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?

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

Strength-Based Collective 

Project Implicit

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.

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)

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.

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

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

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

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 Students will be withdrawn and not access the curriculum and students will act out in frustration.

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

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

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.

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.

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

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

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

Making a deficit based value judgement based on a stat.

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

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

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

We were not familiar with this before

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

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.

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

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.

Open more space for first person accounts in the classroom

Be less permissive with time out of class in the bathroom

Be more intentional w praise and not empty comments

set higher standards for all students

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

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

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

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

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

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

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

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

eliminate assumptive practices, set high expectations regardless of background.

Foster relationships with students of color utilizing the warm demander perspective

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

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.