Abstract
This article begins by examining the adverse effects of ostracization on students' mental health and academic performance. It identifies deficit thinking within educational institutions as contributing to the social exclusion experienced by students, leading to their psychological need for belonging going unmet. Deficit thinking, fuelled by racist and classist ideologies, theorizes that the blame for a student’s failure in school results from their inherent deficiencies. Deficit thinking oppresses and marginalizes students by justifying harmful practices such as school segregation and scientific racism. Schools serving communities of color are disproportionately impacted, compromising students’ educational achievement and prospects. To disrupt deficit thinking, a discussion on stereotypes and prejudice is included to provide an understanding of how hidden assumptions operate. The article concludes with recommendations for addressing deficit thinking and diminishing its detrimental impact on students' academic success.
Recommended Citation
Quito, Diana
(2024)
"Better Together: Attitudinal and Institutional Change for Stereotype and Prejudice Reduction,"
Essays in Education: Vol. 30:
Iss.
2, Article 1.
Available at:
https://openriver.winona.edu/eie/vol30/iss2/1
Primary Author Bio Sketch
Diana Quito is a doctoral candidate in Educational Psychology at the University of Alabama. Her research interests center on adult learning and community-based empowerment for marginalized and underserved groups. She seeks to contribute to initiatives that promote well-being and social justice by employing a strengths-based approach that emphasizes collaboration with community stakeholders.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons
