Beyond Deficit: The power of language

During a recent roundtable discussion that I sat on, it was noted that without due care, mentoring falls into the use of deficit language. It made me reflect on just how much the language and framing we use plays a pivotal role in shaping the success of EDI initiatives. So how can we do better?

The Problem with Deficit Language

Deficit language focuses on perceived gaps, inadequacies, or challenges. For instance, in EDI discussions, individuals from underrepresented groups may be described in terms of their ‘disadvantages,’ or ‘struggles to compete.’?

However, studies have shown that deficit-focused narratives can perpetuate stereotypes, reduce self-efficacy and create environments of low expectations. For example, when students are labelled as, ‘at risk’ without concurrent recognition of their resilience or potential, they can internalise these labels, leading to poorer outcomes.

Although well intentioned, the huge problem with these terms is that they frame the individual as being deficient in skills and cultural capital. It positions them as the problem that needs to be fixed without addressing the underlying issues that have created the current situation.

On a personal level, these terms are fatiguing. Who wants to be known by their perceived inadequacies? The token black/woman/(feel in the blank) as opposed to by their unique strengths and talents.

The Case for a Strengths-Based Approach

In comparison, a strengths-based approach emphasizes the inherent abilities, perspectives and resources that individuals bring to the table. In the context of EDI, a strengths-based approach celebrates diversity as an advantage and recognises those from marginalised communities as agents of change rather than subjects of intervention.

Evidence supports the efficacy of this approach:

Education: A number of studies have found that students who are taught in environments emphasising their strengths - such as problem-solving skills, cultural knowledge or multilingualism - develop a more positive view of their capabilities and embrace a sense of flourishing. This boosts their confidence, engagement and prospects for academic success.

Workplaces: In organisational settings, adopting asset-based language that defines people or communities by their strengths and capabilities, rather than defining them by the challenges that they face has been found to enhance institutional commitment to making progress. This approach shifts the focus from blaming marginalised communities for disparities to examining how institutional processes contribute to inequities, emboldening companies to develop more targeted and effective strategies for promoting diversity and inclusion.

Applying a Strengths-Based Framework

Shifting from deficit to strengths-based EDI practices requires intentionality and a rethinking of both language and strategy.

Reframe Narratives: Replace language of "lacking" with terms that highlight potential and value. For instance, instead of describing a group as "underprivileged," frame them as "underserved."? At With Insight, we never refer to our young people as ‘disadvantaged.’ Instead, they are ‘full of promise’ and have, ‘limitless potential.’

Collaborate with Communities: Co-design initiatives with those that you aim to serve, recognising that the people most affected by inequity are best positioned to inform solutions.

Invest in Development: Support leadership programmes that identify and build on the strengths of marginalised individuals. Sponsoring individuals, where you advocate for them on their behalf is a brilliant way of doing this.

Language Matters

When I became Chair of Governors of a school, a commonly used term for a cohort of parents was, ‘hard to reach.’ This loaded phrase was shorthand for a host of unflattering assumptions about them and their commitment to their child’s education. This stereotype was largely untrue and when we flipped the script to the school being possibly, ‘hard to engage with,’ it was the catalyst for huge change.

We need to adopt terms that ensure that systemic barriers do not define the individuals they affect. By shifting the narrative and strategy toward celebrating strengths and recognising the barriers that stand in people’s way, we can achieve more effective and empowering outcomes.

?