Cultural deficit theory
Here we explore how internalized dominance affects people with privilege view others from equity-deserving groups.
Have you ever noticed that some people succeed, while others have a harder time? How would you define the achievement gap between certain students? Why do you believe the achievement gap exists between students?
Sensoy & D’Angelo (2017) discuss the common misconception that minoritized groups are less active in society due to a lack of appropriate cultural values, such as a perceived lack of value for education, or due to some other cultural deficiency (p. 82). This perspective is particularly prevalent in post-secondary level, where diverse cultural backgrounds are often misunderstood or overlooked.
Pinto and Cresnik (2014) offer a critique of the cultural deficit theory, which posits that academic underachievement is a result of deficiencies in the culture, values and behaviors of students from low socioeconomic backgrounds. This theory is often applied in higher education settings, leading to a deficit-oriented view of students from diverse backgrounds. Pinto and Cresnik argue that this perspective perpetuates deficit thinking and classism, as it fails to consider the systemic disadvantages faced by these students in the educational system.
They advocate for a shift in perspective in post-secondary education: Instead of focusing on perceived cultural deficiencies, educators should recognize and value the unique strengths and resources that students from diverse backgrounds bring to the academic environment. This includes acknowledging the resilience of these students, their diverse perspectives, and the richness of their cultural experiences, all of which can greatly enhance the learning environment.
For further reading:
Explore Mythology, moral Panic, and the Ruby Payne Bandwagon by Laura E. Pinto and Lucyna Cresnik.
