Overview

Deficit thinking is based on the notion that racial/ethnic minorities underperform in American schools as a result of cultural, social, moral, and intellectual deficits that prevent learning and positive social integration in formal school settings. Deficit thinking and its attendant deficit discourse blames racial/ethnic minorities, their families, and their communities for poor school performance rather than examining how the ideology of white supremacy and the practice of systemic racism in PreK-12 settings prevent racial/ethnic minorities from achieving academically and socially. It is important to understand the white supremacist and racist underpinnings of deficit thinking contributes to the ability to understand what deficit thinking is, why it is, and how it is used to reproduced inequality and oppression in the schooling experiences of Blacks and nonwhites. The current and next generation of education researchers, policy makers, leaders, and teachers require competency in in racial literacy, racial realism, and racial reconstruction to address the deficit thinking and structural inequality in the schooling experiences of Black and nonwhite students. Understanding the underpinnings of deficit thinking as an expression of the ideolog of white supremacy will enable school leaders and practitioners to engage in the process of ascribing new meaning to race in order to transform how educators think and act on racial/class attitudes, assumptions, and biases. Racial Reconciliation must be grounded racial/class realism or the ability to acknowledge the history and pervasiveness of race/class discrimination in American society and in PreK-12 settings. By gaining a realistic understanding of how deficit thinking evolved and how it has historically negatively impacted the schooling experiences of Blacks and nonwhites, present day practitioners will be equipped to reject harmful politics, policies, practices and programs that reproduced racism, classism, and educational inequality.

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9781668423585

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Rashid Faisal, Teachers College of Columbia University, USA

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