Disrupting Deficit Narrative: A Critical Discourse Analysis of the Conversational Language Trustees Use While Serving as Mission Ambassadors for a Philanthropy Funded School and Nonprofit

When nonprofit organizations commit to using asset-framed language, they disrupt dehumanizing narratives that have historically been used to compel charitable giving (Breeze & Dean, 2012; Shorters, 2018). The brain makes associations with language (Shorters, 2018, 2019). Asset framing draws a clear distinction between people and the systemic problems that impact their lives (Shorters, 2018, 2019). Deficit language functions to disempower people and communities by positioning them as incapable without the support of external saviors (Feagin, 2020; Shorters, 2019). Deficit terms such as “at risk,” “disadvantaged,” or “underresourced” have the impact of marginalizing students and reinforcing stereotypical beliefs (Chestnut & Markman, 2018; Jackson, 2011; Shorters, 2018, 2019). When deficit language is directed toward communities of color, it becomes racialized; any resulting associations function to reinforce the white racial frame (Feagin, 2020; Russell et al., 2022).

This study was a critical discourse analysis of the conversational language trustees used to describe the mission and community of the Cornelia Connelly Center, a NativityMiguel Coalition school in New York City. The non-tuition-driven funding model of NativityMiguel Coalition necessitates member schools to adopt a governance and operational structure that optimizes engagement with philanthropic partners. At the Cornelia Connelly Center, members of the board of trustees serve as benefactors and fundraising ambassadors, a role that positions them to counterframe and disrupt racist deficit language commonly wielded in the sector (Breeze & Dean, 2012; Shorters, 2018). Three professional learning sessions were developed to support trustee use of asset-framed language while serving as organizational ambassadors. An analysis of pre- and post-participant conversations with a volunteer peer and a culminating reflective interview with participants served as the primary data sets. Findings suggested (a) trustee use of asset-framed narrative sparked further engagement and follow-up questions from volunteer peers; (b) a connection to one’s own experience or one’s own children’s experience in school can be leveraged as a tool to disrupt deficit language; and (c) professional learning can support trustee use of asset-framed language, but this learning must be intentional and sustained over time.