2
Case Study
Key Issue
The key issue presented in this case study is racism. Racism is an ongoing adversary for
people of color, no matter their gender or age. The mother shared one of her first experiences
witnessing her mother being treated as a stereotype. In this run-in with the sales clerk, the most
valuable lesson was how to respond to discrimination, even in instances such as buying luggage.
When her mother was first approached rudely, it was clear that race was the motive for his
behavior. He assumed that she would steal the luggage because she was black and, therefore,
continued to antagonize her. The response of the mother taught Stephanie’s mom the most. Her
skin color does not make her less of a customer, and she needs to be treated with decency.
Racism and discrimination are normalized, and people of color have adjusted their behaviors or
responses to accommodate most of society. Stephanie’s mother learned what examples she
would set for her daughter as a person of color. She wanted her daughter to learn three main
lessons: 1. Walk away from bad service. 2. don’t take any bad service lightly. 3. stand up for
yourself because you are black. One study concluded that African Americans who are more
educated and experience discrimination in retail settings are likely to report racial consumer
profiling to the company or organization (Pittman, 2020). She wants her teacher to understand
that Stephanie has been taught to stand up for herself when in situations that question her race or
skin color. Stephanie’s mother wanted to share this experience with her teacher to bring
awareness of what causal racism and discrimination are like in their world.
Recommended Plan:
To begin, the teacher can validate the mother’s feelings and empathize with the story. This
can show the mother that the teacher has comprehended the sensitivity of her experience and that
3
Case Study
her expectations of her daughter are valid. First, the teacher can reassure the mother that her
classroom environment is culturally inclusive, accepting, and safe for all students. The teacher’s
classroom and lesson plans will reflect how the curriculum will be culturally diverse. Through
the curriculum, the students will learn to be accepting, aware, and understanding of various
backgrounds found in the class. In addition, the teacher will provide a safe social and emotional
atmosphere. The teacher can inquire more about Stephanie’s likes and dislikes to better
understand her students. This can reassure the mom that her daughter’s preferences matter to the
teacher; this can begin to build rapport with the mom and daughter. Next, the teacher can provide
all ways of communication for parents and allow the mom to choose what works best for her.
The teacher can encourage the mom to reach out freely with any questions, concerns, and
thoughts. This will show the mom that she has the support of her teacher. Then, the teacher can
share her behavior expectations from all students and how she plans to address inappropriate
behavior. At the end of this encounter, the mother can feel supported and accepted that her
daughter will thrive academically and emotionally.
Rationale:
In this case study, the key objective is to reassure the mother that her daughter will be
respected, supported, and accepted as a student of color. Many parents fear what the educational
environment will be like for their children, especially students from minority cultures. According
to the textbook, “In the contemporary United States, members of ethnic minority groups are
often less valued and often the target of disparaging and prejudicial treatment (Tutwiler, 2005)”.
There are many ways racism and discrimination can be implied unintentionally. It is the
teacher’s responsibility to be culturally competent. The teacher can best represent her practices
through her communication with the student, parent, and in the classroom. If the student feels
4
Case Study
welcomed and supported, she will most likely be engaged in the lessons. This will ultimately
show in her academic performance. This will also comfort the mom, knowing her daughter is
safe and well with the teacher and others in the class.
References
Pittman, C. (2020). “Shopping while Black”: Black consumers’ management of racial stigma and
racial profiling in retail settings. Journal of Consumer Culture, 20(1), 3-22.
https://doi.org/10.1177/1469540517717777
Tutwiler, S. J. W. (2005).@Teachers as collaborative partners: Working with diverse families and
communities. Taylor & Francis Group.
