3.0 Promoting Multicultural Awareness Exploring the Human Resources/Economic Development Connection...

3.0

Promoting Multicultural Awareness

Promoting Multicultural Awareness

Exploring the Human Resources/Economic Development Connection

Exploring the Human Resources/Economic Development Connection

Community Choices: Public Policy Education Program

Community Choices: Public Policy Education Program

8 March 2000 The Southern Rural Development Center

Module Three:Module Three:

Community Choices: Promoting Multicultural Awareness

ObjectivesObjectives

Understand key terms, such as culture,

racial groups, and prejudices. Recognize how perceptions and

stereotypes influence participation in

public policy activities. Recognize how values vary across

cultures and how they can influence

views on public policy matters. Become aware of the cultural dimensions

of public policy issues.

Understand key terms, such as culture,

racial groups, and prejudices. Recognize how perceptions and

stereotypes influence participation in

public policy activities. Recognize how values vary across

cultures and how they can influence

views on public policy matters. Become aware of the cultural dimensions

of public policy issues. 3.1


Background InformationBackground Information

The U.S. is one of the most culturally

diverse nations in the world. By year 2050, it is estimated the the U.S.

will be made up of 52 percent white, 22

percent Hispanics, 14 percent African-

Americans, and 10 percent Asians. Thus, the future economic productivity

of Americans will depend on the talents

and training of culturally diverse groups.

The U.S. is one of the most culturally

diverse nations in the world. By year 2050, it is estimated the the U.S.

will be made up of 52 percent white, 22

percent Hispanics, 14 percent African-

Americans, and 10 percent Asians. Thus, the future economic productivity

of Americans will depend on the talents

and training of culturally diverse groups.

3.2


Become more aware of their own

prejudices and stereotypes. Discuss how cultural differences and

similarities might affect public policy

decisions. Gain insight into how those who wish to

affect public policy need to be culturally

aware.

Become more aware of their own

prejudices and stereotypes. Discuss how cultural differences and

similarities might affect public policy

decisions. Gain insight into how those who wish to

affect public policy need to be culturally

aware.

3.3

This curriculum is designed to help participants . . .

This curriculum is designed to help participants . . .


Key TermsKey Terms

Racial group—a social group that people

inside or outside the groups have decided

is more important to single out on the basis

of some real or alleged physical

characteristic. Ethnic group—a group that is socially

distinguished on the basis of cultural or

national origin characteristics. Culture—the shared values,

understandings, symbols, and practices of

a group of people.

Racial group—a social group that people

inside or outside the groups have decided

is more important to single out on the basis

of some real or alleged physical

characteristic. Ethnic group—a group that is socially

distinguished on the basis of cultural or

national origin characteristics. Culture—the shared values,

understandings, symbols, and practices of

a group of people. 3.4


Key Terms (cont.)Key Terms (cont.)

Ethnocentrism—loyalty to the values, beliefs, and members of one’s own group and having negative views of other groups.

Prejudice—unfavorable bias based on an unsupported judgment. May be felt or expressed.

Stereotype—a mental picture that overgeneralizes racial or ethnic practices or behavior. Makes all people in a particular group look and act the same way.

Ethnocentrism—loyalty to the values, beliefs, and members of one’s own group and having negative views of other groups.

Prejudice—unfavorable bias based on an unsupported judgment. May be felt or expressed.

Stereotype—a mental picture that overgeneralizes racial or ethnic practices or behavior. Makes all people in a particular group look and act the same way.

3.5


Fear based on ignorance of others. Lack of understanding about how they

are like us.

Fear based on ignorance of others. Lack of understanding about how they

are like us.

3.6

The root of many of these negative attitudes is . . .

The root of many of these negative attitudes is . . .


Learning to understand others is

essential if communities are to meet

future challenges and develop both

socially and economically.

Learning to understand others is

essential if communities are to meet

future challenges and develop both

socially and economically.

3.7

However . . .However . . .


Rural African-Americans in the South

worked in the region’s cotton fields as

tenant farmers, sharecroppers, or

agricultural laborers. Mechanization did away with many of the

jobs these individuals held. Many moved to urban centers in the

North, but several stayed in the rural

South.

Rural African-Americans in the South

worked in the region’s cotton fields as

tenant farmers, sharecroppers, or

agricultural laborers. Mechanization did away with many of the

jobs these individuals held. Many moved to urban centers in the

North, but several stayed in the rural

South.

389

How groups came to live where they currently are

How groups came to live where they currently are


Hispanics in the Southwest came in

waves from Mexico, particularly after the

Mexican Civil War of 1910. Often, only available employment was as

agricultural workers. Many have moved to urban areas, but

some low-skilled, poorly-educated

Hispanics have remained in the rural

Southwest.

Hispanics in the Southwest came in

waves from Mexico, particularly after the

Mexican Civil War of 1910. Often, only available employment was as

agricultural workers. Many have moved to urban areas, but

some low-skilled, poorly-educated

Hispanics have remained in the rural

Southwest.

3.9

How groups came to live where they currently are (cont.)

How groups came to live where they currently are (cont.)


More than 9 out of every 10 rural African-

Americans reside in the South, and half

are found in the South Atlantic states. There are 276 counties in the South with

an African-American population of 30

percent or more. More than 2.5 million of the 5 million

rural African-Americans live in these 276

counties.

More than 9 out of every 10 rural African-

Americans reside in the South, and half

are found in the South Atlantic states. There are 276 counties in the South with

an African-American population of 30

percent or more. More than 2.5 million of the 5 million

rural African-Americans live in these 276

counties.

3.10

Current FactsCurrent Facts


Nearly half of all rural Hispanics live in

the West and Mountain regions. Most reside in the states of Arizona, New

Mexico, and Colorado. Another 40 percent of the rural Hispanic

population lives in the South, mainly in

Texas.

Nearly half of all rural Hispanics live in

the West and Mountain regions. Most reside in the states of Arizona, New

Mexico, and Colorado. Another 40 percent of the rural Hispanic

population lives in the South, mainly in

Texas.

3.11

Current Facts (cont.)Current Facts (cont.)


Racially and ethnically linked economic

inequalities in rural areas occur, in part,

because of the difficulties African-

Americans and Hispanics experience in

securing good-paying jobs in the local

economy. These obstacles are frequently linked to

a lack of understanding and tolerance

for members of these groups.

Racially and ethnically linked economic

inequalities in rural areas occur, in part,

because of the difficulties African-

Americans and Hispanics experience in

securing good-paying jobs in the local

economy. These obstacles are frequently linked to

a lack of understanding and tolerance

for members of these groups.

3.12

This module suggests that . . .This module suggests that . . .


Minority ethnic groups members face

more restricted occupational choices

than whites. More than 40 percent of rural African-

American men hold manufacturing jobs;

85 percent of al jobs held by African-

American women are in manufacturing

and service industries.

Minority ethnic groups members face

more restricted occupational choices

than whites. More than 40 percent of rural African-

American men hold manufacturing jobs;

85 percent of al jobs held by African-

American women are in manufacturing

and service industries.

3.13

Current Conditions—EmploymentCurrent Conditions—Employment


Areas of the rural South with high

concentrations of African-Americans

remain saddled with slow-growing,

stagnating, or declining industries. Opportunities in the Black Belt are at the

low-wage, low-skilled end of the job

ladder.

Areas of the rural South with high

concentrations of African-Americans

remain saddled with slow-growing,

stagnating, or declining industries. Opportunities in the Black Belt are at the

low-wage, low-skilled end of the job

ladder.

3.14

Current Conditions—Employment (cont.)

Current Conditions—Employment (cont.)


African-Americans and Hispanic workers

in rural areas earn less than their urban

counterparts. Within rural areas, the income gap

between white workers and workers in

the two minority groups also has

widened

African-Americans and Hispanic workers

in rural areas earn less than their urban

counterparts. Within rural areas, the income gap

between white workers and workers in

the two minority groups also has

widened

3.15

Current Conditions—IncomeCurrent Conditions—Income


Rural African-Americans and Hispanics

are disproportionately concentrated in

the lowest income categories. The economic situation for African-

American and Hispanic households has

actually deteriorated since the 1980s.

Rural African-Americans and Hispanics

are disproportionately concentrated in

the lowest income categories. The economic situation for African-

American and Hispanic households has

actually deteriorated since the 1980s.

3.16

Current Conditions—Income (cont.)Current Conditions—Income (cont.)


The number of African-Americans and

Hispanics with an 8th-grade education or

less has increased since the 1980s. But, the proportion of rural whites with an

8th-grade education or less is much

smaller, while the percent with a college

education is much higher than for rural

African-Americans or Hispanics.

The number of African-Americans and

Hispanics with an 8th-grade education or

less has increased since the 1980s. But, the proportion of rural whites with an

8th-grade education or less is much

smaller, while the percent with a college

education is much higher than for rural

African-Americans or Hispanics.

3.17

Current Conditions—EducationCurrent Conditions—Education


The current mood in the country is that

poverty and economic development

issues are most appropriately addressed

at the local level. Local efforts can be problematic if public

policy decisions are made with limited

information and understanding of other

cultural groups in the community.

The current mood in the country is that

poverty and economic development

issues are most appropriately addressed

at the local level. Local efforts can be problematic if public

policy decisions are made with limited

information and understanding of other

cultural groups in the community.

3.18

Programs and PoliciesPrograms and Policies


Citizens of all cultural backgrounds are

important stakeholders and their input

should be valued at every part of the

public policy process. What would be worthwhile is the

promotion of multicultural education as

a means for fostering real, democratic

policy decision-making initiatives.

Citizens of all cultural backgrounds are

important stakeholders and their input

should be valued at every part of the

public policy process. What would be worthwhile is the

promotion of multicultural education as

a means for fostering real, democratic

policy decision-making initiatives.

3.19

Programs and Policies (cont.)Programs and Policies (cont.)


Multiculturalism is reflective of policies

that take into consideration differences

among groups that were formerly

excluded from the mainstream of

American society. For rural communities to advance, they

must engage in clear discussions of the

ways people of divergent cultural

backgrounds develop and maintain their

own racial and/or cultural heritage.

Multiculturalism is reflective of policies

that take into consideration differences

among groups that were formerly

excluded from the mainstream of

American society. For rural communities to advance, they

must engage in clear discussions of the

ways people of divergent cultural

backgrounds develop and maintain their

own racial and/or cultural heritage. 3.20

Multicultural EducationMulticultural Education


Local citizens must develop a mutual

respect for divergent cultural ways so

that all groups of people will have the

opportunity to develop their human

capital resources and apply them to the

overall development of the community. Multicultural education promotes an

understanding of both positive and

negative features of American racial and

cultural relations.

Local citizens must develop a mutual

respect for divergent cultural ways so

that all groups of people will have the

opportunity to develop their human

capital resources and apply them to the

overall development of the community. Multicultural education promotes an

understanding of both positive and

negative features of American racial and

cultural relations. 3.21

Multicultural Education (cont.)Multicultural Education (cont.)


Its goal is that all students of all color

and cultures be given the knowledge,

skills, and attitudes needed to function

effectively in a culturally and ethnically

diverse state, nation, and world. Multicultural education programs

represent a way to bring diverse people

together in mutual respect for one

another.

Its goal is that all students of all color

and cultures be given the knowledge,

skills, and attitudes needed to function

effectively in a culturally and ethnically

diverse state, nation, and world. Multicultural education programs

represent a way to bring diverse people

together in mutual respect for one

another.

3.22



Diverse groups of people can overcome

their diversity by focusing on those

issues and values that they share. Fear of individual loss is replaced by a

newly gained knowledge that cultural

diversity, racial differences, and a variety

of religious creeds enrich the vitality of

the community.

Diverse groups of people can overcome

their diversity by focusing on those

issues and values that they share. Fear of individual loss is replaced by a

newly gained knowledge that cultural

diversity, racial differences, and a variety

of religious creeds enrich the vitality of

the community.

3.23



3.24

Prepared byPrepared by

Lionel J. BeaulieuSoutheastern Louisiana University

John A. RutledgeUniversity of Florida

March 2000

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