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Case

Martin Hernandez, Director of Graduate Studies in the Department of Industrial Engineering, stood up to greet Angela Johnson when she entered his office. She was wearing a dark brown dress that almost matched her complexion and carried a black briefcase on one shoulder.

Martin’s desk was empty except for one file – Angela’s academic record. He was surprised to find that Angela’s performance was not outstanding. When she had taken a course with him, she had done very well. But now, he found that she had received a number of B’s in important subjects. Perhaps this interview would explain the discrepancy. Angela was leaving the industrial engineering program; in fact, she was dropping out of graduate school.

“Have a seat,” Martin gestured to a chair across from his desk. He liked to adopt an informal style with students. “So, let’s talk about why you’re leaving the program. Frankly, I’m surprised to see you go. You always struck me as a bright student.”

Angela shifted in her seat and gazed out the window briefly. Then she looked back at Martin. “Do you want the official answer or the real one?”

“The real one, I should hope,” said Martin, with some concern. “If there’s any problem in our department, I want to know about it.”

“Well, it’s a long list,” said Angela, with some hesitation. “To begin with, my advisor, Larry Hofstedt, told me that I would have to take lower-level courses because my preparation at a historically black institution was not up to par. I found out that none of the other students had to do this. I also had a series of very discouraging in-class experiences. I was hoping for rapport with the faculty, but none of my professors ever called on me or asked me to answer a question.”

“Did you raise your hand?” Martin asked.

“I did, but they seemed surprised whenever I participated,” replied Angela. “I was even accused of cheating once when I got an “A” on an exam. And my grades tended to be lower than average, even though I worked just as hard as my peers. Also, I was always left out of social events with the other students in the department. It’s hard to be black around here, Professor Hernandez. It’s very isolating.”

Martin was disturbed by Angela’s remarks. “Angela, if this is true, this is a serious problem. We certainly don’t want to have a discriminatory environment on campus. We have many international students, and none of them have complained about this type of treatment. I’m Latin American, myself, and I have never noticed this kind of behavior before. Would you be willing to document what happened?”

Angela shook her head. “I don’t think it would help, Professor Hernandez,” she replied. “I’m leaving, and maybe in a few decades things will change... but I’m not going to stay around and be treated this way. I’m going to work in industry for a while, I think. There are some progressive companies that have good diversity policies. I’ll be more welcome there.” She stood up to leave the room. “I did the best I could,” she said, quietly, as she picked up her briefcase.

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Before you read the sample analysis for this case, you may want to consider the following questions.

Case
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An Example Case Analysis
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An Example Case Analysis

Some Issues Raised By the Case:

Angela has faced a series of isolating and discouraging academic and social experiences that she attributes to racism. Although Angela has a story to tell, Martin Hernandez’s statements suggest that he does not truly hear her. He feels that his own positive experiences in the department, as well as the lack of discrimination complaints, mean that Angela is not entirely credible, or perhaps is rather sensitive. Angela senses this and quickly ends the conversation.

Possible Discussion Questions:

• How might Martin Hernandez have responded in a more helpful way?
• Is asking for documentation appropriate? Does this question further isolate the student?
• Why might Martin Hernandez be oblivious to this problem?
• What does Martin Hernandez’s position as Director of Graduate Studies enable him to do?
• Why might Angela have “written off” graduate school entirely?
• What are the institutional changes that need to be made to address these issues?

A Possible Set of Responses and Their Consequences:

1. Response : Martin Hernandez could have communicated that he believed Angela or, at least, that he was open to considering her story. Rather than asking her to document the situation, he could have taken the burden upon himself. He could have announced to her his intention to investigate the situation, independently of her decision to pursue or leave graduate school.

Consequences : Expressing belief in Angela’s story is essential to establishing the communication needed to get further information. Martin Hernandez’s taking the initiative would relieve Angela of feeling that the issue and solution depend entirely on her own actions. Faculty taking immediate action would communicate to the student (and to others) the sincerity of the department in its desire to provide a welcoming atmosphere for all students.

2. Response : Martin Hernandez could organize a focus group for students on the topic of fairness in the classroom, and find out whether other students are experiencing discrimination. If he finds that this is the case, he could bring the problem to the attention of the department and discuss potential responses.

Consequences : Perhaps some other students would also appreciate the opportunity to express themselves. These types of controversies, although they may ruffle feathers, may be more effectively resolved through open discussion. However, this approach does not address Angela’s specific needs.

3. Response : Martin Hernandez could ask Angela about her professional interests and encourage her to find another graduate program, possibly at a more diverse institution, where she might feel more welcome. He could also offer to write her a letter of recommendation, emphasizing her work in his course.

Consequences : Angela would probably appreciate some helpful advice at this point in her life. In fact, it may be valuable for her career. However, this would not change the climate of the department.

4. Response : Martin Hernandez could present his concerns in a faculty meeting.

Consequences : The faculty, especially Angela’s former advisor, might benefit from such a discussion. However, the topic must be handled with care to avoid making Angela visible, if she has not agreed to speak openly about the issue.

Case
Worksheet
An Example Case Analysis
Useful Resources

Useful Resources

Reaching All Students: A Resource Book for Teaching in Science, Technology, Engineering and Mathematics (STEM)

• Advising and Extracurricular Activities

Diversity Institute Literature Review

• Beoku-Betts, J.  (2004). African women pursuing graduate studies in the sciences: Racism, gender bias, and third world marginality. NWSA Journal, 16 (1), 116-135.
• Cabrera, A. F., & Nora, A. (1994). College students' perceptions of prejudice and discrimination and their feelings of alienation: A construct validation approach. Review of Education/Pedagogy/Cultural Studies, 16, 387-409.
• Hanson, S.L.  (2004). African American women in science: Experiences from high school through the post-secondary years and beyond. NWSA Journal, 16 (1), 96-115.
• Herzig, A.H.  (2004). Becoming mathematicians: Women and students of color choosing and leaving doctoral mathematics. Review of Educational Research, 74 (2), 171-214.
• Pinel, E.C., Warner, L. R. & Chua, P.  (2005). Getting there is only half the battle: Stigma consciousness and maintaining diversity in higher education. Journal of Social Issues, 61 (3), 481-506.
• Treisman, U. (1992). Studying students studying calculus: a look at the lives of minority mathematics students in college. The College Mathematics Journal, 23 (5), 362-372.

Additional References

• Retention of Minority Engineers website: http://www.virtualpet.com/engineer/retent/retent.htm

References

Cross, S. E., & Vick, N. V. (2001). The interdependent self-construal and social support: The case of persistence in engineering. Personality and Social Psychology Bulletin, 27, 820-832.

Perry, T., Steele, C., & Hilliard, A. G. III.   (2003).   Young, gifted, and Black: Promoting high achievement among African-American students. Boston: Beacon Press.

Seymour, E., & Hewett, N. M. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press.