Guide to Chapter 1: Dangers of a Deficit Mindset

Engaging in key vocabulary with reflections: 

Deficit speech and asset-based language 

We intentionally begin this book with reflections on deficit speech and asset-based language. Discourse on this is important because we often don’t stop to consider the way that our speech may judge or unfairly represent an individual or a group of people. Following are some examples of deficit speech for you to discuss three things: 

How can one shift this statement to asset-based language? What is the perspective of the educator who said this and why do you think they think this way? What supports may be necessary for both the teacher and the students?

• We know that family and those children are difficult and do not want to learn. 

• Not knowing English is a disability in history class. 

• He is non-verbal; there is no point in teaching him. 

• Those parents don’t respond to any emails or phone calls and they don’t attend conferences; they must not care. 

• She can’t even read. She shouldn’t be in this grade! 

Consider your community or educational setting. What types of deficit speech may be present there and are there certain groups of students who are targeted? 

How would learning more about the families and community benefit educators in shifting towards more asset-based language? How may understanding diverse cultures and languages provide more insight into students’ experiences, academics, and potentials?

Efficacy

Perceptions of one’s ability are sometimes difficult to change if they are negative—both as a student and as an educator. The way we think about our potential may be a result of past difficulties or trauma or times that we have succeeded in similar tasks. When we reflect on a deficit mindset, questions of these perceptions of ourselves and others are often at the forefront. 

• Do I feel that there are certain skills or knowledge bases that I lack that I need to be an effective teacher? How may I improve in these areas? Are there resources or mentors that may help me? 

• Is it possible that my teaching style engages certain groups of students more effectively than others? How may that affect my own perceptions of students’ potential or my own feelings of teacher efficacy? 

• Do I have any preconceived notions about groups of students and their potential? 

• What may be things that some educators look for when they look for “red flags” or signs that students may not have the potential to succeed in their opinion? 

Finding areas in which reflection of our own teacher efficacy alongside our views of students’ efficacy are key to truly examining the roles of these perceptions in success for everyone. The most powerful thing that a teacher can authentically say to a student is “I believe in you.” Especially for our students who may never have heard that before from an educator, this can be life changing and may help them see their own potential. 

Table 1.1: 

Discuss the terms in this table and share some that surprised you, some that you may disagree with, and some that you may integrate into your speech. 

Table 1.2: 

• How would you handle a parent conference in which your teaching colleague tells a parent one of these deficit phrases? 

• What ways can you redirect a team or grade-level meeting in which your colleagues are using deficit speech about students?

Reframing learning: 

• How can educators teach and model asset-based language without correcting students constantly? 

• How can educators foster a positive climate in the classroom that sets the tone for feelings of self efficacy? 

Activities for engagement:

• Reflective journaling: What may be a time you have witnessed or unintentionally used deficit language—whether in the classroom or in your personal life? How may you do things differently now? 

• Group discussion circles: How may the intentional use of asset-based language change the climate of the classroom or school? How can you make small shifts in language? What can you do to include students in this movement? 

• Bias awareness mapping: Create a visual “bias map” in which you consider commonly used deficit phrases and how to reposition them into asset-based language. 

• Role–playing scenarios: Consider potential scenarios with respect to interactions with colleagues, administrators, and community members who may be using deficit language about students, programs,  or groups of people. 

• Case study scenario: Consider the case of Rose’s son or Carly’s reflection. What assumptions were made and how did these assumptions affect the students? What should/could have been done differently? 

• Language audit: Review a book, classroom materials, an IEP, or a report about a student through the lens of identifying deficit language. Rewrite these statements using asset-based language and reflect upon the impact of the change. 

• Reflections: Think about how your mindset and language may have evolved over time. What are things that may have changed and why?