Case Study - Albert v. Cursod

GENDER DISCRIMINATION AND BIAS: CASE STUDY
A Case Study Analysis
In Partial Fulfillment of the Requirement in SSEd 304 – Perspective on Race, Ethnicity,

Gender, and Sexuality
By
Albert V. Cursod
Graduate School
Holy Trinity University
Puerto Princesa City
Summer 2021
Executive Summary
The study includes two short stories of bias and discrimination that are common in many
high schools. The story of Rose Ann which really wanted to play with basketball who teased
with a team and the story of Nolin who is wanted a childcare career. He though sometimes about
joining the childcare program in his community to see if professional childcare might be a good
fit, but he always decided against it because those programs only had girls in them. These stories
are designed to facilitate discussion about the effects of gender bias and discrimination and
promote empathy and perspective taking skills.
Introduction
Gender discrimination and bias are surprising frequent in many schools, and it often goes
unnoticed by school staff’s. As adults, we have the ability to bring these critical themes to light
that are sometimes overlooked in schools. These debates must be difficult to navigate. For some
young people, this is a deeply personal or even passionate matter that raises issues of privilege
and equality. Others may question whether gender biases even exist. Finally, the idea that biases
can be implicit and discrimination unconscious may itself be a novel concept to some teenagers.
Fortunately, there is a significant return in discussing these issues. You are taking
measures to ensure that your classroom or school is a place where everyone is valued, supported
and empowered by allowing students to explore this issue, offer ideas for improvement and
participate in community- building and empathy-promoting activities.

Background
Rose Ann had loved playing basketball since she was a little kid, and she was a star
player on her basketball team at her school campus. When she transferred to Cheey NHS in the
middle of her junior high school, she was surprised to hear that there was no basketball game
play by girls’ team. But then, she decided to play with the boys because she have some new
friends in the group. After one particular brutal game where Rose Ann scored several goals
against the other team, Raymond and his basketball team decided that they didn’t play against
Rose Ann anymore. In front of the entire basketball court, Raymond called Rose Ann “the beast”
and made cracks about her being too athletic for any game at Cheey NHS to date. The other
students in witnessed and giggled, but no one said anything.
Nolin was a junior student at Cheey NHS and was trying to figure out what he wanted to
do after high school. He had decided not to go into his father’s construction business and was
exploring career options. He had a bunch of younger cousins that he sometimes watched and he
had always gotten along well with kids. He though sometimes about joining the childcare
program in his community to see if professional childcare might be a good fit, but he always
decided against it because those programs only had girls in them. If he joined the childcare
program the other guys in school would never let it go. He signed up for shop class instead. It
was less interesting to him, but at least he’d be with the guys and wouldn’t get teased.
Case Evaluation
Teachers and students should often find themselves asking important questions, such as,
what is going on at school campus? Is school campus an extreme example of gender
discrimination or is just a typical school? Why did no one stand for Rose Ann instead (based
from first the statement)? What would you do? What would you best self-have done in this
scenario? Is Nolin’s decision harmful? To himself? To others (based from second statement)?
What are ways that boys and girls are treated differently in your school? Are any of these ways
problematic? If so, why are they problem? What can be done to fix them? As a teacher, what
would you do to challenge the gender biases in the school? There are ways in which such
questions can usefully be addressed. One of these is to analyze the proposed policies themselves,
by observing and investigating whether they are encountered or not the same situation or
consequences in school campus.
School must have a monitoring preventive program that will instill in the students’ young
mind about gender discrimination and bias and its prevention. Communicate with parents about
the behavior of students during home visitation.
Proposed Solution
During the face-to- face or online class, try asking students to reflect silently on instances
in their own lives where they have seen other students treated differently or badly based on
gender. Ask students to reflect on what they could have done to improve the situation.
Remind students that everyone has felt mistreated or discriminated against for some
reason at one point or another. It may be helpful to have students engage in a reflective exercise
where they think or write about a time when they have felt judged or mistreated by their peers.
Ask students how they would have liked to have been treated in their own situation.
Recommendations
The school must be more attentive regarding the gender bias and discrimination. School
must also have a monitoring and school based preventive program that will instill in the young
mind of the student about the risks of discrimination.
From the beginning of the discussion, as a teacher, encourage students to focus on the
case and questions, rather than sharing many personal stories aloud. The sharing many personal
stories can be emotionally triggering for some students and can be difficult to manage in the
classroom setting. If students attempt to tell many personal stories or the conversation become to
heated or emotional, re-direct the conversation to focus on the case. If very personal or emotional
content is brought up and re-directed, make sure to follow up with individual students after the
class period, as needed. It is important that students know that you care about their concerns and
experiences.
Reference:
Harvard, Graduate School of Education (2018), Gender Bias Case Study

Accessed on: July 7_2021 https://mcc.gse.harvard.edu/resources-for-educators/gender-
bias-case-study
TREACHER’S PROFILE
E-mail: albert.cursod@deped.gov.ph
PERSONAL INFORMATION
Name : ALBERT VENTERO CURSOD

Birth Place : Iraan, Aborlan, Palawan
Date of Birth : April 27, 1992
Gender : Male
Civil Status : Single
Religion : Roman Catholic
EDUCATIONAL BACKGROUND
Elementary : Iraan Elementary School

Iraan, Aborlan, Palawan
S. Y. 2004 -2005
Secondary : Iraan – Sagpangan National High School

Iraan, Aborlan, Palawan
S. Y. 2008 -2009
Vocational : Asian Business Cabletow Cooperative Academy

Plaridel, Aborlan, Palawan
Front Office Services – 2017
Tertiary : Western Philippines University
San Juan, Aborlan, Palawan
BS Hospitality Management
S. Y. 2012 -2013
Graduate Studies : Palawan State University

Tiniguiban, Heights, Puerto Princesa City
Diploma in Teaching – Social Science
S. Y. 2016 – 2017
Graduate Studies : Holy Trinity University

Quezon Street, Puerto Princesa City
Master of Arts in Education – Social Science
2019 – Present
OTHER IMPORTANT INFORMATION
Eligibility : Licensure Examination for Teachers

Employee Number : 6021563
TIN No. : 320 – 109 – 034 – 000
Philhealth : 09 – 201558012 – 9
GSIS : 2005503351
Pag-ibig : 1211 – 5624 – 2783
Hereby certify that the above information is certified true and correct.

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GENDER DISCRIMINATION AND BIAS: CASE STUDY

A Case Study Analysis

In Partial Fulfillment of the Requirement in SSEd 304 – Perspective on Race, Ethnicity,

promote empathy and perspective taking skills.

participate in community- building and empathy-promoting activities.

students in witnessed and giggled, but no one said anything.

what is going on at school campus? Is school campus an extreme example of gender

consequences in school campus.

the behavior of students during home visitation.

mind of the student about the risks of discrimination.

Harvard, Graduate School of Education (2018), Gender Bias Case Study

Name : ALBERT VENTERO CURSOD

Elementary : Iraan Elementary School

Secondary : Iraan – Sagpangan National High School

Vocational : Asian Business Cabletow Cooperative Academy

Graduate Studies : Palawan State University

Graduate Studies : Holy Trinity University

OTHER IMPORTANT INFORMATION

Eligibility : Licensure Examination for Teachers

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