ABSTRACT
People from poor families are not always presented in positive ways in mainstream discourses about education. The major problem, as I see it, is the prevalence of deficit thinking and stereotypes about poor people in these discourses and, in particular, within the broader context of education (Bomer, Dworin, May, & Semingson, 2008; Gorski, 2012). Like many educators, I often find myself wondering what I can do to resist the discrimination and inequity that result, in part, from this sort of deficit thinking. I want to challenge myths about poor families and to resist stereotypes rather than perpetuate them.
