Julia Martinez

EDU 1111
Dr. Jessica Vorhis
6 December 22
Case Study: The Trouble with Grit
Step 1: Biases and inequalities
Throughout this case study I perceive that Ms. Grady, a science Teacher, has an implicit
negative bias towards Samantha’s conditions at home contributing to her inability to complete
the class's homework assignments. Ms. Grady’s main statement that portrayed her implicit
negative bias for Samantha’s home conditions was when she emphasized that Samantha’s mother
is not helping Samantha develop the grit needed to break their families poverty cycle. Ms. Grady
seems to have the belief that Samantha’s Mother is intentionally working long hours leaving
Samantha to care for her siblings, which is inevitably not allowing Samantha the time she needs
to finish her homework assignments. The next area in this case study I noticed a negative bias
towards Samantha’s home conditions is when Ms. Grady states her belief that if she bends the
rules for Samantha it would be unfair to her other students. This provides me with the
assumption Ms. Grady has never taken the time to understand and empathize with her students
who do grow up in poverty. Those students who are not lucky enough to have both parents at
home to support their children in finishing their homework assignments; which in actuality is
creating inequity for Samantha’s educational development. Ms. Grady is aware of Samantha's
intellectual skills, but Ms. Grady’s lack of understanding and effort to work with Samantha's
home conditions in an attempt to get Samantha to finish her homework is creating a classroom
running on inequality for those students growing up in poverty.
Step 2: Varying perspectives
There are a multitude of different perspectives to think about throughout this case study.
First being Samantha, I assume Samantha’s only escape from having to be a responsible adult
figure is while she is at school. While at home Samantha is the adult figure, caring for each of
her siblings and helping them finish their homework while neglecting herself. Samantha’s
excitement for the science labs in Ms. Grady’s class most doubtlessly comes from this being the
one time Samantha can do something she enjoys and excels at. Samantha presumably feels
extremely stressed, and misunderstood as a child; a child who needs the support and
understanding from her educators. A privileged perspective comes from Ms. Grady, Samantha’s
teacher. Ms. Grady seemingly has no idea of her negative unconscious bias towards Samantha’s
Mother and home conditions. Ms. Grady very likely blames Samantha’s Mother for not being
able to be present at home in order to help her children with their homework. I believe Ms.
Grady has never experienced poverty, or has ever been close to someone living in poverty
causing her the inability to have an understanding of why Samantha’s Mother is unable to be
present in her children's lives. Ms. Grady also does not seem sympathetically aware that allowing
Samantha extra time to finish her homework assignments creates equity for Samantha’s
education development, and instead views this concept as unfair to her other privileged students.
Another marginalized perspective comes from Samantha’s mother. Samantha’s mother almost
certainly feels extremely guilty for being an absent figure in her children’s lives. Endless days of
working long hours is doubtlessly what Samantha’s mother has to do in order to provide the
basics for her children. Samantha’s mother must feel an immeasurable reliance towards
Samantha in order for her siblings to get the care they require. I assume Samantha’s mother is
often filled with feelings of stress, guilt, exhaustion, and judgment while most of her children's
teachers have the inability to be understanding and empathetic to their current home conditions.
Step 3: Challenges and opportunities
Challenges throughout this case study include, creating an opportunity for Ms. Grady to
notice her negative unconscious bias towards children growing up in poverty without her feeling
as if her ethics and teaching skills are being criticized. Another challenge throughout this case
study is contending against Ms. Grady’s belief that allowing students like Samantha extra time to
finish their homework is unfair to her other privileged students. But, encouraging Ms. Grady to
create comfortable relationships with her students would create opportunities for Ms. Grady to
adjust her homework policies. These opportunities include students like Samantha the ability to
feel safe with Ms. Grady to express their hardships occurring at home in hopes that it will evoke
empathy and understanding in Ms. Grady. These connections would also create an opportunity
for Ms. Grady to end her negative bias towards children growing up in poverty, and the
understanding that equity is needed for those students who grow up in poverty; those that do not
have the basic home privileges her other students attain.
Step 4: Immediate Equitable Responses
Immediate equitable responses would include Mr. Burns taking the time to have a deep
conversation with Ms. Grady about Samantha’s home conditions, in hopes to create a better
understanding of growing up in poverty for Ms. Grady. Another immediate equitable response
would be Ms. Grady asking Samantha if she would like to work on homework during the class
time instead of helping her classmates with their work, as this is something Samantha often does.
Step 5: Long-term Equitable Responses
Long-term equitable responses would be providing Ms. Grady and each teacher in the
school the ability to partake in a course about the development of children in poverty and how to
appropriately support children growing up in poverty. These courses would provide teachers with
the knowledge of how to create an equitable classroom for those students who need extra support
from their teachers, while also providing each teacher the knowledge of the systematic
oppression their students growing up in poverty experience. Another long-term response would
be Ms. Grady having conversations with the Principal and other educators about how to
appropriately handle Samantha’s situation in a positive manner. These conversations would
hopefully come to a conclusion of allowing Samantha time during the school day to work
on/finish her homework for each class that is required. Lastly, creating a healthy relationship
with Samantha’s Mother would be beneficial for Samantha, and each of her educators. Although
getting ahold of Samantha’s mother would be difficult, it is a long-term equitable response that
would only be beneficial to all parties involved in this case study in the present and the future.