One Application for the Classroom:

Identification: _____________________________

AT LEAST ONE INSIGHT:

Make sure to write the heading for EACH of the THREE sections you selected and then write AT LEAST 3-4 sentences PER SECTION (for a total of 9-12 sentences) that summarizes what you learned and/or how you might use what you learned in your future classroom.

Essential Concept I (pp. 6-8)

Theme 1A (pp. 9-10)

Theme 1B (pp. 11-13)

Essential Concept II (pp. 14-21)

Theme 2 (pp. 22-24)

Scenarios (pp. 25-32)

Examples (pp. 33-35)

Conversation Starters & What Not To Do (pp. 36-39)

Application: In my classroom, I can intentionally design activities and discussions that highlight diverse cultural and racial identities so children develop positive self-concepts while also understanding that racism is a systemic issue, not the fault of people of color.

Application: reading picture books that have more diverse characters as the main characters and then having a short discussion where students talk about what they notice. This creates a natural way to highlight differences in a positive way and gives children space to ask questions and share their own experiences.

Application: Have students do an activity where they identify what race they are then discuss with their peers. By being able to share and express each students differences, students will be able to see the beauty in all races/cultures.

Application: In my classroom, I will make sure to use books that show children of multiple races and ethnicities to open discussions and help students converse in healthy ways. This will teach them empathy and fairness.

Theme 1B-pp 11-13: Racial Socialization in the Early Years-

After reading the text, I gained knowledge that the process of socialization all starts at home. Children learn how to speak and treat others through observation of their family's interactions. Furthermore, children would align with their parents' views of certain people's races if that's what is presented at home. This can go on until the children are older and can form their own opinions. This is beneficial knowledge for my classroom because it allows me to realize that their notions aren't truly their own, but rather their parents'. I can ensure I give proper knowledge in a safe, calm, and inclusive environment about other races and cultures.

Theme 2- pp22-24: Fostering positive racial, ethic, and cultural identity development-

After reading this section and building on the knowledge gained from last week's content, it is clear how important it is to identify and acknowledge students' racial, ethnic, and cultural identities within the classroom. When student see their race and culture in books, lesson content, and media, they are viewed in a different form of inclusion, which also allows students to create their own views on races and cultures. It helps combat stereotypes and build healthy self-esteem.

Insight: Looking at the categories, they sort of change. This shows how identity is not as simple as it seems. People might not fit into one specific box. I relate to this very heavily because I am actually 1/2 Hispanic and find myself in this scenario often, not knowing which to choose. I mainly show the characteristics of my "white" side, so I usually lean towards selecting that option, although I always feel like it's a lie or I'm leaving out information.

Essential Concept l (pp.6-8) This section explains how the socialization of children shapes their sense of identity from early life. Children pick up on messages from their families, schools, media, and other parts of society. In my classroom, I would like to be intentional about equally displaying diverse role models and making sure every student feels seen.

Theme 1B (pp. 11-13) focuses on racial socialization and how children notice skin color and differences in people by 2 or 3. They are already starting to form their ideas on race, and they often reflect the ideas that they are seeing in the people around them. In my classroom, I want to normalize talking about other races and use media and books that show inclusivity and create a safe space for all my students.

Application for the classroom:
A teacher can plan story times or activities that show people of different races in positive, realistic ways and talk openly about fairness and respect.

Insight: Seeing these categories reminds me that not all of my students will come from the same background. My students will come from a different background and culture. In my classroom, I will make sure all of my students feel safe and respected no matter what background or ethnicity he/she may come from.

Essential Concept 1: Socialization: This section showed me that socialization isn't just natural—it's something that can lift kids up or hold them down. The cycle of socialization reveals how families, schools, and media push children into certain spots in society, often locking in old roles. In my future classroom, I'll look back at my own experiences and choose to shake up those harmful ideas kids pick up. For instance, I'll bring in books and activities that highlight all kinds of backgrounds in a good way, helping everyone feel seen.

Theme 2:Teachers play a key role in helping kids build solid racial, cultural, and ethnic identities. They do this by weaving diversity into books, lessons, and fun classroom activities. It's not enough to just show books with varied characters; kids need chances to chat about what they see and what it means to them. When students face tough moments tied to their identity, teachers must step in with real support. In my own classroom, I'll share stories from all sorts of cultures. That way, every child feels truly seen and part of the group.

Theme 1a: Exploring Your Social Group Identities: I learned that everyone belongs to many social groups, like race, age, and gender, and thinking about which groups we belong to helps us understand who we are. Some of our identities are seen as “dominant” in society, while others are seen as “subordinate,” and this affects how people treat us. The messages we get from family, school, media, and the world around us teach us a lot, sometimes they are positive, but sometimes they are negative or unfair. To build a healthy identity, we need to notice these messages, question the harmful ones, and choose beliefs that support ourselves and value others.

Theme 1B: Racial Socialization in the Early Years: I learned that children start noticing racial differences and forming ideas about race at a very young age, often influenced by what they see and hear from adults, media, and their surroundings. Parents and caregivers play a crucial role in teaching children about race, either by sharing positive messages about their own culture or by preparing them to face potential biases. Ignoring race or pretending not to see it can be harmful, as it may prevent children from understanding and addressing racism. It is important for educators and caregivers to actively promote a healthy understanding of race by using inclusive materials, having open conversations, and challenging harmful stereotypes.

Application: Children’s literature can be a valuable way to initiate conversations about racism and racial identity. I think the article did a great job at explaining that children’s literature can help students “develop empathy for characters, particularly those that may be different from themselves.”(Cole, Verwayn; May 2018) Teachers can also let the activities come about from the questions that the kids have, as the article states. If a student has a question, then the teacher could create a project or bring in some books that they could read aloud together, which could help with answering the questions the kids have.

Insight - When I look at these categories, I think about how my future classroom and students could come from any of these racial and ethnic categories. Being in a military community and working in Department of Defense schools (DoDEA), I know that there will be many races or ethnicities within the school. Here in Leavenworth, there are families from other countries whose parents are going to school at the Army school, and so the kids and families bring unique races and ethnicities to the DoDEA schools. I would love to implement something similar to the video we watched last week, where the teacher had a world map and each student got to write about their families and their culture, and we could pin them on the world map. I also think it would be fun to ask families if they have any family traditions, like for Christmas, etc., that we could learn about to get to know new cultures and our classmates better. One of my kids’ kindergarten classes, when we lived in Germany, did a “Christmas Around the World” where they learned about different Christmas traditions from a story, and they did a craft from that country.

I learned that we all have many different social group identities. When we experience socialization, we experience it from these different social groups, whether they are dominant or subordinate groups. There were quite a few on the list, and some, such as ability status, that I was not aware could put someone in a social group.  In order to create an unbiased classroom environment, we need to learn about these social group identities and learn not to make assumptions before we have done research and gained knowledge about them. I don’t want anyone in my class to feel that they are superior to anyone else. In order to break the cycle of socialization, we must learn about our classmates and the people we socialize with. I want to make a classroom where we can celebrate our differences and learn to appreciate our classmates who may be in different social group identities than ourselves.

Theme 1B: Racial Socialization In the Early Years (pp. 11-13)

I learned that our socialization starts when we are young in our parents’ homes, and how we interact with them. They teach us certain norms, traditions, and expectations. An example of an expectation that comes to mind from being raised in a Southern home is saying “Yes, Ma’am and Yes, Sir.” It was enforced at home, at school, at church, anywhere a child was, and adults expected it. If you didn’t use these words, then you got in trouble and were talked down to as not being respectful to your elders. I was once told by a military mom friend who is from Wisconsin that they were not taught to say that as children. When we were both stationed in Georgia, and the teachers in school expected the students to use “Yes, Ma’am and Yes, Sir,” she would say she didn’t agree with it because it was not something that she practiced in her home with her own children, and she thought that the teachers should understand that and not accuse the kids of not being respectful. Racial socialization is introduced to children through many forms, such as through education, the media, like social media, and through families. I learned that children notice differences such as different skin color, different cultures, and ethnicity, early in their childhood, and we shouldn’t pretend that it doesn’t exist; we need to embrace them and talk about them so that kids don’t use what they observe as truth. If we use conversations and knowledge, then kids will learn to be positive about race and diversity in others and think of it as the norm.

Theme 2: Fostering Positive Racial, Ethnic, and Cultural Identity Development (pp. 22-24)

I learned that people who have racial socialization from their family or their community can learn about racial identity before they ever have an experience with someone who is racist. It is what they are taught at home and in their communities. The article talked about how “Black families and other families of color engage in racial socialization as a way to prepare their children to navigate racist environments and foster healthy racial identity development.” (Lloyd, 2022; Hugley et al., 2019) I think about watching Black families on social media talking about what they have to teach their kids, so they are prepared for the world.  Things such as what to do in a traffic stop, and anytime they are in a store, they should not walk around with their hands in their pockets. That shouldn’t be the way the world is. The article also talks about how teachers and schools need to have “Anit-racist policies and procedures” so that they can uphold anti-racism in their schools and classrooms. I think the article did a great job of sharing how adults can change the way students perceive “…unhealthy socialization.” (Jones &Lamar, 2025) By speaking positive messages to students, such as saying positive things about  “a person’s skin color/tone or kinky hair,” so that a child can “…internalize healthy racial socialization.” (Jones &Lamar, 2025) I think having a diverse library in my classroom that has books that represent all types of cultures and races can have a huge impact on students “…healthy racial socialization.” (Jones &Lamar, 2025) Also, making sure that I can relate the curriculum to all different types of races, such as highlighting different races that have made an impact on a topic we are discussing, or that all races and cultures can be a part of important jobs when they grow up.

I did not get Intersectionality and Implicit Bias

One application for my classroom: We can read diverse books and talk about kindness and being fair to everyone. Also having an activity where kids can talk about what makes them unique would be good.

Insight: Keeping in mind, we are all different and come from different backgrounds. I will make sure that each student know that this classroom community is a safe place for them to enjoy who they are, and also a place to enjoy learning about the other students.

Theme 1 B: I learned that some students may not be able to identify with a ethnic group for may reasons. With that being said, I will make sure that although they aren't able to identify with a group doesn't mean they are less than, or don't matter. All my students will know that are valuable, and who they are and where they come from is very important.

Examples (pp. 33-35) This section gave me some good tools on how to approach and have good conversations with my students about race. It helped me to remember that the conversation can be simple yet effectively get the message across. One example was noticing the differences but acknowledging them in a positive way helps students do the same, and also makes the student we are talking about feel respected, loved.

Classroom Application: Teachers can do projects like self-portraits or “All About Me” worksheets where kids describe their skin color, hair, and culture. They can also read books with characters from different backgrounds and have open talks where students ask questions and share what they see. This way, kids learn to celebrate differences and have respectful conversations about race.

Insight: Looking at the different categories and seeing every type of individual that is a part of that category is really important to see, because not everyone will come from the same background and it is vital to make all students feel seen, welcomed, heard, and appreciated. I think it is also important for other students to have an understand of their peers and it is important for them to learn about differences and to be proud to have learned about different backgrounds of their peers.

I just used keywords and made connections.

Theme 1a: Everyone has different social group identities like race, gender, class, or religion, and these affect how we’re treated and how we see ourselves. Some groups have more power (dominant) while others face unfair treatment (target). To challenge racism and other inequalities, we need to think about the messages we’ve learned about these groups and decide if they’re good or bad. Understanding our own identities helps us break the cycle of unfairness.

Theme 1b: Socialization starts at home when kids learn things like manners, rules, and traditions from their families, like saying “thank you” or how close to stand when talking to someone. They also pick up hidden messages from TV, movies, and other media that can spread stereotypes or unfair ideas about race. Kids notice skin color and racial differences really early, so pretending not to see race can actually make things worse.

Application: In my future classroom I will have students fill out an about me form or something similar to get to know all about a students background. I would then have students pair up with someone who has a different background and have them both read a book of each others cultures or backgrounds to get to know each other better.

Insight: After reading through each category it really opened my eyes to how diverse a classroom can be and how exciting that can also be getting to know each student's background.

Application: In order to help apply this insight teachers can help can create opportunities for children to explore and discuss racial and cultural differences in a supportive setting. This can be done by having diverse books or activities that show different cultures and experiences.

Insight: Reading all the categories is just a reminder that I can have many different students from many different backgrounds and races. I need to make sure that I foster a classroom that feels safe and inclusive.

Scenarios: People are taught things like who is “better” or “worse” from the time they are born. In my future classroom I can use books and activities to show how each group is positive and valuable and should be treated fairly.

Conversation Starters & What not to do: Educators can help students develop a level of respect for others by having conversations and showing how asking questions about unique backgrounds, personalities, and cultural differences. It’s important to avoid reinforcing stereotypes, ignoring differences, and treating others with different cultural backgrounds

Insight: One of the biggest eye openers for me is just how in-depth each student's background can be. Beyond just skin color, each category possesses many traits that shape them.

Theme 1A: Integrating Resources into Curriculum and Activities (pp. 9–10) - In this section, it talks about how important it is to use diverse materials in the classroom so children can learn about different cultures and identities. You can use things like books, toys, visuals, and activities that represent many races, ethnicities, and backgrounds helps children feel included and valued. As a teacher I can choose resources that celebrate different cultures and diversity.

Conversation Starters & What Not To Do (pp. 36–39) - This section shows hot to engage children in conversations about race and identity. It gives you as an educator suggestions for open ended questions that can help children to express their thoughts or feelings. It also talks about phrases that we should avoid such as “I don’t see color”. The can be dismissive to a Childs feelings or experiences. By making sure we use inclusive language and ask thoughtful questions I can create a place where children feel comfortable.

A type of application that I as a future teacher want to ensure in doing, is being able to provide informative books and teaching lessons to my students. I want to teach the children about diversity and that it is okay to look different from the rest.

Insight: While taking a look these categories, I've come to the realization that I do not want my future students to only identify themselves with their race. I want to provide a safe space in my classroom in which children can identify themselves with their unique personalities and honoring their personal stories.

One thing that caught my eye was the variety of social identities. These identities often shape everything about that person. As future teachers, it is our goal to be aware of these different identities and to acknowledge them when presented. I hope to make every child feel included and welcomed, no matter what group they fall under.

Scenarios (pp. 25-32)

Scenario: "The Drawing Assignment"

It shocked me to see how traumatized even a young kid such as Theo can be because of societal biases. Small comments, media, and even adults are often the cause of this type of behavior. These actions can have damaging effects, like a lack of excitement to participate or damage their self-esteem. A classroom should be a safe space where children feel comfortable. Like the teacher in this scenario, I hope my students feel comfortable expressing their feelings to me. 

Not To Do (pp. 36-39) 

Avoid Assuming Children Are "Too Young" to Discuss Race. At a young age, children will start to recognize others' physical differences. They question them, and without guidance, it can lead to harsh stereotypes of their own. Teaching children at a young age helps them to positively learn about diversity, to make it normal for them, and to reduce the formation of negative feelings. 

Application for the Classroom:
A great way to apply this in the classroom would be to incorporate an identity-based activity at the start of the school year. For example, a project where students use mirrors to observe and describe their own features, like eye color, hair texture, and skin tone, can help build awareness and open up conversations about diversity. Pairing this with read-alouds from picture books that show a range of cultures and experiences would allow students to see both themselves and others represented. I think this approach would help normalize discussions about race in an age-appropriate way and create a classroom environment where students feel seen and valued. It also encourages empathy and curiosity instead of discomfort or silence around important topics.

This section focuses on how we are socialized from a very early age into different social group roles based on systems of oppression. Socialization can be healthy or unhealthy, and it often happens without us even realizing it. Children are constantly receiving messages from families, schools, media, and other institutions that reinforce certain beliefs about which identities hold power and which do not. As a future educator, I need to reflect on how I have been socialized and make sure I am not unconsciously passing on harmful messages to my students. Understanding how these systems work helps me to interrupt the cycle of inequality and create a more inclusive classroom environment.

Theme 1A (pp. 9-10):

This section made me think deeply about my own identities and how they shape my worldview. We all belong to multiple social identity groups, such as race, gender, class, or religion, and each comes with certain advantages or disadvantages in society. Some identities I rarely think about, like my ability status, while others, like my race or gender, are more present in my daily life. Recognizing which identities place me in dominant or subordinate groups helps me understand how I might unintentionally bring bias into the classroom. As a teacher, I will need to examine my own assumptions and create a space where every student feels seen and supported, no matter what social identities they hold.

Theme 1B(pp. 11-13):

This section emphasized that children start to understand and internalize racial messages from a very young age. Even if adults do not talk about race, kids still absorb ideas about who is “good,” “bad,” “smart,” or “poor” based on what they see and hear around them. The idea of color-evasiveness, pretending not to see race, might seem kind on the surface, but it actually supports white supremacy by avoiding real conversations about inequity. As a future educator, I want to adopt a race-conscious approach by openly acknowledging race and making sure my students learn to value diversity. I will do this by being mindful of the books, language, and images I use, and by being ready to guide children through honest and respectful discussions about race.

Essential Concept II: As a Mexican-American woman, my ethnicity is used to define me everyday. The government we have today issued a decision that allows racial profiling by immigration raids and arrests. Some people that see themselves as a "cultural, ethnic, racial" person are more often than not, white Americans. This implies that others that do see themselves as these things are considered abnormal.

theme II: As the article states, antiracist procedures provide a commitment to achieve racial equity through antiracial practices. For example, when children hear adults make positive comments on skin color or type of hair, the children can better understand the differences between the people around them. Like stated before, positive and negative can really affect the way a child can internalize racial socialization messages.

Insight: my family has Mexican - American roots (Chicano) and origins + French - Cajun ties to Louisiana (them ragin' Cajuns) 😁

Insight: Learning about these categories and understanding who belongs to each group has been eye opening. It’s funny when I started studying at Kansas State University, I began meeting students from many different backgrounds. This exposure to diversity has been so helpful for me as a future teacher, because now I have a better understanding of different cultural groups, including my own.

Theme 2: I learned that many children’s books still don’t show enough diversity. Even though there have been some changes, it’s not enough. Between 2015 and 2018, books with white characters decreased, but books with animals or non-human characters increased the most. As a future teacher, I want to find and use more books that show real people especially children from different backgrounds so that all students feel seen and valued in my classroom.

Example (33-35): “You can’t play with us because you’re not like us.” As a teacher, I would use this quote to start a conversation about fairness, kindness, and inclusion. I would begin by creating a safe and welcoming classroom environment where students feel valued and respected.