1. Deficit model thinking, ‘At-risk’ designations, and Evaluation GRS Presentation by Elaine Wood

2. Culture – entwined within programs, policies and practices Cultural dimensions of programs – value-laden Danger : Imposing values Misinterpreting values Misrepresenting values Dominant culture’s interpretation of reality – perpetrates the myth of the deficit model SenGupta, S., Hopson, R., & Thompson-Robinson, M. (2004). Cultural competence in evaluation: An overview. New Directions for Evaluation, 102, 5-19.

3. Different than the dominant group? LESS ADEQUATE (without exploring the insider’s perspective) Deficit-model thinking At-risk categorizations Identify a group of children at risk of not succeeding DEFICIENCY

4. Students labeled ‘at-risk’ don’t match dominant culture in appearance language values home communities family structures Howard, S., Dryden J., & Johnson, B. (1999). Childhood resilience: review and critique of the literature. Oxford Review of Education. 25(3), 308.

5. For Native American or other indigenous communities ‘At-risk’ designations Overlook history of colonization And its continuing impact today Fail to articulate a full perspective of the tribe Grady Johnson, G. (2003). Resilience, a story: A postcolonial position from which to [re]view Indian education framed in “at-risk” ideology. Ecuational Studies: A Journal of the American Educ. Studies Assoc. 34(2), 182-198

6. Grady Johnson, G. (2003). Resilience, a story: A postcolonial position from which to [re]view Indian education framed in “at-risk” ideology. Ecuational Studies: A Journal of the American Educ. Studies Assoc. 34(2), 186.

7. At-risk designations Wrongly center on the individual student and family Allow a system rooted in colonialism to go uncontested So policy makers

8. ‘See’ strengths, not pathologies “move away from and tribal social systems that strive to teach and maintain group and individual resilience” ideology of individualism, the practices of colonialism/imperialism, and policies of benign paternalism ‘see’ through lenses that include policies of self-determination Grady Johnson, p. 186

9. Not in terms of what they do not have, “Strength-Based” approach Greenwood, M., Tagalik, S., Joyce, M., & deLeeuw, S. (2004). Beyond deficit: Exploring capacity building in northern indigenous youth communities through strength-based approaches. Iqaluit Nunavut Canada: Government of Nunavut Task Force On Mental Health, Centre of Excellence for Children and Adolescents with Special Needs, p. 5-6. Rather in terms of what they do have Draw upon rich socio-cultural imperatives and ‘traditions

10. EVALUATORS Uniquely positioned to work for social justice

11. Elaine Wood elaine_wood@wsu.edu