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What is Deficit-Oriented Perspective

Chapter 16
Supporting Children’s Well-Being During Early Childhood Transition to School
An explanation of school problems as being primarily a matter of disadvantaged groups’ internal deficiencies. Deficit-oriented perspectives traditionally invoked biological determinist accounts of disadvantaged groups’ outcomes (e.g. suggesting a student from a disadvantaged racial/ethnic group or social class has poor outcomes on a measure because of genetic differences). Today deficit-oriented perspectives invoke culture-level deficiencies to explain disparities (e.g. suggesting families from a disadvantaged racial/ethnic group or social class do not value education and are uninvolved in their children’s lives).
Published in Chapter:
Qualitative Inquiry in Early Childhood Education Research: Interviewing to Study Schools' Recognition of Funds of Knowledge in the Kindergarten Transition
Karlyn R. Adams-Wiggins (Portland State University, USA) and Hebbah El-Moslimany (Rutgers University, USA)
Copyright: © 2021 |Pages: 17
DOI: 10.4018/978-1-7998-4435-8.ch016
Abstract
Recent research on the kindergarten transition highlights the importance of alignment across contexts to provide high-quality interactions. Yet, we know less about how families make sense of their experiences in the transition. This chapter explores families' experiences with the kindergarten transition from a funds of knowledge perspective. Results from a qualitative interview study of schools' recognition of families' funds of knowledge during the kindergarten transition are presented. Families in the study discussed parent-initiated involvement and disconnects between school perceptions of their home culture and their own self understandings. The authors argue that understanding families' own experiences with the transition is an important step in conceptualizing families' involvement in their children's education.
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