defeating deficit ideology: creating class-equitable schools
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Defeating Deficit Ideology: Creating Class-Equitable Schools. by Paul C. Gorski [email protected]. What We (Think We) Know. The Who Said It? Quiz Humility is key Cognitive dissonance is inevitable . The Quiz. - PowerPoint PPT PresentationTRANSCRIPT
Defeating Deficit Ideology: Defeating Deficit Ideology: Creating Class-Equitable Creating Class-Equitable
SchoolsSchools
by Paul C. Gorski by Paul C. Gorski [email protected]@EdChange.org
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What We (Think We) KnowWhat We (Think We) Know
The The Who Said It?Who Said It? Quiz Quiz
Humility is keyHumility is key Cognitive dissonance is inevitable Cognitive dissonance is inevitable
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The QuizThe Quiz
1. In 1978 corporate CEOs in the 1. In 1978 corporate CEOs in the United States earned, on average, United States earned, on average, 35 times more than the average 35 times more than the average worker. Today, they earn __ times worker. Today, they earn __ times more than the average worker.more than the average worker.
a.a. 3535b.b. 150150c.c. 300300
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The QuizThe Quiz
1. In 1978 corporate CEOs in the 1. In 1978 corporate CEOs in the United States earned, on average, United States earned, on average, 35 times more than the average 35 times more than the average worker. Today, they earn __ times worker. Today, they earn __ times more than the average worker.more than the average worker.
a.a. 3535b.b. 150150c.c. 300300
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The QuizThe Quiz
2. The majority of poor people in the 2. The majority of poor people in the U.S. live in:U.S. live in:
a.a. urban areasurban areasb.b. suburban areassuburban areasc.c. rural areasrural areas
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The QuizThe Quiz
2. The majority of poor people in the 2. The majority of poor people in the U.S. live in:U.S. live in:
a.a. urban areasurban areasb.b. suburban areassuburban areasc.c. rural areasrural areas
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The QuizThe Quiz
3. Which of the following variables 3. Which of the following variables most closely predicts how high most closely predicts how high someone will score on the SAT test?someone will score on the SAT test?
a.a. raceraceb.b. region of residenceregion of residencec.c. family incomefamily income
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The QuizThe Quiz
3. Which of the following variables 3. Which of the following variables most closely predicts how high most closely predicts how high someone will score on the SAT test?someone will score on the SAT test?
a.a. raceraceb.b. region of residenceregion of residencec.c. family incomefamily income
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The QuizThe Quiz
5. How many children around the 5. How many children around the world die each day from hunger-world die each day from hunger-related causes?related causes?
a.a. 1,6001,600b.b. 16,00016,000c.c. 160,000160,000
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The QuizThe Quiz
5. How many children around the 5. How many children around the world die each day from hunger-world die each day from hunger-related causes?related causes?
a.a. 1,6001,600b.b. 16,00016,000c.c. 160,000160,000
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The QuizThe Quiz
6. How many people in the U.S. live in 6. How many people in the U.S. live in poverty according to the U.S. poverty according to the U.S. Census Bureau?Census Bureau?
a.a. About 17 millionAbout 17 millionb.b. About 27 millionAbout 27 millionc.c. About 37 millionAbout 37 million
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The QuizThe Quiz
6. How many people in the U.S. live in 6. How many people in the U.S. live in poverty according to the U.S. poverty according to the U.S. Census Bureau?Census Bureau?
a.a. About 17 millionAbout 17 millionb.b. About 27 millionAbout 27 millionc.c. About 37 millionAbout 37 million
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The QuizThe Quiz
7. According to the U.S. Census Bureau, how 7. According to the U.S. Census Bureau, how much more likely are African American much more likely are African American and Latino mortgage applicants to be and Latino mortgage applicants to be turned down for a loan, even after turned down for a loan, even after controlling for employment, financial, controlling for employment, financial, and neighborhood factors?and neighborhood factors?
a.a. 15%15%b.b. 30%30%c.c. 60%60%
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The QuizThe Quiz7. According to the U.S. Census Bureau, how 7. According to the U.S. Census Bureau, how
much more likely are African American and much more likely are African American and Latino mortgage applicants to be turned Latino mortgage applicants to be turned down for a loan, even after controlling for down for a loan, even after controlling for employment, financial, and neighborhood employment, financial, and neighborhood factors?factors?
a.a. 15%15%b.b. 30%30%c.c. 60%60%
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Starting AssumptionsStarting Assumptions
1.1. Low-income people bear the brunt of Low-income people bear the brunt of almost every imaginable social ill in the almost every imaginable social ill in the U.S.U.S.
2.2. All people, regardless of socioeconomic All people, regardless of socioeconomic status, deserve access to basic human status, deserve access to basic human rights (including the best possible rights (including the best possible education)education)
3.3. Inequities in the U.S. and our schools Inequities in the U.S. and our schools mean that all people don’t have this mean that all people don’t have this accessaccess
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The AgendaThe Agenda
1.1. Stereotypes of Low-Income PeopleStereotypes of Low-Income People2.2. Key ConceptsKey Concepts3.3. The Big Picture: Ten Chairs The Big Picture: Ten Chairs 4.4. Shifts of Consciousness Shifts of Consciousness 5.5. Being an Anti-Poverty EducatorBeing an Anti-Poverty Educator
Part II:Part II:Oppressors Are Us:Oppressors Are Us:Stereotypes of Low-Stereotypes of Low-
Income PeopleIncome People
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Stereotypers Are UsStereotypers Are Us
Pairs: Name all the stereotypes you Pairs: Name all the stereotypes you know about low-income peopleknow about low-income people And note where they come fromAnd note where they come from
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Stereotypers Are UsStereotypers Are Us
Stereotype: LazinessStereotype: Laziness
Ah, but: According to the Economic Ah, but: According to the Economic Policy Institute (2002), poor working Policy Institute (2002), poor working adults adults spend more hours workingspend more hours working per per week on average week on average than their wealthier than their wealthier counterparts. counterparts.
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Stereotypers Are UsStereotypers Are Us
Stereotype: Don’t Value EducationStereotype: Don’t Value Education
Ah, but: Low-income parents hold the Ah, but: Low-income parents hold the exact same attitudes about exact same attitudes about education as wealthy parents education as wealthy parents (Compton-Lilly, 2003; Lareau & (Compton-Lilly, 2003; Lareau & Horvat, 1999; Leichter, 1978; Horvat, 1999; Leichter, 1978; Varenne & McDermott, 1986). Varenne & McDermott, 1986).
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Stereotypers Are UsStereotypers Are Us
Stereotype: Substance AbuseStereotype: Substance Abuse
Ah, but: Alcohol abuse is far more Ah, but: Alcohol abuse is far more prevalent among wealthy people than prevalent among wealthy people than poor people (Galea, Ahern, Tracy, & poor people (Galea, Ahern, Tracy, & Vlahov, 2007). And drug use equally Vlahov, 2007). And drug use equally distributed across poor, middle class, distributed across poor, middle class, and wealthy communities (Saxe, and wealthy communities (Saxe, Kadushin, Tighe, Rindskopf, & Kadushin, Tighe, Rindskopf, & Beveridge, 2001). Beveridge, 2001).
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Stereotypers Are UsStereotypers Are Us
Stereotype: Crime and ViolenceStereotype: Crime and Violence
Ah, but: Poor people do not commit Ah, but: Poor people do not commit more crimemore crime than wealthy people—they than wealthy people—they only commit only commit more visible crimemore visible crime. . Furthermore, white collar crime results Furthermore, white collar crime results in much greater economic (and life) in much greater economic (and life) losses than so-called “violent” crime. losses than so-called “violent” crime.
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Stereotypers Are UsStereotypers Are Us
Stereotype: Language-DeficientStereotype: Language-Deficient
Ah, but: Linguists have known for Ah, but: Linguists have known for decades that all varieties of English decades that all varieties of English (such as “Black English vernacular” or (such as “Black English vernacular” or Appalachian varieties) are equally Appalachian varieties) are equally complex in structure and grammar complex in structure and grammar (Gee, 2004; Hess, 1974; Miller, Cho, & (Gee, 2004; Hess, 1974; Miller, Cho, & Bracey, 2005).Bracey, 2005).
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Stereotypers Are UsStereotypers Are Us
Where, then, do these stereotypes Where, then, do these stereotypes come from, and whose purposes do come from, and whose purposes do they serve?they serve?
… …more on this later…more on this later…
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Mis-perceivers Are UsMis-perceivers Are Us
Point of Reflection: Point of Reflection:
What would you describe as your What would you describe as your socioeconomic status? socioeconomic status?
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Mis-perceivers Are UsMis-perceivers Are Us
Point of Reflection: Point of Reflection:
Where does the notion of meritocracy Where does the notion of meritocracy come from, and has it ever been come from, and has it ever been true? true?
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Mis-perceivers Are UsMis-perceivers Are Us
Point of Reflection: Point of Reflection:
Is poverty an individual experience or Is poverty an individual experience or a systemic condition? a systemic condition?
Part IIIPart III
Cool Key ConceptsCool Key Concepts
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Key ConceptsKey Concepts
• The ‘Culture of Poverty’The ‘Culture of Poverty’• Deficit IdeologyDeficit Ideology• The “Undeserving” PoorThe “Undeserving” Poor
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Key Concept:Key Concept:The ‘Culture of Poverty’The ‘Culture of Poverty’
What is it? (See hidden rules quizzes.)What is it? (See hidden rules quizzes.) Who made it up?Who made it up? What the research saysWhat the research says Why it’s dangerousWhy it’s dangerous Where you’ve seen it inWhere you’ve seen it in
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Key Concept:Key Concept:The ‘Deficit Ideology’The ‘Deficit Ideology’
Two ComponentsTwo Components Example: Payne’s reflections on Example: Payne’s reflections on
Katrina (see handout)Katrina (see handout) Why it’s dangerousWhy it’s dangerous Where you’ve seen it inWhere you’ve seen it in
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Key Concept:Key Concept:The ‘Undeserving Poor’The ‘Undeserving Poor’
Herbert Gans, Herbert Gans, The War Against the The War Against the PoorPoor
Deterioration of support for policy Deterioration of support for policy ““Welfare Reform”Welfare Reform”
Part IVPart IV
The Big Picture: The Big Picture: Ten Chairs and a PyramidTen Chairs and a Pyramid
Part VIPart VIShifts of ConsciousnessShifts of Consciousness
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Shift of Consciousness #1Shift of Consciousness #1 Must be willing to think critically Must be willing to think critically
about those things about which I’ve about those things about which I’ve been taught not to think criticallybeen taught not to think critically Corporate capitalismCorporate capitalism Two-party political systemTwo-party political system Consumer cultureConsumer culture
And the relationship between these things And the relationship between these things and racismand racism
Myth of meritocracyMyth of meritocracy
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Shift of Consciousness #2Shift of Consciousness #2 Must understand the intersectionality Must understand the intersectionality
of class with race, gender, disability, of class with race, gender, disability, and other factors. and other factors. We cannot fully understand poverty We cannot fully understand poverty
without understanding how it relates to without understanding how it relates to these issues.these issues.
Racism as economic exploitationRacism as economic exploitation
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Shift of Consciousness #3Shift of Consciousness #3 Must expose and reject deficit Must expose and reject deficit
ideology and the “culture of poverty” ideology and the “culture of poverty” mythmyth Blame people in oppressed groups for Blame people in oppressed groups for
their oppressiontheir oppression
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Shift of Consciousness #4Shift of Consciousness #4 Must See Our SocializationMust See Our Socialization
How are we socialized to perpetuate the How are we socialized to perpetuate the myths? myths?
How do we perpetuate myths and How do we perpetuate myths and oppression even through well-oppression even through well- intended intended work?work?
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Shift of Consciousness #5Shift of Consciousness #5 Must refuse to mistake Must refuse to mistake
socioeconomic class with “culture”socioeconomic class with “culture” Poverty is sociopolitical in nature—it’s Poverty is sociopolitical in nature—it’s
done done to to peoplepeople
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Shift of Consciousness #6Shift of Consciousness #6 Must be careful to avoid “saviour Must be careful to avoid “saviour
syndrome” or “messiah mentality” or syndrome” or “messiah mentality” or “missionary mindset”“missionary mindset” This is an expression of supremacy and This is an expression of supremacy and
privilegeprivilege Who, exactly, is being “saved” in anti-Who, exactly, is being “saved” in anti-
poverty work?poverty work?
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Shift of Consciousness #10Shift of Consciousness #10 Focus on understanding Focus on understanding the cultures the cultures
and forces of power and privilegeand forces of power and privilege, , not only on the experiences and not only on the experiences and cultures of the dispossessed “other”cultures of the dispossessed “other” We cannot understand class and poverty We cannot understand class and poverty
without understanding the influence of without understanding the influence of the wealthy elitethe wealthy elite
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Classroom PrinciplesClassroom Principles
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Classroom PrinciplesClassroom Principles There is no set of curricular or There is no set of curricular or
pedagogical strategies that work with pedagogical strategies that work with all or even most low-income kidsall or even most low-income kids The range of ways in which low-income The range of ways in which low-income
students learn is students learn is exactly the same exactly the same as as the range of ways in which wealthier the range of ways in which wealthier students learnstudents learn
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Classroom PrinciplesClassroom Principles Low-income students do not have Low-income students do not have
access to the same material access to the same material resources that their wealthier peers resources that their wealthier peers take for grantedtake for granted What does this mean about how we What does this mean about how we
assign homework or projects?assign homework or projects?
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Classroom PrinciplesClassroom Principles Low-income families do not share the Low-income families do not share the
same level of access to school same level of access to school participation as their wealthier participation as their wealthier counterpartscounterparts This doesn’t mean they don’t value This doesn’t mean they don’t value
education!education!
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Classroom PrinciplesClassroom Principles Low-income students, like all Low-income students, like all
students, need to see themselves students, need to see themselves reflected in the curriculumreflected in the curriculum Are examples and illustrations inclusive Are examples and illustrations inclusive
of their experiences? of their experiences?
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Classroom PrinciplesClassroom Principles Low-income students do not need us Low-income students do not need us
to feel sorry for them and, as a to feel sorry for them and, as a result, lower our expectations of their result, lower our expectations of their intelligenceintelligence Being low-income is not a learning Being low-income is not a learning
disability—it’s not an indicator of disability—it’s not an indicator of intelligence but an indicator of intelligence but an indicator of opportunity opportunity
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Classroom PrinciplesClassroom Principles We should teach about class and We should teach about class and
poverty issues poverty issues Dissolution of labor unionsDissolution of labor unions Lack of living wage jobsLack of living wage jobs Educational inequities Educational inequities
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Classroom PrinciplesClassroom Principles We should keep extra supplies We should keep extra supplies
around, but distribute them quietly:around, but distribute them quietly: CoatsCoats School suppliesSchool supplies Snacks Snacks
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Classroom PrinciplesClassroom Principles We should never assume that all We should never assume that all
students—students—or families—or families—have have convenient access to computers and convenient access to computers and the Internetthe Internet
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Classroom PrinciplesClassroom Principles We should make sure that materials We should make sure that materials
and illustrations don’t stereotype and illustrations don’t stereotype low-income people, even if subtly solow-income people, even if subtly so
School Culture School Culture PrinciplesPrinciples
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School Culture PrinciplesSchool Culture Principles We should be persistent with low-We should be persistent with low-
income familiesincome families And we never should make an And we never should make an
assumption about what their assumption about what their involvement means about their involvement means about their dedication to educationdedication to education
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School Culture PrinciplesSchool Culture Principles We should eliminate additional fees We should eliminate additional fees
for participation in extracurricular for participation in extracurricular activities.activities. What you may believe is a small fee What you may believe is a small fee
could be the difference between eating could be the difference between eating and not eating for a low-income familyand not eating for a low-income family
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School Culture PrinciplesSchool Culture Principles We should fight to keep low-income We should fight to keep low-income
students from being placed unfairly students from being placed unfairly into lower tracks or ability groupsinto lower tracks or ability groups And fight to get them into Gifted & And fight to get them into Gifted &
Talented programsTalented programs Or fight tracking altogetherOr fight tracking altogether
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School Culture PrinciplesSchool Culture Principles We should critically examine all We should critically examine all
school and classroom policy for school and classroom policy for hidden bias or for anything that hidden bias or for anything that privileges some students and privileges some students and families based only on their access to families based only on their access to economic resources.economic resources. Examples?Examples?
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School Culture PrinciplesSchool Culture Principles We should be very cautious about We should be very cautious about
entering into corporate-school entering into corporate-school partnerships.partnerships.
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School Culture PrinciplesSchool Culture Principles We should make family involvement We should make family involvement
opportunities, including “parent” opportunities, including “parent” conferences accessible to people who:conferences accessible to people who: Work multiple jobsWork multiple jobs Work evening jobsWork evening jobs Can’t afford childcareCan’t afford childcare Can’t afford public transportationCan’t afford public transportation Etc.Etc.
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School Culture PrinciplesSchool Culture Principles We never, never, never should stop We never, never, never should stop
identifying the ways in which we are identifying the ways in which we are socialized to misunderstand poverty socialized to misunderstand poverty and how that socialization manifests and how that socialization manifests in our work.in our work.
Part IXPart IX
A Few Final ReflectionsA Few Final Reflections
