In Case 2, persistent strong negative self-critique led teachers to assign deficit narratives to students as having missed opportunities, serving as foils for teachers¶
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Evidence · 1 study · qualitativer3·q2
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q2 i? When intense negative affect persisted and challenged emotional regimes discouraging such expression, teachers introduced deficit narratives casting students as having missed the opportunities teachers provided. → Samantha A. Marshall 2025
Evidence¶
Samantha A. Marshall 2025¶
Samantha A. Marshall, Grace A. Chen. (2025). Deficit narratives as teacher foils: how vulnerability and emotional regimes shape teacher discourse. Instructional Science. https://doi.org/10.1007/s11251-025-09740-9
q2 · i? · qualitative · r3
Case 2 discourse analysis at Easley High School: after Joanna called her move "the worst possible thing," colleagues' mitigation failed to quell her negative affect, and Marc and Will assigned students a deficit narrative about missing the "opportunity to figure it out," reasserting a dispassionate-but-gentle tone.
"By claiming students failed to take advantage of the opportunities to learn that teachers had presented them with, the students were contrasted with the teachers to emphasize the good work the teachers have done."
Discussion¶
Related Claims¶
- In Case 1, sustained self-critique by the focal teacher led colleagues to attribute students' mathematics failure to parenting and parental lack of authority — related
- Common threat-mitigation strategies preceded and failed to prevent deficit narratives, whose introduction followed the failure of mitigation to restore the emotional regime — a broader claim this one bears on
- Deficit narratives are co-constructed in teacher collegial talk in response to teacher vulnerability under emotional regimes that disallow strong negative emotions — a broader claim this one bears on
- Strict emotional regimes contribute to the production of vulnerability that can precipitate deficit narratives from asset-oriented teachers — a broader claim this one bears on
- Emotional rules in workplaces can stifle veteran mathematics teachers' epistemic and relational agency and thus their ability to learn — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
case2-students-foils-missed-opportunities |
title |
In Case 2, persistent strong negative self-critique led teachers to assign deficit narratives to students as having missed opportunities, serving as foils for teachers |
description |
In Case 2, persistent strong negative self-critique led teachers to assign deficit narratives to students as having missed opportunities, serving as foils for teachers |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — samantha-a-marshall-2025 |
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