Shifting the Paradigm from Deficit Oriented Schools to Asset-Based Models;

Why Leaders Need to Promote an Asset Orientation in Our Schools

Shannon Renkley

Katherine Bertolini

Argument

The authors argue that schools need to shift from a deficit based model to an asset based model for education.   Using an asset based approach focuses on student strengths, talents and abilities rather than weaknesses creating a positive learning environment that values diversity and experience.  This model recognizes the importance of  family and community involvement as being crucial to student success.

We shouldn't try to "fix" what isn’t broken

The deficit-based model of education focuses on perceived “deficiencies” or what a student cannot do instead of their strengths and skills.  This model uses a reactive approach through interventions designed to address these perceived deficiencies or “fix”  what is “broken”.  It often overlooks cultural background and experiences, failing to recognize abilities and diverse learning needs.  This can lead to mislabeling and preventing students from reaching their full potential.  The asset-based model values diversity and views these differences as positive assets rather than obstacles to learning.  This model promotes a positive learning environment focused on strengths and cultural backgrounds helping students feel recognized and valued.  Educators can implement the asset-based model by first recognizing cultural differences as rich assets to learning, identifying what students “can do” and building lessons around those strengths in order to build confidence and promote engagement.  In the documentary Precious Knowledge we witnessed how students enrolled in an asset- based educational program thrived both academically and personally. Sadly, the program was dismantled by political and educational authorities in order to "fix" what they perceived as deficient or "broken"

The Developmental Assets Framework  

The Search Institute introduced the Developmental Assets Framework identifying forty developmental assets- indicators that influence positive youth development and significantly increase the likelihood of becoming responsible, healthy, successful adults.  These building blocks are categorized into 20 internal and 20 external assets.  Internal assets are focused on social emotional strengths, beliefs, values and commitments that are self developed and nurtured within.  External assets focus on relationships, opportunities and support provided by families, schools and communities.   It is reported that having three or more caring adults outside of the family is crucial to building these assets. “The more assets a student possesses, the more thriving behaviors the student showcases and the less likely that student will exhibit risky behaviors.”   Research shows that the average sixth grader possesses 22 of the 40 listed assets with a noted drop to only 18 by the time they enter high school.  This asset gap is thought to be related to the many challenges experienced during the transitional middle school years,  including increased academic stressors, changes in social dynamics (social media, peer pressure) and decrease in family support related to desire for independence. I hated middle school and can understand how easy it would be for this to happen. I was fortunate to have several caring adults to support me during those trying years. My Grammy was the most important person in my life up until the moment I became a mother. I truly don't think I would have survived without her love and guidance. They say when someone touches your heart, their memory remains forever. I will never forget Herbie, a senior adult leader in my church youth group. He taught me many valuable life lessons- from the importance of exercising the right to vote to the most important one- always keeping a promise. Mrs. Quigley, my childhood friend's mom, and a nurse, had an abundance of patience- something my own mother lacked. I remember how she helped me dress as a bag of jelly beans for a Halloween party at the nursing home where I volunteered and how she carefully applied Bacitracin to the self-inflicted abrasion on my face caused by my attempts to scrub off my first pimple!

https://info.searchinstitute.org/developmental-assets-framework-download-ty

It Takes a Village: 

Building Healthy Communities

This article explains the importance of  forming community-parent-school partnerships to promote student learning and growth and how using an asset-based model facilitates healthy communities.   Healthy communities are described as “relational and intergenerational places that emphasize support, empowerment, boundaries, opportunities and a shared commitment to developing internal assets”.  Schools collaborate with families, neighborhoods, community members and local businesses to create engaging learning experiences for students through workshops, peer mentoring programs and internships.  These education networks provide the resources, guidance, support and real life learning opportunities that nurture and help students build on their positive attributes to reach their potential.  In turn, students are recognized and valued for their strengths, cultural backgrounds and experiences, and are viewed as assets and active contributors.  These healthy positive relationships not only benefit students by fostering positive self esteem and promoting growth and resilience but also build stronger communities. 

 The Broken Model

The Broken Model

Salman Kahn

Short History of American School-

Class Dismissed

Argument:

    The author Salman Kahn argues that our predominant classroom learning structure, based on the Prussian model designed to create loyal, obedient graduates and prepare them for industrial employment, is outdated, promotes conformity and discourages individual creativity and critical thinking.  He believes that standardized testing provides a “snapshot of where the student stands at a given moment in time” and does not ensure an accurate measure of student learning or potential, often limiting their future.  

Talking Points:

    “ If you want to influence a person…you must fashion him in such a way that he simply cannot will otherwise than what you wish him to will” 

Our educational framework (K-12) was influenced by the Prussian Model of Education developed in the 18th century, which established compulsory,  tax-funded public education for all children with an emphasis on discipline and conformity over individual thought and free will.  As stated in the assigned video, this model promoted obedience to authority, promptness and time organization to prepare students to enter the military and factory workforce as compliant workers.  Today, these influences remain part of our educational structure evidenced by age-based classrooms, rigid structured curriculum uniformity, standardized testing and compliance which promote conformity.  Although there has been some evolution with the introduction of more flexible personalized learning models, there is still a need for further growth.  Khan argues that today’s workforce needs “creative, curious, and self-directed lifelong learners” -something the Prussian model does not support.  We must shift from that rigid model to a structure of classroom learning that will go beyond teaching the basics and implement strategies to encourage students to explore, create and use higher order thinking to problem solve in real world situations.  

    Khan believes that “tests measure the approximate state of a student’s memory and perhaps understanding, in regard to a particular subset of subject matter at a given moment in time it being understood that the measurement can vary considerably and randomly according to the particular questions being asked”.  Tests are said to be partial and selective which can lead to scores that do not accurately show a student’s complete understanding of a subject, their potential for learning or knowledge retention.  Learning may be based on repetition and memorization  rather than actual understanding of subject matter. It’s possible that a test may contain questions on content that was not discussed or reviewed as thoroughly and failing to acknowledge all the student has learned . Some factors that may affect test scores are distractibility, fatigue, time constraints or even how a question is phrased.  My daughter, diagnosed with ADHD, excels academically but sometimes will have a grade that does not accurately reflect her full knowledge due to occasional distractions or careless mistakes.  Teachers can sometimes focus instruction to match standardized test content (teaching to the test) to improve test scores but may limit broader learning. I remember in nursing school, instructors highlighting certain questions they felt would be on state boards.  We also had NCLEX prep books that we would review over and over trying to memorize correct answers for  multiple choice test questions. Focusing on test taking skills can hinder deeper understanding and retention of important content.  Also, a right answer may just be a good guess!  In the TED Talk Let's Teach for Mastery-not Test Scores, Khan discusses how test scores should be meant to identify gaps in knowledge and need for further personalized instruction before moving on to the next more advanced subjects that will only build on the gaps. He advocates for mastery-based learning, where concepts are fully understood before moving forward.

https://www.youtube.com/watch?v=-MTRxRO5SRA

    According to Kahn, “ The danger of using assessments as reasons to filter out students is that we may overlook or discourage those whose talents are of a different order-whose intelligence tends more to the oblique and intuitive.  At the very least, when we use testing to exclude, we run the risk of squelching creativity before it has a chance to develop”   Traditional standardized tests require students to provide a specific “right” answer by recalling facts and relying on memorization of specific content.  They do not assess higher order thinking skills such as critical thinking,  reasoning and creative problem solving abilities crucial in STEM fields.  Alternative assessments and differentiated learning tools tailored to individual students can better assess  knowledge of content and abilities.  Standardized tests also run the risk of eliminating some students who struggle with test anxiety, thereby preventing them from demonstrating their true knowledge and abilities.  When I was in nursing school, we were required to achieve a perfect score demonstrating proficiency in math and medication calculations in order to graduate.  I remember a classmate who was extremely bright,  but try as she might,  could not after multiple attempts successfully pass the test.  One of the instructors recognized this as being problematic for her and administered the exam at the beach. My classmate achieved a perfect score, graduated and went on to become a nurse practitioner!

    One of the things that I have become more aware of when sitting in on faculty meetings is the emphasis on state testing scores.  There is always that push to improve the scores of those students who have scored lowest.  While I understand the importance of this, both for the school and the student,  I often wonder which is deemed as most important.   

Shades of Understanding

 “Colorblindness Is the New Racism”

Margalynne J.  Armstrong and Stephanie M. Wildman

“Color Blind or Color Brave”

 Mellody Hobson

Argument:  

The authors Armstrong and Wildman argue that “the dominant norm of colorblindness obscures and maintains that status quo of white privilege.” They propose the concept of having “color insight’ by acknowledging racial differences rather than ignoring them.  Mellody Hobson explains how color blindness can be dangerous and challenges us to show courage, be bold and  become “color brave.”

Talking Points:

According to Mellody Hobson, “It’s time to be comfortable with the uncomfortable conversation about race.  If we truly believe in equal rights and equal opportunity in America, we need to have conversations about this issue. We can’t be color blind, we have to be color brave.”   She argues that doing so is not the “right thing”, rather the “smart thing” and that having these open, honest conversations about race may be uncomfortable but is necessary for real change and to ensure a better future for the next generation.   Something I find to be a challenge is the language.  There have been many changes and terminology shifts throughout the years which cause me to feel unsure of myself and whether I am using the correct terms.  To quote Alan Johnson-  “We can’t talk about it if we can’t use the words” -I don’t know how to even begin to talk about race when I don’t know the words. If I am to have these conversations, I fear saying the wrong thing and somehow being unintentionally disrespectful.  Something that seems so simple, really isn’t.  I remember when the term Black was no longer acceptable or polite and instead we used the term African American, which I never really understood.  Truthfully, it never felt comfortable to me, especially when speaking of someone from Haiti or Cape Verde.  “Person of color” also felt awkward…and in order to acknowledge an individual as biracial or multiracial, you really have to know them.  I stayed up very late last night after responding to Andrea’s blog, which took an incredibly long time for me to do.  I acknowledged that I had never really had a conversation with someone about race- and how it impacted them-  sharing this makes me feel vulnerable and uncomfortable.  Early this morning, I texted my cousin, who is biracial and raised by my white aunt, asking if we could talk this evening.  I’ve always considered him to be the son I never had but yet, I worried all day about how to even begin this conversation.  It was a good conversation and definitely a starting point for me.  It was interesting to consider different perspectives and how we shared some of the same feelings, despite our generation gap.   Before saying good night, we came to the conclusion that we may both be a bit color blind because neither of us saw our differences, only the fact that we are family.     

Examining Systems of Privilege:  The Power Line Exercise

“Systems of privilege based on identity categories, such as gender, heterosexual orientation, economic wealth, language or accent, physical appearance and ability, education, and religion, in addition to race, continue as impediments to equality”.  This power line exercise serves as a tool to identify and discuss privilege by privileged and non-privileged categories.  I completed this exercise first considering my twenty year old self, a single mom on public assistance, struggling to get through nursing school to ensure a better life for my daughter.  I wasn’t too surprised to discover I fell below the line, indicating my lack of privilege at that time.  The struggle was real.  I faced many barriers despite being white. I was pregnant when I was accepted into the nursing program- an extremely competitive program with a limited number of available spots. I remember meeting with the Dean, who upon noticing my “delicate condition” strongly advised that I withdraw from the program so that someone more deserving could have that spot since there was no doubt in her mind I would fail.  After completing the first semester, I decided to end my marriage to my first husband- my high school sweet heart who had become an abusive alcoholic.  My daughter was only months old, I had very limited resources and applied for public assistance.  It was a very humbling experience to say the least.  I remember explaining how I had three semesters remaining and would only need help for seventeen months only to be met with a condescending smirk and told “ Sure, that’s what they all say”.   I had watched people abuse the system for years…that was not my plan. I had already been working and paying taxes since I was fifteen years old.  When I turned sixteen, I became a nursing assistant- working thirty hours a week as a high school student.  My friends were all flipping burgers and scooping ice cream.  My job was not nearly as fun!  My mom, who had only a GED and worked in a curtain factor,y struggled to make ends meet. She was finally able to return to school the year I graduated.   We were far from being privileged.  It took a lot of determination and hard work and despite being told I would never succeed and having my own self-doubts, I did….and so did my mom!  She also said many prayers, often stopping in to light candles at St. Anne’s church.   I am sharing my experience not to minimize or dismiss the experiences of others but to show how things aren’t always as they appear.   The choices and sacrifices I made shifted my “categories” and the results of the Power Line exercise look very different today….that privilege was well earned and there is no one that will ever convince me otherwise.  Intersectionality is the framework for understanding how an individual’s various identities can overlap resulting in the unique experience of having both privilege and discrimination simultaneously. So while I benefited from the privilege of being white, I experienced disadvantages related to gender and class.  I watched a TED talk featuring Coleman Hughs, a biracial male of African American and Puerto Rican descent. He makes a case for Color Blindness sharing why he thinks the key to reducing inequality and easing racial tension is to make policy class-based. After listening to his perspective, I considered how it identifies with this intersectionality. It also makes me wonder if looking at each category separately might actually result in missing those individuals who do not fall within that certain group. For instance, in my role as a school nurse, I consider each student as individuals with different needs without regard to their assigned groups. If I were to focus my greatest attention on identifying the needs of my students based on race alone, I would not be recognizing those students in other groups who experience disadvantages based on class. Some of my black students actually have greater access to basic needs than some of my white students. If I am to regard my student population based on the groups they fall under, am I really seeing them as children with their own individual identities having their own individual barriers and their own individual needs? Shouldn't they all matter? I find this all so complex with no real right answer.

https://youtu.be/QxB3b7fxMEA?si=gN6ky_LH5LRERZwP

As a child, I was taught to treat everyone equally with kindness and respect. I wasn’t witness to any prejudiced opinions within my family.  I raised my children the same way, always telling my daughter  “We are all equal.  You are not better than anyone and no one is better than you.” because that’s how I feel. I remember watching Alex Haley’s Roots mini series on TV.  It aired in 1977 which meant I was only eight years old.  That was very heavy, graphic and disturbing content for a child that young to view and process.  Maybe it was then that I decided how very wrong it was and that we SHOULD all be equal.  

 When I read the title “Colorblindness is the New Racism”, it bothers me.  I don’t feel defensive but I do feel sad.  I’m still trying to decide if I am color blind.  I’m not sure that I fully understand what it means, despite the readings and Mellody Hobbson’s inspirational talk.  When I say “We are all equal” it is because in my heart that’s the way I feel. When I say we are all the same, it doesn’t mean that I think we all face the same barriers or that I am oblivious to racial inequity.  Am I aware of the unfair systemic structure? Am I aware that we are not all treated equally?  Absolutely!  

Merriam-Webster defines racism as" racial prejudice/discrimination and, importantly, the systemic oppression of a racial group to the social, economic, and political advantage of another." While I may not be sure if I am color blind or color brave, the one thing I do know is that I am not racist- of this I am most certain.  

Years ago, American Girl dolls were very popular and my daughter, like so many others, wanted one. 

I thought for sure she would want Molly who looked similar to her.  But no, she wanted Josefina!

                             

                                                                                                                                                                                                                                                                

. 

My youngest loved Tiana, so of course she had a Tiana doll.  She also had a Naturalistas fashion doll noted to be a "high priority" on her Amazon Christmas wishlist one year and was thrilled when she received it.  These dolls were chosen for no specific reason other than being “beautiful”...the same reason they chose other dolls.  We also have books that share the stories of important women in history.  These books include women of diversity.  They are not specific to one race or culture. Do they need to be?

 

In my health office,  I have “Colors of the World” crayons for my students to draw with.  They don’t always choose the crayons that correspond to their own skin tone- and that’s okay-  but it is a choice that is available to them.  I also have books celebrating differences. I was wondering if these books promote being color brave or color blind, so I asked AI!   One titled  “All Different and Beautiful: A Children’s Book about Diversity, Kindness and Friendships”  is considered color brave.  The Sesame Street book  “We’re Different, We’re the Same and We're Wonderful ” is not!  According to AI, the message in this book is that  “everyone is the same on the inside and it’s our differences that make this a wonderful world, which is home to us all, an interesting-and special place.”  I don’t understand how this is wrong to teach children.  

My husband was sitting close by while I was playing the TED Talk and I noticed he was listening intently- Mellody Hobson is such a powerful and dynamic speaker.  Afterward, we discussed the difference between being color blind and color brave.  He asked this question: 

If everyone in the world was color blind, would racism even exist?

 My Thoughts on Privilege, Power and Difference

Alan G. Johnson

Argument Statement:  

The author Alan Johnson argues that the trouble we are in as a society is not the product of human difference but rather the hierarchy and distribution  of power and privilege created by dominant groups that remain part of our legacy. Power and privilege is awarded based on the categories we are assigned to beginning from birth.   While we didn’t individually create these system arrangements, we are all part of the problem and it will take all of us to be the solution.  It is only when we choose paths of greater resistance and challenge these systemic arrangements that can we become the change needed to ensure justice and equality for all. 

Talking Points:

"We can’t talk about it if we can’t use the words”  Johnson states that using words such as sexism, feminism and privilege allows us to clearly identify social problems, stating “We have to reclaim these lost and discredited words so that we can use them to name and make sense of the truth of what’s going on”  However, we have been discouraged from using this language which is often viewed negatively and  perceived as indirect criticism and judgement to a person’s character, causing individuals to feel uncomfortable and become defensive.  We have an inherent desire to be seen in a good light. No one wants to be considered “bad” or flawed.  Focusing the blame on social systems and removing it from individuals will allow for engaging, open and meaningful conversations promoting the collective action necessary for social change. 

“To be white in America means not having to think about it”  According to Johnson, “the ease of not being aware of privilege is an act of privilege itself, what some call “the luxury of obliviousness” (p24). There are two types of privilege- unearned entitlements and unearned advantage. Everyone should have the privilege of "unearned entitlements"- things that promote feelings of safety, belonging and being valued. When these entitlements are restricted to certain groups they become "unearned advantages." Peggy Mcintosh introduced the concept that dominant groups have an invisible knapsack filled with social maps, passbooks and codebooks- unearned advantages that ensure them access to opportunities and resources that marginal groups do not have. These advantages are not recognized as being anything other than normal creating a false invisibility.  They attribute their achievements and success solely to their own individual effort, hard work and personal talents without recognizing the gained benefit of not having to navigate systemic barriers. This oblivion results from the normalization of privilege and those unearned advantages assigned by an unfair social hierarchy with no regard for the obstacles and struggles facing others. Simply put, having the privilege of unearned advantages means one does not have to have to work as hard or navigate those systemic barriers to produce the same outcomes.  We must first recognize and acknowledge our privilege as such so that we can dismantle those barriers to make changes to social structure ensuring equity for all.    

https://youtu.be/DRnoddGTMTY?si=03Vxw-0dazknARkI

“Privilege as Paradox”  Johnson states “When it comes to privilege, it doesn’t really matter who we really are.  What matters is who other people think we are, which is to say, the social categories they put us into”  Privilege is assigned by the social groups or categories we are born into such as race, gender and class.  He further states that all one must do is convince others you belong to the appropriate category to earn that privilege.  Similarly, one can easily lose privilege if others don’t think you belong in a certain group.  This causes me to consider the diversity wheel and the aspects that make up our identity-those we are born with and the experiences and choices we make.  Shifting certain parts of the diversity wheel can change our lives drastically from how we are perceived to increasing our opportunities.  A prime example of this is Dr. James Barry, who was born  Margaret Ann Buckley in 1789, shifted the wheel by assuming a male identity allowing for greater privilege to access education and pursue a career in medicine - an opportunity that was only afforded to males.  It didn’t really matter WHO she was or her abilities, it is what people thought that mattered. Assuming a male identity enabled her to be recognized as an individual rather than part of a marginalized group. Dr. Barry lived as a male for 56 years until her true gender was revealed at the time of death. 

Making Connections:

While reading this, I couldn’t help but think of a video clip I had watched long ago.   Truth be told, it was a pop up on Facebook!  Ironically, I discovered that Alan Johnson also was taken by this episode and even included it in a later chapter of this book. It’s a great example of one person taking action by choosing the path of greater resistance and refusing to be a passive participant.  

This is a clip from The Dick Cavett Show that aired in 1972  featuring guests Lily Tomlin and Chad Everett.  Chad Everett commented on having three horses, three dogs and a wife.  He further stated his wife was "the most beautiful animal" he owned.  Lily Tomlin responded by saying “You own?... I have to leave” and she left!   In doing so, she refused to remain silent in order to avoid friction.  She did not smile in compliance, normalizing the behavior as society expected, especially during that era.  Instead, with that one powerful action, she exposed patriarchal entitlement and sexist attitudes, such as reducing women to objects and possessions, created a very uncomfortable stage environment and prompted viewers to acknowledge the social injustice they had witnessed. 

https://www.reddit.com/r/popculturechat/s/WqBxWKmi0Q

Reflections:

I found this text to be powerful and thought provoking. I read it multiple times, dissecting and discovering something new each time.  I feel I have gained a greater awareness and understanding of what privilege and social injustice is and how it affects us all. I found myself, throughout the week,  referencing some of the statements and ideas and making connections with everyday situations.  Another reason it’s taken so long to complete this assignment! 

ABOUT ME

Hi!  My name is Lisa and I am a school nurse in Cranston, RI.  I am married and have two daughters who are almost twenty three years apart, three adult stepsons and SIX grandchildren...Life is full and very busy!!  I enjoy listening to music, glamping, going to the beach and shopping at TJ Maxx! But my absolute favorite thing to do is spending time with family!