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We would have to engage more deeply in open dialogue with our students and our college stakeholders. 

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We would have to engage more deeply in open dialogue with our students and our college stakeholders. 

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Employing an equity-minded approach allows for a level of contextualization of the theories that easily translates to participants on a personal level. In other words, keeping equity as guard rails for conversation ensures that everyone is working towards the same horizon - student success. As a facilitator, I have found that interjecting and/or encouraging personal experiences always prompts deep contemplation and meaningful discourse.

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Employing an equity-minded approach allows for a level of contextualization of the theories that easily translates to participants on a personal level. In other words, keeping equity as guard rails for conversation ensures that everyone is working towards the same horizon - student success. As a facilitator, I have found that interjecting and/or encouraging personal experiences always prompts deep contemplation and meaningful discourse.

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Evidence-based research acts as the foundation of the Dana Center's work

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Evidence-based research acts as the foundation of the Dana Center's work

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In what ways has deficit-based thinking surfaced in a Dana Center professional learning session you have facilitated?

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In what ways has deficit-based thinking surfaced in a Dana Center professional learning session you have facilitated?

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What is a possible equity-minded response to deficit-thinking in these cases?

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What is a possible equity-minded response to deficit-thinking in these cases?

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As you read Identifying and Disrupting Deficit Thinking, consider how disrupting deficit thinking evokes one or more of the actions that equity minded practitioners take. Share your thinking here.

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As you read Identifying and Disrupting Deficit Thinking, consider how disrupting deficit thinking evokes one or more of the actions that equity minded practitioners take. Share your thinking here.

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by Lori Patton Davis and Samuel D. Museus

A community of scholars who study "at-risk" populations focuses on how students' family values might hinder their success in education. An educational researcher utilizes evidence of racial inequities to justify their work on how racial and cultural contexts cause barriers for students of color. An education scholar conducts an analysis to show how policy discourse is perpetuating ways of thinking that detract from efforts to address core systemic barriers to success for low-income students. Which of these constitutes deficit-thinking? How does one accurately make this assessment?

Because education is a problem-based field, doctoral students are encouraged to use problems to justify the urgency of their research. To be sure, there are numerous problems plaguing education, but how problems are identified and named is just as important to the research process as efforts to actually address them. Research itself becomes problematic when framed with deficit thinking, and researchers are not immune to using deficit frames to respond to educational issues. Despite some of the most conscious efforts, even the most critical scholars - the authors included - have the potential to produce research laced with deficit thinking. In addition, researchers have recently begun to apply the concept of deficit thinking to critique any discourse that discusses challenges or disparities, making it difficult for anyone to know what actually constitutes deficit thinking.

Education scholars and researchers are often socialized into deficit thinking. In this article, we highlight a few common ways - among many - that deficit thinking emerges in educational research. We also offer recommendations to encourage colleagues to actively disrupt deficit thinking by understanding what it is, addressing it in their own research, and offering helpful critiques to disrupt the spread of deficit narratives. The theme that runs through each of our examples is that deficit thinking is rooted in a blame the victim orientation that suggests that people are responsible for their predicament and fails to acknowledge that they live within coercive systems that cause harm with no accountability. In a forthcoming brief, we discuss how deficit thinking is not only a symptom of...

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National Center for Institutional Diversity

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Identifying and Disrupting Deficit Thinking

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A community of scholars who study "at-risk" populations focuses on how students' family values might hinder their success in education. An educational researcher utilizes evidence of racial...

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#5 as it is much larger scale than my day to day allows a lot of the time.

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#5 as it is much larger scale than my day to day allows a lot of the time.

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#5 -- Discuss racial gaps as a consequence of institutional failures. Reason: This is a bigger picture than I am usually used to thinking about. I am generally more focused on what is happening in my classroom -- with my courses and my students in that smaller space. (It doesn't mean I can't think beyond this -- I am just not as used to doing it.)

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#5 -- Discuss racial gaps as a consequence of institutional failures. Reason: This is a bigger picture than I am usually used to thinking about. I am generally more focused on what is happening in my classroom -- with my courses and my students in that smaller space. (It doesn't mean I can't think beyond this -- I am just not as used to doing it.)

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Trying to figure out how to totally change the system with its bias and racism.

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Trying to figure out how to totally change the system with its bias and racism.

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How do you change institutional culture that hasn't had to focus on equity?

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How do you change institutional culture that hasn't had to focus on equity?

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Redistribution and corrective justice were both phrases that I need to think more about.

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Redistribution and corrective justice were both phrases that I need to think more about.

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Knowing that students need different ways to understand the material presented to the same extent.  Some different examples and discussions can be used to listen to student's concerns and allowing other students to answer the questions.  Allowing myself as the facilitator to accept answers that are thinking outside the box

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Knowing that students need different ways to understand the material presented to the same extent.  Some different examples and discussions can be used to listen to student's concerns and allowing other students to answer the questions.  Allowing myself as the facilitator to accept answers that are thinking outside the box

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Often participants fall back into believing students aren't really trying, or just don't care.  As a presenter, it is important to reframe to conversation as to how to utilize teaching strategies that could reach those students.

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As a facilitator I had a cohort that really was not on the same page and I had to work very hard to walk away from defecit language and attitudes while still meeting the participants where they were.  

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As a facilitator I had a cohort that really was not on the same page and I had to work very hard to walk away from defecit language and attitudes while still meeting the participants where they were.  

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It helps me to be more focused, and mindful of vocabulary used in conversations, interactions, supports needed for all students, colleague interactions, professional development, etc.

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It helps me to be more focused, and mindful of vocabulary used in conversations, interactions, supports needed for all students, colleague interactions, professional development, etc.

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It helps guide the conversation by having a deeper understanding.

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It helps guide the conversation by having a deeper understanding.

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Equity mindedness means operating in a manner that allows for differing interpretations of the experiences of this work.

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Equity mindedness means operating in a manner that allows for differing interpretations of the experiences of this work.

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Recognize where their practices are not working and address the reality of their students.

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Recognize where their practices are not working and address the reality of their students.

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Being equity minded needs to be a focus during the entire session.  

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Being equity minded needs to be a focus during the entire session.  

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If this is a focus or lens, then all we do will lead back to the goal of equity.   An example is during follow-up questions to dig deeper, listen, and learn.

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In my work, being equity minded means working together as a team to identify the most vulnerable students, getting the team in on this conversation. Then identifying the goals, needs, and barriers of these students. It means emphasizing that when we help the most vulnerable students we are helping the entire college.

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Recognizing that the way I was delivering my course content was harming my students, because they all didn't have the same access to the internet, WiFi or technology. 

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Recognizing that the way I was delivering my course content was harming my students, because they all didn't have the same access to the internet, WiFi or technology. 

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Being equity-minded means I need to think carefully about how I am presenting the material and ensuring that equity is central to everything. I try to be prepared for out of the box questions while being sure to acknowledge and honor what others are saying. At the same time, I am not afraid to ask clarifying questions when I or others don't understand what is being shared by participants. 

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Being equity-minded means I need to think carefully about how I am presenting the material and ensuring that equity is central to everything. I try to be prepared for out of the box questions while being sure to acknowledge and honor what others are saying. At the same time, I am not afraid to ask clarifying questions when I or others don't understand what is being shared by participants. 

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helps me to be mindful of  my audience and the language that should be used to help them understand what I am trying to teach them

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When I prepare a session, equity is a lens through which activities are planned - e.g. in a case study, etc.

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When I prepare a session, equity is a lens through which activities are planned - e.g. in a case study, etc.

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In my work, being equity minded often means paying careful attention to how the myth that to be good at math or science requires that one be some sort of genius who finds the basic concepts "easy". this might mean correcting myself or a student  flippantly saying something like "well obviously..."

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As a facilitator, keeping equity central is extremely important as it can come up and be addressed in so many of the conversations. When we work on material, we slip into the established norms and culture, which is where equity minded needs to be most present. As a facilitator, we can bring this to the attention of participants.

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Giving all participants the opportunity to contribute in a way that they feel comfortable.

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Providing what individual students NEED. Not all students need each approach or content. Example-if students need extra help on factoring but others have mastered that concept not making all students go into depth on that subject.

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As we implement new strategies, programs, or services, being an equity-mind practitioner means I work with the group to identify how various student constituencies may be affected and what additional resources need to be brought to the table. What metrics will I use to determine if we've been successful.

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It helps me consider each of the activities in the session to ensure that equity is central in our discussion.

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It helps me consider each of the activities in the session to ensure that equity is central in our discussion.

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Building in a direct connection with the group you are communicating with.

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Building in a direct connection with the group you are communicating with.

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Include how DC started, misson/goals, how it has grown, and our role/story

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Include how DC started, misson/goals, how it has grown, and our role/story

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Commitment to equitable pathways for all students. 

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Commitment to equitable pathways for all students. 

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The original vision slide hasn't been in the updated and newer series. I have missed that, so bringing that into the introduction was fantastic to hear.

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Evidence-Based Research is what defines the Dana Center

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Evidence-Based Research is what defines the Dana Center

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All understood the mission and vision of the Dana Center

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All understood the mission and vision of the Dana Center

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the DANA center has a wide reach and audience, one key takeaway we discussed in my group was that emphasizing different components (administrative, policy oriented, or curriculum oriented) can be an effective way to connect with a particular audience

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Needs to be concise, but inclusive of a short history, current work with educators and policy. 

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Needs to be concise, but inclusive of a short history, current work with educators and policy. 

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I wondered about how to personalize a little bit without misrepresenting. 

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I wondered about how to personalize a little bit without misrepresenting. 

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DC provides access to equitable mathematics and science education

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DC provides access to equitable mathematics and science education

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Similar speeches: equitable, access, learning environments.

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how it differs when you prepare your speech for a faculty group vs one for a professional development group of advisors.  How much details and specifics do you really "have" to say.

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There is a cadre of professionals who stand by ready to help.

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Evidence-based research is an essential component recognized by all.

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Evidence-based research is an essential component recognized by all.

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Similar content for all the speeches. Wondered if there was a standard information items we are to use?

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The emphasis on "every" versus "all" and what this means. 

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The emphasis on "every" versus "all" and what this means. 

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I would like to make my elevator speech a little more personal. But I also want to make it sound more authentic.  

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I would like to make my elevator speech a little more personal. But I also want to make it sound more authentic.  

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Noticed how much we all valued and emphasized how Dana center is reseach and evidence based and resource ready!

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Noticed how much we all valued and emphasized how Dana center is reseach and evidence based and resource ready!

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Knowing that the Dana Center reach is nationwide

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Knowing that the Dana Center reach is nationwide

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❓ What questions do one or more of the stances raise for you?

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❓ What questions do one or more of the stances raise for you?

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🧱 What support can the Dana Center provide you to make it happen?

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🧱 What support can the Dana Center provide you to make it happen?

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🤔 What else--or who else--may be helpful to you in taking equity minded actions?  

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🤔 What else--or who else--may be helpful to you in taking equity minded actions?  

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📍 What about your own facilitator context makes this challenging for you?

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📍 What about your own facilitator context makes this challenging for you?

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🚸 What work might you do to address this challenge?

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🚸 What work might you do to address this challenge?