This video also discusses some of the pro's and con's of educational systems utilization of deficit mindset/ideology. However it also introduces viewers to the idea of the asset based approach. There is a brief discuss of the differences and commonalities between the two approaches.

Overall this is a great place to start if you are unsure about deficit ideology and its prevalence in educational systems, and educator practices.

This paper seeks to challenge the idea of the deficit, which looks more at what students lack than at the knowledge they may have. It advocates for the use of dynamic strategies that bring parts of their different cultures to the forefront and acknowledge them as strengths.

In addition, this article seeks to explore strategies to provide equitable access to gifted education. The argument is to do so by emphasizing the importance of understanding and valuing cultural diversity through the identification of giftedness among students from diverse backgrounds.

Gorski (2010) uses this piece to talk about the ways in which educators can "unlearn" the ways in which they have been taught to think about their students, and how they are able to achieve in the classroom. He approaches this by first discussing what deficit ideology is (also referred to as deficit mindset, deficit thinking etc.) and the ways in which deficit mindset has manifested in our education system. He refers to much of the socialization aspects that exist in the united states on the basis of class and race and how those are interpreted by teachers in classroom spaces, that look at what students are lacking rather than what they bring to the table.

Gorski (2010) makes his recommendations for what can be done about deficit ideology in education and how we can move beyond practices that elevate this mindset, and dominate education systems and practices that have been in place over decades. Much of what Gorski talks about is shifting our mindset and question our practices as educators as a means to a solution. Gorski highlights the need to be critical in our teaching approaches and continually question our practices as educators to ensure we highlight the strengths of our students regardless or their race, class, or any other social signifier they may bear.

Zhao (2016) uses this piece to critique many aspects of the current education system, mainly for its narrow focus on “addressing deficiencies” - standardized tests, low scores, and lacking skills. He states that it creates a stigmatization of students, especially those from poor backgrounds. To address this, he proposes a shift in paradigm that looks at what the child has and is centered around celebrating diverse cultures and ranges of talent. Zhao argues that by recognizing each student's strengths, regardless of background, education can become a transformative force promoting equality and “unlock human potential.” Finally, Zhao explores the implications of adopting a strengths-based mindset in education. He argues that such an approach not only enhances academic outcomes but also fosters creativity, innovation, and resilience among students. By encouraging educators to identify and build upon the strengths of each student, schools can create a more inclusive and supportive learning environment. Ultimately, Zhao advocates for a fundamental rethinking of how we perceive and address educational inequality, urging policymakers, educators, and stakeholders to embrace a more nuanced and empowering vision of education that values diversity and individual potential, thereby empowering them with the responsibility of shaping the future of education.