It is commonly and widely known that there is a wide gap between certain student groups in STEM fields and majors, and research has shown there is a difference between the way teachers may view or speak about English Language Learners in STEM subjects (Bunch, Aguirre, and Tellex, 2009). It is important of holding asset views regarding our ELLs in STEM.
Teachers who hold asset views typically…
1. Hold high expectations for ELLs in STEM classes
2. View ELLs as willing and able to learn STEM content and English
3. Understand that ELLs are a diverse group with varying backgrounds, interests, and English proficiency levels.
4. Believe that ELLs bring valuable knowledge and experience to STEM classrooms that should be paid attention to
5. View ELLS as entitled to rich learning opportunities and adequate support and scaffolds.
6. See ELLs as potential future scientists, engineers, and mathematicians
7. Believe that ELLs could gain more potential academic access and success if they had educators address the constraints placed on them either institutionally or economically.
So what can we do about this?
The best of us may have deficit thinking, it just takes some reflecting to be able to pinpoint it. When we’re in the classroom, faced with 30 students, how do we view all of our students? Do we believe every single one of them can be an engineer? Do we think some students have potential over others based on their language ability?
I used to say no, there is no way I can think that way, but when I stopped myself in my tracks in my train of thought, I was noticing that I was employing a deficit thought process with my students. My hope is that the more aware we are of these “asset views,” we can differentiate them from our own deficit ones.