Towards a clearer understanding of student disadvantage in higher education: problematising deficit thinking

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How researchers see this paper

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Student engagement in the educational interface: understanding the mechanisms of student success (2018, background): “A key limitation of these first two approaches is that both view the student as in deficit – in skills and in cultural understandings (Smit, 2012).”
What Is Deficit Thinking? An Analysis of Conceptualizations of Deficit Thinking and Implications for Scholarly Research (2019, unknown): “For example, scholars highlight how deficit views are infused into policy debates (Aikman et al., 2016; Knight, 2002; Smit, 2012) and deeply embedded in educational institutions (Sleeter, 2004; Weiner, 2003).”
‘Low income doesn't mean stupid and destined for failure': challenging the deficit discourse around students from low SES backgrounds in higher education (2016, background): “from low SES are the ‘fault’ of students who are deemed ‘in deficit’ (Devlin 2013) and seen as not belonging in universities (Smit 2012).”
Differences in resilience between ‘traditional’ and ‘non-traditional’ university students (2017, background): “…it is acknowledged that research focusing on challenges encountered by ‘non-traditional students’ has informed strategies to identify and assist students who are struggling, a deficit focus on research often overlooks students’ strengths and ability to adapt (Shushok and Hulme, 2006; Smit, 2012).”