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Reframing Educational Outcomes: Moving beyond Achievement Gaps.

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Summary
This summary is machine-generated.

The term "achievement gap" has a deficit mindset. Researchers should use asset-based frameworks to address educational inequities and embrace student identity in biology education.

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Area of Science:

  • Education research
  • Biology education
  • Sociology of education

Background:

  • The term "achievement gap" has a negative history and reinforces deficit thinking in U.S. education.
  • Existing educational systems often perpetuate systemic inequities.
  • A shift in perspective is needed to address these issues effectively.

Purpose of the Study:

  • To review literature demonstrating how "achievement gap" reflects deficit thinking.
  • To explain why biology education researchers should avoid this phrase.
  • To propose alternative, asset-based frameworks for addressing educational inequities.

Main Methods:

  • Literature review on the "achievement gap" and deficit thinking.
  • Analysis of existing biology education research through alternative frameworks.
  • Exploration of four supportive frameworks: opportunity gaps, educational debt, community cultural wealth, and ethics of care.

Main Results:

  • The term "achievement gap" is rooted in deficit-based ideologies.
  • Vocabulary change alone is insufficient; systemic issues must be addressed.
  • Alternative frameworks offer asset-based approaches to understanding and combating educational inequities.

Conclusions:

  • Biology education researchers should move beyond the "achievement gap" terminology.
  • Adopting frameworks like "opportunity gaps" and "community cultural wealth" is crucial.
  • Explicitly naming and applying systemic, asset-based frameworks can help end educational inequities.