Blog Post #4 Shifting the Paradigm from Deficit Oriented Schools to Asset Based Models: Why Leaders Need to Promote an Asset Orientation in our Schools

Blog Post #4

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, South Dakota State University

Argument 

    The authors, Renkly and Bertolini, argue that when schools use a deficit-based model, which focuses on students’ failures and risky behaviors, rather than achievements, it is highly ineffective and hurts the student’s academic potential. With this, they argue strongly that it is especially important to implement this during the middle school years. Here they state that this is a critical period for students where asset building specifically has strong long-term effects.

    Renkly and Bertolini reference multiple studies here to benefit their argument that education should adopt an asset based model that focuses on the positives rather than the negatives. They argue that building on a student's strengths and relationships with adults and their community is essential to their success. Arguing further that teachers, families, and community members are key to student resilience. To support their argument they also suggest that education must shift from a reactive approach to a more proactive one. One of their main points of argument is that overall, deficit based schooling fails because it focuses on what a student cannot do rather than can do. On the flip side, they point out that asset based education works because it identifies and therefore builds on a student's individual strengths. 

    Another concept they emphasize which adds to their argument is that school leaders must also utilize asset building in order to change the school culture. They argue that it must be embedded into the school mission and vision, and include partnership with community members too. They say that community partnerships strengthen asset development and create healthier school environments.

    Relating this text to my own personal experience, I immediately connected it to my own job at a non-profit which focuses mainly on community partnerships with schools. Non-profit organizations that can be used to provide mentorship and guidance to students in my opinion, are very special and beneficial opportunities. Through my work in substance use prevention and education, I have the advantage of working with students who are struggling and doing just what Renkly and Bertolini describe; drawing on student’s areas of strength. I also thought about this program that was implemented this year at the high school I work with. It is essentially a program where each student identifies one safe adult they trust inside the school, that they feel they can talk to about anything. Kids that don’t have an adult they can identify, then become paired up with someone fitting (determined by school social workers, SAC’s, principals etc). I really love this program because it ensures no student falls through the cracks.

How Matilda Relates to Renkly & Bertolini