CONTEXT: Historically, marginalized students and communities have often been blamed for underachievement in US schools — scholars and others have utilized “deficit perspectives” which suggest there are inherent shortcomings with students of Color, women, queer, immigrant, and non-English speaking students, and their respective cultures or identities. Other scholars (e.g., Ladson-Billings, Gorski, & Yosso) challenge this view and offer historicized and more complex “asset-based perspectives” that address persistent differences in power, control, and, resources.
QUESTION: In your own school experience in the US or internationally, what “deficit perspectives” or narratives about certain students or groups of students have you experienced yourself or heard secondhand and how might these perspectives impact students? Alternatively, how have you seen teachers embrace a diverse range of cultures, use students’ cultures as a vehicle for learning, and/or incorporated non-dominant cultures in course learning activities?
Must use this source to connecixct into your paragraph
https://diversity.asee.org/deicommittee/wp-content/uploads/sites/2/2020/05/Yosso_WhoseCultureHasCapital.pdf
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