The article "Tate and the Pink Coat: Exploring Gender and Enacting Anti-Bias Principles"

Mittens and boots fly as 3-year-olds bundle up to adventure out into the winter snow. Tate, ready to go in the middle of the line, stands with no coat and bare arms. When Ms. Tiana, one of his teachers, approaches, Tate quietly shares that he did not have a coat he could wear to school that morning. She assures him that there are plenty of extra coats he can choose from for the day.

"Wow, this looks beautiful, and it's so fuzzy!" Tate says. He glows as he shows off the bright pink coat he's found in the box of extra outdoor clothing. It is a puffy coat complete with a faux fur leopard lining.

"No, no, that's a girl coat; I'm sure we have another you can use," Ms. Diane, another teacher, says. As she digs back into the box, Tate's face fills with embarrassment and shame. The only "boy" coat in the collection is dark blue and several sizes too small. When Tate tries it on, his discomfort is evident. "This one's too tight," he says. Seeing this interaction, Ms. Tiana steps in and assures Tate that he is welcome to wear any coat he chooses, including the pink one. Tate smiles, snatches up the pink coat, and hops back into line with his friends.

Respond to this scenario.

Pick one of the following questions and respond.

1. Pick one of the participants and describe the possible rationale behind their behavior, attitudes, etc.

2. Was the teacher's reaction an ethical responsibility or dilemma? What response would you have had to this situation?

3. What response could you anticipate from Tate's family?