Abstract
Deficit thinking centers an individual's background or identities as the reason a student struggles or faces challenges in college. Higher education practitioners have a drive to shift policy, programs, and perspectives away from the harmful influence of deficit thinking. Asset-based approaches, such as psychologically attuned communication and growth mindset messaging, instead focus on student experiences and backgrounds as an opportunity rather than a burden. The question before practitioners is: where to start? We present options to consider.
Recommended Citation
Drago, R., & Setnikar, M. (2023). Where to Start? Asset-based approaches for practitioners in higher education.. The Vermont Connection, 44(1). https://scholarworks.uvm.edu/tvc/vol44/iss1/20