7-layer OneSided Deficit MindApple Cake (Self-Actualization, Divergent Thinking, and Multiculturalism)
Today’s menu item: 7-layer OneSided Deficit MindApple Cake (Self-Actualization, Divergent Thinking, and Multiculturalism)
On a flight to Seattle for the 2nd time to speak to the stakeholders of Seattle’s gifted children, I find myself reflecting on the many strategies I often employ to foster understanding of multicultural best practices in talent development. I seem to always come back to the same questions:
Why is it so difficult for some people to REALLY understand what multiculturalism “looks like” ? Why is inclusiveness approached as an issue rather than a strength? Why are so many so afraid to engage unconditionally? unguarded?
I iterate REALLY because I have found that when you ask the question WHY, it usually takes a followup WHY – more accurately about 7 whys to get to the REAL answer … because [people] [reasons] [Ogres from Shrek :] are like onions: layered. The #twistedroot answer is about 7 layers deep. Modeling that (un)layering process, I posit:
Many people operate in a state of cultural mindlessness rather cultural mindfulness.
Absent of multicultural day-to-day experiences, there is an erroneous assumption that their way of being is standardized.
They lack opportunities for empathy-development and therefore lack multicultural vision.
Ironically, their physical sight hinders mental vision!
You can’t positively perceive what you deficit-ly see!
Deficit thinking is framed by deficit living.
Many of us spend so much of our lives pursuing deficit needs (self-esteem, love and belonging, safety, physiological needs) that we never master strength-based living (self-actualization).
The answer: Limited diversity of day-to-day lived experiences restricts divergence of thinking capacity regardless of educational level, SES, and genuine effort. Self-actualization is characterized by
Efficiency in how we perceive situations and reality
Acceptance of other perspectives without judgment
Ability to form deep, personal and genuine relationships
Appreciation of all life in its many forms
Guidance by inner values but powered by outer connectedness
Ability to foster collaboration and forward-thinking in others
Maslow’s Hierarchy of Human Needs
Psychologytoday.com (2016, September). What doesn’t kill us: What is self actualization?
If you enjoyed today’s menu item please come again! And share with others! Is there an topic/ item you would like to see featured on the menu? Leave a comment.
Dr. Collins holds a Ph.D. in Educational Psychology from The University of Georgia, where she also earned an Ed.S. degree and certification in Gifted and Creative Education. Dr. Collins holds a M.S.Ed. degree in mathematics from Jacksonville State University, and a B.S. degree in Engineering from The University of Alabama with a specialization and diploma in Cryptology and Electronic Surveillance certified by the United States Navy and six (6) years of military service. Her research focuses on STEM identity, STEM talent development, parent engagement, and multicultural gifted education.
Dr. Collins has over 25 years of teaching, leadership, and formal mentoring experience in secondary, post-secondary, and military-based education. Her professional certifications include technology education, AP computer science, and educational leadership/administration. She is the core faculty of Talent Development at Texas State University, San Marcos. She teaches courses related to talent development and gifted education.
She is a Lyndon B. Johnson (LBJ) Institute Faculty Research Fellow, currently serving as the Co-I for NASA STEM Engagement and EPDC; her duties and responsibilities include, but not limited to, recruitment, development and retention of underrepresented faculty and students in STEM.
Initially funded in part by NSF, Dr. Collins is the special research personnel and coordinator for Mentoring Matters (https://mentoringmatters.wp.txstate.edu), a vertical STEM mentoring program designed to sustain and build capacity for research and development for underrepresented faculty and students in STEM. Her current research includes a phenomenological study of women in science and engineering across the lifespan at various stages in the STEM pipeline.
In 2018, Dr. Collins introduced the Black Student STEM Identity model, which is referenced and used as a framework in many STEM talent development programs. Dr. Collins expertise in multicultural gifted education, mentoring across the lifespan, and culturally-responsive STEM curriculum design affords her opportunity to engage professionals through graduate course instruction, professional development training and keynote presentations.
Dr. Collins serves as the 2020-2022 President for Supporting the Emotional Needs of the Gifted, Inc. (SENG), one of the leading international, advocacy organizations for gifted and talented education.
Select scholarly articles include: Confronting Color-Blind STEM Talent Development: Toward a Contextual Model for Black Student STEM Identity https://doi.org/10.1177/1932202X18757958 Undergraduate Research Experiences: Mentoring, Awareness, and Perceptions—A Case study at a Hispanic-Serving Institution https://doi.org/10.1186/s40594-018-0105-8
View all posts by Kristina Henry Collins
