Marcia Chatelain describes a 10-week course developed at Georgetown University that helps first generation students understand and navigate the “hidden curriculum” of higher education. The article also provides links to similar initiatives at other campuses.
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The authors provide a “loving” critique of asset pedagogies which were developed to combat deficit arguments surrounding the cultures that minoritized students bring with them into the classroom. In doing so, they offer Culturally Sustaining Pedagogies (CSP) as a viable alternative to previous iterations of asset pedagogies as it offers a framework to understand students’ cultures as pluralistic rather essentialistic, as emergent rather static or traditional, and as eligible for critique.
David and Museus identify and outline four interrelated characteristics of deficit thinking frameworks - blaming victims, being part of a larger system of oppression, being pervasive and implicit, and reinforcing hegemonic systems. By doing so, they encourage scholars to begin analyzing, critiquing, and applying anti-deficit framing constructively in educational contexts.
Based on student surveys and interviews from a college-level introductory biology course, this article describes how students can benefit academically from solely perceiving that their instructors know their names.
This article challenges deficit-based understandings of the knowledge, practices, customs, or traditions that minoritized students bring with them to the classroom, and offers an alternative framework titled “community cultural wealth.” Yosso identifies various forms of capital that align with community cultural wealth and classifies them as aspirational, navigational, social, linguistic, familial and resistant capital.
Students often resist active learning approaches because these are unfamiliar. Understanding the expressions and origins of student resistance can help instructors address it effectively.