The Angry Mother Devon Returned Home From His

The Angry Motherdevon Returned Home From His

The provided case study describes a situation involving a mother, Brenda Washington, who becomes upset after receiving her son Devon's report card, particularly due to a perceived discrepancy in grading that she interprets as racially biased. She confronts the teacher, believing the lower grade was due to her son's race, and escalates the matter to the principal. The scenario touches upon issues of perceived educational fairness, racial bias, and intolerance.

Assignment Instructions:

Analyze whether intolerance is involved in this case. Explain your answer with reference to the case details.

Discuss how the case relates to some of the different dimensions of intolerance described in the book.

Determine whether specific intolerances, such as racism or sexism, should be assessed based on intent or result, and explain your reasoning.

Paper For Above instruction

In the case of Brenda Washington and her son Devon, issues of racial bias, perceived discrimination, and intolerance are central to understanding the dynamics at play. Brenda's reaction to Devon's D grade in English, which she suspects may be racially motivated, raises questions about the presence of intolerance in the educational environment and her perceptions thereof. Examining this scenario from the perspective of intolerance involves analyzing both explicit and implicit biases that may influence actions and perceptions.

Is intolerance involved in this case? The answer is multifaceted. On the surface, Brenda Washington expresses a suspicion rooted in her perception of racial bias, which could suggest an underlying intolerance. If her belief that the teacher graded her son lower because of his race is accurate, then this is a manifestation of racial intolerance—an irrational or prejudicial attitude toward individuals based on racial differences. However, it is also possible that her reaction stems from a lack of understanding or misinterpretation of the situation, which complicates whether it qualifies as intolerance or merely a perceived injustice. Nevertheless, her immediate suspicion and escalation to the principal highlight a tendency toward viewing the scenario through a lens of racial bias, thus suggesting an element of intolerance, whether justified or not.

Furthermore, the case relates to several dimensions of intolerance discussed in academic literature. These include explicit biases, stereotypes, and systemic issues. Brenda's suspicion reflects a stereotype that educators might favor White students over Black students, rooted in a broader context of racial biases prevalent in society and, unfortunately, some educational settings (DiAngelo, 2018). This perception is reinforced by her observations of the "success posters" featuring White children, which may symbolize an implicit bias or systemic bias present in school environments. Such imagery can perpetuate stereotypes about race and achievement, contributing to a climate of intolerance if present.

Additionally, the case touches on the dimension of structural or systemic intolerance. If the school environment, consciously or unconsciously, favors certain racial groups, this constitutes systemic bias, affecting how students are perceived and evaluated. Brenda's assumption that her son's lower grade was due to racial bias may reflect her awareness of systemic issues, even if her conclusion is not empirically verified. Her confrontation with the teacher and subsequent actions also exemplify how perceptions of bias can escalate tensions and highlight existing inequalities within educational institutions.

Regarding whether specific intolerances, such as racism or sexism, should be determined by intent or result, this is a nuanced debate. In the context of intolerance, some scholars argue that intent is crucial, emphasizing the motives behind actions (Feagin & Sikes, 1994). However, others contend that the results of actions—including discriminatory outcomes—speak more about the systemic or societal impact of intolerance, regardless of intent (Beneke & Gaus, 2003). In this case, if the teacher's grading was influenced by unconscious biases, the intent might be unknowable, but the result—a discrepancy in grading—is still significant. Therefore, considering results as evidence of intolerance is often more practical, as this approach addresses tangible effects that perpetuate inequality or injustice (Dovidio et al., 2010). Ultimately, both intent and result are important, but focusing on outcomes might be more effective in identifying and addressing intolerance.

In conclusion, the case illustrates how perceptions and biases intersect in educational settings, highlighting the importance of recognizing and addressing various forms of intolerance. While Brenda Washington's suspicions may be rooted in systemic biases, the proper approach involves scrutinizing both intent and results to foster fair and equitable treatment for all students.

References

• Beneke, J., & Gaus, G. (2003). The challenge of intercultural dialogue. University of Münster.
• Dovidio, J. F., Gaertner, S. L., & Pearson, A. R. (2010). Beyond prejudice and discrimination: The importance of attitudes and stereotypes. In D. B. Baker (Ed.), The psychology of attitudes and attitude change (pp. 55-76). Psychology Press.
• DiAngelo, R. (2018). White fragility : Why it's so hard for white people to talk about racism. Beacon Press.
• Feagin, J. R., & Sikes, M. P. (1994). Living with racism: The black middle-class experience. Beacon Press.