May Equity Speaks

Often, students hear encouraging things like, “If you work hard, the sky’s the limit,” or “If you believe it, you can be it.”  However, the reality (especially for students of color) is that achieving their goals can take far more than belief in one’s abilities, self-esteem, or hard work. The deck is often systemically stacked against them. One of the most important things educators, parents, administrators and school support systems can do is shift from a deficit-based mindset to a strength-based mindset.

A deficit-based mindset is a perspective or approach that focuses primarily on identifying and highlighting students’ weaknesses, deficiencies, or challenges. Essentially, it “blames” students for their situations, whether they could change the situation or not. It often involves perceiving students, particularly those from marginalized or disadvantaged backgrounds, through a deficit lens that emphasizes what they lack or cannot do, rather than recognizing their strengths, assets, and potential.

Some characteristics of deficit thinking include:

Labeling and stereotyping: This reinforces negative perceptions and hinder students’ opportunities for success.

Low expectations: Assuming a student is less capable or has limited potential for academic achievement can result in diminished opportunities and limited access to rigorous coursework or enrichment activities.

Focus on remediation:  Prioritizing remediation and intervention programs to “fix” students’ perceived weaknesses or deficiencies can overshadow students’ strengths and potential, neglecting opportunities for growth and development in other areas.

Blaming individuals: Attributing students’ struggles solely to their personal traits or backgrounds, without considering external factors or systemic barriers perpetuates inequities and overlooks the broader context in which students exists.

Deficit-centered language: Deficit thinking is often reflected in the language used to describe students or their communities. Language that focuses on deficits, such as “at-risk,” “disadvantaged,” or “underprivileged,” can reinforce negative perceptions and contribute to a deficit-based mindset.

Shifting to a strength-based mindset emphasizes recognizing and building upon students’ strengths, assets, and potential, creating a more inclusive and empowering educational environment. CORE staff are trained to meet Scholars where they are without judgement and understand the Scholar’s situation holistically.

This allows CORE to work with Scholars and their families to cultivate their goals, and find their individual paths to success.

For more information on shifting to a strength-based mindset, we recommend this report from The Education Trust: https://edtrust.org/social-emotional-and-academic-development-through-an-equity-lens/