Case Study Overview
PSY FPX 5110 Assessment 4 Mrs. Jelks-McClellan, a psychology teacher, has one year of classroom time. Morgan is an 18-year-old college freshman who has been distant in class and constantly looks at her phone during class time. Morgan has shunned any of the instructor’s office hours after classes, although almost every other student has. Morgan recently complained about the case studies that were being distributed in class. She went on to say that this class is not representative, that there are not case studies with the LGBTQIA+ community represented, and that she believes the instructor holds prejudices against the community to which she belongs. Morgan has written an email to the dean of the psychology department. Morgan’s grievances are brought to instructor Jelks-McClellan by the dean. Teacher Jelks-McClellan stated that she would like to improve this by pursuing more professional growth in this field so that she does not use incorrect terminology and can continue to offer the rest of the case studies.
Professional Setting: A university The Relationship: Professor-Student
Respects the rights and dignity of students by: Respecting students by acknowledging their age, gender, culture, context, and socioeconomic setting.
Demonstrates an ethic of care by: Seeking to comprehend students’ educational, academic, personal, and social needs and students’ values, beliefs, and cultural background(s).
Cultural Differences
Mrs. Jelks-McClellan | Morgan
• Late 20s | 18
• Heterosexual | LGBTQIA+
• Black/African American | White/Caucasian
The sexual orientation of the student and the professor and cultural difference between them are causing the conflict. The isolation of a community by the professor to which she belongs is not at all hindering the learning process of the student.
Relevant Biases
Biases
• Race
• Sexual Orientation
Strategies
•PSY FPX 5110 Assessment 4 Three general strategies were given in an article to restrict implicit bias: approach, expose, and educate. We miss opportunities to avoid harm when we fail to learn about our blind spots. Being exposed to counter-stereotypes and concentrating on the distinct individuals with whom we work is also valuable. Taking a systematic perspective both at the human and institutional levels, and committing to an iterative process of improvement, practice, and reflection, is necessary to the realization of equity (Edgoose et al., 2019).
• While sexual orientation and gender identity are discussed less in the curriculum than other diversity issues notwithstanding growing attention to themes of equity and inclusion in teacher education, much must shift at the individual, institutional, and societal levels to enhance teacher educator self-efficacy in responding to LGBTQIA+ issues in teacher education. Primarily, regardless of what one’s subject area happens to be in teaching, educator instructors must take personal responsibility in teaching LGBTQIA+ topics through their own coursework (Brant & Willox, 2022).
Ethical Concerns
• Competency
• Sexuality Exclusion
• Suppress subject matters
Ethical Standards
2.03 Maintaining Competence
• PRINCIPLE I: COMMITMENT TO THE STUDENT
• 3.04 Avoiding Harm
(Psychologists work on regular attempts to become competent and ensure their competence continues. Ethical principles of psychologists and code of conduct, n.d.)
Utilitarianism Consequentialism
Comparison of Utilitarianism & Consequentialism
Taking into account the individuality of each student would bring about the greatest good, utilitarianism would be the most appropriate theory to resolve the ethical dilemma of the case study. While only one student complained, other students who may have similar sentiments can gain from knowing and resolving through case studies that are relevant to them. Some part of the students in class could be working with the LGBTQIA+ community but might not know how. By the use of case studies, they might gain experience that they’ll need. Getting the best good and involving the most numbers of learners is the correct ethics for teachers to practice. Another aspect of utilitarianism is that it is neutral and impartial. Happiness is consistent. The maximized good is the objectively regarded good. My good isn’t better than anyone else’s. Furthermore, everyone else should sustain the superior good for the same reasons why I should (Driver, 2022).
PSY FPX 5110 Assessment 4 Educators’ Obligation to Students
Ethical Decision Making with the Fisher’s Model
Step 1
Here, the teacher has to decide if not using the case studies that cover all students is a professional act. According to her professional and ethical beliefs, she can decide if there is any ethical concern.
Step 2
The teacher needs to refer to the APA Ethics guidelines as well as any corporate university guidelines that she feels may be breached.
Step 3
PSY FPX 5110 Assessment 4 Find any relevant local, state, or national legislation that relates to the ethical issue of inclusion in the classroom. For example, researching civil rights that apply to students.
Step 4
Identify all potential participants and what the results could be for each participant. Potential parties are: instructor, supervisor, deans, students.
Step 5
Instructor Jelks-McClellan can talk to higher faculty members to learn how these matters are addressed, she can also sit down with Morgan to learn more, she can sit down with her dean to obtain resources on more diverse case studies, she can ask for further training on the subject so that she has the best information prior to presenting them to the class, the instructor can also have an assignment where students develop case studies and conduct a review of all case studies
Step 6
I would recommend that Instructor Jelks-McClellan pursue professional development in this area to become more effective. Because inclusive education is offering a quality education to all learners, it is important to consider the possible advantages of inclusion for all learners (Roldán et al., 2021). Case studies are an excellent way of engaging learners. They have a rich, potent heritage as a powerful, engaging student-centered pedagogical approach to support more traditional approaches to knowledge delivery that help to render human stories tangible within a context of reflective, thoughtful sense-making. They argue that case studies are able to encourage critical thinking through allowing students to apply theory, rehearse decision-making, explore diverse points of view, examine data, and synthesize course learning (Sider et al., 2023). Teachers owe a duty to students by respecting students by paying attention to students’ age, gender, culture, environment, and socioeconomic status. Interacting with students in the right place and with sensibility.
Multicultural Issues
Inclusion
• Sexual Orientation
• Community
Each student is different. Educators must understand all types of diversity they may find in their classrooms to truly know and cultivate cultural awareness. To this end, proponents of CRT have argued that academic knowledge and skills must be linked to students’ own experiences and perspectives in a positive and collaborative setting. Learning becomes something meaningful and engaging in this manner. (Protecting Students Overview, n.d.)
PSY FPX 5110 Assessment 4 Educators’ Obligation to Students
Best Practice for Working With LGBTQ+ Community
• Be sensitive when utilizing the language with respect to the LGBTQ+ population.
• Familiarize yourself with the language that refers to the LGBTQ+ population.
• Give people a chance to present themselves and not jump to conclusions about their names, identity.
