An Introduction to Optimal Resource Theory: A Framework for Enhancing Student Achievement

Abstract

In this article, author introduces optimal resource theory (ORT) as a theoretical framework that may promote best-practice research for student outcomes. ORT uses strengths and limitations of existing theories to offer an approach that may enhance best-practice research regarding student outcomes. Accordingly, purpose of this article is threefold: (a) to outline development of ORT, (b) to demonstrate utility of ORT, and (c) discuss future uses of ORT.OPTIMAL RESOURCE THEORY DEVELOPMENTDuring my experiences as a middle school teacher, University faculty member, and provider of professional development in schools, I noticed that external attribution was commonly used to explain or account for Black male underachievement. Here, external attribution is defined as projection of responsibility for poor student outcomes to non-school based factors (e.g., poverty, parents, etc.). Moreover, I noticed that school-based personnel also evoked internal attribution- accepting responsibility for opulent student outcomes-when Black male student outcomes were positive. In an attempt to understand potential reasons for external attribution popularity when describing Black male underachievement, I examined historical research on Black males, reviewed achievement research, and critiqued popular educational reform theories. These investigations revealed that my external attribution perspective was shared by other researchers, but also indicated that best-practice research for student outcomes could benefit from additional theory development. Consequently, ORT is introduced. To explicate ORT development, historical perspectives and theoretical critiques are provided.Based on review of literature, two seminal critiques of social science research and theories and about Black male achievement informed ORT development. These seminal works include Brown's (2011) study that described concept of and Stinson's (2006) review of research on deficit and rejection discourse and need for Black male achievement discourse. My own critique of existing systemic change theories also informed ORT development.Common-sense NarrativesIn 2011, Brown published, Same old stories : The Black male in social science and educational literature, 1930s to present. In this article, Brown examined the visibility and presentation of theories and explanations about Black (pp. 2047-2048). Using Popkewitz's (1997) historicizing of knowledge approach Brown indicated that since 1930s, Black males have been described using four major narratives: absent and wandering, impotent and powerless, soulful and adaptive, and endangered and in crisis (p. 2048). Brown further notes that these conceptual narratives have limited thoughtful investigations of Black male experiences. Additionally, Brown suggests that common-sense narratives, or widely accepted explanations of social problems offered by social scientists, often penetrate cultural memory to point whereby empirical evidence that offers contrary explanations are not readily accepted. Therefore, Brown's notions of common-sense narratives provided motivation for me to develop a theoretical framework that would not perpetuate such common-sense narratives.The Need for Achievement DiscourseA widely disseminated example of how Black males may be benefit from more achievement discourse can be found in Stinson's (2006) review of research theories that examine Black male adolescent schooling experiences. In this review, Stinson noted that discourse about Black students is often attributed to two major themes: deficiency and rejection. Much of Stinson's work on deficiency emanated from a recapitulation of Ogbu's (1978) critique of existing deficiency theories. Stinson also identifies a second theme, rejection, by summarizing five rejection-based theories: cool pose theory (Majors & Billson, 1993), stereotype threat theory (Steele, 1997), cultural-ecological theory (Ogbu, 1978, 1992, 2003), raceless persona theory (Fordham, 1988), and burden of acting White theory (Fordham & Ogbu, 1986). …