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Come up with a working definition of the term "deficit thinking" and place it on the padlet by clicking on the + button.

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Come up with a working definition of the term "deficit thinking" and place it on the padlet by clicking on the + button.

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Dr. Kelsie Reed is a nationally certified school psychologist who works at the elementary school level in Maryland. She graduated from Loyola University Chicago with her PhD in 2020 and was the recipient of two university awards for her dissertation titled, "Investigating Exclusionary Discipline: Teachers, Deficit Thinking, and Root Cause Analysis." Dr. Reed also received awards for her dissertation work through the Society for the Study of School Psychology (SSSP) and the American Educational Research Association (AREA). Dr. Reed is passionate about advancing educational equity for minoritized students, disrupting the school-to-prison pipeline, and identifying and implementing alternatives to suspension. She has presented at the community, state, and national levels on school discipline practices and disparities and has published in various journal articles, book chapters, and community journals on topics such as restorative practices, school-based consultation practices, juvenile justice youth re-entry into schools, and school discipline reform.

Dr. Reed's first published book, Hacking Deficit thinking, co-authored with Dr. Byron McClure, was released in October of 2022. The book is part of the "Hack Learning" series with Times 10 Publications and provides practical strategies for educators to shift from what's wrong to what's strong in their work. Follow her on Instagram @dr.kelsiereed and Twitter @drkelsiereed

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Hacking Deficit Thinking: 8 Reframes That Will Change The Way You Think About Strength-Based Practices and Equity In Schools (Hack Learning Series)

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Amazon.com: Hacking Deficit Thinking: 8 Reframes That Will Change The Way You Think About Strength-Based Practices and Equity In Schools (Hack Learning Series): 9781956512243: McClure, Byron, Reed, Kelsie: Books

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Reflection Questions:

1. Reflect on a time that you have contributed to the system of deficit thinking (provide 1 example).

2. Then, reflect on how you could have shifted away from your deficit thinking in your example?

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"Supporting Black and Latino Boys in School" Article

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"Supporting Black and Latino Boys in School" Article

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Supporting Black and Latino boys in school: A call to action - kappanonline.org

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Listening to the voices of young men of color can help educators understand how to help them succeed.

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What does this belief look and feel like in schools?

What does it look and feel like if this belief is not shared?

What actions can PGCPS staff take to honor the wisdom of our Black and Latino boys?

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At your table you will find a scenario. Read the scenario aloud and then as a team answer the following questions.

1. Explain how this scenario is an example of deficit thinking/beliefs?

2. Explain what systemic real world realities is this deficit thinking/belief ignoring?

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Implicit bias starts in preschool #shorts

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Did the results of this study surprise you?

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Latino families do not value school attendance.

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What do you notice in the data?

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African American families do not value school attendance.

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Reflection Questions:

1. Reflect on your interactions and academic expectations for Black and Latino boys. Are you familiar with this theory of the warm demander or the "sentimentalist" and the use of "pity" in the academic setting?

2. Why do think the "warm demander" teacher is more effective amongst Black and Latino boys?

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What do you notice in the data?

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Set three goals (immediate, short term, and long term) to dismantle your individual deficit thinking in order to set high academic and socio-emotional expectations for our Black and Latino boys.

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How does this data illustrate a counter-narrative?

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How does this data illustrate a counter-narrative?

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Culturally Responsive Teaching and the Brain, Zaretta Hammond

Hacking Deficit Thinking, Byron McClure and Kelsie Reed

How Data Driven Reform Can Drive Deficit Thinking, Melanie Bertrand and Julie Marsh

Solving Disproportionality and Achieving Equity, Edward Fergus

Supporting Black and Latino Boys, Adrian H. Huerta, Tyrone C. Howard, and Bianca N. Haro

The Counter Narrative Report, UCLA Black Male Institute

Unlearning Deficit Ideology and the Scornful Gaze, Paul C. Gorski

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Strength-Based Collective

Project Implicit

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An attitude or low expectations from teachers of their students

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is the idea that students that have 'deficit' of certain experiences/backgrounds (family support, structure, economics) are pre-determined and have lower chances of academic success.

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Our Group's Definition of Deficit Thinking:

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Our Group's Definition of Deficit Thinking:

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The assumption that students are unable to reach certain standards. The incomplete picture of what students are able to do. Often impacted by implicit bias.

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other term for stereotype

notion about a certain group

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It's the opposite/counter of Growth Mindset...thinking negatively...I don't have ____ therefore I can't ________

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An assumption based on what you assume a student lacks

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Focusing on challenges and how it can't be done instead of thinking of solutions and how it can be done.

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Thinking of what they can't do instead of thinking about what they can do.

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Thinking of what they can't do instead of thinking about what they can do.

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Not knowing what you are capable of.

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about perceiving what students do not have over what they do have or are capable of gaining

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Thinking or thought process that lacks perspective

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Thinking or thought process that lacks perspective

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Thinking from a position of not having g complete knowledge.

What an individual can’t do.

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The belief that others are lacking as a result of some internal factors

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It is a perspective that view individual through the lenses of their weaknesses

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Deficit thinking is the belief that certain ethnicities cannot ever succeed beyond a certain point. They will "always be" below their peers.

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Students may not perform well in school because of family limitations

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Students fail because they and their families have internal deficits. For example, lack of motivation or family support.

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What’s the difference between deficit thinking and implicit bias?

Dr. E

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It looks like valuing student perspectives and their life experiences.

Students feeling hopeless in their educational journeys, they give up, don't feel as though they belong in educational spaces.

Encourage input of prior knowledge in classroom, honor students unconventional knowledge sources, and empowering students to see themselves as scholars.

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1.Students feel as if they have a voice and you care about them.

2. Students are not motivated. If they feel the adults do not support them, why try.

3. Giving them a platform to be heard. Respect their experiences. Use their stories in teaching content when possible.

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Positive reinforcement, identifying strengths, and understanding the context/student interests for improving grades and behaviors goes very far with students

Understanding home culture, values/traditions, and atmospheres (and the differences from our own upbringings) can shine a light on student engagement

Understanding peer group dynamics and respecting/honoring differences between student-to-student and staff-to-student relationship is important

It all comes back to RELATIONSHIPS. Exposure to staff trying to build meaningful relationships. (Important to consider and understand whether students are open to relationships or more work is necessary)

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Always recognize them for both big and small achievements.

Push them toward taking AP classes. Encourage them by providing after high school college options.

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Articulating pathways they can pursue and support them in their decision.

Encourage thinking beyond what they've experienced or other people they know have experienced.

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This looks like allowing a voice to hear those stories of success. Don't look at only the barriers, push those aside to SEE the student. Help the students SEE the barriers also and how to push through. Help kids identify and see their strengths, their gifts. Help define resolutions to the challenges.

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1. The boys feel apart of a larger community in which they often feel isolated. Often these boys are misunderstood and underrepresented in higher level classes. This may be a residual factor based on implicit biases by adults in the building.

2. When these views are not addressed or acknowledged, then these are unengaged and often foreseen as problematic.

3. PGCPS staff can be intentional on the inclusion of black and Latino boys.

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1. What does this look and feel like? Not focusing on a perceived deficit. Having space for firsthand accounts.

2. What does it look and feel like when this is not being shared? Students will be withdrawn and not access the curriculum and students will act out in frustration.

3. What actions can PGCPS staff take to honor the wisdom of Black and Latino boys? Emphasis on culturally relevant education. Focus on positive narratives and open up inclusive spaces

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I believe it is about building meaning relationship with our students.

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1. Assumes that students/families do not ~ care ~ about school as opposed to understanding context. Assumes communication struggles = lack of care

2. Need to overcome cultural pressure and assumptions that they will not succeed. Ignores systemic oppression (access to education, generational wealth, housing availability, etc.) which then causes students to have priorities other than school to support their families.

Building relationships would give more of a full picture of what is going on - combats the thinking that the issue is "valuing" attendance as opposed to having other circumstances.

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This scenario makes a generalization about Latino families. It claims they do not value school attendance, but it discounts other factors. For example, many students have to work to help support their families.

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It is assuming that there is an inherent disinterest in schooling and education amongst African American parents. It assumes that African American parents don't care that their students are missing class because they don't care about how they do in school.

This deficit thinking is ignoring that due to systemic issues nationwide, parents could be managing multiple jobs, multiple children, etc.

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Latino families do not value school attendance. 

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Latino families do not value school attendance. 

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This does not mean school doesn't matter but returning to one's home country can be expensive so families may stay for extended periods. Also, one should consider the financial status of the family where students have to work to assist in gaining income.

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Deficit thinking because it assumes that Latino and African Americans do not value attendance and that is deficiency.

It is not addressing the need for students to help/mainly support their families and/or selves.

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1. This is an example of deficit thinking because there are assumptions being made as to why they aren’t in school. 

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1. This is an example of deficit thinking because there are assumptions being made as to why they aren’t in school. 

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2. The real world scenarios that are being ignored are as follows:

Taking care of siblings

Immigration issues

Obligations with their family

Working to meet daily expenses

Translating for their community

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Latino families do not value school attendance

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Latino families do not value school attendance

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1. because it's based on a stereotype that emphasizes the lack of something

2. it's ignoring larger economic-social-personal issues/realities (lack of documentation, lack of transportation, family to take care of, 'teenagehoodity', need to work...)

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1. Making a deficit based value judgement based on a stat.

2. There are students with jobs and responsibilities that make attendance difficult and it is not a value based scenario.

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The warm demander teacher goes against PGCPS policy. "Give full credit for all classwork."

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Not familiar with that term exactly but heard of it called something else.

It encourages them to work to their highest potential and see things in themselves they were not aware of.

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Kids need a whole lot more of the warm demander ~ life is going to be full of demanders (perhaps some not so warm) and this needs to be practiced now in high school so they are prepared for college and the real world beyond high school.

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We are not familiar with the term, but we do it in our classes. We haven't lowered expectations, the county has with the new grading policy.

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Until PGCPS changes their grading system and the suspension policy, then maybe we will begin to practice the art being a warm demander. This contradicts PGCPS philosophy. They need this training more than we do.

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Students will put forth effort if they feel you not only have expectations, but care about them actually rising to the expectations.

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Boys are boys and sometimes you need to be stern with them for them to succeed.

Using the teacher voice is important while building relationship on the other hand.

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1. The warm-demander that is similar to the authoritative teaching style. Do not be permissive but do not be a authoritarian.

2. Because it is effective for everyone. It doesn't lead into deficit based thinking and it feels good when you achieve a goal that you otherwise didn't think you could

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1. We were not familiar with this before

2. We think that they respond better because they know their teachers care about them doing well.

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not familiar with he term/theory but definitely familiar with the type.

not sure about the higher level of effectiveness of the warm teacher

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1. Our group was aware of the behaviors but not the terminology . However, we were not familiar with the titles. We believe that we have a lot of pity and empathy (sentimentalist) within education. Although we need to move to a more of a warm demander environment.

2. We feel that it’s a cultural response to the warm demander.

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1.Not familiar with terminology, but familiar with the need for having high expectations for ALL students. Shouldn't use pity as a 'crutch' to get through academic difficulties. This is where the idea of relationships with our students comes in.

2.The warm demander is more effective because it helps to build those long-term bonds of respect and essential skills of responsibility without relying on the pity of others to be successful.

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Stop assuming certain students are incapable because of...

Continue establishing relationships with these students

Learn more about the culture of Latino students

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Create a google form for students to share their strengths that may be unknown to others.

Evaluate the form to see how it can formulate future teaching.

Continue to let all students know they are valued, they are precious, they are worthy.

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Make sure to have high expectations for your students.

Support students in seeing themselves in the classroom and in content.

Create a strong bond with students where they want to be their best selves in the classroom.

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Consider all aspects of the student and their situation.

Recognize and appreciate the whole student

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1. Open more space for first person accounts in the classroom

2. Be less permissive with time out of class in the bathroom

3. Be more intentional w praise and not empty comments

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1. set higher standards for all students

2. create meaningful relationships with students taking time to explore and learn more about their individualities.

3. set an environment that fosters individuality and mutual respect, create a culture of awareness in the classroom.

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continue to hold high standards for all students with instruction AND management of behaviors

learn more about how to incorporate cultural capital in math lessons

emphasize stronger relationships with my students overall, but especially black & latinx males.

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1. Not allowing myself to be a proponent of societal barriers towards black and brown boys within the classroom.

2. Not pitying my students and giving them good grades just to pass them along.

3. See outside of the barriers of behavior and seeing how I can help black and brown students see the good in themselves.

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Continue improving on building classroom relationships with my students, to get to know them better, so that I can understand where they are coming from.

Learn more about improving my 'warm demander' so that I can balance out empathy and accountability in my classes.

Read more about, and learn more about, 'deficit thinking' and discover ways that I can break down that way of thinking.

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be cognizant of all students backgrounds and situations.

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1.Approach each student with an open mind and an open heart.

2.Have more one-on-one talks with students to really learn about them on a personal level.

3.Make time to observe and listen to my students, to see if I can pick up on cues about them that they might be subtly trying to tell me.

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Invest in understanding the strength and likes of my students that go beyond the course I teach

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1. Purposely consume more diverse media (books, movies, TV)

2. Work on deficit-based thinking I have about myself and my teaching abilities.

3. Learn more Latino history (I'm a history teacher) to more fluidly incorporate into my teaching

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Immediate: don't assume that I've "already done this work". Continuing to confront and challenge my biases and assumptions is important

Short: Anonymous survey about students' sense of belonging in my class.

Long: Consider how to make my STEM subject/lessons more culturally responsive and integrate relevant cultural topics.

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*help students buy in to high expectations.

*have students explain why attendance and performance are important.

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1. eliminate assumptive practices, set high expectations regardless of background.

2. Foster relationships with students of color utilizing the warm demander perspective

3. Continue to have courageous conversation regarding implicit bias and the impacts it has on academic achievement

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Quit amplifying the stereotype that the society and systems places on African American and Latino boys

Be intentional in planning my lesson to incorporate the various cultures that my students come from

Amplify what my students are able to do and not just want they are not able to do.

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Help the students to bring out the best in them to understand class discussions

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Help the students to bring out the best in them to understand class discussions

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Immediate: To make sure to address students' needs right away if time allows or if it does not allow

Intermediate: Recognize implicit bias done unknowingly in terms of today's PD

Longterm: Sow seeds of positive thinking in students

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Positive classroom culture and ley students know that they are capable of meeting my high expectation.

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This really opened my eyes to a lot of things that I never thought of.

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Keep my standards and expectations high for all students and do not deviate from them.  Encourage student input on how to make the classroom more inviting to aide in their success. 

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Keep my standards and expectations high for all students and do not deviate from them.  Encourage student input on how to make the classroom more inviting to aide in their success. 

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I will continue to reinfocre positive thoughts about my students abilities and encourage them continuously and motivate them always. Communication is the key with the students and parents and family that will help my students.

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All students can learn.  We are more alike that we are different.  We ALL have much to offer and learn from each other.   

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All students can learn.  We are more alike that we are different.  We ALL have much to offer and learn from each other.   