Disrupting the Deficit Gaze: Building Asset Language With Teacher Candidates

• In Event: Moscone Center West Roundtable Session 7
  In Roundtable Session: Social Justice and Equity in Classroom Practices

Abstract

The language teachers use to discuss students and student learning matters. Students whose teachers construct them in deficit terms are less likely than their peers to experience supportive teacher interactions or responsive instruction (Bruton & Robles-Piña, 2009; Garcia & Guerra, 2004). This study analyzed discourse throughout a teacher preparation program to see what impact a focus on Yosso's framework for cultural wealth would have on discourse use.

Authors

• Dot McElhone, Portland State University

• Maika J. Yeigh, Portland State University