual excellence will be explored.

Layering social class and gender in leadership development

“…Although Yosso's work centered on race, we see parallels with class. Martin et al (2018) explicitly point to Yosso's model when considering the reframe of working-class from a liability perspective to an asset-based approach. As educators, our ability to reconsider concepts of class can have implications for students' motivation, efficacy, and engagement within leadership programs and initiatives.…”

“…They rejected notions of shame connected to their class and felt an inherent responsibility to give back to others. Educators have a “responsibility to challenge deficit oriented thinking … we need to recognize that every student has a story, assets to contribute to their success and sources of personal and professional pride” (Martin et al., 2018, p. 91). Such assets are invaluable as students engage in leadership and develop their leadership capacity, and leadership educators play an important role in helping students access and build on these assets.…”

Challenging Deficit Views of Latinx Students: A Strength‐based Perspective

“…Deficit‐oriented thinking in higher education includes the negative perceptions, assumptions, generalizations, and beliefs held by some faculty, staff, and administrators toward marginalized groups (Ornelas & Solorzano, ). These viewpoints are rooted in the idea that marginalized groups lack certain qualities necessary to achieve in higher education (Martin, Smith, & Williams, ). Even though these views come from many sources, in recent history, mass media may be one of the most powerful sources of information influencing perceptions (Hill Collins, ).…”

“…These negative and inaccurate viewpoints situate Latinx and other marginalized populations as deficient, predisposed to failure, and possessing problems in need of mending. This deficit‐laden mindset places blame on the individual and disregards how institutions and other inequitable systems create barriers for marginalized communities (Martin et al., ).…”

Reframing Information Literacy as Academic Cultural Capital: A Critical and Equity-Based Foundation for Practice, Assessment, and Scholarship

“…63 In general, asset-based approaches honor "the values and experiences students bring with them to college" and help instructors to combat deficit approaches to marginalized student populations. 64 There are several asset-based approaches that may be used to guide our collaborative interactions with course instructors, such as Tara J. Yosso's concept of community cultural wealth. 65 A similar asset-based approach that is gaining traction in higher education, particularly related to Latinx students, is "funds of knowledge."…”