Richard R. Valencia's Books

Dismantling Contemporary Deficit Thinking

Educational Thought and Practice

By: Richard R. Valencia

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Dismantling Contemporary Deficit Thinking

Educational Thought and Practice

By: Richard R. Valencia

Deficit thinking is a pseudoscience founded on racial and class bias. It "blames the victim" for school failure instead of examining how schools are structured to prevent poor students and students of color from learning. Dismantling Contemporary Deficit Thinking provides comprehensive critiques and anti-deficit thinking alternatives to this oppressive theory by framing the linkages between prevailing theoretical perspectives and contemporary practices within the complex historical development of deficit thinking. Dismantling Contemporary Deficit Thinking examines the ongoing social construction of deficit thinking in three aspects of current discourse – the genetic pathology model, the culture of poverty model, and the "at-risk" model in which poor students, students of color, and their families are pathologized and marginalized. Richard R. Valencia challenges these three contemporary components of the deficit thinking theory by providing incisive critiques and discussing competing explanations for the pervasive school failure of many students in the nation’s public schools. Valencia also discusses a number of proactive, anti-deficit thinking suggestions from the fields of teacher education, educational leadership, and educational ethnography that are intended to provide a more equitable and democratic schooling for all students.

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248

Publisher

Routledge

Published Date

ISBN 10

1136988092

ISBN 13

9781136988097

Students of Color and the Achievement Gap

Systemic Challenges, Systemic Transformations

By: Richard R. Valencia

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Students of Color and the Achievement Gap

Systemic Challenges, Systemic Transformations

By: Richard R. Valencia

Students of Color and the Achievement Gap is a comprehensive, landmark analysis of an incontrovertible racialized reality in U.S. K-12 public education---the relentless achievement gap between low-socioeconomic students of color and their economically advantaged White counterparts. Award winning author and scholar Richard Valencia provides an authoritative and systemic treatment of the achievement gap, focusing on Black and Latino/Latina students. He examines the societal and educational factors that help to create and maintain the achievement gap by drawing from critical race theory, an asset-based perspective and a systemic inequality approach. By showing how racialized opportunity structures in society and schools ultimately result in racialized patterns of academic achievement in schools, Valencia shows how the various indicators of the achievement gap are actually symptoms of the societal and school quality gaps. Following each of these concerns, Valencia provides a number of reform suggestions that can lead to systemic transformations of K-12 education. Students of Color and the Achievement Gap makes a persuasive and well documented case that school success for students of color, and the empowerment of their parents, can only be fully understood and realized when contextualized within broader political, economic, and cultural frameworks.

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374

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Routledge

Published Date

ISBN 10

1317691067

ISBN 13

9781317691068

Intelligence Testing and Minority Students

Foundations, Performance Factors, and Assessment Issues

By: Richard R. Valencia,Lisa A. Suzuki

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Intelligence Testing and Minority Students

Foundations, Performance Factors, and Assessment Issues

By: Richard R. Valencia,Lisa A. Suzuki

At last - a book that is comprehensive, balanced and sensitive in its approach to the intellectual assessment of minority children. This book will quickly become a standard text in courses on assessment and diversity." --Jonathan Sandoval, University of California, Davis "Congratulations to Richard Valencia and Lisa Suzuki for producing a long overdue, comprehensive and balanced treatment of cognitive assessment for minority children. This volume should prove to be a great value for practitioners and researchers alike." --Terry Gutkin, University of Nebraska-Lincoln "I believe that Intelligence Testing and Minority Students is absolutely outstanding. Valencia and Suzuki demonstrate unusually rich research-based, theoretical, practical, and clinical foundations for treating the important and thorough set of topics covered by the book. Their underlying compassion is also evident throughout the book. I recommend this book to everyone in the field of assessment; it is "must" reading for anyone who tests minority students." --Alan S. Kaufman, Yale University School of Medicine "This book should be required reading for those who work in this field either in a research or clinical capacity, but is especially important for those who have reservations about the use of standardized tests for intellectual assessment. It is a highly valuable reference." --Robert Rueda, University of Southern California "This is a very rich resource on the history of "intelligence" testing and it′s application to diverse ethnic groups. Theoretical and applied topics are well integrated in the discussions. Most important is the inclusion of the record of white supremacy ideology, the issues of cultural salience in measurement, and the issues of usage. I know of no other reference on this topic that is as comprehensive as is this one." --Asa G. Hilliard III, Georgia State University What roles do socioeconomic status, home intellectual environment, test bias, and heredity play in explaining measured intellectual performance between and within racial/ethnic groups? Intelligence Testing and Minority Students provides a fresh opportunity to reexamine the construct of intelligence, as well as its strengths and weaknesses. Viewed as a psychometric tour de force, this work provides a concrete argument for prioritizing the nation′s testing needs as well as the multicultural perspectives of intelligence. Psychometricians and practitioners alike will find this book to be a useful reference in understanding assessment tests and their relationship with minority students. With the rising necessity for better and more comprehensive testing, it has become of the utmost of importance to respond fairly and validly to the diversity of this nation′s citizens. The authors have acknowledged this need by including a thorough discussion of cognitive testing issues as well as an exploration of future movements. From the historical views of testing to the future direction of nondiscriminatory assessment, no professional should be without this must-have reference. About the Authors: Richard R. Valencia, Ph.D. is Professor in the Department of Educational Psychology, College of Education, at The University of Texas at Austin. Dr. Valencia′s research and scholarly interests include the intellectual and academic development of racial/ethnic minority students′ historical, social, and psychological status. Lisa A. Suzuki, Ph.D. is Assistant Professor in the Department of Applied Psychology, School of Education, at New York University. Dr. Suzuki previously worked as a school counselor and psychological examiner for the Department of Education in the state of Hawaii. Over the years, she has administered over 300 intelligence tests to diverse populations. Her observations sparked an interest in pursuing a greater understanding of the cognitive abilities and intelligence of diverse racial/ethnic populations.

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417

Publisher

SAGE Publications

Published Date

ISBN 10

145225088X

ISBN 13

9781452250885

Achieving Equal Educational Opportunity for Students of Color

Disrupting Structural RacismÑAn American Imperative

By: Richard R. Valencia

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Achieving Equal Educational Opportunity for Students of Color

Disrupting Structural RacismÑAn American Imperative

By: Richard R. Valencia

Valencia presents the mostÊcomprehensive, theory-based analysis to date on how societyÊandÊschools are structurally organized and maintained toÊimpedeÊthe optimal academicÊachievement of low-SES, marginalized K–12 Black and Latino/Latina students—comparedÊto theirÊprivileged WhiteÊcounterparts. TheÊbook interrogates how society contributes to educational inequality as seen in racializedÊpatterns in income, wealth, housing, and health, andÊhow public schools create significantÊobstacles for students ofÊcolor as observed in reduced access toÊopportunities (e.g., little access toÊhigh-status curricula knowledge). ÊValenciaÊoffers suggestions for achievingÊequal education (e.g., implementing fairness of school funding,ÊimprovingÊteacher quality, and providingÊstudents of color access to multicultural education) by disrupting structural racism.ÊConsidering the rapid aging of the WhiteÊpopulation and the sharp decline of WhiteÊyouth—coupledÊwith theÊexplosive growth in people ofÊcolor—this book argues that theÊ“AmericanÊImperative” must be toÊassiduouslyÊmount an effort to provide an excellent education forÊstudents ofÊcolor, who the nation will depend on for a sizable proportion of its work force. Book Features:Examines how society and schools are failing Black and Latino/Latina students, principally Mexican Americans who are by far the largest Latino/Latina group.Uses theoretical frameworks that draw from analysis of structural inequality, critical race theory, anti-deficit thinking narratives, class-by-race covariation, and an asset-based perspective of students of color. Discusses the “American Imperative” and the personal and economic consequences of not investing in students of color.

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Page Count

225

Publisher

Teachers College Press

ISBN 10

0807782726

ISBN 13

9780807782729

International Deficit Thinking

Educational Thought and Practice

By: Richard R. Valencia

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International Deficit Thinking

Educational Thought and Practice

By: Richard R. Valencia

International Deficit Thinking: Educational Thought and Practice explores the incontrovertible reality of the persistent and pervasive academic achievement gap in many countries between marginalized students (primarily of color) and their economically advantaged White counterparts. For example, International Deficit Thinking discusses the cases of low-socioeconomic Black and Mexican American students in the United States, Indigenous Māori students in New Zealand, and immigrant Moroccan and Turkish pupils in Belgium. The predominant theoretical perspective that has been advanced to explain the school failure of marginalized students is the deficit thinking paradigm—a parsimonious, endogenous, and pseudoscientific model that blames such students as the makers of their own school failure. Deficit thinking asserts that the low academic achievement of many marginalized students is due to their limited intellectual ability, poor academic achievement motivation, and being raised in dysfunctional families and cultures. Drawing from, in part, critical race theory, systemic inequality analysis, and colonialism/postcolonialism, award-winning author and scholar Richard R.Valencia examines deficit thinking in education in 16 countries (e.g., Canada; Peru, Australia; England; India; South Africa). He seeks to (a) document and debunk deficit thinking as an interpretation for school failure of marginalized students; (b) offer scientifically defensible counternarratives for race-, class-, language-, and gender-based differences in academic achievement; (c) provide suggestions for workable and sustainable school reform for marginalized students.

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334

Publisher

Routledge

Published Date

ISBN 10

1000754065

ISBN 13

9781000754063

Chicano Students and the Courts

The Mexican American Legal Struggle for Educational Equality

By: Richard R. Valencia

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Chicano Students and the Courts

The Mexican American Legal Struggle for Educational Equality

By: Richard R. Valencia

In 1925 Adolfo ‘Babe’ Romo, a Mexican American rancher in Tempe, Arizona, filed suit against his school district on behalf of his four young children, who were forced to attend a markedly low-quality segregated school, and won. But Romo v. Laird was just the beginning. Some sources rank Mexican Americans as one of the most poorly educated ethnic groups in the United States. Chicano Students and the Courts is a comprehensive look at this community’s long-standing legal struggle for better schools and educational equality. Through the lens of critical race theory, Valencia details why and how Mexican American parents and their children have been forced to resort to legal action. Chicano Students and the Courts engages the many areas that have spurred Mexican Americans to legal battle, including school segregation, financing, special education, bilingual education, school closures, undocumented students, higher education financing, and high-stakes testing, ultimately situating these legal efforts in the broader scope of the Mexican American community’s overall struggle for the right to an equal education. Extensively researched, and written by an author with firsthand experience in the courtroom as an expert witness in Mexican American education cases, this volume is the first to provide an in-depth understanding of the intersection of litigation and education vis-à-vis Mexican Americans.

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505

Publisher

NYU Press

Published Date

ISBN 10

0814788300

ISBN 13

9780814788301

Christology and Metaphysics in the Seventeenth Century

By: Richard Cross

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Christology and Metaphysics in the Seventeenth Century

By: Richard Cross

Richard Cross explores the largely uncharted territory of seventeenth-century Christology, paying close attention to its metaphysical and semantic presuppositions and consequences. He shows that theologians of all stripes develop and expand theories that are associated respectively with the medieval theologians Thomas Aquinas and Duns Scotus. Italian and French Dominicans follow Aquinas closely, read through the lens of Cardinal Cajetan. But most Iberian Dominicans incorporate Suárez's theory of modes into their account, and Suárez, whose account is a modification of Scotus's, is in turn followed by his fellow Jesuits. Lutherans use Cajetan's account to fill explanatory gaps in their own accounts; and Reformed theologians by and large adapt the position associated with Scotus. The study ends with an account of Leibniz's Christology in its historical and conceptual context.

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356

Publisher

Oxford University Press

Published Date

ISBN 10

0192669958

ISBN 13

9780192669957

Chicano Students and the Courts

The Mexican American Legal Struggle for Educational Equality

By: Richard R. Valencia

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Chicano Students and the Courts

The Mexican American Legal Struggle for Educational Equality

By: Richard R. Valencia

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505

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NYU Press

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ISBN 10

0814788300

ISBN 13

9780814788301

Dismantling Contemporary Deficit Thinking

Educational Thought and Practice

By: Richard R. Valencia

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Dismantling Contemporary Deficit Thinking

Educational Thought and Practice

By: Richard R. Valencia

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248

Publisher

Routledge

Published Date

ISBN 10

1136988092

ISBN 13

9781136988097

International Deficit Thinking

Educational Thought and Practice

By: Richard R. Valencia

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International Deficit Thinking

Educational Thought and Practice

By: Richard R. Valencia

International Deficit Thinking: Educational Thought and Practice explores the incontrovertible reality of the persistent and pervasive academic achievement gap in many countries between marginalized students (primarily of color) and their economically advantaged White counterparts. For example, International Deficit Thinking discusses the cases of low-socioeconomic Black and Mexican American students in the U.S., Indigenous Maori students in New Zealand, and immigrant Moroccan and Turkish pupils in Belgium. The predominant theoretical perspective that has been advanced to explain the school failure of marginalized students is the deficit thinking paradigm-a parsimonious, endogenous, and pseudoscientific model that blames such students as the makers of their own school failure. Deficit thinking asserts that the low academic achievement of many marginalized students is due to their limited intellectual ability, poor academic achievement motivation, and being raised in dysfunctional families and cultures. Drawing from, in part, critical race theory, systemic inequality analysis, and colonialism/postcolonialism, award-winning author and scholar Richard Valencia examines deficit thinking in education in 16 countries (e.g., Canada; Peru, Australia; England; India; South Africa). He seeks to (a) document and debunk deficit thinking as an interpretation for school failure of marginalized students; (b) offer scientifically defensible counternarratives for race-, class-, language-, and gender-based differences in academic achievement; (c) provide suggestions for workable and sustainable school reform for marginalized students"--

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264

Published Date

ISBN 10

0367855585

ISBN 13

9780367855581

Achieving Equal Educational Opportunity for Students of Color

Disrupting Structural Racism--An American Imperative

By: Richard R. Valencia

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Achieving Equal Educational Opportunity for Students of Color

Disrupting Structural Racism--An American Imperative

By: Richard R. Valencia

Valencia presents the most comprehensive, theory-based analysis to date on how society and schools are structurally organized and maintained to impede the optimal academic achievement of low-SES, marginalized K-12 Black and Latino/Latina students--compared to their privileged White counterparts. The book interrogates how society contributes to educational inequality as seen in racialized patterns in income, wealth, housing, and health, and how public schools create significant obstacles for students of color as observed in reduced access to opportunities (e.g., little access to high-status curricula knowledge). Valencia offers suggestions for achieving equal education (e.g., implementing fairness of school funding, improving teacher quality, and providing students of color access to multicultural education) by disrupting structural racism. Considering the rapid aging of the White population and the sharp decline of White youth--coupled with the explosive population growth of people of color--this book argues that the "American Imperative" must be to assiduously mount an effort to provide an excellent education for students of color, upon whom the nation will depend for a sizable proportion of its work force. Book Features: Examines how society and schools are failing Black and Latino/Latina students, principally Mexican Americans who are by far the largest Latino/Latina group. Uses theoretical frameworks that draw from analysis of structural inequality, critical race theory, anti-deficit thinking narratives, class-by-race covariation, and an asset-based perspective of students of color. Discusses the "American Imperative" and the personal and economic consequences of not investing in students of color.

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Solve jigsaw puzzle

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Page Count

337

Publisher

Teachers College Press

Published Date

ISBN 10

0807786365

ISBN 13

9780807786369

Book's by Richard R. Valencia

Dismantling Contemporary Deficit Thinking

Dismantling Contemporary Deficit Thinking

Students of Color and the Achievement Gap

Students of Color and the Achievement Gap

Intelligence Testing and Minority Students

Intelligence Testing and Minority Students

Achieving Equal Educational Opportunity for Students of Color

Achieving Equal Educational Opportunity for Students of Color

International Deficit Thinking

International Deficit Thinking

Chicano Students and the Courts

Chicano Students and the Courts

Christology and Metaphysics in the Seventeenth Century

Christology and Metaphysics in the Seventeenth Century

Chicano Students and the Courts

Chicano Students and the Courts

Dismantling Contemporary Deficit Thinking

Dismantling Contemporary Deficit Thinking

International Deficit Thinking

International Deficit Thinking

Achieving Equal Educational Opportunity for Students of Color

Achieving Equal Educational Opportunity for Students of Color

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