I will provide the book that you need to read its ninth chapter later but for now here is the three case studies:
Ligua is a car salesperson who works on a commission basis, as well as a part-time student, wife, and mother. Periodically, Ligua thinks back to her childhood and won-ders how much things have changed since then. In middle school, she had Anglo teachers who were surprised that she was Latina and smart. Some of them seemed to think that she could not fully grasp what was being said and should not be considered for advanced placement classes. Ligua noticed that when White teachers worked one on one with White students, it was hands on. The teachers would lean toward the students and touch their hands or shoulders. But when working with her and other minorities, there was no leaning and no touching. She wonders if this kind of thing still goes on today. And if so, is it prevalent? Ligua’s educational experiences and those of her children provide her with the moti-vation to go to school, be a teacher, and make a difference. In one of her education classes, the teacher asked students to outline their “sphere of influence,” that is, those lives that they have the power to change. Ligua thought about this long and hard. Given her future as a teacher, she sees her sphere of influence growing and extending well
case two :
Mary is a White social work student who plans to go on for a MS degree and work in a clinical setting. She attends an urban university and enjoys the diversity and energy of city life, but in her free time is actively involved in social activities centered around her Scottish background. According to Mary, her ultimate goal in life has a spiritual foundation. By spiritual, she does not actually mean religion, like going to church or some religious ritual. Spiritual success to Mary is how connected she is with herself, how much time she spends with herself, and how at peace she is with herself. Deep down, Mary wants to do everything she can to change people’s lives for the better. She wants to start in her community, by giving something bac been given so much by so many. Although she is not exactly sure of her career plans, Mary knows she wants to do something to motivate others, to give others a second and a third chance. Working at a food bank helped her realize this. Mary has never experienced what it is like to go to bed hungry. Ever since she can remember, she always had the luxury of a well-stocked refrigerator and pantry to sat-isfy her appetite. When she was full at dinnertime, she threw away food that she didn’t want. Untouched, forgotten food in the refrigerator was discarded without a second thought. She has always taken food for granted; including the fresh fish and poultry, fresh fruits and vegetables, and other foods she buys to keep healthy. At the food bank, she remembers standing in an assembly line of volunteers like herself. For hours at a time, Mary performed the monotonous task of combining one tablespoon minced onion, six bouillon cubes, one scoop navy beans, and one scoop kidney beans. She mixed the seasonings in a small plastic bag, taped it shut, and then repeated this process. Initially, she did not find this experience particularly fulfilling. Mary did not really stop to think about what she was doing or for whom she was doing it. But when she was through, she saw the hundreds of plastic bags of soup. She knew that even though she wouldn’t be there to witness it, those children and adults who do not have enough food or enough healthy food would appreciate her efforts. Although not solving the world’s hunger problem, Mary’s efforts perhaps would help others in some small way. It opened up her eyes to a world that was invisible to her up to that point.
case three :
Michael is a Black college graduate and the divorced father of a teenage son, Aaron, who attends a private school in the well-to-do suburb where they live. He works as a senior manager for a small consulting firm. Michael can still hear his wealthy grandfa-ther, Grandpa Joe, refer to poor Whites as “white trash” and poor Blacks as “niggers.” The forceful tone in Joe’s voice when he uttered those words was something Michael always hated. Michael also remembers being scared when the two of them would drive through the “poor” part of town. Joe would go on and on about how “those people” lived and how they were too lazy to work. Michael loves his grandfather because Joe is fundamentally a good man to his wife and his family, but Michael doesn’t respect his views toward poor Whites and Blacks. It bothers Michael that certain coworkers, with whom he shares an office, may be just as biased and ignorant as his grandfather, only they are more adept at hiding it. Even though he is ashamed to admit it, Michael sometimes feels compelled to judge people the same way. “It’s really easy to judge or exclude people based on their social class,” he says. “But it seems to be much more admirable to recognize what peo-ple of all social classes have to offer.” How to do that, he thinks, is one of his biggest challenges.
Hey the book is uploaded in my chegg account and I can’t send it here
here is the username : iidxn5pc @ gmai l.com (with no spaces)
password is : 123Moe06
apa 799 words