The Dangers of Teacher Deficit Thinking and Language: Practices to Disrupt the “They’re So Low” Literacy Paradigm

Authors

Heather Rottermond, Wayne RESAFollow
Bridget Regan, Cheboygan-Otsego-Presque Isle ESDFollow

Abstract

Teacher deficit thinking, a deeply ingrained paradigm in education, attributes students' academic challenges to their backgrounds, families, and cultures rather than examining systemic inequities. This mindset fosters low expectations, reinforces stereotypes, and limits student success. Research indicates that deficit-oriented teachers believe students must be "fixed" to achieve academic success, perpetuating harmful educational practices. Furthermore, data-driven decision-making, particularly in high-stakes testing environments, can exacerbate deficit thinking by framing students in terms of their weaknesses rather than strengths. Studies reveal that teachers often use labels such as "low" or "deficient," reinforcing biased instructional decisions that fail to leverage students' existing knowledge and capabilities.

To disrupt deficit thinking, educators must shift toward a strengths-based perspective, recognizing students' cultural wealth, experiences, and potential. An abundance or strengths-based mindset fosters high expectations and empowers students through asset-based language and instructional practices. Teachers can create more equitable learning environments by critically reflecting on their beliefs, using diverse data sources, and prioritizing students' strengths. This paper explores the implications of teacher deficit thinking on literacy development. It provides practical strategies to support an asset-based instructional approach, advocating for more inclusive, empowering, and relevant literacy learning experiences.

Author Bio

Heather Rottermond is an Assessment and Instruction Consultant and Coordinator of MTSS and Program Impact at Wayne Regional Educational Service Agency. She is interested in the effective use of formative assessment processes, data literacy, literacy coaching, program evaluation, and the practical application of data to systemic improvement. Heather currently serves as the Member-At-Large for the Michigan Reading Association and is a doctoral candidate at Arkansas State University. She can be reached at rotterh@resa.net.

Dr. Bridget Regan is a Literacy Coach Consultant at COPESD (Cheboygan, Otsego & Presque Isle Education School District) in Northern Michigan. She is passionate about providing teachers with job-embedded professional learning and ensuring they have the necessary tools to provide literacy-rich experiences for their students. She can be reached at. She can be reached at reganb@copesd.org

Recommended Citation

Rottermond, Heather and Regan, Bridget (2025) "The Dangers of Teacher Deficit Thinking and Language: Practices to Disrupt the “They’re So Low” Literacy Paradigm," Michigan Reading Journal: Vol. 57: Iss. 3, Article 8.
Available at: https://scholarworks.gvsu.edu/mrj/vol57/iss3/8