Towards Anti-Deficit Education in Undergraduate Mathematics Education: How Deficit Perspectives Work to Structure Inequality and What Can Be Done About It

Peck, Frederick A.

doi:10.1080/10511970.2020.1781721

Cited by 12 publications

(8 citation statements)

References 83 publications

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“…Third, universities often attempt to address STEM inequality through individualized, deficit‐oriented approaches and locate problems within students (Peck, 2020), leaving intact racist structures (McGee, 2020; McGee et al, 2021). To combat this, we encourage universities to design interventions for members of dominant groups, both faculty and students, that problematize, recognize, and raise awareness of stereotyping, microaggressions, and other ills (e.g., implicit bias).…”

Section: Conclusion and Implication For Practicementioning

confidence: 99%

How stereotypes and relationships influence women and underrepresented minority students' fit in engineering

et al. 2021

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Women and underrepresented minority (URM) undergraduates declare and complete science, technology, engineering, and mathematics majors at different rates in comparison to majority groups. Explanations of these differences have long been deficit oriented, focusing on aptitude or similar characteristics, but more recent work focuses on institutional contexts, such as academic climate and feelings of belonging (fit). This study examines the experiences of women and URM students in engineering undergraduate programs, focusing on how they fit, experiential factors affecting fit, and how fit is mitigated by social relationships from their networks and organizations in which they participate (i.e., social capital). Thematic analysis of 55 women and URM interviewee responses shows that students who fit well were those with majority characteristics, including race (i.e., White, White‐passing) and gender (i.e., men, masculine appearance), and those in groups well represented in their programs numerically (i.e., men, Asian). In contrast, women and Black students encountered threats to their fit due to stereotyping from bias and differential treatment from others (i.e., being excluded from group work). However, students received advice from their social networks (i.e., family, professors) in which they were warned to expect discrimination, or through organizations in which they participated (i.e., National Association of Black Engineers) where their sense of community was expanded. The advice and resources provided through this network‐based and participatory social capital mitigated fit for women and Black students, albeit in different ways, helping to preserve their feelings of belonging and promote their persistence in engineering. We offer suggestions to enact university policies to increase access to social capital with homophilious alters and educational opportunities for majority groups.

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Section: Conclusion and Implication For Practicementioning

confidence: 99%

How stereotypes and relationships influence women and underrepresented minority students' fit in engineering

et al. 2021

View full text Add to dashboard Cite

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“…When faculty embrace anti-deficit perspectives, they imagine what students enrolled in their classes might contribute and achieve-rightly viewing the students as capable collaborators (Valencia, 2010). Faculty attitudes are important to student success (Vetter et al, 2019), and carefully designed and contextually appropriate practices are essential to changing deficit-based dynamics (Peck, 2020). This understanding provides a basis for inviting students who have taken prescribed courses to participate in the kinds of activities that have been widely demonstrated to promote student success.…”

Section: Students From Prescribed Coursesmentioning

confidence: 99%

Value of Volunteer Leadership for University Students Formerly Enrolled in Prescribed Reading: An Anti-Deficit Model

Nelson¹

2023

J-CASP

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Local volunteer opportunities hold the potential for university students to develop as leaders and engaged membersof the academic community, but students taking prescribed (sometimes termed developmental education) coursesmay be overlooked as candidates for these kinds of opportunities. Taking an anti-deficit stance, university faculty maypromote student success by recruiting students from prescribed courses to participate in carefully-designed volunteerprograms. In this qualitative case study, I explored the perceptions of growth in the areas of academic engagementand leadership and the motivation to participate in future community volunteer service in student volunteers who hadpreviously been enrolled in prescribed reading courses. Three such university student volunteers reflected on theirexperience as leaders in a short-term academic outreach program for high school students. In open-ended surveyand interview responses, the university volunteers described their development of specific skills as well as changesin self-perception. Their responses indicated that they perceived the volunteer experience as effectual in all theinvestigated areas. Notably, they reported that serving as role models for youth encouraged specific academic habits.The study includes descriptions of the academic outreach program with supporting theory for its design because thecontext of the volunteer service cannot be separated from the findings. This study is a unique contribution to studentsuccess literature—there is no previous model linking students from prescribed courses with community volunteeropportunities.

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“…Underrepresentation of some populations in STEM fields occurs because these students experience achievement gaps with performance lower on average then their overrepresented peers . Incoming preparation strongly influences student success in general chemistry, with some researchers optimistically suggesting course designs and teaching methods better matched to the incoming student preparation will likely eliminate performance gaps across demographic groups in introductory STEM courses. , A student’s preparation upon entering a class has been described as an external factor, beyond their control, that may reflect an opportunity gap in primary and secondary education related to precollege educational resource availability and should not be attributed to some sort of deficiency in an oppressed demographic group . A student’s prior knowledge is often an important factor influencing their learning, and so the reported significant correlation of students’ incoming preparation with their encountering and overcoming struggles in courses is not surprising.…”

Section: Introductionmentioning

confidence: 99%

Narrowing Achievement Gaps in General Chemistry Courses with and without In-Class Active Learning

Clark

2023

J. Chem. Educ.

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Underrepresentation of some populations in STEM fields occurs because these students experience achievement gaps with performance lower on average than their overrepresented peers. Interventions to reduce achievement gaps and increase the retention of underrepresented students in STEM courses include approaches found both inside and outside of class-time, with active learning being a leading example of an in-class intervention in which didactic instruction is replaced by student-centered activities. In this investigation, student performance was examined in reformed general chemistry classes that employed student-centered active learning strategies when taught in person but employed more didactic instruction when taught online during emergency remote teaching, along with classes using traditional instruction in both modalities. In both settings, achievement gaps for underrepresented minority students in reformed courses were significantly narrowed compared to students in classes with traditional instruction, suggesting that the course structure and teaching practices beyond in-class active learning in reformed courses are significant contributors to student success.

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Towards Anti-Deficit Education in Undergraduate Mathematics Education: How Deficit Perspectives Work to Structure Inequality and What Can Be Done About It

Cited by 12 publications

References 83 publications

How stereotypes and relationships influence women and underrepresented minority students' fit in engineering

How stereotypes and relationships influence women and underrepresented minority students' fit in engineering

Value of Volunteer Leadership for University Students Formerly Enrolled in Prescribed Reading: An Anti-Deficit Model

Narrowing Achievement Gaps in General Chemistry Courses with and without In-Class Active Learning

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