ABSTRACT
This book has attempted to present some understanding of the evolution of deficit thinking in educational thought and practice, and by necessity, some sense of the protean nature of the wider American social thought on deficit thinking, such as attitudes towards and beliefs about the behavior of the poor. The contributors have provided, in a collective manner, an analysis of deficit thinking spanning a time frame from the early 1600s to the present, the mid-1990s. To be sure, this has been no easy task. Much remains to be examined that was not detected or was not covered because of space and time limitations. We trust that scholars who have interest in the intersection of deficit thinking and education will find The Evolution of Deficit Thinking: Educational Thought and Practice a foundation on which to pursue further research on the topic.
