Deficit Thinking and the Historical Marginalization of Black Male Students in PreK-12 Schools

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.

Format: Hardback
Length: 300 pages
Publication date: 30 November 2022
Publisher: IGI Global

Deficit thinking is a pervasive mindset that perpetuates the notion that racial and ethnic minorities underperform in American schools due to cultural, social, moral, and intellectual deficits that hinder their learning and positive social integration. This ideology blames these minorities, their families, and their communities for poor school performance, rather than examining the underlying factors that perpetuate systemic racism and white supremacy in PreK-12 settings.

To truly understand the impact of deficit thinking, it is essential to delve into its white supremacist and racist underpinnings. This understanding is crucial in order to comprehend the mechanisms by which deficit thinking is perpetuated, why it is so prevalent, and how it contributes to the reproduction of inequality and oppression in the schooling experiences of Black and nonwhite students.

The current and next generation of education researchers, policy makers, leaders, and teachers must possess a deep competency in racial literacy, racial realism, and racial reconstruction to address the pervasive nature of deficit thinking and structural inequality in the schooling experiences of Black and nonwhite students. Racial literacy involves developing a critical understanding of the historical and contemporary implications of race and racism, while racial realism entails acknowledging the history and pervasiveness of race and class discrimination in American society and in PreK-12 settings. Racial reconstruction involves working towards creating a more equitable and just society that recognizes the contributions and experiences of all racial and ethnic groups.

In order to transform the way educators think and act on racial/class attitudes, assumptions, and biases, school leaders and practitioners must engage in the process of ascribing new meaning to race. This requires a commitment to racial/class realism, which entails acknowledging the historical and ongoing impact of race and class discrimination on individuals and communities. By gaining a realistic understanding of how deficit thinking evolved and how it has historically negatively impacted Black and nonwhite students, educators can work towards creating a more inclusive and equitable learning environment.

Furthermore, racial reconciliation must be grounded in racial/class realism or the ability to acknowledge the history and pervasiveness of race/class discrimination in American society and in PreK-12 settings. This requires a willingness to confront and challenge the dominant narratives and ideologies that perpetuate inequality and oppression. It also requires a commitment to building partnerships and alliances with marginalized communities and working towards dismantling the systems of power and privilege that perpetuate racial and economic inequality.

In conclusion, deficit thinking is a deeply ingrained mindset that perpetuates systemic racism and white supremacy in PreK-12 settings. It is essential to understand the white supremacist and racist underpinnings of this mindset in order to transform the way educators think and act on racial/class attitudes, assumptions, and biases. By gaining a realistic understanding of how deficit thinking evolved and how it has historically negatively impacted Black and nonwhite students, educators can work towards creating a more inclusive and equitable learning environment. Racial reconciliation must be grounded in racial/class realism or the ability to acknowledge the history and pervasiveness of race/class discrimination in order to build a more just and equitable society.

ISBN-13: 9781668423585