State
Community
Ethnic Makeup
(2010 Census
Data; 2013
School Data)
84.3% White, 9.1% Black,
6.6% Other
(Hispanic/Asian/American
Indian, etc).
84% White, 10.9%
Black, 5.1% Other
(Hispanic/Asian/
American Indian, etc)
SES (2007-2011
Data; 2013
School Data)
14.4% of people live below
the poverty level; median
household income =
$48,393
31.4% of people live
below the poverty level;
median household
income = $30,200
Education Level 22.7% of people (ages 25+)
(2007-2011 Data) hold a bachelor’s degree or
higher
Languages
Spoken (20072011 Census
Data)
92.1% English, 7.9% Other
School
Home Community
(Mishawaka)
63% White, 22%
86.1% White, 6.9%
Black, 15% Other
Black, 7% Other
(Multiracial/Asian
(Multiracial/Asian
/Hispanic/American /Hispanic/American
Indian)
Indian)
87% of students are 16.6% of people
on a free or reduced live below the
price meal plan
poverty level;
median household
income = $37,620
21.3% of people (ages
25+) hold a bachelor’s
degree or higher
-
96.1% English, 3.9%
Other
-
24.1% of people
(ages 25+) hold a
bachelor’s degree
or higher
92.1% English,
7.9% Other
Self
White
Projected
starting
salary
(home
corporation
as sample)
= $44,620
B.S. in
Sociology
English
only
Sources:
Indiana Department of Education. (2013). Corporation enrollment by ethnicity & free/reduced price meal status [Data file].
Retrieved from: http://www.doe.in.gov/sites/default/files/accountability/corporation-enrollment-ethnicity-free-reduced-pricemeal-status-2006-13_1.xls
School City of Mishawaka. (2010). School psychologist salary schedule [data file]. Retrieved from
http://www.mishawaka.k12.in.us/documents/HR%20forms/Data%20Sheets%202010/2010-11%20Psychologists.pdf
United States Census Bureau (2010). Mishawaka (city), Indiana [Data file]. Retrieved from:
http://quickfacts.census.gov/qfd/states/18/1849932.html
United States Census Bureau (2010). Muncie (city), Indiana [Data file]. Retrieved from:
http://quickfacts.census.gov/qfd/states/18/1851876.html
Summary
I decided to create a table comparing demographic variables between the state of Indiana, my school community (Muncie/Prepracticum site) and myself (Mishawaka/individual). While the ethnic makeup of Muncie and my home community is closely
reflective of Indiana’s ethnic makeup overall, I immediately noticed that my specific pre-practicum site has a much higher proportion
of minority students than I am used to working with. In addition, I am now aware that the poverty rate in Muncie is nearly double the
rate in my hometown. The median income in Mishawaka is higher than that of Muncie, and it is likely that I will be making
significantly more money than the median income figures for Muncie and Mishawaka during my first year as a school psychologist.
My current bachelor’s degree and eventual master’s and specialist degrees will place me on the higher end of the minority of Indiana
citizens who hold college degrees. English is the most common language spoken in Mishawaka, Muncie, and Indiana overall, but I
was unable to determine the variety of languages spoken at my specific pre-practicum site.
Reflection
According to an article from APA’s gradPSYCH Magazine, one of the first steps toward becoming multiculturally competent
is to learn about oneself (Clay, 2010). After constructing this artifact, I realize that I come from an ethnic and SES background that is
significantly different from that of many of the students I work with at my pre-practicum site. I am especially interested in examining
how these differences affect how students and I relate to one another. I find myself asking questions such as: “How do minority and
low-income students perceive me?” and “How well do I understand my students in terms of the backgrounds they come from and their
culture?” Truth be told, I do not feel very competent in my ability to effectively relate to and make an impact in the lives of minority
students, mainly because I have not worked with many of them before. I sometimes am concerned that they might not respond or
relate to me as well because they recognize that I am unfamiliar with their culture. Realizing this deficiency is the first step; now it is
time for me to take action so that I can learn to better serve my students. Here are some additional steps I can take as I move along the
path toward multicultural competence:

Read articles about diverse cultures and SES backgrounds

Make an effort to increase my interaction with minority students

Take time to get to know the students I work with; find out their likes, dislikes, family structure, values, cultural practices, etc.

Attend diversity workshops and conferences

Share my knowledge with family, friends, and colleagues
It is never to late to learn something new and expand my mindset. Making a solid effort to interact with and learn about the minority
ethnicity and SES populations in my pre-practicum community will help me to serve diverse populations of students in the future as a
practitioner.
Reference:
Clay, R. A. (2010). How do I become culturally competent?. gradPSYCH Magazine, 24.