Peter G. Northouse
Introduction to Leadership, 4e
SAGE Publishing, 2018
Case Notes
Chapter 9: Embracing Diversity and Inclusion
Case 9.1: What’s in a Name?
Case Summary
Springfield High School, a high school in a small town in the rural Midwest, experienced a
challenge in updating the name of their athletic team from the Redskins to the Redhawks. When
individuals came forward arguing that the “Redskin” name was offensive and not culturally
sensitive, there was significant backlash in the town. Students voted to change the name to the
“Redhawks,” replacing the “Redskin” name. Although the school board approved the motion by
a 5-2 vote to change the name, community members, concerned with preserving the Redskin
Case Analysis
This case study demonstrates both cultural sensitivity and generational differences over the
decision to change a mascot name. Table 9.2, which addresses Changing Perspectives on
Diversity, can serve as a great model for this case, showing the differences between
assimilation, differentiation, and inclusion. The generational differences in this case do not
reflect inclusive best practices, as students appeared to be unphased by the name change,
whereas older community members were much more offended by what was to them, an
unnecessary change in tradition.
Table 9.4, highlighting Ferdman’s Systems of Inclusion: A Multilevel Analytic Framework, is
another example of the differences in interpretation of this case study. What started as an
individual inclusion experience with local Native Americans expressing desire for a name
Peter G. Northouse
Introduction to Leadership, 4e
SAGE Publishing, 2018
Sample Answers to Case Questions
1. Do you agree with the assertion the athletic team name should be changed?
2. Describe how Ferdman’s Model of Inclusion Practices (Table 9.4) worked in this case. Did
the influence for inclusive practices travel both up and down the model?
The Ferdman Model of Inclusion Practices (Table 9.4) is a great example of inclusive systems
changing throughout the narrative of this case. What started as an individual and small group
3. What barriers to embracing diversity and inclusion did the school board and community
experience in this case?
Both the school board and community attempted to embrace diversity in a legal and ethical
manner. By having a school board vote (instead of just initiating a mandate) the school board
Peter G. Northouse
Introduction to Leadership, 4e
SAGE Publishing, 2018
4. Using the Inclusion Framework in Table 9.3, where would you place the Native American
residents in the town of Springfield? What about Native American students at Springfield High
School?
The Native American residents would be classified in the assimilation quadrant, showing low
5. By changing the name of the athletic teams, do you believe the school board was showing
inclusive practices? If so, which ones?
6. What role does privilege play in the resistance of community members to change the athletic
teams’ name?