According to cultural deficit theories, how are minority students' backgrounds perceived in relation to their academic abilities?

Cultural deficit theories posit that the backgrounds of minority students are perceived as potential barriers to success in academic contexts. This perspective suggests that these students come from cultures that lack the cultural capital, social norms, or values deemed necessary for success in mainstream educational systems. In essence, it highlights a viewpoint that attributes underachievement to these backgrounds, implying that students must overcome their cultural circumstances to achieve academic success.

This framework contrasts with more asset-based approaches that recognize and leverage the strengths and experiences that diverse cultural backgrounds can bring to the learning environment. Such asset-based perspectives would argue that these backgrounds can enhance learning, rather than hinder it.