Becca Price: “Reframing Educational Outcomes”
In collaboration with (School of Educational Studies), (Department of Biology, UW Seattle), and (CSU Fullerton), IAS faculty member Becca Price has published an essay about how to honor and build from the strengths that students bring into the classroom.
鈥淪o much of traditional teaching,鈥� Price says, 鈥渦ses a deficit approach. When students don鈥檛 do well on a test, the conclusion is often that they didn鈥檛 do the work they needed to do to prepare, or that their high school didn鈥檛 teach them how to take tests, or that there鈥檚 someone or something to blame for their performance. Instead, we can take a more asset-based approach. Everyone enters the classroom with skills鈥攚hich may or may not include test-taking鈥攁nd equitable learning relies on that suite of skills.鈥�
In the essay, “,” Price and her colleagues review other scholars鈥� work to discuss the history of deficit-based classrooms and educational research, pointing out the racist legacies embedded in that view. They suggest other frameworks that researchers can use to study classrooms and that instructors can implement for more just teaching.