Asset-based teaching: Humanizing teaching by moving away from achievement gap discourse

AUTHORS

• Elli Theobald, Biology, UW Seattle
• Sarita Shukla, School of Educational Studies, UW Bothell
• Becca Price, Interdisciplinary Arts and Sciences, UW Bothell
• Joel Abraham, Biology, California State University at Fullerton

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ABSTRACT

In this study, we interrogate the effects of phrase “achievement gaps” on students from historically and currently marginalized groups and re-cast this work using asset-based frameworks for understanding differences in performance across student demographics. We situate this research in the context of undergraduate biology education. First, we conducted a literature review highlighting detrimental effects of the phrase achievement gaps, and the history and teaching philosophy that it represents. Next, we reviewed philosophical teaching frameworks that humanize learning by centering the needs of students from historically and currently marginalized groups, as well as examples of each framework that are relevant to teaching college biology. There are many ways in which this research can impact student learning. For example, the premise of teaching via ethics of care is that teachers and students have an innate desire to learn and the capacity to nurture. Ethics of care, however, extends beyond niceness by articulating high standards of performance as well as instructor-provided support and respect for students. Ultimately, achievement gap discourse represents a deficit-based, white-centered model whereas opportunity gaps, educational debt, community cultural wealth, and ethics of care are frameworks that center historically and currently marginalized groups: opportunity gaps and educational debt recognize systemic discrimination and posit that society needs to pay educational debts. Community cultural wealth and ethics of care are asset-based models that connect learning to personal and cultural assets. This work is broadly applicable to teachers and education researchers and encourages us all to move beyond simple “find and replace” to improve our language and behavior.

See our paper, "Reframing Educational Outcomes: Moving beyond Achievement Gaps," published in CBE—Life Sciences Education Vol. 21, No. 2.

SUMMARY

RESEARCH QUESTION

In this study, we interrogate the effects of phrase “achievement gaps” on students from historically and currently marginalized groups and re-cast this work using asset-based frameworks for understanding differences in performance across student demographics.

RESEARCH METHODS / SCHOLARLY BASIS

We situate this research in the context of undergraduate biology education. First, we conducted a literature review highlighting detrimental effects of the phrase achievement gaps, and the history and teaching philosophy that it represents. Next, we reviewed philosophical teaching frameworks that humanize learning by centering the needs of students from historically and currently marginalized groups, as well as examples of each framework that are relevant to teaching college biology.

RESULTS

Ultimately, achievement gap discourse represents a deficit-based, white-centered model whereas opportunity gaps, educational debt, community cultural wealth, and ethics of care are frameworks that center historically and currently marginalized groups: opportunity gaps and educational debt recognize systemic discrimination and posit that society needs to pay educational debts. Community cultural wealth and ethics of care are asset-based models that connect learning to personal and cultural assets.

APPLICATION

This work is broadly applicable to teachers and education researchers and encourages us all to move beyond simple “find and replace” to improve our language and behavior.