1. Cassie Brown Case Study 4 Problems (Recognize)
Cassie’s math teacher (Mr. Tempe) questions Cassie to reconsider further study of math in college.
Cassie is in emotional turmoil since her career goals and dreams for the future have been seriously questioned by her teacher.
There are misperceptions among people in this case study about the ability of women and students of color to succeed in the fields of math and science.
There is an underrepresentation of women and students of color as teachers in mathematics and the sciences, as well as in careers that require this background.

2. Values/Beliefs (Reframe)
Cassie:
Persistent. She will not give up on her dream despite her circumstances
Feels her math teacher has low expectations on minorities and women in mathematics, and that he owes her apology
Proud to have worked hard to get to this point
Supported and appreciated by her counselor, parents, and pastor
Mr. Horton:
Wants to be helpful, even though he’s the new pastor at Cassie’s church

3. Values/Beliefs (Reframe)
Mr. Tempe:
In some way, may want to shield Cassie from failure (protective?)
Very strict and traditional approach to math pedagogy
Frustrated and concerned about Cassie after explaining solution to her twice
High focus on math content
Low expectations on women and minorities for math

4. Values/Beliefs (Reframe)
Ms. Jensen:
Surprised to see Cassie for this issue. This indicates her familiarity and confidence in Cassie as strong student
Diplomatic, wants to see if Mr. Tempe questioned out of being helpful than hurtful to Cassie
Empathetic and concerned about the low representation of women and minorities in college.
Wants to support Cassie to achieve her college goals.

5. 4 Goals (Alternatives)
Resolve differences in opinion between Cassie and Mr. Tempe with regards to Cassie’s progress in class.
Support Cassie, both emotionally and practically, in regards to her career goals.
Change the thinking among school faculty and staff about the ability of women and students of color to succeed in the fields of math and science.
Bring awareness on the underrepresentation of women and students of color in fields of math and science.

6. Plan of Action for #3
Strategy 1: Set up series of inservice or professional development workshops at Cassie’s school to address perceptions of women and students of color for college, particularly in math and science. One of those activities would be for school staff to participate in “drawing a scientist” and then discuss the gender implication afterwards. Person responsible: Principal Evaluation Criteria: School staff fill out pre and post surveys on what they know on women and students of color with regards to higher academic goals. Ask staff what they intend to do in raising awareness and follow up accordingly, and include in teacher’s formal/informal evaluation plans. Timeline: Throughout the following school year

7. Plan of Action for #3 (Continued)
Strategy 2: Encourage students to attend “Expanding Your Horizons” Conference at San Jose State University. Person responsible: Math Department Chair or Individual Math Teachers Evaluation Criteria: Have that as positive attribute on teacher’s formal and informal evaluation process. Teacher conducts pre and post conference surveys and/or activities with female student participants. Timeline: Comes every March

8. Plan of Action for #3 (Continued)
Strategy 3: Teachers to address women and math/science careers through participation in IISME. Person responsible: Math Department Chair or Individual Math Teachers Evaluation Criteria: Teacher must apply and be accepted into IISME (which is an 8 week commitment to intern in math/science industry over the summer). In their Fellowship Grant, address how they will improve motivation of women and students of color in their classes. Timeline: Internship is during the summer; follow up of the Fellowship grant is during the following school year.

9. Plan of Action for #3 (Continued)
Strategy 4: Can you come up with one? Person responsible: Evaluation Criteria: Timeline:

10. References
Cavallo, A. (2007). Draw-a-scientist/mystery box redux. Science & Children, 45(3), 37–41. Gallagher, A., & Kaufman, J. (2005). Gender differences in mathematics: An integrative psychological approach. New York: Cambridge University Press. Kramarae, C. (Ed.). (2007). Handbook for achieving gender equity through education. New York: Lawrence Erlbaum. Mason, C. L., Kahle, J. B., & Gardner, A. L. (1991). Draw-a-scientist test: Future implications. School Science and Mathematics 91(5), 193–198.