Heading: Building Trust in a Diverse Community Case Analysis and 1

Building Trust in a Diverse Community Case Analysis and Rationale

Shirley Moliga

EAD 505- Education Law

Dr. Michael Schlabra

08/23/2023
Building Trust in a Diverse Community Case Analysis and Rationale 2

Case 16- Analysis

The majority of the residents of Rose Place are from the middle class, and the area has a

long history of white supremacy. Smith-Jackson Elementary School in the area has a primarily

white student body. The whole workforce is Caucasian up to the hiring of a principal who be-

longs to a minority group. To comply with the state's mandate that all schools be integrated by

the end of the decade, the school district made the decision to put into place a busing program.

The fact that Smith-Jackson Elementary School provides a busing service to allow kids with spe-

cial needs access to public education brings tremendous pride to the neighborhood surrounding

the school. Despite this, a loud minority is against the busing plan since it makes education more

accessible to children from underprivileged groups. Despite being so few in number, the oppo-

nents are quite vocal and possess a great deal of influence. Additionally, both the students them-

selves and the parents of the kids who are members of the minority group have taken notice of

these students' protests.

To attend one of its school meetings, Smith-Jackson issued an invitation to the neighbor-

hood. One of the parents there expressed concern over the findings of a recent survey that asked

parents about their kids' educational goals and discovered that 75% of the students who partici-

pate in the voluntary busing program do not expect to attend the school the following year. The

son of a former white supremacist group leader, however, responded to the worries in a some-

what contemptuous manner. Despite the fact that they didn't look like the other pupils, he

claimed that youngsters who took part in the busing program were causing problems. According

to the guy himself, "If they aren't White, They aren't right." was what he said. The school dis-

trict's need for integration is still in place, though. More importantly, the institution cannot afford
Building Trust in a Diverse Community Case Analysis and Rationale 3

to experience the unavoidable loss of cash that would arise in the scenario when the anticipated

drop in enrollment actually materializes.

In my position as the new principle, it is entirely up to me to stop the enrollment fall. Also essen-

tial is the integration of my staff, as the majority of parents of children who identify as members

of minorities are concerned about this.

The issue of this case

Case 16 came up during one of the school meetings when parents and members of the

community were informed that Smith Jackson Elementary would no longer get financing for the

upcoming school year owing to a reduction in the number of kids who were anticipated to leave

the institution.According to information from a recent parent poll, 75% of the current Smith

Jackson Elementary School volunteer busing students intend not to attend again the following

year. According to one of the parents, who is the son of a former white supremacist group leader,

their school would be better off without a voluntary transit program because many of the chil-

dren from outside their neighborhood were generating issues for them. He believed that prior to

the United States government interfering and attempting to transform the RosePlace neighbor-

hood by integrating schools like Smith Jackson Elementary, things were much better (Hanson

2009).

Stakeholders involved in the issue:

Parents and children in the voluntary busing program, as well as the principal and com-
munity members

One or two existing laws or court rulings that relate to the issues:
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Brown v. Board of Education of Topeka. Kansas

District policies that relate to the issues:
Non-Discrimination Policy: In accordance with federal law, including the requirements
of Title IX of the Education Amendment of 1972, schools do not discriminate in their employ-
ment practices, programs, or activities on the basis of a person's race, color, national origin, sex,
or handicap.

Possible Solutions to the Issues:

Don't pay attention to the worries of the parents and students who are directly participat-
ing in the voluntary busing program and accept the consequences of it. Support the staff by pro-
viding diversity training for the staff and cooperative learning for the children. Support the stu-
dents and parents who are directly active in the voluntary busing program.

The solution you chose to resolve the issues:

Provide assistance to the staff, which will include diversity training for the staff and co-
operative learning for the kids, as well as to the students and parents who are directly participat-
ing in the voluntary busing program.

Action steps (2-5) for implementing your solution, including a timeline for each step:
● Gain knowledge of the history, benefits, and drawbacks of the voluntary busing program
(2 days)

● Within five days of the school meeting, visit with parents and students who are directly
participating in the voluntary busing program.

● Immediately after meeting with parents and children, have a meeting with the superinten-
dent and the school board to discuss concerns and get advice and assistance.

● Create a School Improvement Team (SIT) that will create an improvement plan for the
school (within five days after the superintendent meeting and at least once every week af-
ter that)

● Immediately hire instructors of color

Potential moral and legal consequences of solution:

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Due to my race as an Polynesian, there has been a violation of the 14th Amendment's
rights. Infraction of the district's anti-discrimination policy (In accordance with federal law, in-
cluding the provisions of Title IX of the Education Amendment of 1972, Durham Public Schools
does not discriminate on the basis of race, color, national origin, sex, disability, or age in its pro-
grams, activities, and hiring.)

I Think Smith Jackson Elementary School should provide multicultural education. Not in

the least does making more prominent multicultural mindfulness and consideration assist under-

studies with various foundations and necessities succeed, yet it supports acknowledgment and

gets ready understudies to flourish in a dramatically assorted world. I would employ more indi-

viduals who can give examples on multiculturalism and keep a nearby look on this case since un-

derstudies need more help on ethnic relations and remind my staff that cooperating will make a

fantasy work out as expected and on the grounds that understudies deserve our best.

Educators are required to adequately reflect race and ethnicity through the curricular stan-

dards (Pettapiece & Campbell, 2013). After our training was complete, I would instruct the in-

structors and staff to keep an eye out for any problems and to immediately report them to me. As

the school's principal, I would also like to know how my staff's classroom environments are

changing as they begin to push their kids to work together more to address the problem of racial

diversity. As educators, we should remember that these understudies' absence of understanding

might limit their capacity to succeed scholastically, and we should go about as a barricade to pro-

ficient training (Pettapiece and Campbell, 2013).

If I were the principal of Smith Jackson Elementary School, I would call a meeting with

my staff including the parents. Parental involvement is very important. Also, I would raise this

discussion to tell my director how profoundly held a few biases are in the Rose Spot people

group. Multiculturalism must be taught in schools because I don't want any students to fall be-

hind due to the racial issues present in Smith Jackson Elementary School. As a result, I believe
Building Trust in a Diverse Community Case Analysis and Rationale 6

parents have good reason to be concerned about their children. To ensure the success of the

Smith Jackson Elementary School staff and students, I believe that parents and school adminis-

trators should be involved at every step of the process. Even if parents and racism are both prob-

lematic, we must cooperate to create and support a secure and productive learning environment

to guarantee children' achievement.

I should use utmost caution in how I respond to parents' worries about the students who

are transported to our institution as understudies. You'll give everyone the chance to participate

in some thought activities and talk about how they can help us realize how similar we are to one

another by organizing a parent or neighborhood meeting. As an illustration, I may ask that Cau-

casians begin by staying on the right half of the room while everyone else begins on the left. I

would place tape in the center of the room to encourage them to interact before I started the exer-

cise. To make the point that we as a group have problems and need to work together, I would il-

lustrate the activity by listing the practical similarities between the two groups. Every person

should leave the performance feeling engaged and valued, at least in my opinion. I would also in-

clude the educational committee in the discussion in order to establish a common vision for

Smith Jackson Rudimentary and the Rose Spot region. Also participating in this discussion and

highlighting the benefits of mix for the community is the Division of Training.

Administrators are responsible for directing the school's moral course and encouraging

moral conduct among professors and staff, according to PSEL 2f. I have prejudices about the

racial inequities at play in this case because I am a woman of color. All races have common cul-

tural standards, some of which will always exist. Race and racial relations at an urban high

school are governed by Black leadership and White leadership. According to Brown (2005),
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questions about race relations address racial variety as well as race; research is required in both

the fields of race and school leadership as well as race relations and school leadership.

Reference

Hanson, K. L., and Hanson, K. L. (2009).A casebook for school pioneers: connecting theISLLC

norms to compelling practice. Upper Seat Stream, NJ: Pearson/Merrill/PrenticeHall.

Pettapiece, B., and Campbell, S. S. (2013). How Schools Might Increment Racial

Acceptance?Social Review Exploration And Practice Volume 8, Number 1, 109-116.

Professional Standards for Educational Leaders. (2015). Ethics and Professional Norm Standard
Building Trust in a Diverse Community Case Analysis and Rationale 8

2a, 2c, 2d, 2f, and 8b. Retrieved from https://www.wallacefoundation.org