Disrupting deficit mindsets: mitigating cognition that derails equitable continuous improvement
Year: 2025
Type: article
Abstract: Introduction Continuous improvement (CI) has transformative potential but far too often that potential is unrealized. Practitioners engaging in CI are frequently guided by mindsets that derail system transformation by shifting the focus from improving systems to fixing people. Methods Employing multiple data sources (document analysis of dissertations in practice and interviews) this multi-case study examines nine cases of scholar-practitioners engaging in CI work and how they mitigated the impact of deficit mindsets. Results Cross-case analysis revealed four strategies for disrupting deficit ideology in CI work: composing intentional teams, building team capacity, employing critical theory, and involving those impacted. Discussion Implications for engaging in CI and teaching CI are discussed.
Source: Frontiers in Education
Authors: Brandi N. Hinnant-Crawford, Rebecca G. Childs, Augustine Owusu Achiaw
Institutions: Clemson University, Rowan-Cabarrus Community College
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,353
OpenAlex ID: W4415213346