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prejudices because he may be watching the Phams and he believes they do not have a valid reason for not volunteering and he believes that that they are not interested in their child’s education. This will lead to a further barrier in their communication. The long-term implications from this is once Mr. Rolnick has re-evaluated his biases and prejudices, he will then be more
aware and equipped to communicate with the Phams. Additional to this is through continued interactions with Mr. Rolnick, the Phams will begin to volunteer in the school and will build healthy relationships with other parents and teachers and finally feel welcomed in the school. I believe that this is the start of change within the school community and the way they treat with parents and students who are immigrants. ReferencesGorski, P., & Pothini, S. G. (2018).Case studies on diversity and social justice education. New York, NY: Routledge.Palmiter, D. J. (2016).Practicing cognitive behavioral therapy with children and adolescents: A guide for students and early career professionals. New York, NY: Springer Publishing Company, LLC.Shapiro, J. P., & Stefkovich, J. A. (2011).Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas (3rd ed.). New York, NY: Routledge.