Dissertations / Theses: 'Deficit Thinking'

1

Accuardi-Gilliam, Joseph Emile. "Examining the Gap| Teachers' Color-Blind Racial Ideology and Deficit Thinking through the Lens of School Discipline." Thesis, Lewis and Clark College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10622699.

Full text

Abstract:

Current statistics in education suggest a systemic problem of racist disciplinary practices in schools, as Black males have been demonstrated to be overwhelmingly overrepresented in the practices of school discipline (U.S. Department of Education Office for Civil Rights, 2014). While researchers have begun to explore the causes of this phenomenon to find solutions to counteract this trend (Gillborn, 2014; Skiba et al., 2014), little has been done to examine how racism—in the form of racial colorblindness—may play a role in manifesting the discipline gap and perpetuate structural racism in schools. Considering that a majority of the teaching force in the Northwest are white, this research examines how racial color-blind ideologies (Bonilla-Silva, 2014; Neville, Awad, Brooks, Flores, & Bluemel, 2013) and deficit thinking (Valencia, 2010) are related to ideologies of school discipline, which perhaps condition discipline in schools.

This quantitative research combines Neville, Lilly, Duran, Lee, and Browne's (2000) Color-Blind Racial Attitudes Scale, items from Skiba et al.’s (2003) Disciplinare Practices Survey, and scales developed for this study, designed to address deficit thinking (Valencia, 2010) and attitudes toward Black males within disciplinary contexts. An online survey was administered to practitioners in contrasting educational communities within the Northwest. Correlation analyses included examining relationships between components of the survey within and in-between organizations. Furthermore, this study introduces new scale items to address attitudes toward Black males within educational discipline settings, further penetrating the literature base on the topic.

Findings demonstrate significant correlations between color-blind, deficit thinking, and pro-discipline attitudes, suggesting a relationship between educators’ attitudes toward the justification for discipline and color-blind attitudes are perhaps an interwoven issue which contributes to racial disparities in school discipline. These data suggest a need for developing the racial identities of a predominantly white educational workforce in the effort to eliminate the discipline gap.

APA, Harvard, Vancouver, ISO, and other styles

2

Perez, Shenira A. "Quantifying the effects of the ‘at-risk’ label: Exploring the deficit-oriented labeling experiences of low-income, first-generation college students of color." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108597.

Full text

Abstract:

Thesis advisor: David B. Miele
Institutional efforts to address attainment gaps in higher education have traditionally centered on deficit-oriented discourses that frame Black and Hispanic students, low-income students, and first-generation college students as ‘at-risk’ and ‘underprepared’. Given the extensive amount of evidence documenting the adverse consequences of labeling and stigmatization, relying on negative descriptors to characterize marginalized students may be detrimental to their motivation and persistence in college—and may inadvertently exacerbate disparities in graduation rates between these students and students from more privileged backgrounds. A total of three online studies were conducted for this dissertation, which explores the deficit-oriented labeling experiences of low-income, first-generation Black and Hispanic college students (LIFG; n= 256) and their non-low-income, continuing-generation White peers (NLIFG; n= 317). In Studies 1 and 2, participants were asked to respond to a series of prompts designed to examine the extent to which deficit-oriented labels were applied to them, the contexts in which this occurred, and the motivational and affective consequences they experienced as a result. In Studies 1 and 3, hypothetical scenarios were used to probe participants’ interpretations of both deficit-oriented and alternative labels (i.e., first-generation student), as well as the perceived consequences of being characterized by these descriptors. Study 3 also explored potential stereotype threat effects that might result from being characterized by a deficit-oriented label. Specifically, participants were randomly assigned to recall an experience in which they were labeled as an at-risk or first-year student, and then asked to complete an analytical task. Students’ academic mindsets, stereotype vulnerability, and racial identity beliefs were also explored as potential moderators for within and between-group differences in Studies 2 and 3. Results showed that relative to NLIFG students, LIFG students were significantly more likely to report being labeled by deficit-oriented descriptors. The frequency of these labeling experiences was also significantly associated with negative academic self-perceptions, sense of belonging, and affect, for both LIFG and NLIFG students. Across both sample groups, participants generally indicated that these labels were most often communicated to them by instructors and advisors. Responses to the hypothetical scenarios indicated that LIFG students were more nuanced in their interpretations of different labels, but there were no sample group differences in the extent to which participants expected these labeling experiences to negatively affect hypothetical students. There was no evidence of stereotype threat effects on subsequent performance, but this result may have been due to limitations associated with the manipulation task. Lastly, there was evidence to suggest that endorsing stronger academic growth mindsets may mitigate the negative effects of these stigmatizing experiences. The implications of these findings and recommendations for future work are also discussed
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology

APA, Harvard, Vancouver, ISO, and other styles

3

Sabnis, Sujay. "White Teachers’ Experiences of Working with Black Students within a Response to Intervention Framework: The Role of Racialized Deficit Thinking." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6377.

Full text

Abstract:

Response to Intervention (RTI) is a data-based decision-making framework of service delivery that has the potential to improve educational outcomes for all students. Preliminary data appear to bolster this claim. However, it is as yet unclear whether RTI will be able to close the gap in educational outcomes that exists between students of different racial groups. Drawing on theories such as culture of policy (Stein, 2004) and deficit thinking (Valencia, 2010), this study explored the experiences of six White elementary teachers using RTI while working with Black students receiving Tier 2 or Tier 3 instructional supports. Using theoretically driven constant-comparative analysis, I illustrated how teachers’ personal worldviews as well as local contexts informed their different interpretations of RTI as well as their similar interpretive lens: racialized deficit-based thinking while talking about the causes of the racial gap in schooling outcomes as well as while talking about specific Black students in their classrooms. While speaking about specific students, teachers drew on deficit thinking to explain the roots of problems (e.g., low motivation, lack of parental involvement), and paid comparatively little attention to problems in instruction, curriculum, or other contextual factors. Findings are discussed in light of Stein’s (2004) work showing how the culture of policy operates at the school level, and how even equity-oriented policies can be negated by deficit-oriented perspectives and practices.

APA, Harvard, Vancouver, ISO, and other styles

4

Reyna, Sylvia Ramirez. "An exploratory study of the perceptions and experiences of u.s.-born latino parents in a high-poverty urban school district in relation to their role in the education of their children." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2338.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Dube, Beatrice. "Distributive justice : water allocation reform in the Greater Tzaneen Municipality." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/75996.

Full text

Abstract:

The thesis investigates deliberateness in water allocation to historically disadvantaged individuals (HDIs) through a water infrastructure development project, the Great Letaba River Water Development Project (GleWaP) within a context of water allocation reform (WAR). WAR is a programme set to redress past discriminatory laws and practices in the allocation of water in South Africa and seeks to address racial and gender inequalities inherited from past political epochs. The study interrogates the concept of individual water rights for women in a context where the collective is prioritised over the individual. The qualitative study uses data collected from 73 participants using interviews, two focus group discussions and surveys. John Rawls’ theory of distributive justice and Jacques Derrida’s deconstruction theory are applied to interrogate water allocation discourses and processes to understand whether genuine justice can be achieved through water allocation reform. The study is set within the critical social theory paradigm where the interlinkages between power, politics, race and gender are interrogated in search of social justice. Study findings reveal that the intentions of WAR as articulated in the goals are far from achievable with other variables such as land ownership still to be addressed. After several years, WAR remains steeped in theoretical rhetoric while lacking in practicality, as victims of past discriminatory practices still have no access to water resources, while legislation continues to protect and benefit a minority. The study identifies deficit thinking as one of the challenges in the implementation of the reform strategy. It concludes that the water allocation reform strategy does not break away from colonial and apartheid concerns for white beneficiaries as there does not seem to be a deliberate attempt to allocate water to predominantly black historically disadvantaged individuals. The thesis thus recommends measurable outcomes for water allocation reform, development of a vibrant black rural water economy, and the use of expropriation of water as a measure to speed up water reform.
Thesis (PhD)--University of Pretoria, 2020.
Anthropology and Archaeology
PhD
Restricted

APA, Harvard, Vancouver, ISO, and other styles

6

Pyros, Anne M. "Suburban Poverty: Teachers' Knowledge, Beliefs, and Efficacy." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1575889423556482.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Ellison, Bruce. "Te reo o te ākonga me ngā whakapono o te kaiako : Student voice and teachers’ beliefs." Thesis, University of Canterbury. Education (leadership), 2015. http://hdl.handle.net/10092/10496.

Full text

Abstract:

The beliefs that teachers have about teaching and learning have an influence on the practices that teachers implement. This is particularly relevant, although not exclusively, to teaching practices that meet the needs of Māori students in our bicultural learning environments of New Zealand. There is a growing amount of research to support the use of student voice data, the benefits of which can be seen at a school level, at the classroom teacher level as well as for the individual students themselves. This research project focused on exploring the impact of students sharing their thoughts and opinions about their learning, (i.e.: student voice data) on influencing teachers’ beliefs about teaching and learning. In doing so it explores effective facilitation of this process in a bicultural learning environment. In particular it investigates the potential of a combination of specific tools, notably student focus groups and coaching conversations with teachers to influence teachers’ beliefs. This study took place in two low decile schools in Christchurch. It involved focus groups of Māori and non-Māori primary-aged students, alongside teacher reflective interviews being conducted on repeated visits. Its findings identified approaches for accessing authentic student voice in a bicultural learning environment. The thoughts and opinions shared by Māori students highlighted a focus on their own learning as well as celebrating their culture. Teachers reacted to student voice by making connections to their classroom programmes, and by accepting or dismissing more provocative statements. These reactions by teachers helped emphasize the most helpful methods for reflecting on this data. Their reflections, used alongside a specially designed ‘Teacher Belief Gathering Tool’, ascertained that teachers’ beliefs were both reaffirmed and changed through guided reflection and coaching conversations on student voice data. Teachers’ knowledge of effective teaching and learning, their motivation for changing their teaching practices, as well as witnessing success were all considerable factors in teachers changing their beliefs.

APA, Harvard, Vancouver, ISO, and other styles

8

Reid, Jennifer. "Barriers To Maori Student Success At The University Of Canterbury." Thesis, University of Canterbury. Sociology and Anthropology, 2006. http://hdl.handle.net/10092/903.

Full text

Abstract:

This thesis explores how the University of Canterbury has responded to the Tertiary Education Strategy's (2002-2007) concerns vis-à-vis declining Maori participation and unsatisfactory rates of retention and completion in mainstream universities. This research is based on the qualitative method of in-depth taped interviews with twenty-five participants enrolled as 'Maori' at Canterbury in 2004. Notwithstanding increased recognition of biculturalism at Canterbury, issues relating to entrenched monoculturalism identified by Grennell (1990), Clothier (2000) and Phillips (2003) appear to be largely unresolved. Participants confirm the Ministry of Education's (2001) contention that Personal and Family Issues, Financial Difficulties, Negative Schooling Experiences, Inadequate Secondary Qualifications, Transitional Difficulties, Isolation, Unwelcoming Tertiary Environments and Inappropriate Support Structures are barriers to Maori success. However, testimonies reflect that these barriers represent exogenous factors derived from state and institutional policies and practices, not endogenous factors attributable to Maori genes, cultural socioeconomic status or engagement with the system. The Tertiary Education Strategy's (2002-2007) devolution of responsibility to institutions to address ethnic disparities in human capital imposes the same structural constraints on Maori that undermine achievement in the compulsory sector. The types of support structures participants identify as conducive to addressing deficit cultural capital and fostering academic achievement are Maori-centred initiatives, devoid of the deficit ideology that underpins mainstream assimilationist interventions; and or institutional provisions that incorporate greater stakeholder input with improved accountability and monitoring mechanisms that safeguard against recourse to deficit rationalizations for underachievement. Maori parity in engagement with the tertiary education sector is contingent upon the state and its institutions redressing the cumulative effects of the colonial and neo-colonial marginalization of Maori in Aotearoa/New Zealand.

APA, Harvard, Vancouver, ISO, and other styles

9

Marks-Richardson, Monica L. "MATTERS OF THE HEART: UNDERSTANDING RACIAL INTERPRETATIONS & CULTURAL PERCEPTIONS IN THE CLASSROOM FOR AFRICAN AMERICAN STUDENTS." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406886877.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Olsson, Anna. "Dansundervisning för elever med autism och ADHD : En kvalitativ studie av gymnasielärares erfarenheter ur ett sociokulturellt perspektiv." Thesis, Stockholms konstnärliga högskola, Institutionen för danspedagogik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-748.

Full text

Abstract:

The aim of the study is to contribute knowledge and increase the understanding of teaching dance to students aged 16-18 with autism and ADHD in upper secondary school in Sweden by investigating teachers understanding of adaptation and the reason for students experiencing difficulties related to their diagnosis. The study also investigates the different strategies used by the teachers to adapt their teaching. The study uses a qualitative method and empirical data was collected through semi-structured interviews with four dance teachers. The data was analysed within the framework of a sociocultural perspective using concepts such as mediation, affordance and intellectual tools defined as given models for thinking. The results of the study show firstly that teachers’ understanding of different ways to adapt teaching and ways of understanding the reason for students experiencing difficulties, affects how they adapt and design their teaching. Secondly the study shows that the strategies used by the teachers mainly strives for making the teaching clear and predictable, to improve students’ self-esteem and to build good relationships to the students, and among the students. The study concludes that more knowledge about the subject is needed to further support the teachers in their work.

APA, Harvard, Vancouver, ISO, and other styles

11

Kuykendall, Tristta M. "BEST MATCH: EVALUATING THE IMPACT OF SERVICE MODELS ON THE MATH ACHIEVEMENT OF CULTURALLY DIFFERENT GIFTED ELEMENTARY LEARNERS." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu15971023893545.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Wupperman, Peggilee. "Are Deficits in Mindfulness Core Features of Borderline Personality Disorder?" Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5332/.

Full text

Abstract:

Mindfulness is a core component of dialectical behavior therapy (DBT), a widely utilized treatment for borderline personality disorder (BPD); however, the import of mindfulness in treating BPD has yet to be demonstrated, and the relationship of mindfulness to BPD constructs is unclear. The current study utilized structural equation modeling to examine the relations of mindfulness with BPD features and the underlying constructs of interpersonal problem-solving effectiveness, impulsivity, emotion regulation strategies, and neuroticism in 342 young adults. Mindfulness was significantly related to effectiveness in interpersonal problem-solving, impulsivity and passivity in emotion regulation, and borderline features. Furthermore, mindfulness continued to predict borderline features when controlling for interpersonal problem-solving and impulsive/passive emotion-regulation strategies, as well as when controlling for neuroticism. It is concluded that difficulties with mindfulness may represent a core feature of BPD and that improvement in mindfulness may be a key component of treatment efficacy with BPD. It is recommended that the unique contribution of mindfulness be investigated in future treatment-outcome research.

APA, Harvard, Vancouver, ISO, and other styles

13

Castañón-Ramirez, Sandra J. "Chicanas Completing the Doctorate in Education: Providing consejos de la mesa de poder." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3706.

Full text

Abstract:

This qualitative study described four testimonios from Chicanas who have successfully completed a doctorate in education degree, both Ph.D. and Ed.D. The literature reviewed three important areas of study. The first is a review of the systemic challenges that Chicanas must hurdle; cheap labor, segregation of schools and neighborhoods, being silenced through English-only education, and deficit thinking. The second area of review focused on ways that Chicanas create strategies for success to overcome these challenges. The third was a review of the theoretical literature through a distinctly and relevant Chicana feminist lens. Chicanas’ strategies for success were collected as testimonios. These lived stories are shared using a narrative approach and were analyzed through a Chicana feminist lens, allowing the researcher to connect with indigenous roots. Findings include cultural intuition, reflexión, máscaras, nepantla, and La Virgen de Guadalupe as themes that enable an understanding of the strategies used by these successful women. This study sought to understand how gender and race impact graduate scholarship among a unique population and adds to the body of knowledge on doctoral education and Latina (specifically Chicana) education in particular.

APA, Harvard, Vancouver, ISO, and other styles

14

Beard, Karen Stansberry. "An Exploratory Study of Academic Optimism and Flow of Elementary School Teachers." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217020480.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Sharma, Manu. "Inner City Students: Stamped, Labled and Shipped Out! Deficit Thinking and Democracy in An Age of Neoliberalism." Thesis, 2009. http://hdl.handle.net/1807/18094.

Full text

Abstract:

My thesis topic on deficit thinking, democracy and an ethic of care emerges as a result of the clashes that take place under political and socio-economic agendas which are deeply connected with the conflicting interpersonal challenges that inner city students face. My thesis focuses on two major aspects regarding deficit thinking: 1. What are the different frameworks that create and support deficit thinking and deficit practices, and are there any philosophical inconsistencies or overlap amongst them? Moreover, what is the conceptualization(s) of deficit thinking that arise from these different frameworks? 2. Why is deficit thinking toward inner city students philosophically problematic and inconsistent with creating true democratic education possibilities? After presenting and highlighting my concerns about deficit thinking practices, I briefly provide an alternative vision for education. This truly democratic vision of education is comprised of four main components: critical thinking, participatory democracy, moral responsibility, and an ethic of care.

APA, Harvard, Vancouver, ISO, and other styles

16

"Soul-to-soul: deconstructing defiict thinking in the classroom." Thesis, 2013. http://hdl.handle.net/10388/ETD-2013-11-1301.

Full text

Abstract:

This thesis explores educator beliefs, attitudes and practices in teaching First Nations, Inuit, Métis and Ethnic students in Canada, including Muslim and Arabic students. Research supports evidence of on-going systemic racism toward the First Nations, Métis and Inuit, and New Canadians in society, and therefore, within our schools and our classrooms. Evidence also exists regarding how racism, invisibly instilled in educators as societal norms, permeates classrooms and helps continue to perpetuate marginalization and Othering of students. The research question was: How can teachers begin to deconstruct Euro-Centric, White Dominant beliefs, practices, attitudes and expectations in order to positively impact all students and their academic well-being? I examine the questions: What are some teachers doing which positively impacts learning for all students? What can be done to help teachers realize that some of their teaching practices and ways of dealing with students are disrespectful to the individual children and contribute to systemic racism?

APA, Harvard, Vancouver, ISO, and other styles

17

Cormier, Bret D. "Deconstructing the deficit-thinking paradigm in district and campus level leadership to close the achievement gap." Thesis, 2009. http://hdl.handle.net/2152/29586.

Full text

Abstract:

District and campus leaders face enormous challenges as they try to address the ever-widening achievement gap. With increased accountability, the achievement gap-- which exists between students of color and students of poverty and their White, middleclass counterparts--is becoming impossible to ignore. Nationally, demographics are shifting toward a society of color and school campuses are following suit. Students are not getting easier to educate. Yet while schools across the nation bemoan their student populations as 'hard to educate,' there are some notable districts consistently having success with these student populations. However, there is almost no research on these schools. Their successes are nearly unknown to the educational world. Therefore, this study sought to examine the practices utilized on these campuses and the role of district and campus leadership in guiding the teachers of these student populations. The theoretical framework was the deficit-thinking paradigm and the Effective Schools Correlates. The study investigated schools that (1) earned high ratings in their state accountability system (2) named Blue Ribbon Schools and (3) were Title I award winning schools because they had gone from low performing schools with few systems in place to high performing schools with many systems in place. The study focused on the Area Superintendent of Area 10 and two elementary principals. This study was a mix method qualitative and quantitative study that involved only one urban school district: Martin Luther King Independent School District, one of the fifteen largest districts in the southwest part of the United States. This was a case study, which is an intensive description and analysis of a phenomenon or social unit such as an individual, group, institution, or community. The case is a bounded, integrated system (Stake, 1995; Merriam, 1998). Data collection included interviews, observations, and a reflective journal. Findings revealed that there are six prongs these schools had in common to go from low performing to high performing schools as well as earn distinction and awards. Acquiring these six prongs is called Creating a Culture of Success for Students of Color and Students of Poverty. There are also six conditions that permeate low performing schools; these schools once had these conditions on their campuses, but overcame them to become high performing. These conditions are called the Labyrinth of Solitude for Students of Color and Students of Poverty. As school districts and schools attempt to create a culture of accountability where high expectations and a sense of urgency prevail--conditions necessary to close the achievement gap and move from the deficit-thinking paradigm and its deleterious impact on achievement toward the Normed-Opportunity Paradigm--universities and school districts can use this research data to help superintendents, central office personnel, campus principals, teachers, as well as prospective teachers and administrators to move schools and school districts forward and help close the achievement gap.
text

APA, Harvard, Vancouver, ISO, and other styles

18

O'Connor, Linda Kathleen. "Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma." Thesis, 2011. http://hdl.handle.net/1807/30101.

Full text

Abstract:

This thesis examines weight-based stigma in schools, and examines body size as an issue of difference, subject to discrimination, from within a critical democratic framework. I raise a paradox when it comes to dealing with the issue of obesity; we don’t want to say that weight is within individual control, however, we don’t want to say obesity is outside individual control and nothing can be done to affect it. Neoliberal conceptions of obesity in Western countries are highly individualistic, and blame obese individuals for failing to adhere to social norms. This leads to deficit thinking about obese individuals, wherein a group of students are seen as inherently deficient. Turning to Freire’s conception of ethics, which calls for respect for all students, it becomes clear that conceiving of a group of students as inherently deficient is unethical. This then renders the neoliberal conception of obesity unethical. I then offer pedagogically and ethically sound alternatives to current practices.

APA, Harvard, Vancouver, ISO, and other styles

19

Budd, Eric Eugene. "The perceptions and experiences of white special education teachers certified through an ACP program at a HBCU." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-891.

Full text

Abstract:

This research study explored and analyzed the perception and attitudes of first year White special education teachers’ experiences as they successfully matriculated through an alternative teacher certification program with a concentration in Special Education. The certifying entity for this teacher preparation program was a historically Black university (HBCU). It was the intent of this study to gather data on how White first year special education teachers view multiculturalism and diversity. This studied explored the rationale for why White pre-service teachers would select a HBCU to prepare them to enter the teaching field. This was a qualitative study using a naturalistic inquiry approach to learn about the perception of the participants. There were five participants selected to participant in this study. A set of guiding questions were used in order to maintain a focus, provide structure and give consistency to the interview process. The participants all were teaching in special education classrooms in large urban school districts. The classrooms they taught in were culturally and linguistically diverse. The data collection methods used included interviews, small group discussions and surveys. These interactions were audio taped then transcribed. The transcriptions were then reviewed by the participants to incorporate a member checking mechanism for the study. All five of the participants believed they benefitted from receiving their teaching certification from the HBCU. Their goal was to work in an urban setting and they agreed the certification program they attended helped them to become aware of the importance of celebrating diversity in their classes. All of the participants described an awakening to the challenges faced by students from low socio-economic, culturally and linguistically diverse students. Along with this epiphany the participants discussed the need to close the cultural gap between themselves and the students they teach. They all realized the importance of closing the gap in order to build mutual trust in their classrooms. The implications for future research include a broader study of the strategies used by White teachers to connect with culturally and linguistically diverse students in their classrooms.
text

APA, Harvard, Vancouver, ISO, and other styles

20

Mooney, Patricia 1960. "Middle Class and Middle School: Does Opportunity Knock for African American Students?" Thesis, 2012. http://hdl.handle.net/1969.1/148273.

Full text

Abstract:

Closing the achievement gap between African American and White students continues to challenge educators in both urban and suburban contexts. Teachers and administrators in America are overwhelmingly White, and have limited training, if any, in understanding cultural differences or developing culturally responsive practices and policies. More importantly, racism and deficit thinking impose invisible barriers that inhibit the success of African American students. This Problem of Practice explored the existing achievement gap between African American and White students at Keller Middle School, a Title I campus in southeast Texas. Using a qualitative research methodology, campus data, policies, and practices were examined through the lens of societal racism, institutional racism, and deficit thinking. Three fundamental themes were revealed in this study: 1) White teachers and administrators believed that African American students were not successful in school because they (or their families) had internal defects that impeded learning; 2) African American parent and student participants had deficit beliefs about other African Americans and used defensive othering as a coping strategy; and 3) African American students and parents perceived themselves as successful and attributed that success to a high motivation to achieve. Recommendations are given to address the gap in achievement for African American learners in middle school.

APA, Harvard, Vancouver, ISO, and other styles

21

Ragsdale, Laura Anne. "An Analysis of Three White Male High School Assistant Principal Perceptions of Black Males Students in a Suburban District." Thesis, 2013. http://hdl.handle.net/1969.1/149576.

Full text

Abstract:

A large majority of research portrays the achievement gap as an outcome and a primary focus of what is wrong in American schools when instead it is a symptom of a larger issue. Defining the problem in education in terms of achievement ignores a much more pervasive issue, which is an understanding of the causes behind these results. Studies of the achievement gap commonly result in looking at the individual, ignoring structural and systematic inequities and limitations, that promote deficit thinking. Early research into the achievement gap believed that family background was the strongest indicator of achievement. Educators widely accepted this theory and believed that schools could do little to assist Black students to be successful. But these beliefs are now understood to be heavily entrenched in deficit thinking, perpetuating structural inequalities, and the consequences have been educators who have largely bypassed the needs of Black male students for decades. Deficit thinking and institutional racism is an underlying factor in lagging achievement because the result is an education that lacks rigor and has lower expectations, which is detrimental to Black students. Research exists on teacher perception of students identifying deficit thinking, but there is no research on assistant principals, who are arguably one of the most influential persons for at-risk students, therefore, as in the case of this study, for Black males. Perceptions of Black males inside and outside of school may impact the decision-making process by which assistant principals perform their administrative functions. This study examines the role these perceptions play by White male assistant principals in the lives of Black males, and in so doing, this study examines institutional racism in schools, leadership, and achievement. Results of this study show assistant principals never cited school leadership, teachers, or policies as having an impact on Black male students, thereby illustrating their lack of consciousness of institutional racism. By comparing the results of this study to historical and current research, the results show that White assistant principals act upon outdated and deficit understandings of Black males, and this which contributes to the structural inequalities that limit opportunities for students of color.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Deficit Thinking'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles