Cassie Brown Case Study
4 Problems (Recognize)
1. Cassie’s math teacher (Mr. Tempe) questions Cassie to
reconsider further study of math in college.
2. Cassie is in emotional turmoil since her career goals and
dreams for the future have been seriously questioned by her
teacher.
3. There are misperceptions among people in this case study
about the ability of women and students of color to succeed
in the fields of math and science.
4. There is an underrepresentation of women and students of
color as teachers in mathematics and the sciences, as well as
in careers that require this background.
Values/Beliefs (Reframe)
Cassie:
• Persistent. She will not give up on her dream despite her
circumstances
• Feels her math teacher has low expectations on minorities
and women in mathematics, and that he owes her apology
• Proud to have worked hard to get to this point
• Supported and appreciated by her counselor, parents, and
pastor
Mr. Horton:
• Wants to be helpful, even though he’s the new pastor at
Cassie’s church
Values/Beliefs (Reframe)
Mr. Tempe:
• In some way, may want to shield Cassie from failure
(protective?)
• Very strict and traditional approach to math pedagogy
• Frustrated and concerned about Cassie after explaining
solution to her twice
• High focus on math content
• Low expectations on women and minorities for math
Values/Beliefs (Reframe)
Ms. Jensen:
• Surprised to see Cassie for this issue. This indicates her
familiarity and confidence in Cassie as strong student
• Diplomatic, wants to see if Mr. Tempe questioned out of being
helpful than hurtful to Cassie
• Empathetic and concerned about the low representation of
women and minorities in college.
• Wants to support Cassie to achieve her college goals.
Before we move forward…
Let’s think as a class what are the common
pattern of beliefs/values among the differing
parties in the Cassie Brown case study.
Party
Belief/Values (abridged phrasing)
Cassie
Persistent, feels her math teacher has low
expectations on minorities and women; pride;
feels supported by others.
Wants to help.
Mr. Horton:
Mr. Tempe
Wants to shield Cassie from failure; frustrated
Cassie’s progress; strict & traditional; high math
focus; low expectations women and minorities.
Ms. Jensen:
Wants to help; surprised to see Cassie; diplomatic
for all parties; empathetic & concerned on low
representation of women and minorities in math.
References
Adenika-Morrow, T.J. (1996). Lifeline to science careers for African
American females. Educational Leadership, 53(8), 80-83.
Clewell, B., Anderson, B, & Thorpe, M. (1992). Breaking the
barriers: Helping female and minority students succeed in
mathematics and science. San Francisco: Jossey-Bass.
Davis, B.M. (2005, June). Make room at the top: Getting to the
heart of women’s exclusion from science & the professions - A
real world look. Paper presented at the eighth International
Women’s Policy Research conference. Retrieved November 8,
2010, from http://www.iwpr.org/PDF/05_Proceedings/Moseley
_Davis_Barbara.pdf.
Riegle-Crumb, C. (2006). The path through math: Course sequences
and academic performance at the intersection of race-ethnicity
and gender. American Journal of Education, 113(1), 101–122.
Now it’s your turn…
Come up with 4 goals of this case study AND
Action Plan taken from 1 of your 4 goals.
(Please note that Action Plan needs to have 4
strategies listed.)
I’ll show you my example in the next slides.
Plan of Action for #3
Strategy 1: Set up series of inservice or professional
development workshops at Cassie’s school to address
perceptions of women and students of color for college,
particularly in math and science. One of those activities would
be for school staff to participate in “drawing a scientist” and
then discuss the gender implication afterwards.
Person responsible: Principal
Evaluation Criteria: School staff fill out pre and post surveys on
what they know on women and students of color with regards
to higher academic goals. Ask staff what they intend to do in
raising awareness and follow up accordingly, and include in
teacher’s formal/informal evaluation plans.
Timeline: Throughout the following school year
Plan of Action for #3 (Continued)
Strategy 2: Encourage students to attend “Expanding Your
Horizons” Conference at San Jose State University.
http://www.sjsu.edu/eyh/
Person responsible: Math Department Chair or Individual Math
Teachers
Evaluation Criteria: Have that as positive attribute on teacher’s
formal and informal evaluation process. Teacher conducts pre
and post conference surveys and/or activities with female
student participants.
Timeline: Comes every March
Plan of Action for #3 (Continued)
Strategy 3: Teachers to address women and math/science
careers through participation in IISME. http://iisme.org/
Person responsible: Math Department Chair or Individual Math
Teachers
Evaluation Criteria: Teacher must apply and be accepted into
IISME (which is an 8 week commitment to intern in
math/science industry over the summer). In their Fellowship
Grant, address how they will improve motivation of women
and students of color in their classes.
Timeline: Internship is during the summer; follow up of the
Fellowship grant is during the following school year.
Plan of Action for #3 (Continued)
Strategy 4: Can you come up with one?
Person responsible:
Evaluation Criteria:
Timeline: