Asset and Deficit Thinking: Ed.D. Students’ Perceptions and Preferences around their Instructors’ Feedback

This study investigated cohort-based Ed.D. students’ perceptions and preferences related to deficit and asset-based instructor feedback. The researchers collected data from 28 current Ed.D. students through a survey based on Henderson et al.'s (2016) Feedback for Learning questions. While students generally perceived feedback as asset-focused, they expressed a need for more growth-oriented, individualized responses. Additionally, male participants significantly perceived more asset-based feedback than females, suggesting that demographic alignment between instructors and students may influence perceptions around feedback.

Simataa, Rebecca R.; O'Connell, Jordan; Johnson, Kateri; and Dufault, Christopher (2025) "Asset and Deficit Thinking: Ed.D. Students’ Perceptions and Preferences around their Instructors’ Feedback," Essays in Education: Vol. 31: Iss. 2, Article 1.
Available at: https://openriver.winona.edu/eie/vol31/iss2/1