APRIL 2010
PART I
Lesson Title: Air Force Military Equal Opportunity Program and Case Studies (ROTC only)
Teaching Method: Guided Discussion/Case Study
Time Required: 2 hours
Prerequisite Classes: None
Visual Aids: None
Student Preparation: Read Study Guide lesson, “Air Force Military Equal Opportunity Program”
and answer all case questions before class.
Certified by: Holm Center/CR (Dr. Charles Nath III)
PART IA
Cognitive Lesson Objective: Know the role of the Military Equal Opportunity Program.
Cognitive Samples of Behavior:
1. State the objective of the Military Equal Opportunity Program. (SG)
2. State the components of the Military Equal Opportunity Program. (SG)
3. Identify the three key services of the Military Equal Opportunity Program. (SG)
4. Identify the three key functions of the Military Equal Opportunity Program. (SG)
Cognitive Lesson Objective: Know how prejudice and discrimination impact the Air Force.
Cognitive Samples of Behavior:
1. State the difference between discrimination and prejudice. (SG, L)
2. Define equal opportunity and treatment. (SG, L)
3. Identify ways a supervisor can diminish the impact of prejudice and discrimination in the Air
Force. (SG, L)
Affective Lesson Objective: Respond positively to the role of the Military Equal Opportunity
Program.
Affective Sample of Behavior: Discuss the components of the Military Equal Opportunity
Program with classmates.
PART IB
Strategy: This lesson is divided into two separate parts. Begin with having students participate
in a short guided discussion on what effects prejudice and discrimination can have in the Air
Force, and what they can do to prevent them. The instructor should tie the Air Force Core
Values of integrity, service before self, and excellence in all we do into the lesson where
appropriate.
Lesson 28-1
The second part of the lesson utilizes case studies. The cases used in this class involve
complaints by minority group members. The students should develop an awareness of typical
problems, which they may encounter as supervisors in the equal opportunity and treatment arena.
The students will present their answers to each case study from the viewpoint of investigating
minority group complaints. The class discusses each case's answers, concluding with the best
possible solution for the case.
INSTRUCTOR NOTE: Please ensure students have completed their reading assignment prior to
this lesson. This will ensure that the students will be able to participate during the lesson.
Lesson Outline:
A. Guided discussion
1. Correcting the prejudice and discrimination problem.
2. How prejudice affects Air Force personnel and the mission.
3. What supervisors can do to overcome prejudice and discrimination issues.
4. How social changes/events impact Equal Opportunity and Treatment (EOT) in the Air
Force.
B. Case Studies
Lesson 28-2
PART II
INTRODUCTION
ATTENTION
(Suggested: Though the American Civil Rights Movement occurred during the 1950s and 1960s,
do you believe there are no longer prejudicial or discriminatory issues in the workplace? How
many of you have witnessed or experienced prejudice or discrimination? It is a good thing if
you have never personally experienced one of these damaging biases. Unfortunately, if you look
at the news, you will all too often see stories that tell us how prevalent these issues are.)
INSTRUCTOR NOTE: As an option for your attention step, consider utilizing a well-known
occurrence of prejudice or discrimination. When looking for an example, be sure to consider all
areas of concern, (e.g., age, color, national origin, race, ethnic group, religion, or gender).
MOTIVATION
(Suggested: As a military leader, this is a challenging area you may face as you navigate your
way through effective supervision for all your subordinates. Because prejudicial attitudes and
discrimination still exist, as an Air Force officer, you have a critical responsibility to recognize
them and to overcome them.)
OVERVIEW
A. Guided discussion on:
1. How can we correct the prejudice and discrimination problem?
2. How can prejudice and discrimination affect Air Force personnel and the mission?
3. What you can do as a supervisor to overcome prejudice and discrimination issues and
provide an environment of equal opportunity and treatment?
4. How do social changes/events impact the EOT climate in the Air Force?
B. Case Studies
TRANSITION
(Suggested: You’ve already read about the difference between discrimination and prejudice in
your SG, so let’s begin our discussion by addressing how we can bring prejudice and
discrimination to an end.)
BODY
PRESENTATION
A. Guided Discussion.
LOQ: How can we bring a stop to prejudice and discrimination? Hasn’t enough been done
already?
Lesson 28-3
AR: Educate people. As long as prejudice and discrimination exist, we haven’t done enough.
FUQ: How can prejudice and discrimination affect the Air Force?
AR:
 Morale.
 Personal relations.
 Job Performance.
 The bottom line is that prejudice and discrimination adversely affect the people and the
mission, ultimately stifling our military’s potential.
FUQ: How can you as a supervisor overcome prejudice and discrimination and provide an
environment of equal opportunity and treatment?
AR:
 Be able to recognize it, and develop an awareness of environmental cues relating to
prejudice.
 You begin by presenting a good role model.
 Enforce Air Force standards, which means disciplining those who discriminate or behave in a
prejudicial way.
 Educate your people. Remind people of the importance of working together in a
nonprejudicial way.
INSTRUCTOR NOTE: Here is a good opportunity to reference Air Force Core Values—
integrity, service before self, and excellence in all we do.
FUQ: How do social changes and events in society impact the equal opportunity and treatment
climate in the Air Force?
AR:
 The Air Force is a reflection of society.
 The problems of society become the problems of the Air Force.
NOTE: Consider events such as Tailhook, Rodney King verdict/Los Angeles riots.
TRANSITION
(Suggested: Just because the Air Force is an "equal opportunity employer," do you think it's
automatically free of any complaints regarding racism, sexism, discrimination, etc.? Absolutely
not! As you’ve seen in the first part of this lesson, these problems do exist in the military, and
you, as an officer and supervisor, will have to deal with them.
You'll be stationed with people from all parts of the country and be exposed to a million different
backgrounds, prejudices, ideas, and attitudes. You must learn to recognize and deal with these in
yourself, and also know how to handle them in others.)
Lesson 28-4
INSTRUCTOR NOTE: There are eight scenarios for discussion. Select a student to lead the
discussion on a particular case and monitor the class discussion of each case. Watch the time so
all cases can be discussed. Suggested responses are provided for these mini cases. But,
remember, there are no specific answers; the objective of these cases is to see how and why the
students arrived at the answers they got. Instructors should take note of student assumptions and
the process they go through to respond to the dilemma in each case. Instructors can expect to get
differing solutions to each case depending upon the initial assumptions. Remember, this is a
class in logical thinking, not, right or wrong answers.
Lesson 28-5
C. Case Studies
CASE #1
MSgt Jackson is NCOIC of the Quality Control Section. He has a staff of five people: three
white males, one black male, and a white female, SSgt Smiley. Captain Gibley is the OIC of
Quality Control.
SSgt Smiley's job performance has declined to subpar standards. Her appearance is poor,
and her attitude is anti-Air Force. She's been late twice in one week. She rides to work with
Captain Gibley, and rumor has it that they're living together. SSgt Smiley's last EPR was an
overall 5, influenced by Captain Gibley.
Airman Jones, a black Airman who works in the same section, was 15 minutes late yesterday.
MSgt Jackson calls him in, counsels him, and states that repeated tardiness will warrant an
Article 15.
Through casual conversation, Airman Jones finds out that nothing was done when SSgt
Smiley was late. He approaches MSgt Jackson and asked why he didn't give the female an
Article 15. MSgt Jackson states "The Captain wouldn't like his girlfriend getting an Article 15,
and it might affect my EPR."
LOQ: What action should Airman Jones take to identify MSgt Jackson's actions and statement?
AR: Approach MSgt Jackson and document the conversation. If he’s not satisfied, inform him
(Jackson) that he’s going to see Capt Gibley about the situation.
FUQ: Should he go to the OIC, Capt Gibley?
AR: Yes, if he’s not satisfied with MSgt Jackson. Stress using the chain-of-command.
FUQ: Would you consider this discrimination in the execution of supervisory responsibilities?
Why?
AR: Possibly. The additional factor here is the “girlfriend” situation. Fraternization should be
stressed.
FUQ: What referral agency(ies) would you recommend to Airman Jones?
AR: MEO, Inspector General.
Lesson 28-6
CASE #2
TSgt Jones is assigned as the chief Military Training Leader (MTL) in a training school
squadron. His assistant is a female, junior staff sergeant. He is new to the career field and told
his assistant that no changes would be made until he became familiar with the duties of his
position.
He noticed when any problems arose with the students, his assistant confided directly with
the First Sergeant. TSgt Jones confronted the First Sergeant and asked that he be given the
courtesy to handle the problems within his section. The First Sergeant was not in TSgt Jones’
chain of command, but it appeared he ran the standardization/evaluation program. The First
Sergeant was overheard making prejudicial comments about TSgt Jones. The class that TSgt
Jones monitored failed a major standardization evaluation. The commander stated they had
never failed a major evaluation until TSgt Jones arrived. TSgt Jones received an EPR of an
overall 4 with a 3 in the human relations area, which he feels is not indicative of his
performance.
LOQ: What action should TSgt Jones take to identify the alleged discrimination by the First
Sergeant?
AR: Confront the First Sergeant and document the conversation. He may want to have his
supervisor present also for this conversation.
FUQ: What action should the commander take when he's informed of the First Sergeant's
behavior? What about the EPR?
AR: Confront the First Sergeant and document. Validate the review process for the EPR and
take action according to the findings.
FUQ: Does the commander have managerial problems within his squadron? How can they be
corrected?
AR: Yes, TSgt Jones has the right attitude as far as the chain-of-command. However, he should
work out the differences with the First Sergeant. He also needs to let his assistant know that she
needs to show trust and confidence in him to set the example for the rest of the troops. The
commander can correct the managerial problems by insuring people maintain responsibility for
their own workcenters and that others don’t overstep their managerial boundaries.
Lesson 28-7
CASE #3
A young female Airman is assigned to a transportation unit. She and her NCOIC are the only
females assigned to the unit. The unit's work force is comprised of both military and civilian
personnel. The vehicle maintenance crews consist of two crewmembers and a driver.
Sometimes the crew size is cut to one driver and one crewmember.
One evening the female Airman received her assignment, picked up her tools, and proceeded
to the assigned vehicle. When she found out she was teamed with a civilian male driver (Mr.
Wright) she refused to go. The on-duty supervisor verbally reprimanded the Airman and told her
he was going to recommend disciplinary action be taken by the commander.
When questioned, the female Airman said Mr. Wright had made numerous sexual comments
about women in her presence. She was made to feel very uncomfortable with Mr. Wright
standing around while she was working in the tool room. One of the guys on her shift pulled her
aside and explained that Mr. Wright was making sexual motions behind her back as she leaned
over a table. In the past, Mr. Wright had been heard to say, “women are like spare tires, you
wear one out and pick up another.”
LOQ: What could the commander do to prevent this problem from happening?
AR: He could provide training to his entire unit on the tolerance of sexual harassment.
He should also approach Mr. Wright and inquire about the comments and document.
FUQ: What do you do about the female Airman?
AR: Encourage her to speak to whomever offends her in the future to try to resolve the problem.
Staying quiet want help anyone.
FUQ: What can you do with Mr. Wright?
AR: Warn him of his actions and let him know that future complaints will not be tolerated.
Also, check to see if he had attended EOT training, which addresses the Air Force policy on
sexual harassment. Punishment could be different depending on his training and awareness of
policies.
FUQ: How do you gain control of the situation?
AR: Mandatory meeting concerning work relationships.
NOTE: Stress how lack of supervisory attention and action contributed to this situation. The
commander must have counseling documentation to remove Mr. Wright. MEO referral would,
indeed, be appropriate.
Lesson 28-8
CASE #4
Airman Hurray is a female aircraft mechanic assigned to the Maintenance Squadron.
Airman
Hurray is a tech school honor graduate. Upon arrival at the new duty station, the NCOIC
assigned Airman Hurray to Tech Order Maintenance. Airman Hurray has been working in this
section for 12 months and is now a bit depressed with the routine of filing publications,
answering the phone, and making coffee. Airman Hurray has failed the five level end-of-course
test twice. The NCOIC offers no assistance or time for OJT. Airman Hurray asked the NCOIC to
allow time daily to work on the aircraft as a means of familiarization. The NCOIC became irate
and stated that “As long as I’m NCOIC of this shop, no female will ever turn a wrench on one of
my planes.” Airman Hurray reports the incident to the OIC, Captain Evans.
LOQ: How is sex discrimination displayed in this incident?
AR: The supervisor did not allow her to do her job. She was forced to do what could be
considered “secretarial” work. Remember OJT must be documented by the NCOIC in her
training records. Not allowing her to perform her job could affect her WAPS testing and
ultimately her future promotion.
FUQ: What should Captain Evans do to resolve the matter?
AR: Order the NCOIC to allow her to do her job and follow up to ensure the order is followed.
FUQ: Would you record this incident in the NCOIC's Enlisted Performance Report (EPR)?
AR: Yes, blatant sex discrimination. This is not exemplary leadership material.
Lesson 28-9
CASE #5
SSgt Juarez is a new arrival to the base and assigned to the Civil Engineering Squadron. He
has a wife and two young children. He finds out from his sponsor that the NCOIC, MSgt Otis
rents apartments. SSgt Juarez calls the NCOIC and inquires about possible vacancies. MSgt
Otis states that all of his apartments are occupied and he doesn't anticipate any vacancies for 6
months. SSgt Juarez finds a house through the base housing referral office. MSgt Otis has about
twelve apartments and has stated publicly that he will not rent to Blacks or Spanish surname
Americans. SSgt Juarez is told by his white coworkers that MSgt Otis raises rent prices to
discourage minorities from attempting to lease an apartment.
LOQ: What action should SSgt Juarez take to identify MSgt Otis' rental practice?
AR: Since other coworkers have said these things, see if any will go on record with that
information and bring it to the OIC for immediate action.
FUQ: Is this racial discrimination?
AR: Yes, absolutely.
FUQ: Upon being informed, what action should the commander take?
AR: Start an investigation; prosecute if these allegations are found to be true in practice.
FUQ: What agency is responsible for investigating complaints of discrimination in off-base
housing?
AR: Base Housing Referral Office.
NOTE: The Base Housing Referral Office is responsible for conducting all inquiries related to
discrimination in off-base housing.
Lesson 28-10
CASE #6
Centerville AFS is located near a small town of approximately 18,000 people. The
community has a limited number of recreational business establishments, one of them a
recreational club. The mayor is the owner of the club and also your friend. You are the station
commander. In the past few months, your Military Equal Opportunity Officer has received
numerous complaints that minority Airmen are having their requests for membership denied, but
at the same time, applications from majority Airmen are being accepted.
LOQ: What action would you take regarding these complaints?
AR: Approach the mayor and find out why certain individuals are being denied membership
without mentioning race or discrimination.
FUQ: How do you reconcile your responsibility to maintain equal opportunity and treatment of
all personnel with your responsibility to maintain cordial relations with the civilian community?
AR: As a commander, mission accomplishment is priority #1 which means providing
leadership, authority, discipline and worker morale. The community needs to be aware that the
military has a job to do for the defense of their nation, and everyone should be treated equally. If
the choice had to be made between maintaining EO and maintaining cordial relationships with
the community, EO should come first because the CC has to look out for the troops. The
installation commander may place the establishment off-limits for ALL military members.
Lesson 28-11
CASE #7
SSgt Solomon has asked for the upcoming Monday off work since that day is Yom Kippur.
His supervisor, MSgt Garland, tells SSgt Solomon that he'll have to take leave. SSgt Solomon
claims he doesn't have to take leave since it's a religious holiday. MSgt Garland's response is,
"You know the shop closes for Christmas Day. I don't think it's fair that you get 2 days off
without having to take leave. The only way I'll let you go is if you take leave."
LOQ: Does SSgt Solomon have any legal basis for his argument? If so, what?
AR: No, he has no “legal” basis because the military is only required to allow time off for U.S.
recognized federal holidays.
FUQ: What are possible approaches to reconciling the differences between SSgt Solomon and
MSgt Garland?
AR: MSgt Garland definitely should recognize the religious holiday, provided it doesn’t affect
mission accomplishment, such as alert duty, inspections, etc.
FUQ: How would you, as the supervisor of both NCOs, handle this situation?
AR: See if the absence of one person would affect mission effectiveness. If not, allow the day
off for observance. Let the MSgt grant the day off to maintain the supervisory status.
NOTE: AFI 52-101, Planning and Organizing, advises supervisors to let personnel off work,
"military situation permitting," for the observance of religious holidays. SSgt Solomon should
not be obliged to take leave for Yom Kippur. He could volunteer to work Christmas day to ease
the situation.
Lesson 28-12
CASE #8
Lt Goodrich goes to her boss, a major, to tell him she'll be gone for an hour the next day
getting her hair cut, since it's getting long in the back and is close to noncompliance with AFI 362903 standards. He tells her she may not take "company time for such frivolous female
primping," and she should reschedule the appointment on off-duty time. Later that day, Lt
Goodrich is looking for a sergeant who's helping her with a project and is told he's over at the
base barber shop getting his hair cut.
LOQ: What do you suppose Lt Goodrich's reaction might be to this news?
AR: Initially, she’d be upset and confused. Why can the sergeant do this and I can’t?
FUQ: Do you agree with the major's reasoning for denying her time-off request? Why?
AR: NO. She is trying to comply with Air Force standards.
FUQ: How would you respond to Lt Goodrich if she came to you for advice on what to do next?
AR: Tell her to approach the major and ask for an explanation as to why the sergeant can do this
and she can’t. Maybe the major didn’t know about the sergeant’s actions. Document.
FUQ: Where might Lt Goodrich go if she feels she's been treated unfairly by the major? What
would be the basis of her complaint?
AR: Squadron CC and higher if necessary. It would be sexual discrimination but very difficult
to prove. He could always say he expects officers to do those things on their own time but not
enlisted. Officers are held to a higher standard. That may not be morally right, but it could be
justifiable.
Lesson 28-13
TRANSITION
(Suggested: You can see how important EOT is for all of us in the Air Force. Let's review what
we've learned.)
CONCLUSION
SUMMARY
(Review the points covered on the following questions. Plus, briefly summarize the main points
found by the students. Key in on discrimination and prejudice in administrative punishment,
environmental tensions, jobs, housing, etc.)
LOQ: How can we bring a stop to prejudice and discrimination? Hasn’t enough been done
already?
Education.
FUQ: How can prejudice and discrimination affect the Air Force? People and mission.
FUQ: How can you as a supervisor overcome prejudice and discrimination and provide an
environment of equal opportunity and treatment? Recognize it, be a role model, enforce
standards.
FUQ: How have social changes/events impacted EOT in the Air Force? (Cite student examples)
REMOTIVATION
(Suggested: As an officer, you have a responsibility to aid in the eradication of prejudice and
discrimination in the Air Force. With problems like these, the rules and regulations are not as
effective as the diligent efforts of people like you. You must learn how to deal with such
circumstances and realize the ramifications if they aren't handled properly.)
CLOSURE
(Suggested: "The existence and validity of human rights are not written in the stars . . . A large
part of history is therefore replete with the struggle for those human rights, an eternal struggle in
which a final victory can never be won. But to tire in that struggle would mean the ruin of
society." - Albert Einstein)
Bibliography:
Lesson 28-14
1. AFI 36-2706. Military Equal Opportunity and Treatment Program, 29 July 2004.
2. AFI 52-101. Planning and Organizing, 10 May 2005.
Lesson 28-15