ABSTRACT
School success rates correlate with their students' social class status (Berliner, 2006). Some attribute the disparate performance to class-related characteristics of individuals. For example, Payne (2009) perpetuates classist stereotypes between rich and poor people. Such deficit theories “blame the victim” (Ryan, 1971). To refute the deficit perspective, it is important to understand that school resources in affluent communities are vastly superior to those in impoverished areas (Kozol, 1991). Despite the conspicuousness of school inequality and uneven playing fields for children of different classes, deficit theories still prevail. Many official policies are based on this perspective.
