Using Teacher Abroad Program to Identify and Debunk Deficit Thinking Among Future Educators

• In Event: Interrogating Deficit Thinking/Theorizing in Multiple Contexts

Abstract

Deficit thinking is usually present when one relies on dominant cultural capital and lacks understanding of marginalized/minoritized students and families. Finding ways to disrupt deficit thinking is not easy; however, many researchers (Cushner, 2007; Hadis, 2005; Stachowski & Sparks, 2007) have argued that one of the most effective means to increase a teacher’s cultural competence is through immersion opportunities different from their own. Teach abroad programs (TAP) offer this unique opportunity. The objective of this presentation is to present the findings from a short-term (2-weeks) TAP conducted in a developing country with pre-service teachers. The research framework was based on an experiential learning opportunity and critical reflection guided by Villegas and Lucas’s (2002) six salient characteristics to define a culturally responsive teacher. We used these to probe transformative learning, e.g., what did you notice or learn about the lives of your students that changed your perspective? How has this helped you understand that there are multiple ways of perceiving reality? The research method was a short-term international teaching opportunity in the Dominican Republic that provided methods of critical reflection and intentional interruptions in a group format. The research study supported a focus on learning, unlearning, and developing participants’ teaching beliefs about their cultural competence. We triangulated qualitative data sources: (a) a pre- and post-survey, (b) three open-ended focus groups during the two-week teach abroad period, and (c) daily anecdotal notes we took based on observations, consistent interactions, and consultations with the participants. These notes also guided the direction of conversation for the focus groups. We conducted ongoing analysis throughout the two-week period. Our observation notes guided subsequent focus group discussion meetings. To ensure validity and reliability of our analysis, after the completion of the program, we each separately completed a deductive analysis to identify common themes by reading and rereading the transcriptions from the collected data. We then cross-referenced our analysis to identify repeated themes. The results identified a few themes related to the persistence of deficit thinking: a willingness (or lack thereof) to embrace vulnerability, comparisons lead to deficit thinking and lack of understanding different social and cultural experiences. The scholarly significance of this study is that to debunk deficit thinking vulnerability and transformative learning is necessary. This TAP provided a context for and evidence of transformative learning; however, we concur with Brown (2016), we need to “encourage educators to normalize the discomfort of learning and reframe failure as learning” (p. 3) to prepare educators for a more socially just and equitable education.

Author

• Patricia Briscoe, Niagara University - Ontario
  Presenting Author