At The Beginning Of The Semester, You Made A Recording In Wh ✓ Solved

At The Beginning Of The Semester You Made A Recording In Which You I

Listen to your recording and consider: Carve out a block of time and listen to your recording without interruption. After listening to the recording, write down your initial responses to hearing your interview. Were you surprised to hear any of your responses? Would any of your answers change? Remain the same? What were your feelings as you listened? What did you learn about yourself from listening to the recording? How do you understand your impressions and responses?

Respond to the following questions:

1. Use the appropriate Racial Identity Development model to describe your understanding of your own development: your assessment of your primary stage of RID at the start of the semester and where you see yourself now, providing concrete and specific examples from your recording and experiences over the course of the semester, both in and outside of class. Identify events and/or experiences that you feel facilitated your change process. Elaborate on other factors (e.g. gender/gender identity and expression, class, religion, ethnicity, sexuality, etc.) that have been central to your sense of self and that may impact your sense of racial identity. Identify personal and social concerns that you have resolved or are working on.
2. Reflect on your current understanding of institutional and systemic racism, and if that is consistent with, or different from, what you expressed on your recording, and how you are applying that understanding.
3. What is your understanding (“your story”) of your racial identity? How has your understanding/story evolved or changed over the course of the semester? In what ways? In what ways has it remained the same? What have you come to understand about: • Barriers within and outside of yourself that make it difficult to confront racism • Resources both within and outside of self that can help you in confronting racism • Steps you will take in your personal journey after leaving this course
4. Identify 3-5 references that have been useful to you in the development of your thinking and self-awareness.

The purpose of the assignment is self-reflection. Refer only to ideas, events, and readings most significant to your analysis. This Self-Reflection Paper is due Week 11. It should be 5-6 pages long, written in first person, focusing on self-reflection, utilizing your initial recording from Week 2, logs written during the course, course concepts, and at least 3-5 references.

Sample Paper For Above instruction

Introduction

The journey of understanding one's racial identity is deeply personal and evolves over time through introspection, experiences, and education. At the beginning of this semester, I recorded my thoughts and attitudes about racism, which serve as a mirror reflecting my initial perceptions. Listening to that recording at semester's end allowed me to assess my growth and the shifts in my understanding of race, racism, and my own identity within societal structures.

Initial Responses and Reflection

When I listened to my initial recording, I noticed that some responses surprised me. For example, I initially believed that I was largely unaware of systemic racism, viewing it as a distant issue rather than something that directly impacted me or my community. Hearing myself articulate this belief made me realize how unconscious I was about these systems at the start. My feelings ranged from discomfort to curiosity, and I recognized a sense of naïveté about the depth of racial issues.

This reflection prompted me to revisit my assumptions about my racial identity and the roles I play in perpetuating or challenging systemic inequalities. I learned that I had subconscious biases and that my understanding of racism was limited, which motivated me to engage more critically with course materials and personal experiences.

Use of Racial Identity Development Model

Applying Helms’ White Racial Identity Development model, I assess that at the beginning of the semester, I was primarily in the "Contact" stage—unaware of racial issues, believing that race was irrelevant in my interactions. Over the semester, I moved toward the "Acceptance" stage, recognizing racial differences and acknowledging systemic inequalities. Concrete examples include participating in class discussions about racial history and engaging in community service projects that confronted racial disparities.

Several experiences facilitated this change, including confronting my own biases, listening to the stories of individuals from marginalized groups, and reflecting on my privileges as a White individual. Factors such as my gender and socio-economic background also influenced my reactions, providing additional layers of identity that intersected with my racial awareness.

Understanding of Institutional and Systemic Racism

Initially, I held a somewhat simplistic view of racism as individual prejudice. As the semester progressed, I gained a nuanced understanding of systemic racism—how institutions uphold racial disparities through policies and practices that operate beyond individual intentions. This shift was evident in my responses, and I now actively analyze societal structures when considering issues like policing, education, and healthcare disparities.

My Racial Identity “Story”

My racial identity story revolves around growing awareness of my privilege and understanding that race intersects with many aspects of my life. It has evolved from a passive acknowledgment to an active commitment to challenge injustices. I now see myself as someone capable of effecting change by educating others and advocating for equity.

Throughout the semester, I learned about barriers—such as denial or defensiveness—that hinder honest conversations about race. I resource my internal reflection and external education, including courses, literature, and community involvement, to confront these barriers. Post-course, I intend to continue engaging in anti-racist work, amplifying marginalized voices, and challenging systemic inequities.

Key Resources and Influences

• Ibram X. Kendi’s “How to Be an Antiracist”
• Robin DiAngelo’s “White Fragility”
• Michelle Alexander’s “The New Jim Crow”
• Ta-Nehisi Coates’ writings on racial injustice
• Course lectures and assigned readings that provided historical context

Conclusion

Reflecting on my racial identity story has been transformative. It has shifted from complacency to active awareness and responsibility. I recognize that confronting racism is an ongoing journey, requiring humility, openness, and continual learning. This course has equipped me with the tools to engage more meaningfully with issues of race and to contribute positively to efforts toward social justice.

References

• Kendi, I. X. (2019). How to Be an Antiracist. One World.
• DiAngelo, R. (2018). White Fragility: Why It’s So Hard for White People to Talk About Racism. Beacon Press.
• Alexander, M. (2010). The New Jim Crow: Mass Incarceration in the Age of Colorblindness. The New Press.
• Coates, T.-N. (2015). “The Case for Reparations.” The Atlantic.
• Helms, J. E. (1990). “Theory-based White Racial Identity Development.” In D. A. Bennett (Ed.), Basic Black: The Color of Gospel.