Dreelin Equity Cases

Name: Erin Dreelin
Case # and Title: Case 4.4 Islamophobic Read-

Aloud
The Equity Literacy Case Analysis Worksheet
Step 1. Identify the problem or problems posed by the case.
In a high-school journalism class, students are pushed to write and
explore controversial topics. In light of 9/11, Ms. McGrath pushes her
students to explore news stories commemorating the event. One
student uses this opportunity to express a mistrust of Muslim people
openly in the classroom and pushes for a Christian nation. Several of
the students in the classroom are Muslim.
Step 2. Take stock of varying perspectives

Ms. McGrath believes that students should take on current events and
stay up to date, even if topics are controversial, despite other teachers
raising eyebrows at her ideas
In the community, most are predominantly Christian and from an upper
middle class wealth status.
George is the student who speaks out against Muslim people, pushing
for Christianity in the United States. He believes the Muslim religion is
immoral.
Several students (Hasina, Essam) in the class are from a Muslim
background and seem upset and put-off by Georges comments.
Step 3. Consider possible challenges and opportunities

McGrath has a rule that she cannot interrupt the students thoughts
this becomes an issue as she cannot intervene or re-direct Georges
opinion.
Some students (particularly the Muslim students) may be upset or feel
like outcasts now that they now the opinions of others; this could
continue to be an issue during other class conversations as well.
Despite the initial awkwardness, this might create an opportunity to
open the class to debate, or thoughtful political conversation, including
a potential study of Islam
Step 4. Imagine equitable outcomes
McGrath could use this opportunity to discuss Islam in more detail,
particularly its focus on peace, and elaborate on the causes of 9/11.
Additionally, McGrath could use other examples of radicalism to
reinforce the point that not all people of one religion believe in the
same thing (Sunny-Shiite Split, the Crusades, African tribes, etc.)
Step 5. Brainstorm immediate-terms responses

Remind students that others in the classroom have differing
opinions
Discussion of the peaceful practices of Islam, and the radical split
Ask for other opinions to counter-balance: does everyone agree
with George? Is there a reason there isnt a set religion in the
US? What protects this?
Encourage thoughtful participation: your opinion doesnt have to
put down the opinions of others
Step 6. Brainstorm longer-term policy and practice

adjustments
Pose opinions as pro not against each other; talk about how to
properly express opinions in a classroom
For controversial topics, perhaps read them but not share with the
classtherefore, they hear and can understand the debate, but it is
not necessarily open to their opinions
Consider the weight and potential problems with controversial prompts
Encourage culture understanding and appreciation of differences
Step 7. Craft a plan of action using the data above

Begin a discussion on Islam: is it really a dangerous or harmful
religion?
Compare and contrast with Christianity: what is similar between the
two
Encourage students to value and respect differences
Specific Responses to Case Questions (Please include questions)
1. Should McGrath have interrupted George despite her own rule? Why
or why not? If she had decided to interrupt his reading, how might
she have addressed his anti-Muslim sentiments in an effective way?
I dont believe she should have interrupted, but I do think she should
have immediately addressed his sentiments, instead of pausing or
waiting. I think in order to address these sentiments, she could have
made correlations between Islam and Christianity, explaining how the
two are similar, or even by opening the question up to the classroom
and exploring the implications of a set religion in the United states. By
addressing how the Constitution specifically says this is not allowed is
a powerful statement against George, without outright stating he is
wrong or shutting him down.
2. Ms. McGrath had developed a reputation for being balanced on
controversial issues, which is part of what allowed her to continue to
engage students around those issues despite the occasional
complaint. What was her responsibility in this scenario? Should she
have taken a stand against Georges prejudice? Why or why not?
I believe she has a responsibility to develop her students
understanding of Islam in a way that might change their opinions, and
protect the other students from discrimination. Most students know
very little of other religions, so I think taking the time to explain and
even allowing them to explore the similarities could change a lot of
heated opinions. I dont think she should take an outright stance
against George, but instead, use her own knowledge and neutrality to
expand the understandings of her students.
3. What are the implication of how Ms. McGrath responds to Georges
reading for Hasina and Essam? What are the implications for other
students?
The implications for her Muslim students, should she not respond or
protect them, could be that they now feel uncomfortable in her
classroom, or unprotected. Additionally, it could stem to discrimination
outside of her classroom. The implications for others could be that,
given she does not respond, they come to accept that discriminatory
views and sometimes hurtful opinions are allowed. If she responds in a
positive manner, students might have new views about each other and
the cultural differences that make us unique.
Rubric
1) The analysis plan is complete and thorough. Each step is addressed

in detail with supporting evidence and detailed points. The final plan of
action (step 7) clearly aligns and builds from prior steps.
Unacceptable Basic Proficient Distinguished
6__________7__________8____________9__________10
Explain:
2) The answers to the end of case questions are complete, thoughtful,

presented in detail, and clearly pull from and refer to the Equity
Literacy Analysis Worksheet.
6__________7__________8____________9__________10
Explain:
Name: Erin Dreelin
Case # and Title: Case 5.3 Inappropriate Language

Ms. Lindquist, while interacting with the students in her class, comes to
find out that her students performed a Chinese fire drill over the
weekend. Commenting on how the term could be found offensive to
some, her students respond angrily that the teachers at the school are
overly sensitive about many words, like gay and retarded.

Ms. Lindquist finds the term Chinese fire drill as potentially
derogative towards students with Chinese backgrounds, even though
she doesnt know of any students with that background in her
classroom.
Her students, in contrast, find her to be overly protective, and find
nothing wrong with the terms.
Some students become agitated, exclaiming the faculty, and Ms.
Lindquist in particular, as overly cautious and hypocritical.
Although she doesnt know of any students with a Chinese background,
some might find the term offensive and feel as though they cannot
speak up.
Additionally, the students are now questioning what can and cant be
said in the classroom, and may feel they can say whatever theyd like,
regardless of whether or not it would offend others.
They also challenge Ms. Lindquist, accusing her of using the same
terms they are not allowed to use outside of the school.
Ms. Lindquist could use this opportunity to explain why some other
students might find it to be derogatory, drawing on examples of free
speech and protected rights. Additionally, she could explain the
implications of associating an action with a culture, even when done in
a joking manner.
By saying something about the potential to offend, student may
reconsider using this phrase in the future.
By assuring students she does not use derogatory terms outside of the
classroom, she may inspire them to do the same.
Ms. Lindquist could use this opportunity to explain why some speech is
restricted in schools, and how certain words and phrases can hurt
others.
I think she did a good job in shutting down students opinions before it
got out of hand, but I also believe her use of the word table might
allow students to bring up the conversation again, at a later date.
adjustments
Ms. Lindquist could remind students of positive attitudes (and words!)
only in her classroom. Additionally, I think she should weigh the cost of
questioning certain phrases. I do believe holding a conversation about
how some words can hurt others could be an important stride in
avoiding something like this happening again.

Hold a conversation about the weight of words: how can they
hurt others? What kind of negative connotations do they have?
Review school policy on language in the classroom
Always model the behavior you want your students to have
remind them of policies like people-first language, being
respectful of other cultures, and how ugly words can change
their perceptions and also others perceptions of them
1. When Ms. Lindquist noticed that none of her students

seemed to mind the term, should she have let it go? Why
might a student who was offended by the term Chinese
fire drill have chosen not to speak up about it?
In this scenario, I think addressing anything that seems off-
putting or potentially offensive is important, especially
being the role model for the others. Because most of the
students seemed to agree the term wasnt offensive,
someone who was truly offended might not have spoken
up out of fear of being ridiculed.
2. How, if at all, should Ms. Lindquist have replied to
Simrens comment about teachers in the school being too
sensitive?
I would refer back to the school code about language, and
remind your students that as a teacher, you are expected
to protect all students from things that might hurt or offend
them, and that opinions might differ, but that all opinions
are equally important.
3. Is a physical education class, in this case, the right
context to have a conversation about offensive language?
Why or why not?
Despite the setting, I think its important that all teachers
address these issues, regardless of the context of the class.
Although it might seem odd for a physical education class,
it shows a united front against discrimination and
offensiveness.
4. Are their terms used widely in your school or among your
peers whose meanings you do not know but you think
could be offensive? If so, have you tried to find the terms
meanings?
Its not uncommon for students to use offensive language,
and as a teacher, I always try to question them on the
origin and purpose of using those words, as a way of
reminding them of the weight of their words.
Rubric

6__________7__________8____________9__________10
Explain:

6__________7__________8____________9__________10
Explain:
Name: Erin Dreelin
Case # and Title: Case 6.4 Terms of

Endearment
Ms. Lawson becomes concerned when she overhears students calling
each other inappropriate slurs. The students consider it to be friendly
behavior, but Ms. Lawson feels their use of these terms might trigger
other students to call each other by these names. Additionally, she is
concerned it may offend or hurt another student.

Ms. Lawson, overhearing the racial slurs, is uncomfortable and put-off
by the use of these words. She believes them to be derogatory,
negative, and offensive.
Anthony, a student in her class, uses the term in what he considers to
be a friendly manner, and finds no offense by the word.
Keisha, an African American student, finds the term to be racist and
offensive, and is somewhat angry about Anthonys use of the word in
class.
Reggie, another student, becomes uncomfortable with classroom
attention and way situation was handled, and does not speak up when
questioned about his sentiments on the word.

All students are lookingso the way Ms. Lawson reacts could possibly
set precedent for the class all at once, but also a dilemma if done
incorrectly.
Some students are uncomfortable, not only with the use of the word
but also the attention Ms. Lawson has brought to the situation.
Language is offensive but not being used to offend.
Ms. Lawson could have used this opportunity to quietly discuss the
word with these students, as opposed to drawing class attention to the
situation.

In clarifying that racial slurs are not terms of endearment and can be
offensive, students now have a precedent to look back on and the
expectations are clear for all.
Keisha and other students who might have taken offense know now
their teacher is willing to stand up for them against derogatory terms.

Ms. Lawson could have used this opportunity to discuss not only the
weight of our words, but also the history of the racial slurs.
It also poses the ability to reinforce established classroom rules, like no
cursing.
Ms. Lawson could have used this as a possible write-up of student to
convey to others that this type of language wont be tolerated.

adjustments
Ms. Lawson can use this to constantly reinforce rulesno cursing, no
bullyingwithin her classroom.
Additionally, she can, when she finds her students using offensive
words, reflect back on how she handled this situationin some
scenarios, publicly addressing it may be beneficial; in other scenarios,
it may be more effective to address the situation quietly and privately.

Immediately stop the use of the term, as some may find it
offensive
Use this as an opportunity to discuss where the term comes
from, and the negative connotations and ugly parts of history
that it is associated with
After class, ask Reggie to stay and explain that you felt this term
was offensive, but that you did not mean to direct the entire
class attention to him and hope that in the future, it will not be
used again
1. Did Anthonys explanation about how he wasnt really

using the n-word make his actions less of a problem? Is
there any circumstance in which it would be acceptable
for somebody to use the n-word or any variation of it in a
classroom or school? If so, what circumstances would that
be?
a. No, it doesnt make it less of a problem, and no, there is no
circumstances in which using racial slurs are acceptable or
should be allowed. If anything, casually interjecting
offensive words makes them not only more popular, but
also gives the impressions to others that they are
harmless, when they are not.
2. When Keisha voiced her displeasure about Anthonys
language, Ms. Lawson, worried that the tension would
escalate, chastised her and ordered her to sit down. How
could she have addressed Keishas comments more
effectively?
a. Ms. Lawson could have addressed Keishas sentiments,
explaining how the term can offend others, justifying that
there are people who feel the term is not derogatory, but
that it also clearly upsets others. Additionally, drawing on a
historical use of the term would validate Keishas
comments.
3. Ms. Lawson put Reggie on the spot by asking him how he
felt about the situation in front of his friend, in front of
Keisha, and in front of whomever else was in earshot as
students filed into the classroom. What are some other
ways Ms. Lawson might have checked in with Reggie in
order to avoid shining the spotlight on him in that way?
a. Ms. Lawson could have asked Reggie to stay after class in
order to explain his position, thereby avoiding bringing
class attention directly to Reggie and allowing him a
Safer option to express his thoughts.
4. Ms. Lawson knew she needed to address the use of the n-
word with her entire class, as she couldnt be sure how
many students overheard the conversation. How might
you approach such a task?
a. I think addressing the idea in front of the class is
important, not only to reinforce your thoughts against the
term but also to show the students involved in the
scenarios that you are not unfairly addressing the situation
only with them. Additionally, if I was put in this situation, I
would draw on the historical advancements of colored
people, and the strength of their fight, explaining how the
use of these derogatory terms, even if used in a friendly
manner, negates their progress in history.
Rubric

6__________7__________8____________9__________10
Explain:
6__________7__________8____________9__________10
Explain:
Name: Erin Dreelin
Case # and Title: Case 8.2 Insufficient

Accommodations
Ms. Thurston arranged a school field trip for her students to take a one
mile hike at Meadow Creek Park in order to observe science in action.
Upon arrival, she finds that the other provided opportunities for
students with disabilities are nowhere near the opportunities for
students without. Justin, a student with cerebral palsy, is unable to hike
the trail due to his crutches, and is given the opportunity to sit inside
the center and watch a film instead of working outside with his
classmates.
Ms. Thurston is, at first, excited, to bring her students to the park.
Upon learning of their film accommodations, she is angered to find
the park has provided very little options for students with disabilities.
Justin, a student with cerebral palsy, is excited about science and new
opportunities.
Ms. Parsons, the education director for the park, feels the
accommodations are valid and is following the rules in not allowing
Justin into the gardens.

By following the rules, Ms. Thurston worries Justin will not have the
same learning opportunities as the other students.
If she changes the other students options, she may let down some of
the students who were looking forward to the nature hike.
Despite her thinking Justin could maneuver some of the gardens, she
must follow the rules for the safety of him and the other students.

Despite the poor accommodations, Ms. Thurston could speak privately
with Ms. Parsons, ensuring her Justin could navigate the trails. She
could also ask about additional activities for Justin to complete.
For the students who do go on the trail, she could pose they bring back
plants, flowers, and other examples for Justin to see.
Additionally, she could extend the option to view the film to all
students, allowing Justin to have company and not feel excluded from
his peers.
Allow students to decide if theyd like to stay inside and watch the film,
or venture on the hike. This will open the opportunity to others, not just
those with disabilities.
For those who choose to hike, encourage them to bring back samples
and pictures of the hike for Justin and the others who watch the video
to examine and identify.
After the students have dispersed, have a conversation with Ms.
Parsons about the strength and limitations of their current policies and
accommodations.

adjustments
When planning future field trips, consider the needs of every student,
and have conversations with the locations about their accommodations
in advance. If she had known in advance the accommodation were not
equitable, Ms. Thurston might have been able to bring her own
activities or avoid this situation.
Additionally discuss the accommodations with Ms. Parsons. If they are
not to work together and reconsider their rules and policies, I would
consider not returning in future years.

Open up both options, film or hike, to all students, so Justin
doesnt feel singled out.
For the students who choose to hike, encourage them to bring
back examples for the students who remained behind.
Have each group present what they learned.
Hold a discussion with Ms. Parsons about potential
accommodations.
In future scenarios, do more research and hold more
conversations about accommodations and the needs of your
students.
1. Ms. Thurston was frustrated to find that the learning

accommodation for Justin was just sitting inside the
center and watching the film while his classmates were
on the hike. In your estimation, does this constitute as an
equitable accommodation? If not, what sort of
accommodation would have been more equitable?
a. I dont believe this is an equitable accommodationI think
the gardens should have considered creating an area that
was disabled-friendly and allowed students to still
experience at least part, if not all. Of the experience that
other students have. Additionally, they could have provided
examples of the plants and flora within the center and
allowed these students to interact with the pants, just like
the students on the hike.
2. Is it Ms. Thurstons responsibility to provide the hike
experience to most of her students even if one student is
excluded from any sort of parallel learning opportunity at
the park? Should she look for a different learning
opportunity that could include all of her students, even if
she feels that the opportunity may not generate the same
level of enthusiasm for most of her students as hiking in
Meadow Creek Park?
a. Given that the students have already arrived and have a
set expectation, I do believe she has a responsibility to
allow the majority of her students to experience what they
came for. However, I would press for Justin to be able to
navigate through the garden r look for other learning
options. I would also open the film opportunity to all of my
students, not just Justin.
3. How, as she approaches her students after talking with
Ms. Parsons, might Ms. Thurston use this situation as a
teachable moment for all of her students? Can she use so
without risking making Justin uncomfortable?
a. I do not feel that she should publicly make this a
Teachable moment, for fear of singling out Justin.
However, I would encourage my students on the hike to
provide examples and pictures for the students who stayed
behind, so they would get at least part of the experience.
4. Now that the class is at the park, prepared to begin the
hike while Justin watches a film, how might Ms. Thurston
make the best of what she interprets as an inequitable
situation?
a. As mentioned before, I would ask my students to help
provide the best experience for those who stayed behind to
watch the film, and would allow any student to opt for the
movie option as well.
Rubric

6__________7__________8____________9__________10
Explain:

6__________7__________8____________9__________10
Explain:
Name: Erin Dreelin
Case # and Title: Case 9.3 Outed At School

Mr. Brooks, on account of taking care of his mother, moved back to his
hometown, a conservative small town that was not very friendly to
gays (which he happens to be). In his initial interview with the school,
he openly admitted his sexual orientation to the administration, who
gave him support. However, one of his students challenges Mr. Brooks
sexuality in front of the entire class, and it seems the students have
found out through Facebook that he is gay. Several parents have called
the school and requested to have their students moved, but the
administration has supported Mr. Brooks.
Mr. Brooks is not ashamed of his sexual identity, but does not feel
comfortable openly sharing this information with his students,
particularly in a judgmental area.
Ms. Patterson, the principal, is supportive of LGBTQ faculty and
students and respects the wishes of Mr. Brooks (and later, defends his
ability to teach the students).
The students in this scenario seem to be curious about the sexual
orientation of their students.
The parents in the area are conservative and look down on
homosexuals, as shown by their reluctance to have their students in
his classroom.

For Mr. Brooks, this might pose an opportunity to explain and defend
his lifestyle, but it may also have a negative effect, as students may
reject his decisions or feel uncomfortable with his lifestyle.
Additionally, with the support of the administration, Mr. Brooks might
be able to change some of the conservative ideas in the area, showing
them that his sexuality does not imply he is a bad teacher or person.
Some students may wish to change classes, while others may be
comfortable and accepting of their teacher.

Mr. Brooks might be able to use this opportunity to his advantage,
allowing him to reveal all of himself instead of feeling like he has to
hide his sexual orientation.
In turn, this might encourage the other teachers who identify as LGBTQ
to be more open or feel safer in the school.
His relationship with Ms. Patterson and the school administration will,
most likely, become closer due to her defending him as a person and
as a good teacher.
Some students who also identify as gay may seem Mr. Brooks as a
brave role model to follow.

Likely, Mr. Brooks and Ms. Patterson will have to have a conversation
about the best approach to take.
Mr. Brooks will likely have to hold a conversation with his students
about his sexuality, clarifying that it does not change his ability to
teach the students or be there for them in any scenario.
He will likely have to publicly address this issue in the larger
community as well, and may face backlash from others.
adjustments
Depending on the results of holding a discussion with his students
about his sexuality, Mr. Brooks may have a clearer vision on how to
navigate further questions like Jeremys in the future. If his students
seem to be accepting, he may feel comfortable sharing this
information openly. If they do not, he may decide to be more private
about his own life and not discuss his sexuality further.
He may also want to implement policies of acceptance and
understanding of all students (and in turn, adults) in his classroom.

Discuss the best plan of action with Ms. Patterson and other
administrators
Hold a discussion with your students, not only about your own
lifestyle, but also how to respect and treat others kindly
If bullying or additional harassment occurs, he could again talk
with his students, and if it seems to be getting out of hand, he
could hold another conversation with administration.
It may be beneficial to call and discuss the issue at hand with
parents.
1) In your opinion, should Jeremy be punished for asking Mr.

Brooks about his sexual orientation? Why or why not?
a. I dont think Jeremy should be punishedhe is a kid, and
often kids are not afraid to ask their questions
sometimes because they relate to the answer. I dont think
it would be right to punish a child for asking a question,
especially if other students might have the same curiosity.
2) Although things were better at first than Mr. Brooks had
anticipated, he still was subject to heteronormative
assumptions. In a heteronormative context, people are
assumed to be heterosexual and heterosexuality is
deemed normal, even if implicitly so. What are some
ways you have observed heteronormativity in schools?
a. Its more common to see straight students showing
public affectionoften, I feel homosexual students are
scared to do so, as it might bring about bullying or
unwanted attention. Additionally, often traditions in
schools, like school dances, seem to imply a guy/girl group
as opposed to same sex couples.
3) How, if at all should Mr. Brooks address the rumors with
his students? To what extent should attitudes in the
broader community dictate how he handles the situation?
a. If he chooses to do so, I think Mr. Brooks should have a
conversation with his students and explain how his sexual
orientation doesnt change the way he cares about his
students or how successful he is at teaching them. I think
the communitys views on homosexuality may instill some
fear in Mr. Brooks, but if he is brave enough to challenge
these views, I think he could sway some peoples opinions
and give his students a role model if they are in the same
situation.
4) Ms. Patterson so far has defended Mr. Brooks, insisting to
complaining parents that his sexual orientation is
irrelevant to his teaching. Should she do more? If so,
what?
a. I think she is very supportive of her staff, and by defending
him, she creates a united front at the school, and a place
for her students and faculty to feel safe.
Rubric

6__________7__________8____________9__________10
Explain:

6__________7__________8____________9__________10
Explain:
Name: Erin Dreelin
Case # and Title: Case 11.2 Im Not Black

Ms. Lee, having received a new student of Nigerian descent, paired this
student up with another student of African descent, attempting to quell
a growing problem of tension between Nigerians and other African
students within the student body. The two students did not see eye to
eye, and after discussing the problem (amongst others, including
fights) with the other faculty, Ms. Lee feels as though the faculty is not
doing enough.

Ms. Lee sees the differences between her Nigerian and African
students as trivial, and expects them to get along, going so far as to
pair them together in an attempt to quell school tensions.
Abiola, a new Nigerian student, feels he cannot relate to the other
African students because of his different upbringing.
Warren, an African student, feels irritated by Ms. Lees pairing of the
two students and feels the Nigerian students think they are better than
the other black students.
Some of the faculty feel the students should focus on their similarities,
not differences, and work together to squash the racial tensions.
Other members of the faculty insist the teachers need to realize and
respect the important differences between the two groups.

By forcing the students to get along, Ms. Lee may be making the
tension between the two groups worse.
On the other hand, it may help the students to identify similarities in
their culture and heritage.
Most of the faculty seems convinced that the students are being
stubborn and creating the problem, and therefore seem to be doing
little to address their unique differences.
Other members of the faculty are encouraging teachers to appreciate
and place value in the unique differences, which could help students
understand differing cultures and possibly foster more respect between
the two groups.

In this scenario, I think Ms. Lee and the other faculty members need to
listen to the complaints of their student body, identifying key
differences between the groups instead of pretending they dont exist.
Lumping all the colored students together as black forces them to
get along, when in reality, these groups of students have unique
cultures.
Ms. Lee could take this opportunity to do research about her students
cultures, or educate herself and share this information with the other
members of the staff. Understanding these differences may lead to a
conversation about how to bring the two together, or may explain
more about the tensions between the two groups.

Ms. Lee should have a conversation with both students, allowing them
to explain their perspective on the growing internal tensions between
the two groups.
Additionally, I think she should do more research on where this conflict
arises from, taking in account the idea of respecting and understanding
their cultural differences, as opposed to forcing assimilation on the
students in her classroom.

adjustments
In the future, I think Ms. Lee needs to change her perception from
making all her students get along to making them see and understand
the cultural differences of each other, and how these shape the culture
of where they live now. Her policy in this case study is if we talk about
race, they will all get along. In reality, I think her focus needs to be,
how do our differences shape us as unique people, and how can some
of our similarities be drawn across cultural lines and differences.

Hold conversations with students of African and Nigerian
descent, in order to get to the bottom of the current conflict
Do research about the groups, conferring with these students
Explain your intentions to these students: to understand their
cultural differences, but also to work to make the school for
peaceful for both groups. In doing this, you may enlist the help of
these students, as opposed to forcing them to get along.
1. What factors should Ms. Lee have taken into

consideration when choosing a mentor for Abiola?
a. Ms. Lee automatically paired him with another black
student, thinking this would make him more comfortable.
Instead, she should have looked for a good role model that
Abiola might have naturally strayed towardsthat is, did
he show signs of enjoying any other students company?
Did other students seem to connect with him?
2. What, if anything, should Ms. Lee have done differently to
address Warrens concerns and to ensure that Abiola felt
welcome?
a. In a sense, Ms. Lee swept Warrens concerns under the rug,
particularly by making the two students hold hands. Her
first error was not being clear about the expectations of
Warren, or why he was chosen as a mentor. Additionally,
she should have allowed Warren to express his concerns in
a private manner, instead of in front of Abiola.
3. Mr. Werth expressed a color-blind mentality when he said
that he tries to only see commonalities between his
students. How might a color-blind approach affect his
ability to understand and address the situation at hand?
a. By not looking to understand these racial tensions, Mr.
Werth makes it near impossible to solve the dilemma. By
not understanding and researching and respecting these
cultural differences, Mr. Werth essentially swipes this
problem under the rug and is pretending the problem is
self made, as opposed to potentially being historically
embedded in these childrens lives.
4. What did Ms. Thompkins mean when she explained that
These tensions are not unique in our countrys history?
What examples from the history of the US might she have
been thinking about? Can you think of an example of
tension or bias between white citizens and one or more
groups of recent white immigrants in US history?
a. In US history, its not uncommon for similar groups to look
down upon each other. In the 1890s, Irish and Italian
immigrants were looked down upon, often moving to
separated sections of major cities to avoid discrimination.
Additionally, wealth between classes has also divided
people within the same race, looking down on those with
less money and opportunity,
Rubric

6__________7__________8____________9__________10
Explain:

6__________7__________8____________9__________10
Explain:
Name: Erin Dreelin
Case # and Title: Case 9.2 Date Auction

In order to raise fund for the school, students suggest holding a Date
auction in which students bid on the opportunity to hang out. All funds
from the date auction will be donated back to a fundraiser. When
discussing the idea, one students points out the ability of same sex
students to auction on other students, stating that he would quit if
another male students bid on him. In order to avoid this problem at the
auction, the students ask the teacher, Mr. Hanson, if they can make a
rule that students can only bid on students of the opposite sex.

Mr. Hanson, although the supervisor of the group, did his best to
interject minimally as the students planned.
Tanya suggest a date auction as a possibility to raise funds. After
Nates reactions, Tanya poses the idea to bar same-sex bidding to Mr.
Hanson to avoid any issues arising during the date auction.
Nate shows an aversion to be bid upon by members of the same sex.
Some of the other members laugh and agree with him.

Mr. Hanson, having minimally supervised the plan, has now allowed the
students to get on board with a project that has lots of implications for
certain groups of students.
Some participants would be unwilling to participate if bid upon by
members of the same sex.
Other students may feel uncomfortable openly bidding upon students
and outing themselves at school.

Instead of getting rid of the solution, Mr. Hanson could help the
students brainstorm ways to go about this, including friendship dates
and other non-romantic alternatives. Additionally, the auction could be
held silently, so students dont feel put on the spot.
Considering the implication, Mr. Hanson may want to suggest an
alternative fundraiser (or again, imply the date auction is non-romantic
and instead allows students to get to know each other in a friendly,
opportunity based manner).

Mr. Hanson, having been posed the idea, should use this opportunity to
share his thoughts. Some students may be offended by this extra
measure, so as the educator, Mr. Hanson may need to share the
views of students not present at the meeting, and force his students to
consider the implications of this new policy. Additionally, he could offer
possible solutions or even alternative fundraising techniques.

adjustments
For future fundraisers, Mr. Hanson may want to consider highlighting
fair options and allowing the students to choose from there.
Additionally, his hands-off approach allowed the student to concoct a
plan that may discriminate against some students, so I believe he
should rethink this policy, perhaps being more vocal about ideas, pros,
and cons of fundraising projects.

Step in and explain to students how that policy might be
discriminatory
Ask students to brainstorm alternatives: a silent auction, non-
romantic based dates, and other things like that
If students seem set on an idea that seems unfair to certain
students, redirect them to a new fundraising idea.
1) At which point, if at all, should Mr. Hanson have

intervened in this meeting? Why? How?
a. When the students began a discussion of who might bid on
who, and Chris made joking remarks to Nate, Mr. Hanson
should have interjected. Their comments might come off as
discriminatory and cruel to those who are homosexual or
identify differently.
2) When Chris teased Nate about how likely he would get
bids from women and men, some students laughed, but
others did not. Why might some students not have found
Chris teasing or Nates response funny?
a. Some students might identify as homosexual, or feel this
policy (and joke) to specifically limit those who fall into this
category. It also promotes a sense of homophobia from
both boys.
3) In what ways might the idea of a date auction encourage
gender bias and inequity? Did you see any evidence of
this in the students conversation?
a. In not allowing students to bid on students of the same-
sex, the policy specifically limits homosexuals and not
heterosexuals. They also imply the boys involved in the
auction will be bid on more popularly than the girls.
4) In what ways might the idea of a date auction encourage
homophobia and heterosexism? Did you see any evidence
of this in the students conversation?
a. If the students were to enact a policy that forbid same-sex
bidding, then those who identify as homosexual would be
unable to participate. It also implies an anti-homosexual
agenda by enacting this stipulation.
5) Among Shadow Creek High School students, who might
be most offended by the councils idea? Who might feel
alienated by it?
a. Those who identify as homosexual would be specifically left
out of the activities. Additionally, students might feel put
on the spot when bidding, students without lots of money
could/would not be involved, and some students might be
upset if not bid upon in the same manner as others.
Rubric

6__________7__________8____________9__________10
Explain:

6__________7__________8____________9__________10
Explain:
Name: Erin Dreelin
Case # and Title: Case 3.4 High Expectations or Unrealistic

Goals?

Ms. Sutter, a first year teacher, had high expectations for her 6th
graders. She began a club that allowed first generation students to
learn more about college and the opportunities it brought to students.
Ms. Sutter arranged a field trip to tour a renowned local university, but
upon arrival, come to find their tour guide was absent. The program
director, Mr. Stein, looks down on the eager sixth-graders and
questions Ms. Sutters expectations of her students as being
unrealistic.

Ms. Sutter is a first year teacher who is excited about educating
students about their options for after high-school. Although eager
when planning the school tour, she is upset when told her expectations
are too high and that the kids arent prioritized.
Her sixth graders seemed eager and ready to take on extra work. They
are excited about the school tour.
Mr. Stein looks down on Ms. Sutters optimism, believing her
expectations to be too high reaching and deciding that high-schoolers
from more affluent areas are the priority of the program.

Ms. Sutter, having not attended the school is uncappable of giving the
students an adequate, self-guided tour.
Mr. Stein has already shown disdain and has proved unhelpful in
rectifying the situation.
Ms. Sutter, having been shut down already by numerous others, may
feel her expectations are too high and lower them, not pushing the
students to work hard for their high goals.
Ms. Sutter might be able to use this opportunity to inspire her
students, by showing them that if they believe in themselves and work
hard, they can blow away others low expectations of them.

Ms. Sutter could use this opportunity to inspire her kids, showing them
that although others have low expectations for them, setting high, hard
to reach goals can drive them to be the best they can be (aka, turn this
into a teachable moment).
Ms. Sutter can reach out to other universities and ensure events like
this do not happen again.
Although she does not know a lot of the information, she may be able
to obtain tour materials and do the best she can with what she has,
proving to students that persistence is key in life.
In this scenario, Ms. Sutter should think quickly, asking for guided tour
materials or the potential for a student guided tour (or someone else
who could be helpful!).
Additionally, she should hold another conversation with Mr. Stein,
expressing that his low expectations of these students are often a
contributing cause to why students like these cannot, or feel they
cannot, attend colleges like the one he works at.

adjustments
In the future, she should contact schools directly, ensuring proper
arrangements are created. She should also explain the importance of
this program to the universities.
In cases like these, its better to be overprepared, so it may be
beneficial to attend a tour in advance and soak up the knowledge, in
case a self-guided tour is all that can be offered, like in this case.
Additionally, instill a work ethic in your students to meet high
expectations for themselvesincluding thinking about college from a
young age on.

Pose a scavenger style tour to your students, allowing them to
explore campus and find answers to their own questions.
Ask for as many materials as possible and use those to make the
best of the situation.
Have a discussion with your students about the importance of
setting and working towards higher goals, and how not to let
others hold you back from these goals,
1. What advice would you have given Ms. Sutter when she
was deciding what students should be permitted to
participate in the club?
a. I believe if she felt strongly about including students of all
ages, she should have followed through with this. Her
program seems to be positively influencing the students
involved in it, and could be considered even more
beneficial as students approach high-school age.
2. Ms. Sutter heard from multiple people, including Mr.
Stein, that it was unnecessary to discuss post-secondary
options with her students. To what extent, if at all, do you
agree with this statement?
a. Although sixth grade does seem a bit young, if kids
understand the high expectations they can set for
themselves, and give themselves goals to meet, I think it
keeps them on track as they move into the age that will
really influence these decisions. I dont think it ever hurts
to help your children, at any age, set goals for themselves.
3. Mr. Stein expressed his concern about Ms. Sutter creating
false excitement about a prestigious university. How
would you have responded to Mr. Steins comments?
a. I would respond that attitudes like his are the reason
children often think college is an unattainable goal, and
that people like him looking down a=on first generation
students is often what cuts their goals short of achieving
them. Instead, a good teacher, professor, and educator is
someone who helps push students to obtain high goals and
interests them from an early age on.
Rubric

6__________7__________8____________9__________10
Explain:


6__________7__________8____________9__________10
Explain:
Name: Erin Dreelin
Case # and Title: 11. 5 My Uncle

Abdi, a young, energetic student in Ms. Kleins class, is continuously
becoming more and more disruptive. Having seen the way Abdi
interacts and listens to his father, Ms. Klein schedules a conference
with Abdis parents, but instead of his father showing up, his mother
and an unidentified man, claiming to be his uncle, come to the
meeting. After discussing this with administration, Ms. Klein comes to
find out that Abdi is often picked up my various men and women
claiming to be related to the family. The next day, Abdi confirms this
man was not biologically related to him.

Ms. Klein, although appreciative of Abdis energy, feels she needs his
father to reprimand him on his growing ability to distract other
students.
Abdi seems to be an energetic, bright students who sometimes
distracts others in his class.
Ms. Larson, another educator, expresses a distrust of the many visitors
coming to pick up Abdi.

If Ms. Klein continues to question Abdi, he may feel uncomfortable in
her classroom.
By not speaking directly to his father, Ms. Klein feels Abdis behavior in
class will not change.
Now that Abdi has confirmed the uncle is not directly related, Ms.
Klein may be able to express this to Ms. Larson, who could contact the
family and remind them of school visitation policies.

In this scenario, by speaking with Ms. Larson, the school may be able
to contact Abdis family and remind them of the school policies. This
way, in future scenarios, Abdis father may be in attendance.
Perhaps Abdis uncle does have a fatherly effect on him and can
relay the information from Ms. Klein.

In this scenario, I feel Ms. Klein should notify Ms. Larson of her new-
found knowledge. In doing so, the school may be able to clarify the
school visitation policy for Abdis family. This may, in turn, push Abdis
father to attend more conferences and school events, opening up
communication between Ms. Klein and his parents.

adjustments
In the future, Ms. Klein, if she feels Abdis guests may be unsafe or not
school approved, should speak with administrators sooner and keep
notes on his visitors.
Additionally, she should express to future parents how often shed like
to see them, and make an effort to get reliable contact information
from the beginning of the year

Speak with Ms. Larson about Abdis uncle
Have the school reinforce visitor policies, perhaps send home a
flyer or information to Abdis parents
Attempt to contact Abdis father (or mother) at homeperhaps
via email or phone callto reinforce what was discussed during
the conferences.
In class, try new techniques and ideas to ensure Abdi does not
further distract students.
1) Based on Ms. Kleins observations, was Abdis fathers presence

at conferences necessary? What are some possible reasons why
somebody else from the family might attend meetings at the
school in his place?
a. Ms. Klein sees Abdis father as a powerful force and
someone Abdi will listen tohe seems to be the enforcer in
the family, so his presence has a powerful effect on Abdi.
In that sense, his presence is important to Ms. Klein. His
father might be a very busy person, or not feel very
involved in Abdis life/education, resulting in someone else
attending the meeting.
2) How might Ms. Larsons mistrust of certain visitors affect how
she interacts with them?
a. Her mistrust may be interpreted and make others
uncomfortable. It also instills a suspicion in others,
particularly, his teachers. Her sense of suspicion has now
affected Ms. Kleins perception of Abdi and his home life.
3) Ms. Klein asked Abdi about his relationship with his uncle in order
to gather information regarding who was attending the meeting
with his moth. Based on Abdis response, how, if at all, might that
exchange affect his comfort level in the classroom and
relationship with his teacher?
By asking about his family, Ms. Klein may have made Abdi
uncomfortable, as she comes off as prying or directly leading to
information. Although he seems unaffected in the scenario, he
may be less willing to talk about his home life with Ms. Klein in
the future.
Rubric

6__________7__________8____________9__________10
Explain:

6__________7__________8____________9__________10
Explain:
Name: Erin Dreelin
Case # and Title: Case 6.2 Teaching Race with Huckleberry

Finn

Samuel, an African American student, usually loves to be involved in
class discussions. However, Ms. Kohl, his teacher, assigns the class a
reading of Huckleberry Finn, a book with racially charged language.
Samuel grows increasingly tense as the class reads aloud from the
book, finally, screaming about the use of the n-word in the book and
leaving the classroom abruptly.

Ms. Kohl, aware of the racially charged language, feels her students are
mature enough to handle it.
Samuel, usually very involved in conversations, shows visibly
uncomfortable and growing tension as students read the book aloud,
No other students show discomfort over the language presented in the
book, and are shocked when Samuel abruptly yells and leaves the
classroom.

Continuation of the book may increase Samuels anger and isolate
students of color in the classroom.
Samuel may feel uncomfortable returning to the classroom after his
outburst, and his interest in language arts may now be tainted by this
negative experience.
Ms. Kohl could use this as an opportunity to discuss the language of
the bookwhy are these words included? What do they mean? How
can they be hurtful to others?

Ms. Kohl could use this as an opportunity to discuss, as a class, how
this language is racially charged, and the effect it has on people. It
could also be a good opportunity to explain how language has
developed and the way that words can hurt.
Ms. Kohl should hold a conversation with Samuel, and if he feel
uncomfortable continuing his reading, should offer an alternative text
for him to read.

Ms. Kohl should instruct students to continue reading, and find Samuel.
They should have a conversation about his comfort level, allowing Ms.
Kohl to gauge what really bothers Samuel about the situation.
Upon returning t the classroom, address the language used and explain
why, and how, it can hurt others.

adjustments
In the future, hold a conversation about the upcoming language in
advancein this scenario, assuming her students wouldnt take
offense led one to be put in a very uncomfortable position.
If students seem uncomfortable, reconsider use of this text, or assign a
possible alternative.

Step out of the classroom (instruct other students to read quietly) and
find Samuel. Hold a conversation about why he left, what upset him,
and what could have been done differently. If he can be calmed, return
to class.
Once returned to class, hold a conversation about the weight of words,
particularly ones that are racially charged and linked to a history of
mistreatment.
Remind students of the weight of these words.
If Samuel remains highly offended, perhaps suggest and alternative
reading.
1. How might Ms. Kohl have prepared her students for the
language in Huckleberry Finn? Should she have done so
before they began reading the novel?
a. I think she should have prepared them in advance. Some
curse words have derogatory meanings, but in this
scenario, these kinds of words have racial connotations
that refers to a history of mistreatment and discrimination.
Despite the leaps and bounds that US society has made,
racial tension still exist and warning your students in
advance of the power of these words is important.
2. Should teachers assign readings that use the n-word or
other derogatory language with such a painful history?
a. I think these kind of texts can be important and powerful,
but should be given with the wisdom that they are hurtful
worlds and should be, in almost all scenarios, preceded by
a conversation about the weight of words.
3. Should Samuel be punished for his outburst and for walking out
of the classroom the same way another student would have if it
had happened on another day for another reason?
a. In this scenario, I dont believe he should be punished. He
was clearly uncomfortable and put into that situation by
the negligence of his teacher, who decided that a real
response to these words was the intention. Unfortunately,
with real, raw emotional responses comes the ability to be
hurt, saddened, or angered, just as Samuel was. By not
preparing the class in advance, Ms. Kohl could not be sure
what the reactions of her students would be, and in this
scenario, made one very upset and uncomfortable, and
understandably so.
Rubric

6__________7__________8____________9__________10
Explain:

6__________7__________8____________9__________10
Explain:

Dreelin Equity Cases

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Name: Erin Dreelin

Case # and Title: Case 4.4 Islamophobic Read-

Step 2. Take stock of varying perspectives

Step 3. Consider possible challenges and opportunities

Step 5. Brainstorm immediate-terms responses

Step 6. Brainstorm longer-term policy and practice

Step 7. Craft a plan of action using the data above

Specific Responses to Case Questions (Please include questions)

1) The analysis plan is complete and thorough. Each step is addressed

Unacceptable Basic Proficient Distinguished

2) The answers to the end of case questions are complete, thoughtful,

Unacceptable Basic Proficient Distinguished

Case # and Title: Case 5.3 Inappropriate Language

Step 2. Take stock of varying perspectives

Step 7. Craft a plan of action using the data above

Specific Responses to Case Questions (Please include questions)

1. When Ms. Lindquist noticed that none of her students

1) The analysis plan is complete and thorough. Each step is addressed

Unacceptable Basic Proficient Distinguished

2) The answers to the end of case questions are complete, thoughtful,

Unacceptable Basic Proficient Distinguished

Case # and Title: Case 6.4 Terms of

Step 2. Take stock of varying perspectives

Step 3. Consider possible challenges and opportunities

Step 4. Imagine equitable outcomes

Step 5. Brainstorm immediate-terms responses

Step 6. Brainstorm longer-term policy and practice

Step 7. Craft a plan of action using the data above

Specific Responses to Case Questions (Please include questions)

1. Did Anthonys explanation about how he wasnt really

1) The analysis plan is complete and thorough. Each step is addressed

Unacceptable Basic Proficient Distinguished

Unacceptable Basic Proficient Distinguished

Case # and Title: Case 8.2 Insufficient

Step 3. Consider possible challenges and opportunities

Step 4. Imagine equitable outcomes

Step 6. Brainstorm longer-term policy and practice

Step 7. Craft a plan of action using the data above

Specific Responses to Case Questions (Please include questions)

1. Ms. Thurston was frustrated to find that the learning

1) The analysis plan is complete and thorough. Each step is addressed

Unacceptable Basic Proficient Distinguished

2) The answers to the end of case questions are complete, thoughtful,

Unacceptable Basic Proficient Distinguished

Case # and Title: Case 9.3 Outed At School

Step 3. Consider possible challenges and opportunities

Step 4. Imagine equitable outcomes

Step 5. Brainstorm immediate-terms responses

Step 7. Craft a plan of action using the data above

Specific Responses to Case Questions (Please include questions)

1) In your opinion, should Jeremy be punished for asking Mr.

1) The analysis plan is complete and thorough. Each step is addressed

Unacceptable Basic Proficient Distinguished

2) The answers to the end of case questions are complete, thoughtful,

Unacceptable Basic Proficient Distinguished

Name: Erin Dreelin

Case # and Title: Case 11.2 Im Not Black

Step 2. Take stock of varying perspectives

Step 3. Consider possible challenges and opportunities

Step 4. Imagine equitable outcomes

Step 5. Brainstorm immediate-terms responses

Step 6. Brainstorm longer-term policy and practice

Step 7. Craft a plan of action using the data above