Problem
Case Study: Chocolate Bar Fundraiser
The Parent Teacher Association (PTA) at Broadway School had for years organized fundraisers to defray the effects of budget cuts or to raise money so student groups could participate in out-of-town events. Many of these fundraisers revolved around students selling something-usually chocolate bars. Students who sold the most goods were rewarded with passes to theme parks and other prizes, including recognition at an all school assembly.
So at the first PTA meeting of the school year, when Ms. Alexander, the mother of a Broadway student, raised a concern about its plan to run such a fundraiser, she caught several other attendees by surprise. "We've been doing this for years," Ms. Torrence, the PTA president, said, "and nobody's ever had a problem with it. What are your concerns?"
Ms. Alexander, a single mother who struggled financially despite working two jobs, explained, "This school isn't like it used to be, when most students were from well-to- do families. There are more kids here, like my son, whose families and neighbors can't afford to buy boxes of candy bars. It's embarrassing, with other students talking about how much their own families have purchased."
Ms. Torrence nodded sympathetically, then asked whether anybody else had concerns about the fundraiser. Mr. Cuertas, whose daughter attended Broadway, raised his hand. "My daughter felt awful last year when she couldn't sell many candy bars. I don't think we should set up students for embarrassment or depend on them to raise money."
Ms. Torrence was sensitive to the growing numbers of low-income students attending Broadway. She had made what she considered great effort to increase PTA participation among lower-income parents. She sent postcards and placed phone calls to almost every family and even offered dinner at meetings. These efforts helped increase participation, but unfortunately, as far as she could tell, Ms. Alexander and Mr. Cuertas were the only two lower-income parents out of the 20-or-so people attending the meeting that night. She appreciated that they were speaking up, but was worried about how other attendees might respond.
Before Ms. Torrence could respond to Ms. Alexander and Mr. Cuertas, Ms. Plumlee said, "So, we're not going to let any students be apart of this fundraiser because a few kids might feel bad? Bottom line is that we need the money for programs that benefit all students. This fundraiser has worked in the past and not everyone has to participate."
Mr. Winterstein agreed, adding, "My son sold the second most chocolate bars last year. He worked hard, going door to door and emailing friends and relatives. If these kids worked harder, they could sell as many chocolate bars as he sold."
Ms. Plumlee added, "If other families care so much, maybe they should come to these meetings. We have to decide with who is here, so let's just take a vote."
Ms. Plumlee was correct: the group usually voted on issues on which they didn't reach consensus. She called for a vote, which meant, technically speaking, Ms. Torrence was supposed to facilitate a vote. She hesitated, however, empathizing with Ms. Alexander and Mr. Cuertas and feeling that their concerns remained unresolved.
Task
A. 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?
B. 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?
C. 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?