The Equity Literacy Case Analysis Worksheet

Case Study 3.1: Chocolate Bar Fundraiser

Step 1: Identify biases or inequities.

Wealthy families are unaffected by the competitive nature of the fundraising.
Less wealthy families are at a disadvantage and cannot compete with wealthier students

Step 2: Take stock of various perspectives.

Wealthier families appreciate the fundraiser as tradition and important.
Financially challenged families see the fundraiser as discouraging and a disadvantage.

Step 3: Consider possible challenges and opportunities.

Challenge: getting all parents and faculty on board with a fundraiser that is also a compromise which settles both issues.
Opportunity: to raise awareness of the need for stronger supports within the community and predisposition to disadvantage.

Step 4: Imagine equitable and just outcomes.

Disenfranchised students would not need to compete with wealthier students, and instead, the students could work together to
raise funds.

Step 5: Brainstorm immediate-term solutions.

Postpone the chocolate bar fundraiser, plan a different, inclusive fundraising event.

Step 6: Brainstorm long-term solutions.

Work on coming to a compromise between wealthy vs non-wealthy families and faculty, with new fundraising opportunities that
do not highlight disadvantages within the community.

Step 7: Craft a plan of action.

Initiate meetings and discussions to brainstorm solutions, while attempting to adjust fundraisers to make them more equitable.
Work with colleagues, parents, and guardians to ensure all voices are heard in the compromise process.

● What are the equity implications of fundraisers that require students to sell items such as chocolate bars? Do you agree
with Ms. Alexander’s concerns about how these fundraisers can alienate students experiencing poverty? Why or why
not?

Fundraising by selling chocolate bars automatically places less than wealthy students at a disadvantage. They are more likely to
live in poorer neighborhoods, and therefore have a much smaller chance of competing with the other students. I agree that Ms.
Alexander’s child, along with other disenfranchised students, are easily alienated from the rest of the student body because this
competition aspect has set them up for failure. Wealthy students live in wealthier neighborhoods, with neighbors and family who
can actually afford to purchase chocolate bars, whereas other kids may struggle to find able consumers.

● If the PTA members are intent on raising funds to support student activities or make up for budget cuts, what are some
ways in which they can do so that might not require students to compete with one another? How else might the PTA go
about addressing the lack of funding for student activities?

Instead of making individual students compete for greater rewards, the PTA should organize a unified, school-wide fundraiser.
Each child’s chocolate funds could be added into a larger pool that holds all of the fundraised money, giving each student a
chance to fundraise, but not to compete. There would be no incentive to sell the most chocolate, and each student would be
allowed to participate, but not be forced to. Additionally, they could hold fundraisers unrelated to individual sales, and organize
big events for parents to attend, and maybe purchase tickets to.

● Ms. Torrence knew the concerns raised by Ms. Alexander and Mr. Cuertas would be drowned out by the voices of
other meeting attendees who saw the chocolate bar fundraiser as a school tradition. Can you think of other examples of
 school traditions that, despite being supported by many people, are biased against or inequitable toward some students
and families?

I remember during my senior year of high school there were an excessive amount of activities, all of which we had to pay for
tickets to. As I spoke to some of my classmates, I realized that some of them had to pick and choose which events to go to,
because all of them would be too expensive. This made me reflect on the fact that while I’m not necessarily wealthy, I was
privileged enough to attend all of my senior events, while some of my friends couldn’t. These events included the senior crab
feast, sports events, senior night, and even prom.