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Case

The cement block walls of Barbara Ross’s office were decorated with pictures. Behind her hung a poster of the solar system and an equally large image of the moon. Her diplomas hung beside them. When she leaned back in her chair, she could see the Physics Department’s modern façade across the street.

Barbara was a prolific researcher at a large public university. Her astrophysics research analyzing X-ray data for information about the stellar life cycle was well regarded, and her record in attracting grant funding was excellent, but she knew that she needed to improve her teaching to assure her tenure.

During her pause for thought, Barbara heard a knock at the door. When she called, “Come in,” Jim Burton, a thin young African-American student with glasses, entered the room. He stood awkwardly near the doorway as he greeted her. “I wanted to stop by, since you asked me to after class,” he said.

“Have a seat,” said Barbara, feigning warmth. Inwardly, she was bracing herself for a difficult meeting. She never liked to be the bearer of bad news.

Barbara had recently attended a presentation about the high dropout rate of minority students in science. After the presentation, she became uncomfortably aware of the small numbers of minority students in her classes, and resolved to try and mentor her students more. Jim was averaging a “C-“ in the course, and she wanted to help him improve his grade.

“Jim,” Barbara said, “What would you like to do after you’re done with college?”

“I don’t know,” said Jim, looking down. “Be a scientist, I guess.”

“So, then, you’d like to go to graduate school?” said Barbara briskly.

“Sure, if I can get a scholarship,” Jim replied.

“There are a lot of fellowships and grants for graduate students,” said Barbara. “But in order to get one, you’ll probably need at least a “B+” in this class. My question is – how can I help you get that grade? Do you have any questions about the lectures or the textbook? I’m available every week during office hours.”

“Oh, I’m doing all right,” said Jim. “I got a “C” in high school chemistry, and I got a scholarship for college anyway. Plus, I want to major in geology… I’m just taking this class as an elective.”
 
Barbara was not sure how to respond. “I don’t usually recommend this to students,” she said, “but I really would hate to see this course compromise your ability to get into graduate school. It’s not too late to switch to Astronomy 150, if you’d like to see your grade improve.”

Jim stood up. He looked offended. “No… that’s okay,” he said. “There’s nothing wrong with a “C”. I’m staying in your class. And I don’t need extra help. I can do this on my own.” He left the office quietly.

Barbara put her head in her hands. What had she done wrong this time? She had offered Jim options. She had tried to be sympathetic and diplomatic. But somehow, things had not gone as she had planned.

Case
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Worksheet

Before you read the sample analysis for this case, you may want to consider the following questions.

Case
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An Example Case Analysis
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An Example Case Analysis

Some Issues Raised By the Case:

Relationships between black students and majority instructors are often complex. In this case, it is not clear that Barbara Ross is white. However, her communication with Jim seems to be hampered by assumptions on both sides. Jim seems to be accustomed to low expectations from his instructors – and, perhaps, from himself. The professor’s brusqueness and her focus on grades make him uncomfortable. Although they are talking about the same subject, their perspectives are entirely different.

Possible Discussion Questions:

• Did Barbara Ross single out Jim because he was black? Was this appropriate?
• Is it ethical for a faculty member to encourage a student to take an “easier” course to get a better grade?
• Did Barbara Ross address the correct issues?
• Might Barbara Ross have been offended by the fact that Jim said he is “just taking the class as an elective?” Could this have influenced her response?
• What methods of mentoring might be more effective for Barbara Ross to use in the future?
• Why is Jim offended? Why does he choose to stay in the class?
• Is it reasonable for a student to decide what grade is good enough for him or herself, even though the student chooses a grade below a B?

A Possible Set of Responses and Their Consequences:

1. Response : Barbara Ross could be more persistent in convincing the student that he needs help.

Consequences : Jim could finally agree, or he could become more resistant.

2. Response : The professor could focus on specific issues related to the course in question rather than graduate school.

Consequences : A focus on the class might get to the root of the problem that Jim is experiencing. Jim might be reading the text but not the problem sets, or he might be involved in a study group that is more social than academic.

3. Response : Barbara Ross could begin the meeting with a more casual discussion in order to gain the student’s trust, discuss his current course work load and extracurricular activities, and then begin the discussion of her course. Perhaps Jim has too little free time to study. Perhaps he took a similar course earlier, and is bored with the material.

Consequences : Building trust could lead to a more substantive and far-reaching discussion of the issues underlying this and related situations.

4. Response : In the future, rather than singling out students, the professor could make an announcement in class that extra credit is available for students who bring a question to office hours.

Consequences : Dialogue between the professor and her students will improve. She will be able to assist all students and stigmatize none.

5. Response : Barbara Ross could tell Jim that he is welcome to stay in the course.

Consequences : This may help repair the relationship between the professor and her student. However, the student may continue to be suspicious. The interaction with Professor Ross may affect his trust of other professors in the future.

Case
Worksheet
An Example Case Analysis
Useful Resources

Useful Resources

Reaching All Students: A Resource Book for Teaching in Science, Technology, Engineering and Mathematics (STEM)

• Getting to Know Your Students
• Advising and Extracurricular Activities
• Students of Different Backgrounds
• Creating a Learning Environment
• Principles for Effective Teaching

Diversity Institute Literature Review

• Davis, B.G.  (1993). Diversity and complexity in the classroom: Considerations of race, ethnicity and gender. Retrieved from http://teaching.berkeley.edu/bgd/diversity.html
• Gerardi, S. (2005). Self-concept of ability as a predictor of academic success among urban technical college students. The Social Science Journal, 42 (2), 295-300.
• Moore, J. L., III, Madison-Colmore, O., & Smith, D.M. (2003). To Prove-Them-Wrong Syndrome: Voices from unheard African-American males in engineering disciplines. The Journal of Men's Studies, 12(1), 61-74.
• Maton, K.I., Hrabowski III, F.A. & Schmitt, C.L. (2000). African American college students excelling in the sciences: College and postcollege outcomes in the Meyerhoff Scholars Program. Journal of Research in Science Teaching, 37 (7), 629-654.
• Napell, S.M. (1976). Common non-facilitating teaching behaviors. Contemporary Education, 62 (2).
• Pinel, E.C., Warner, L.R. & Chua, P.  (2005). Getting there is only half the battle: Stigma consciousness and maintaining diversity in higher education. Journal of Social Issues, 61 (3), 481-506.
• Stahl, J.M.  (2005). Research is for everyone: Perspectives from teaching at historically Black colleges and universities. Journal of Social and Clinical Psychology, 24 (1), 85-96.