Identity & Asset-Based Thinking
Cal Poly Statement on Diversity
“At Cal Poly we believe that academic freedom, a cornerstone value, is exercised best when there is understanding and respect for our diversity of experiences, identities, and world views.”
Click here for Cal Poly's full Statement on Diversity.
As the SOE continues our work to promote social justice through diversity, equity, and inclusion (DEI), we recognize this work to also be personal in nature. You may be wondering how you can start or continue this work on a more personal level. In this newsletter, we offer resources and tools for identity work and asset-based thinking.
Identity
“When we recognize and value students’ identities, we make time and space for them in the daily classroom routines, curriculum, and dialogue. We can help students shine a light on who they are: Their hopes and dreams, talents, family histories, how they identify culturally, the languages they speak, how they learn best, the story of their names, what they can teach us.” ~ Sara K. Ahmed
Before we can honor and validate our students’ identities, we must first explore our own. In her book, Being the Change, Sara K. Ahmed provides activities for identity work, as well as lessons to use in the classroom:
Identity Webs: Personalized graphic tools that help us consider the many factors that shape who we are. Here are two videos that might be of interest:
A teacher leading an identity web lesson with her students: Making an Identity Web.
- Stories of Our Names: An individual’s explanation of the personal or traditional meaning, importance, or origin of their names. Here is a “name story” activity using Sandra Cisneros’ “My Name” from The House on Mango Street as a mentor text.
Asset-Based Thinking
What it is:
Asset-based thinking values the positives and strengths that individuals bring into the classroom.
Asset-based thinking approaches each individual as a whole person, including their culture, home life, prior experiences, and knowledge, with the perspective that all of these areas can then support the work of meeting students’ needs.
Critical attributes, or characteristics, of asset-based thinking
Focus on strengths and potential
See the full humanity of individuals
Avoid deficit language
Work on students' needs by building on a foundation of strengths
Culturally Responsive & Sustaining Practices
Uncover students’ interests, funds of knowledge, and experiences
Build supportive relationships with students and their families
Remove barriers & fix systems not people: Read "The Opposite of Deficit-Based Language isn't Asset-Based Language. It's Truth-Telling".
Empower critical thinking and autonomy
Click the image above to visit the TeachThought University webpage.
Shifting to a more asset-based mindset: Ask yourself the following questions:
Do you view student diversity as an asset or an obstacle?
What does an environment of respect and rapport look like? Is it a place where all learners, including neurodiverse learners, develop and use their unique assets?
Read the SOE newsletter on Developing Rapport for more information on how to create an environment of respect and rapport.
Are students empowered through strengths-based approaches that see the full humanity of students?
Do students contribute to their own well-being and the well-being of one another?
Additional Resources
An Asset-Based Approach to Education: What it is and Why it Matters: Online article detailing how to use asset-based thinking as an educator.
Why Everything You Know About Autism is Wrong: Tedx Macquarie University talk.
* The content and resources for asset-based thinking were generously provided by Dr. Alice Tomasini.
