Using Shaun Harper’s (2010) anti-deficit achievement framework, academic advisors can center student achievement to facilitate thriving in college students. An anti-deficit approach focuses on strengths but differs from strengths based advising in its active resistance to deficit narratives that persist about marginalized populations. Through acknowledging deficit thinking and deficit-focused policies and practices, advisors can begin to recognize and disrupt deficit-thinking at the intrapersonal, interpersonal, and systemic levels.

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