Reneé Smit
Towards a clearer understanding of student disadvantage in higher education: problematising deficit thinking
University of Cape Town
increased diversity student body resulting massification poses particular challenges higher education article engages uncritical use disadvantage discourse effect pedagogy explores challenges coping student diversity particular reference south african context students enter higher education institutions variety educational backgrounds considered sufficient preparation demands higher education dominant thinking higher education attempts understand student difficulty framing students families origin lacking academic cultural resources necessary succeed presumed fair open society constitutes deficit thinking model focuses inadequacies students aims fix problem process impact structural issues often ignored minimised employing deficit mindset frame student difficulties perpetuates stereotypes alienates students higher education disregards role higher education perpetuating barriers student success process universities replicate educational stratification societies article suggests need find suitable responses diversity student body require change way thinking need thoughtfully consider readiness higher education institutions respond students cultivate learn students need find ways research full texture student experience value prehigher education contexts students come addition notion risk students could helpful original sense concept needs reclaimed