Shifting The Paradigm from Deficit Oriented Schools to Asset-Based
Models: Why Leaders Need to Promote an Asset Orientation in Our Schools
Shannon Renkly Katherine Bertolini
Quotes
“When schools focus solely on at-risk behaviors exhibited by students, they tend to work reactively rather than proactively.”
This quote shows this issue with the deficit model in education (when the focus is only on the problems and failures of students.) Showing this issue also highlights how this model creates reactive schools, where intervention only happens when there's a negative instead of actively working to prevent those behaviors.
This quote supports the article's "Big Argument." It supports the need for an asset-based model, which means schools will actively work and focus on building up students and their positive qualities. An asset-based model will reduce the likelihood of negative or risky behaviors.
"We can make powerful changes when we break through the pervasive influence of the deficit paradigm and recognize the untapped strengths of students and teachers.”
This quote highlights how progressive the use of an asset-based model is. It shows that by overcoming the deficit-based mindset, educators can strengthen their view of class behaviors and, thus, meaningfully change school environments.
This quote relates to the article because it advocates for leaving the deficit model in the past so educators can be enabled to strengthen talents and foster a positive growth mindset.
“The more assets a student possesses, the more thriving behaviors the student showcases and the less likely that student will exhibit risky behaviors.”
This quote directly highlights the relationship between a student's number of assets and their likelihood of engaging in positive situations and behaviors. It shows that the more a school can invest in building on or creating these assets, the more likely a child will thrive, and these positive behaviors lead to academic success.
This quote relates to the article by arguing for the emphasis on asset models and building in schools. It provides evidence that asset models counteract risky behaviors and offer long-term approaches to student development rather than focusing on risk reduction.
