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ERIC Number: EJ1164636
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2156-1400
EISSN: N/A
Deficit Discourse and Labeling in Elementary Mathematics Classrooms
Garcia-Olp, Michelle; Van Ooyik, Jacklyn; Kitchen, Richard
Journal of Mathematics Education at Teachers College, v8 n2 p1-8 Fall 2017
In this paper we examine deficit perspectives that prospective elementary school teachers (PTs) noticed their mentor teachers held with regards to classifying students by their achievement or behavior. Using a sociopolitical framework, we explored the following research question: What labels and forms of labeling of students have elementary school PTs experienced as part of their school placements? According to PTs, mentor teachers commonly expressed deficit narratives and attached labels to their students, particularly to students of color and low-income students. Deficit perspectives led to student blaming and lowering of expectations, which PTs were convinced negatively impacted students' mathematical identities. Though student labeling was common, PTs also provided examples in which their mentor teachers refused to attach degrading labels to their students.
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado (Denver)
Grant or Contract Numbers: N/A