Application Reflective Journal: Ramsey States Socioeconomic

Application Reflective Journalramsey States Socioeconomic Status Is

Application: Reflective Journal Ramsey states, "Socioeconomic status is 'an encompassing structure•it relates to virtually every aspect of human psychological development and across a considerable period of time'" (as cited in Gottfried, Gottfried, Bathurst, Guerin, & Parramore, 2003, p. 204). There is no doubt that race and socioeconomic status are complicated and far-reaching forces in all of our lives, including the lives of young children. For this Application Assignment, you will have an opportunity to consider your own relationship with each of these important areas of diversity by continuing to write in your Reflective Journal.

Part 1: For the first portion of your journal entry this week, read over the responses you wrote in Week 1 to the question: Who Am I? Then add at least three additional responses to this question in relation to your knowledge, attitudes, and beliefs about race, racial groups, and/or socioeconomic class.

Part 2: For the second portion of your journal entry, review the questions below. Select three or more to write about:

• What are my early memories of my racial identity? How has it changed?
• How do I feel about my racial group? Am I proud? Ambivalent? Do I sometimes wish (or have wished) that I belonged to another group? How do I feel about people from other racial groups?
• What assumptions do I have? Do I have close friends and neighbors in other racial groups, or is my social network racially homogeneous? Would I like to have close friends of racial groups other than my own? Why or why not? What assumptions about racial groups do I have?
• What are my assumptions about why some people are affluent and others are poor? Do I think it is fair? Inevitable? What do I assume about the race, gender, education, and character of people in different jobs? What images come to mind when I hear that someone is a sanitation worker? A doctor? An assembly-line worker? An executive? A chambermaid? A manager?
• Who or what do I blame for disparities in wealth and opportunity? Poor people? Wealthy people? The system? What do I think needs to be changed? Do I want to be a part of that change? If so, in what ways?

Assignment length: 2–3 pages

Paper For Above instruction

The process of self-reflection regarding race and socioeconomic status is integral to understanding personal biases and fostering a more inclusive outlook. Ramsey (2015) emphasizes that socioeconomic status (SES) is a pervasive factor influencing almost all facets of human psychological growth and development. This understanding is especially relevant in early childhood education, where teachers' perceptions of SES and race shape the learning environment and influence children’s social identities (Ramsey, 2015). Recognizing one's own attitudes and beliefs about these social constructs is the first step in addressing biases and promoting equity among young learners.

In my own reflection, I recognize that my early memories of racial identity were shaped largely by my community and environment during childhood. If I consider my parents' attitudes and the prevalent societal narratives I encountered, I can observe how my perception of my racial group has evolved over time. Initially, I may have held a sense of pride or belonging, but as I grew older and exposed myself to broader perspectives, I started questioning stereotypes and assumptions I had unconsciously internalized. For example, I might have associated certain qualities or behaviors with particular racial groups based on media portrayals or social circles, which I later challenged through education and personal experience.

My feelings toward my racial group have been complex. At times, I have felt pride in shared cultural traditions and histories, but I’ve also experienced moments of ambivalence or guilt, realizing that societal biases can influence perceptions regardless of my personal beliefs. I have occasionally wished to belong to a different racial or ethnic group, often influenced by societal privileges or stereotypes associated with certain groups. Regarding my views of others, I aim to foster respect and understanding, but I am aware of my biases and assumptions that may color my perceptions of different racial groups. For instance, I might initially judge individuals based on stereotypes about socioeconomic status or educational background, highlighting the importance of continuous self-awareness and bias mitigation.

My social network, shaped by my environment, includes individuals from diverse racial backgrounds, but it may still be somewhat homogeneous depending on community and opportunities. I desire to develop closer relationships with individuals from other racial groups, understanding that meaningful intercultural friendships broaden perspectives and promote empathy. My assumptions about why some people are affluent and others poor tend to revolve around systemic factors rather than individual failings; however, I recognize that biases may lead me to unconsciously attribute wealth disparity to effort or character instead of systemic inequalities. I believe economic disparities are often rooted in historical and structural factors, and I support efforts to address these through policy changes and educational initiatives.

Regarding occupational stereotypes, images often come to mind associated with societal roles "expected" of certain positions. For example, I might assume that sanitation workers are from marginalized backgrounds, while I view doctors as highly educated professionals. Such stereotypes reinforce societal hierarchies and biases that influence perceptions and interactions. I also believe that disparities in wealth and opportunities result from a combination of systemic issues, including education inequality, prejudice, and social policy. I blame systems and institutions, rather than individuals exclusively, and advocate for reforms that create equitable opportunities for all.

In conclusion, reflecting on my own biases and assumptions regarding race and socioeconomic status is an ongoing journey. Recognizing these influences allows me to challenge stereotypes, foster inclusivity, and actively participate in promoting social justice in education and beyond. As Ramsey (2015) highlights, educators must be aware of their own biases to serve as effective, culturally responsive teachers who can nurture equitable learning environments for all children.

References

• Gottfried, A. W., Gottfried, A. E., Bathurst, N., Guerin, M., & Parramore, M. (2003). School Readiness and Achievement: A Follow-Up Study of Impacts of Early Education. New York: Routledge.
• Ramsey, P. G. (2015). Teaching and learning in a diverse world: Multicultural education for young children. New York: Teachers College Press.
• Web Article: Hidden Bias: A Primer About Stereotypes and Prejudices. (n.d.).
• Web Article: What if All the Children Are White? Historical and Research Background. (n.d.).
• Web Article: With New Eyes: Ideas for More Effective Teaching in a Multicultural Environment. (n.d.).
• Understanding Prejudice. (n.d.).
• Palmer, P. (1998). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. Jossey-Bass.
• Ladson-Billings, G. (1994). "The Dreamkeepers: Successful Teachers of African American Children." Jossey-Bass.
• Banks, J. A. (2006). "Cultural Diversity and Education: Foundations, Curriculum, and Teaching." Pearson.
• Tatum, B. D. (1997). "Why Are All the Black Kids Sitting Together in the Cafeteria?" Basic Books.