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Case Study Analysis: Gender Identity in a Religious CommunityWhen there are opposing religious viewpoints in my classroom, I remind students that our differences make us unique and that everyone should be treated with love and respect regardless of their viewpoint. As an educator it is important to advocate for the equity of all students, no one should be excluded. Gorski & Pothini (2014) states that being an equitable teacher asks that I take a stand on matters that may belittle, threatens the identity of a student as with Case 4.4, the ‘Islamophobic Read-Aloud’. Discrimination should not be tolerated in the classroom as this will affect the learning process. If I remain silent on these matters, it may give the impression that it is acceptable to discriminate. The case echoes the perspective that as teachers it is critical to get to know our students and consider how much power to give them. When we get to know them, the right assessments and activities will be selected so no student feels inferior to the other. The question how teachers and administrators should communicate with students and their families regarding their sexual orientation is in case 9.3 was posed. Research encourages teachers and administrators to be informed about the different sexual orientation to improve a tolerable school climate. They may pay attention to issues on sexual orientation, learn about theirperspectives, be comfortable interacting with students of varied sexual orientations. In addition,