PSY FPX 5110 Assessment 4 Educators’ Obligation to Students
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Assessment Overview:
PSY FPX 5110 Assessment 4: focuses on the ethical responsibilities of educators within the field of psychology, specifically addressing the intersection of cultural competence, inclusivity, and professional standards. Using a case study involving Instructor Jelks-McClellan and her student Morgan, you will analyze how personal biases and the exclusion of specific demographics (in this case, the LGBTQIA+ community) impact the educational environment.
The goal is to apply Fisher’s Ethical Decision-Making Model and ethical theories like Utilitarianism to resolve conflicts, maintain professional competence, and honor the diverse identities of all students as outlined in the APA Ethical Principles and the Michigan Code of Educational Ethics.
How to Pass PSY FPX 5110 Assessment 4 Educators’ Obligation to Students
- Identify the Conflict: Clearly state that the exclusion of LGBTQIA+ case studies is a competency and inclusivity issue.
- Use the Standards: Explicitly cite APA Standard 2.03 (Maintaining Competence) and 3.04 (Avoiding Harm).
- Apply Fisher’s Model: Follow all 8 steps (or the 6 steps provided in your prompt) to show a logical progression of thought.
- Balance the Theory: Explain that Utilitarianism supports inclusion because it benefits all students, not just the one who complained.
- Address Bias: Don’t shy away from the differences in race and orientation; explain how these “blind spots” occur.
- Focus on Professionalism: Emphasize that the instructor’s desire for “professional development” is the correct ethical path.
- Connect to Law: Mention that inclusion isn’t just ethical; it’s often tied to Civil Rights and institutional policy.
- Promote Active Learning: Suggest that students contributing their own case studies is a high-level educational strategy.
- Check Your Language: Use the correct terminology for the LGBTQIA+ community as part of your “best practices” section.
- Proofread for SEO/Clarity: Ensure your headings are clear and your arguments flow logically from “Problem” to “Solution.”
Sample Assessment:
Case Study Overview
Mrs. Jelks-McClellan, an educator in psychology, has a year of time in the classroom. Morgan is an 18-year-old college undergraduate who has been disconnected in class and frequently glances at her phone throughout class time. Morgan has avoided any of the instructor’s office hours following classes, even though nearly every other student has.
Morgan just spoke out against complaints regarding the case studies that were being given during class. She added that this class is not representative, that there are no case studies with the LGBTQIA+ community included, and that she feels that the instructor harbors biases against the community of which she is a part. Morgan has sent an email to the dean of the psychology department. Morgan’s complaints are brought to instructor Jelks-McClellan’s attention by the dean. Teacher Jelks-McClellan expressed that she would prefer to rectify this issue by seeking additional professional development within this field to prevent using inaccurate language and to be able to provide the remaining case studies.
Professional Setting: A university The Relationship: Professor-Student
Respects the rights and dignity of students by: Honoring students by considering their age, gender, culture, context, and socioeconomic setting.
Exhibits an ethic of care by: Attempting to understand students’ educational, academic, personal, and social needs and students’ values, beliefs, and cultural background(s).
(Michigan Code of Educational Ethics, n.d.)
Cultural Differences
Mrs. Jelks-McClellan | Morgan
- Late 20s | 18
- Heterosexual | LGBTQIA+
- Black/African American | White/Caucasian
The sexual orientation of the professor and the student and the cultural differences between them are contributing to the conflict. The exclusion of a community by the professor to which she has no affiliation is hampering the student’s learning process.
Relevant Biases
Biases
- Race
- Sexual Orientation
Strategies
- Three general strategies were proposed in an article to curb implicit bias: approach, expose, and educate. We lose chances to prevent harm when we do not learn about our blind spots. It is also helpful to be exposed to counter-stereotypes and to focus on the unique individuals with whom we interact. Adopting a systematic approach at both the human and institutional levels, and embracing an ongoing process of improvement, practice, and reflection, is essential to achieving equity (Edgoose et al., 2019).
- Although gender identity and sexual orientation are addressed less in the curriculum than other diversity topics despite the increasing focus on themes of equality and inclusion in teacher education, much needs to change at the individual, institutional, and social levels in order to increase teacher educator self-efficacy in addressing LGBTQIA+ issues in teacher education. Firstly, irrespective of the subject matter one teaches, teacher educators need to personally commit to addressing LGBTQIA+ issues within their curriculum (Brant & Willox, 2022).
Ethical Concerns
- Competency
- Sexuality Exclusion
- Suppress subject matters
Ethical Standards
2.03 Maintaining Competence
- PRINCIPLE I: COMMITMENT TO THE STUDENT
- 3.04 Avoiding Harm
(Psychologists engage in ongoing efforts to acquire and maintain their competence. Ethical principles of psychologists and code of conduct, n.d.)
Utilitarianism Consequentialism
Comparison of Utilitarianism & Consequentialism
Considering the individuality of each student would promote the greatest good, utilitarianism is the most suitable theory to solve the ethical dilemma in the case study. Although only one student complained, other students who might feel the same way can benefit from learning about and solving through case studies that apply to them. Part of the students in class may deal with the LGBTQIA+ group but may be uncertain how to.
Through the case studies, they may have experience they’ll require. Securing the best good and engaging the most numbers of learners is the right ethics for teachers to engage in. Another feature of utilitarianism is that it remains neutral and is impartial. Bliss is uniform. The good that is maximized is the good that is objectively considered. My good is not greater than anybody else’s. Also, everybody else must support the higher good for the identical reasons why I must (Driver, 2022).
PSY FPX 5110 Assessment 4 Educators’ Obligation to Students
Ethical Decision Making with the Fisher’s Model
Step 1
In this situation, the teacher must determine whether omitting the case studies that represent all students is a professional act. Based on her professional and personal beliefs, she can determine whether there is any ethical issue.
Step 2
The teacher must refer to the APA Ethics guidelines as well as any corporate university regulations that she believes might be violated.
Step 3
Look for any applicable local, state, or national laws that have to do with the ethical topic of inclusion within the classroom. For instance, looking into civil rights that govern students.
Step 4
Identify all possible participants and what the outcomes might be for each of them. Possible parties are: instructor, supervisor, deans, students.
Step 5
Instructor Jelks-McClellan should connect with higher faculty to see how these issues are handled, she could also meet with Morgan to get a better understanding, she should meet with her dean to get resources on more inclusive case studies, she should request additional training on the topic to have the best knowledge before delivering them to the class, the instructor could also do an assignment where students create case studies and do a review of all case studies
Step 6
I would suggest that Instructor Jelks-McClellan undertake professional development in this field to become more competent. Since inclusive education is providing a quality education to all learners, it is essential to take into account the potential benefits of inclusion for all learners (Roldán et al., 2021). Case studies are a great means of engaging learners.
They possess a rich, powerful history as an effective, student-centered pedagogical strategy to complement more conventional methods of knowledge transmission that assist in making human stories real in a framework of thoughtful, reflective sense-making. They contend that case studies can promote critical thinking by enabling students to put theory into practice, practice decision-making, consider various perspectives, analyze data, and integrate course knowledge (Sider et al., 2023). Teachers have an obligation to students by honoring students by taking students’ age, gender, culture, environment, and socioeconomic status into consideration. Engaging with students in appropriate settings and with sensitivity.
Multicultural Issues
Inclusion
- Sexual Orientation
- Community
Every learner is unique. Teachers have to comprehend all kinds of diversity they might encounter in their classrooms to really know and develop cultural consciousness. Accordingly, supporters of CRT have suggested that academic knowledge and abilities have to be associated with students’ own experiences and points of view in a favorable and cooperative environment. Learning turns into something meaningful and interactive in this way. (Protecting Students Overview, n.d.)
PSY FPX 5110 Assessment 4 Educators’ Obligation to Students
Best Practice for Working With LGBTQ+ Community
- Be considerate when using the language in terms of the LGBTQ+ population.
- Learn about the language that pertains to the LGBTQ+ population.
- Provide individuals an opportunity to identify themselves and not make assumptions on their names, identity.
References (APA 7 Format)
- American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. https://www.apa.org/ethics/code/
- Fisher, C. B. (2022). Decoding the ethics code: A practical guide for psychologists (5th ed.). SAGE Publications.
- Michigan Department of Education. (n.d.). Michigan code of educational ethics. https://www.michigan.gov/mde/
- Brant, C. A. R., & Willox, L. (2022). LGBTQ+ inclusion in teacher education. Journal of Teacher Education, 73(1), 12–24. https://doi.org/10.1177/00224871211046168
- Edgoose, J., Quiogue, M., & Rodriguez, J. E. (2019). How to identify and next steps to address implicit bias in the learning environment. Family Medicine, 51(1), 69–75. https://doi.org/10.22454/FamMed.2019.428522
- Roldán, S. M., et al. (2021). How inclusive interactive learning environments benefit students without special needs. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.661427
- Driver, J. (2022). The history of utilitarianism. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy.
- Sider, S., Maich, K., & Morvan, J. (2023). Case studies for inclusive schools: A pedagogical tool for leader development. International Journal of Inclusive Education, 27(5), 587–602. https://doi.org/10.1080/13603116.2020.1853252
Rubric Breakdown
| Evaluation Criterion | Distinguished | Proficient | Basic |
| Ethical Analysis | Integrates Fisher’s Model seamlessly with specific APA standards (2.03, 3.04). | Applies Fisher’s Model and identifies relevant APA standards. | Lists ethical standards but lacks clear application to the case. |
| Cultural Competence | Provides deep insight into the impact of race and orientation on the learning process. | Identifies cultural differences between the instructor and student. | Mentions cultural differences superficially. |
| Theoretical Application | Articulates how Utilitarianism maximizes the “greatest good” for the entire class. | Explains the basic principles of Utilitarianism in the context of the case. | Mentions an ethical theory without clear connection to the outcome. |
| Resolution Strategy | Proposes comprehensive, evidence-based strategies (Approach, Expose, Educate). | Suggests professional development and inclusive curriculum changes. | Suggests general improvements without specific steps. |
Step-by-Step Guide
- Summarize the tension between Instructor Jelks-McClellan’s curriculum and Morgan’s identity.
- Highlight the specific cultural markers (Age, Orientation, Race) that create the perspective gap.
- Define the ethical breach: the failure to provide a representative and inclusive learning environment.
- Reference the Michigan Code of Ethics regarding the “Ethic of Care” for student needs.
- Execute Step 1 of Fisher’s Model by acknowledging the omission as a professional ethical issue.
- Consult higher faculty and institutional guidelines as part of the formal information-gathering phase.
- Evaluate the “Greatest Good” by showing how inclusive case studies improve clinical empathy for all students.
- Incorporate the “Approach, Expose, Educate” strategy to mitigate the instructor’s implicit biases.
- Propose a revised curriculum that includes diverse sexual orientations and gender identities.
- Conclude by emphasizing that ongoing professional development is a mandatory ethical obligation.
Frequently Asked Questions
Why is Utilitarianism used in this case study?
Utilitarianism focuses on the “greatest good for the greatest number.” By making case studies inclusive, the instructor helps the complainant, future LGBTQIA+ students, and heterosexual students who need to learn how to work with diverse populations.
Is the instructor “unethical” or just inexperienced?
Ethical standards, specifically APA 2.03, state that psychologists must maintain competence. While she may be inexperienced (one year in), failing to update her curriculum to be inclusive becomes an ethical issue once she is made aware of the harm it causes.
What is Fisher’s Ethical Decision-Making Model?
It is a structured 8-step process used by psychologists to identify ethical dilemmas, consult relevant codes/laws, and develop a professional plan of action that minimizes harm and maximizes benefit.
How does Critical Race Theory (CRT) apply here?
In an educational context, CRT suggests that for learning to be meaningful, it must connect to the students’ lived experiences. Excluding a student’s community from the curriculum makes the knowledge feel “unrepresentative” and irrelevant.
What is the most immediate step the instructor should take?
The most immediate step is to acknowledge the gap in her curriculum and seek professional development to gain the language and knowledge necessary to teach inclusive content effectively.
Integrity Note
Note: Only use this assessment example for learning and structure purpose. Do not submit as your own work.
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