Deficit‐Oriented Teacher Beliefs and Student Outcomes in Low‐ and Middle‐Income Countries

ABSTRACT Students from marginalized backgrounds are more likely to be subject to stereotypical and deficit‐oriented teacher beliefs, which may contribute to low learning outcomes and diminished wellbeing. Most of the research on this topic is conducted in the US and other high‐income countries, however, and evidence from the majority world, which is home of over 85% of all children, remains scattered and disconnected. This study therefore conducts a structured review of the literature on teacher beliefs and their implications for the educational outcomes of disadvantaged students in low‐ and middle‐income countries. Based on the findings, we develop a conceptual framework that identifies the structural and cultural determinants of teacher beliefs and the various mechanisms that link them to diminished wellbeing and educational achievement for disadvantaged students. Our review poignantly illustrates the degree of injustice and discrimination inflicted on economically disadvantaged children as they navigate education systems around the world. We also highlight examples of positive teacher beliefs and practices, however, and discuss promising avenues for future research.