Richard R. Valencia is Professor of Educational Psychology and Faculty Associate of the Center for Mexican American Studies at The University of Texas, Austin.

• The Construct of Deficit Thinking Neohereditarianism: Pseudoscientific Explanations for Racial Differences in Intelligence Ruby Payne’s Mindsets of Poverty, Middle Class, and Wealth: A Resurrection of the Culture of Poverty Concept At-Risk Students or At-Risk Schools? Deconstructing Deficit Thinking: Practical Solutions for Teacher Educators, Educational Leaders, and Educational Ethnographers Conclusion: (A) The Bankruptcy of the Standards-Based School Reform Movement; (B) Towards the Construction of Meaningful School Reform: Democratic Education

Winner of the 2011 AERA Outstanding Book AwardWinner of the 2011 Critics Choice Book Award of the American Educational Studies Association

Richard R. Valencia is Professor of Educational Psychology and Faculty Associate of the Center for Mexican American Studies at The University of Texas, Austin.

• The Construct of Deficit Thinking Neohereditarianism: Pseudoscientific Explanations for Racial Differences in Intelligence Ruby Payne’s Mindsets of Poverty, Middle Class, and Wealth: A Resurrection of the Culture of Poverty Concept At-Risk Students or At-Risk Schools? Deconstructing Deficit Thinking: Practical Solutions for Teacher Educators, Educational Leaders, and Educational Ethnographers Conclusion: (A) The Bankruptcy of the Standards-Based School Reform Movement; (B) Towards the Construction of Meaningful School Reform: Democratic Education

Winner of the 2011 AERA Outstanding Book AwardWinner of the 2011 Critics Choice Book Award of the American Educational Studies Association

Richard R. Valencia is Professor of Educational Psychology and Faculty Associate of the Center for Mexican American Studies at The University of Texas, Austin.

• The Construct of Deficit Thinking Neohereditarianism: Pseudoscientific Explanations for Racial Differences in Intelligence Ruby Payne’s Mindsets of Poverty, Middle Class, and Wealth: A Resurrection of the Culture of Poverty Concept At-Risk Students or At-Risk Schools? Deconstructing Deficit Thinking: Practical Solutions for Teacher Educators, Educational Leaders, and Educational Ethnographers Conclusion: (A) The Bankruptcy of the Standards-Based School Reform Movement; (B) Towards the Construction of Meaningful School Reform: Democratic Education

Winner of the 2011 AERA Outstanding Book AwardWinner of the 2011 Critics Choice Book Award of the American Educational Studies Association