Examining the Deficit Narrative

Abstract

This chapter addresses the deficit-laden narratives about Black boys by offering a dramatic alternative, that is, a paradigm shift to recognize and value the funds of knowledge of Black boys, and in doing so, redefine the constructs of success for Black boys. As a starting point, the author contends that researchers, teachers, school and district administrators, and policymakers must unequivocally reject and rebuke current deficit-based narratives about Black boys. These false narratives, which are harmful to Black boys, make it impossible for them ever to find success or be viewed as successful in K-12 education. A critical paradigm was selected as most appropriate. Using the African American Male Theory as well as an Anti-Deficit Framework, this chapter will highlight the funds of knowledge of Black boys to demonstrate counter-stories of their learning and successes, and in doing so, not only rewrite the deficit narratives of Black boys, but also broaden academia's perspective on how we define knowledge and whose knowledge counts.