Deficit Perspective Research Articles

Pathways into Computing Fields by Florida’s Community College Students: An Intersectional Descriptive Analysis

ABSTRACT While it is well understood that gender and racial stratification in computing fields continues to exist, we too often approach this workforce problem from a deficit perspective and look to typical sites (where status quo norms are reproduced) to investigate potential solutions. Using an intersectional descriptive analysis on state administrative data on Florida state colleges, we prioritize centering the academic journeys of Asian, Black, Indigenous, Latina/e/o/x, and Multiracial community college women and men, addressing the often-overlooked effects of holding multiple marginalized identities in quantitative research. Analytic results from this study suggest that women of color completed high school computing courses significantly less often than men. Further, our findings reveal that these disparities in high school computing coursetaking were even greater among those who enrolled in Advanced Placement Computer Science. Employing an intersectional approach enabled this study to dive into these and other nuanced effects. Implications offer directions for future research, practice, and policy that may enhance efforts to broaden participation in computing in high school and among community college students.

Educating emergent bilingual youth in high school: The promise of critical language and literacy education by Park, J. Y. (2023)

AbstractEducating Emergent Bilingual Youth in High School: The Promise of Critical Language and Literacy Educationby J. Y. Park narrates the educational experiences of seven emergent bilingual youth in English as a second language (ESL) classrooms. This book review underlines how Park uses critical language pedagogies in action to shed light on students' assets and challenge the deficit perspectives teachers and schools may have about them. Through these critical lenses, three ESL teachers and the emergent bilingual youth explore themes related to race, identity, and citizenship through effective pedagogical strategies such as dialogic problem‐posing, translanguaging through “poetry inside out,” the use of multimodal texts and student‐led research. As students embark on their learning journey, they develop their literacy, critical, and reflective skills, manifesting their agentive selves. The book also provides suggestions for emergent bilingual educators, schools, teacher education programs, researchers, and policymakers to disrupt deficit views of emergent bilinguals that keep them from seeing their full potential. In addition, it advocates for ESL teachers, who often are not supported at their schools, and for emergent bilinguals who should not and cannot leave their funds of knowledge and stories outside the classroom door.

Unmasking hidden challenges for migrant learners with few prior experiences with formal education: An exploration of language learning textbooks

AbstractThe German government requires all migrants without sufficient German language proficiency to enroll in integration courses. Many of these migrants had few prior experiences with formal education, yet, regardless of degree of literacy in any language, they are placed in classes based on language proficiency. How well do government‐approved language textbooks for integration courses meet the needs of migrant learners with few prior experiences with formal education and emergent literacy skills? We present a qualitative exploration of approved German language textbooks to identify hidden challenges. Results indicate that the textbooks require literacy practices, assume sociocultural practices, and demand ways of thinking largely unfamiliar to these learners. Moreover, promotion of a/n (ideal) German culture and western views of knowledge fosters deficit perspectives while rendering invisible the knowledges, and strengths of these learners. Thus, providing effective language education for these migrants requires a mind shift. The findings, discussion, and suggestions have relevance to educators globally.

Swedish L2 teacher cognitions of the initial assessment of students' L1 literacy resources

In this paper, we explore second language (L2) teachers’ cognitions regarding the initial assessment of adult learner literacy in their strongest language. Instruction can thus be adapted according to what is stipulated in the curriculum and syllabus. The literacy assessment is conducted in the student’s strongest language with assistance from an interpreter, translated decoding and reading comprehension tasks and concerns assessment of learners with little or no prior education. Questionnaires and interviews with L2 teachers reveal great variation based on four categories of teacher knowledge, namely, Subject matter knowledge, Knowledge of students, Pedagogical knowledge, and Knowledge of educational contexts. These four categories were partly intertwined with each other and both a resource and a deficit perspective emerged. The teachers’ cognitions regarding the concept of literacy, the value of initial L1 literacy assessment and students’ prior literacy and multilingual resources, as well as its potential for instruction planning were diverse. This may have significant implications for what emerges in initial assessments of a student's L1 literacy. In turn, this affects the validity of the assessment and, ultimately, the quality of education.

Epistemic injustice and the “Nature of Science”

AbstractScientists and science educators have argued that learners (students, preservice teachers, and inservice teachers) should understand knowledge construction in science, in addition to figuring out disciplinary core ideas. Given this goal, some science education scholars created a construct called the “Nature of Science” (NOS), which aims to simplify the complex work of scientific knowledge production for learners. Since the 1980s, the NOS construct has shaped national and international science education reforms with the goal of creating a more scientifically literate populace. In this article, we name and question assumptions built into the NOS construct using the philosophical perspective of epistemic injustice. Using specific lenses of contributory injustice and testimonial injustice, we analyzed the 97 most‐cited peer‐reviewed NOS journal articles to examine which scholars are selected to create the NOS construct. We also examined how researchers using NOS position learners in relation to the construct. We found that White men are primarily named by NOS scholars to inform the construct. We also found that NOS research often positions learners from a deficit perspective compared to the construct. We conclude by discussing the potential injustices perpetuated by the NOS construct, and offer a vision for a more complete story of science in sites of learning.

Flash drought and heatwave compound events increased in strength and length from 1980 to 2022 in China

Compound flash drought and heatwave (FDHW) events have garnered increasing amounts of attention due to their substantial impacts on agriculture, water resources, and public health. However, studies on their intensity and classification in China are limited. In this study, we classified FDHW events in China from 1980 to 2022 using a classification framework designed to address regional patterns and explore their characteristics further. The results showed that FDHW events in northern China mostly occurred in early to mid-summer, whereas in southern China, excluding the Southwest River Basin, they occurred predominantly in mid to late summer. Furthermore, the spatial coverage of FDHW events across China significantly expanded. From 1980 to 2022, FDHW events in China evolved toward higher intensities and longer durations. This trend was especially notable in the Jiang-Huai River Basin, the main grain-producing region and a densely populated area of China. From the perspective of land‒atmosphere coupling, the amplifying effect of flash droughts and high temperatures increased with their intensity. When high temperatures reached the extreme level, the amplification effect on flash droughts was evident: 35.76% from the water deficit perspective and 38.82% from the soil moisture perspective. During extreme flash droughts, the amplification effect on high temperatures intensified: 41.51% from the water deficit perspective and 45.06% from the soil moisture perspective. The Southwest River Basin became a hotspot for the interaction between flash droughts and high temperatures. This study has implications for developing science-based policies to tackle risks in the water, energy and food sectors in China.

A Scoping Review of the Impact of the COVID-19 Pandemic on Family Wellbeing in Africa

Despite the immense interruptions to relationships and family life during the COVID-19 pandemic, only a few studies explicitly focused on family wellbeing. Therefore, the present study aimed to synthesize current evidence in the African context to provide a state-of-the-art representation of the pandemic's impact on family wellbeing. Using a scoping review, 22 articles on the impact of the COVID-19 pandemic on family wellbeing in Africa were analysed. The results of the study showed a diverse and immense impact of the pandemic on family wellbeing. We noted that there were few studies on this topic and that wellbeing outcomes were measured from a deficit perspective rather than as a positive state of being. The theme of stigma was more pronounced in Western Africa, whereas domestic violence was linked more to Southern African contexts. Furthermore, the economic impact of the pandemic was emphasized in Eastern and Southern African countries than in Ghana and Nigeria in Western Africa. In line with the recommendations from the articles reviewed, a multifaceted policy response is needed to protect family wellbeing. Such interventions need to focus on family functioning, happiness and social wellbeing, and not just reactive and preventative approaches, to promote wellbeing.

HE in FE mature students’ experiences of labour, learning and lockdowns: a feminist narrative inquiry

ABSTRACT A significant proportion of mature undergraduates study at further education colleges (HE in FE) in England. This inquiry builds on research which explores the effect of paid work or unpaid care work on mature students’ learning but offers a new perspective by considering the interaction of both forms of labour on learning in the home during COVID-19 lockdowns. The study broadens theoretical perspectives on this group by using Gouthro’s critical feminist theory of the homeplace. The research makes an original contribution by arguing that the key lenses through which we understand mature students’ experiences of learning at home are labour and relationships. Online life history interviews with 15 HE in FE mature students and a research diary were analysed using a feminist framework, The Listening Guide. Findings indicate individual further education college staff played a major role in supporting students; however, the thesis recommends that colleges recognise unpaid work as a legitimate contributor to HE learning. To enhance social justice and gender equity, a reimagination of work-based learning which develops students’ capacity to critique structural inequality at work is needed. The study recommends that colleges work on new narratives for and about mature students which counter deficit perspectives.

Newly qualified teachers in the eyes of principals: Moving beyond deficit perspectives

AbstractFeelings of shock, a difficult professional socialization process and unrealistic expectations create a challenging career entry phase for teachers. Too many newly qualified teachers feel stressed and leave the profession early, leading to a lingering teacher shortage. Much research in the field and many well-meant support interventions follow a deficit perspective and overlook newly qualified teachers’ potential for school development. This study aimed to better understand how school principals, a crucial but comparatively under-researched stakeholder group, characterize newly qualified teachers’ competences. Q methodology was selected to holistically study the views of 24 principals of compulsory schools in Southern Sweden without imposing any potentially deficit-oriented categories. Following standard protocol and enriched with interviews, four distinct factors were identified and qualitatively interpreted. Results show that newly qualified teachers are perceived as confident and well-prepared concerning pedagogical and didactical aspects of their profession. Regarding the use of digital tools, they are regarded as assets for school development, while diversity management and relationship-building emerged as areas of improvement. Based on our findings, we argue for more practical elements during campus-based pre-service teacher education and an intensified focus on reflective teacher identity development. Teachers’ career entry phase should be treated as a specific area of in-service teachers’ professional development at teacher education institutions, where a strengthened cooperation with employing schools will be particularly important. We expect these adaptations to enhance the effectiveness and efficiency of support matters and provide future avenues that acknowledge newly qualified teachers’ expertise.

Communities of practice and the elevation of urban elementary teacher discourse about critical pedagogy of place

Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a professional development (PD) for urban teachers working in such schools, to expand educational opportunities for elementary students through outdoor science teaching. Engaging frameworks of communities of practice (CoP) and critical pedagogy of place (CPP), this critical ethnographic study investigates how urban elementary teachers engage in discourse about critical issues of place. Additionally, the investigation seeks to understand how a CoP supports such discourse. The primary data for this study were multiple sets of researcher field notes collected from participant teachers during virtual spring and in-person summer PD. Over the course of the PD, participants shifted from viewing their outdoor teaching spaces with a deficit perspective to an asset-focused one. As they visited one another’s teaching sites, the CoP the teachers were a part of created opportunity for discourse about social justice linked to issues of place within their particular school neighborhoods. The ability of urban elementary teachers to connect social justice to issues of place and to the teaching of science has implications for countering the injustice that characterizes many urban communities in the USA and elsewhere.

Improving the Learning Experience of Chinese Masters’ students in UK higher education

ABSTRACT Both challenges and opportunities are inherent with a growth in Chinese international students in UK Higher Education. However, teachers from the West may not understand the differences in Chinese educational practices, which can lead to negative stereotyping of these students as passive and problematic. This paper rejects this deficit perspective, focusing on the views of Chinese students as to what might need to change about the UK teaching and campus environment to improve their learning experience. Two focus groups were held with Chinese social science Masters’ students in a UK university. Some of their key requests included to reduce class sizes; to provide more guidance around study skills; to offer more timely and accessible information; to provide a more flexible range of services and learning support; and to create more social time with staff and other students. The discussions particularly brought out the importance of ‘relational pedagogy’. These requirements will need more staff time and institutional flexibility which will necessitate adequate funding. The authors conclude that, despite Chinese students’ significant contribution to the local economy and to University finances, there does not seem to be a commensurate investment in protecting their wellbeing and ensuring they receive a quality education. We consider it is important to listen to and act on the students’ suggestions outlined here if UK Higher Education is to remain the destination of choice for many Chinese and other international students.

Mapping the institutionalization of racism in the research about race and traumatic brain injury rehabilitation: implications for Black populations

Purpose Traumatic brain injury (TBI) is a chronic disease process and a public health concern that disproportionately impacts Black populations. While there is an abundance of literature on race and TBI outcomes, there is a lack of scholarship that addresses racism within rehabilitation care, and it remains untheorized. This article aims to illuminate how racism becomes institutionalized in the scientific scholarship that can potentially inform rehabilitation care for persons with TBI and what the implications are, particularly for Black populations. Material and methods Applying Bacchi’s What’s the Problem Represented to be approach, the writings of critical race theory (CRT) are used to examine the research about race and TBI rehabilitation comparable to CRT in other disciplines, including education and legal scholarship. Results A CRT examination illustrates that racism is institutionalized in the research about race and TBI rehabilitation through colourblind ideologies, meritocracy, reinforcement of a deficit perspective, and intersections of race and the property functions of whiteness. A conceptual framework for understanding institutional racism in TBI rehabilitation scholarship is presented. Conclusions The findings from this article speak to the future of TBI rehabilitation research for Black populations, the potential for an anti-racist agenda, and implications for research and practice.

How past experiences of being a student from a racially nondominant background shape the practices of current teachers in Dutch schools

Despite awareness of the need for better teaching of students from nondominant backgrounds, few studies exist in Dutch research that position members of these groups as experts. Using a theoretical lens that centers culturally responsive pedagogical practices in the three domains of teaching, we conducted 14 interviews with teachers from racially minoritized groups who attended Dutch schools to understand how their experiences shape their current teaching. Findings suggest that participants' experiences with (not) belonging in school particularly shape their teaching in the domain of relationships. Participants also had deficit perspectives, highlighting the need to develop teachers’ critical consciousness.

The longitudinal correlates of breakup distress in early young adulthood: Future distress and future benefits

Objectives: Existing research on romantic breakups focused on the predictors of breakup, or on its emotional and behavioral sequelae. The current study examines the longitudinal correlates of a breakup experience over a period of eight years, and questions whether breakup experiences may also have negative and positive outcomes. Methods: Data were collected from 124 Israeli emerging adults (mean age 20.22 years; 79 females). Participants were approached again at ages 23, 25, and 28. Breakup distress was assessed at each wave. At age 28, participants’ well-being, as well as their romantic capacities, were evaluated. Results: The intensity of breakup distress at age 20 was not found to be associated with future well-being. However, increased accumulating distress explained a greater number of depressive and anxiety symptoms, and reports of feeling insecure about a partner’s availability and responsiveness, at age 28. In-depth interviews with participants about their romantic relationships at age 28 showed that breakup distress at age 20 was associated with greater romantic competence at age 28, explaining better capacity to learn from past romantic experiences and draw lessons for future behavior. In addition, earlier breakup distress was associated with more coherent accounts of romantic relationships at age 28. Conclusions: Findings suggest that young adults are likely to experience a number of breakup events during their twenties, and the accumulating breakup experiences can affect future well-being. The experience of a breakup might not necessarily associate with negative future outcomes, while an earlier breakup experience could also serve as a positive learning arena for future relationships. Social policy: Perception of romantic dissolution in a comprehensive manner could be helpful for understanding that breakups are probably part of the normative development of romantic relationships among young adults, and should not be perceived only from a deficit perspective.

“Pochas sin identidad”: Raciolinguistic ideologies in the construction of mexicanidad in online spaces

ABSTRACT This study examines how ideas of Mexicanness are constructed on social media via raciolinguistic indexicals observed in the language practices of racialized individuals. I conducted discourse analysis on data collected from comments posted in four Olympic athletes’ tweets that emphasize different characteristics of Mexican identity. Findings suggest that the practices of alluding to language proficiency, whiteness, and cultural sentiment lead to a “double stigmatization” that racialized the players as “inherently linguistically deficient”. These criticisms, paired with misogynistic language, offended the players’ languages, bodies, sexualities, and intellect. The result of these harmful judgments exposes the raciolinguistic ideologies in the construction of a Mexican identity that perpetuates the myth of a desirable, better Mexican (i.e. Mexican national) and an undesirable, lesser Mexican (i.e. foreign born). This can result in the exclusion and erasure of transnational identities and perpetuate deficit perspectives of marginalized groups in both countries. Recognizing and challenging these raciolinguistic ideologies can help recognize the complexity of multicultural identities.

The Necessity of Taking Culture and Context into Account When Studying the Relationship between Socioeconomic Status and Brain Development.

Decades of research has revealed a relationship between childhood socioeconomic status (SES) and brain development at the structural and functional levels. Of particular note is the distinction between income and maternal education, two highly correlated factors which seem to influence brain development through distinct pathways. Specifically, while a families' income-to-needs ratio is linked with physiological stress and household chaos, caregiver education influences the day-to-day language environment a child is exposed to. Variability in either one of these environmental experiences is related to subsequent brain development. While this work has the potential to inform public policies in a way that benefits children, it can also oversimplify complex factors, unjustly blame low-SES parents, and perpetuate a harmful deficit perspective. To counteract these shortcomings, researchers must consider sociodemographic differences in the broader cultural context that underlie SES-based differences in brain development. This review aims to address these issues by (a) identifying how sociodemographic mechanisms associated with SES influence the day-to-day experiences of children, in turn, impacting brain development, while (b) considering the broader cultural contexts that may differentially impact this relationship.

Positive aging-How does it work? : Contribution of resilience to the prevention of depressive disorders in old age

Although the prevalence of depressive disorders in old age is high, many older people succeed in staying healthy despite age-related stressors. The individual resilience or mental power of resistance can explain these differences. It is shown how resilience factors or strategies of healthy aging can be used for the primary prevention of depressive disorders in old age. The article summarizes the practically relevant age-specific aspects of resilience obtained through anarrative literature search and evaluates the relevant state of knowledge, also with respect to the consecutive development of primary preventive measures to avoid depressive disorders. Individual psychological strategies for promoting resilience include "stay active", and "mindfulness towards positive things", social strategies "remain socially connected" and "acceptance of support options". In addition to this individual level, which aims at every single person, the social dimension of resilience also includes strategies that start at the social level. Above all, this includes the esteem of older people in society as well as improved opportunities for participation. Age-specific aspects of resilience can be specifically used for the prevention of depressive disorders in old age. They enable aframework to establish resource-promoting and activating interventions, to counteract the deficit perspective on ageing. At the same time, there are clear limits to individual prevention and resilience. The responsibility cannot be seen solely for each individual but above all social structures and framework conditions must enable successful implementation in old age.

Active involvement in scientific research of persons living with dementia and long-term care users: a systematic review of existing methods with a specific focus on good practices, facilitators and barriers of involvement

BackgroundActive involvement of persons living with dementia (PLWD) and long-term care (LTC) users in research is essential but less developed compared to other patient groups. However, their involvement in research is not only important but also feasible. This study aims to provide an overview of methods, facilitators, and barriers for involving PLWD and LTC users in scientific research.MethodsA systematic literature search across 12 databases in December 2020 identified studies involving PLWD, LTC users, or their carers beyond research subjects and describing methods or models for involvement. Qualitative descriptions of involvement methods underwent a risk of bias assessment using the Critical Appraisal Skills Programme (CASP) Qualitative Checklist 2018. A data collection sheet in Microsoft Excel and thematic analysis were used to synthesize the results.ResultsThe eighteen included studies delineated five core involvement methods spanning all research phases: advisory groups, formal and informal research team meetings, action groups, workshops, and co-conducting interviews. Additionally, two co-research models with PLWD and carers were found, while only two studies detailed LTC user involvement methods. Four distinct involvement roles were identified: consulting and advisory roles, co-analysts, co-researchers, and partners. The review also addressed barriers, facilitators, and good practices in the preparation, execution, and translation phases of research, emphasizing the importance of diversity, bias reduction, and resource allocation. Trust-building, clear roles, ongoing training, and inclusive support were highlighted.ConclusionsPlanning enough time for active involvement is important to ensure that researchers have time to build a trusting relationship and meet personal needs and preferences of PLWD, LTC users and carers. Researchers are advised not to presume the meaning of burden and to avoid a deficit perspective. A flexible or emergent design could aid involved persons’ ownership of the research process.Trial registrationProspero 2021: CRD42021253736.

Funds of knowledge and identity in language learning and teaching

ABSTRACT Funds of knowledge and identity approaches emerged to combat deficit perspectives and address the achievement gap and exclusion of underrepresented students in border contexts in the late 1980s. The initial aims of such approaches find a renewed sense of purpose in the super-diverse contexts of twenty-first century societies, which compel us to rethink current approaches to language education. This paper provides a brief introduction to funds of knowledge and identity theories and shows how they can be harnessed within language education to promote more culturally responsive and decolonial pedagogies. The paper introduces a collection of innovative approaches to language learning and teaching from different contexts across the globe. In addition to showcasing innovative approaches to language learning and teaching, the experiences reported advance original research methodologies which make valuable contributions to the funds of knowledge and identity literature.

Internalised deficit perspectives: positionality in culturally responsive pedagogical frameworks

ABSTRACT By showing that deficit thinking can manifest in an internalised sense among historically minoritised students, this paper examines the significance of ‘positionality’ in (re)conceptualising culturally responsive pedagogies (CRPs). Drawing from a study that explored the lived experiences of students participating in a culturally and linguistically diverse context, I demonstrate that whilst some students’ dispositions towards their home cultures and languages align with the anti-deficit and anti-racist agendas of CRPs, some dispositions present a counter-narrative and can be supportive of the status quo. I refer to these dispositions as ‘internalised deficit thinking or perspectives’. To capture this concept and, in a more general sense, the diverse subjectivities students used to navigate Westernised schooling arrangements, this paper advances the notion of positionality. Bringing ‘positionality’ into conversation with CRPs means confronting the relations of power, embodied by students of diverse backgrounds, in fostering socially just educational experiences.