ABSTRACT
The educational research viewing ethnically and linguistically diverse learners has continued to perpetuate a philosophy which ‘blames the victim’ (Neisser, 1986; Cummins, 1984). Such a philosophy has emanated from the well intentioned compensatory education movement or the sociopolitical climate of the era. Much of the educational research viewing diverse learners is driven by a need to draw comparisons among races and classes, especially with regard to school achievement. The need to place the blame on the learner, the family, or the accompanying socioeconomic status is prevalent. Rarely have the existing research paradigms or the ongoing interpretations of previous educational research models been blamed. With the notable exception of two researchers (Erickson, 1987; Ogbu, 1986) who have noted weaknesses within the educational and social system; the search continues to uncover what is inherently ‘wrong’ with diverse learners. The purpose of this chapter is to introduce the origins of deficit research and to relate a personal account of a researcher’s search for reflective insights within the multicultural education research arena. The need to view diverse learners in a more positive light and for researchers to gain in-depth reflective experiences prior to formulating hypotheses or research questions is related.
