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HomeMy WebLinkAbout1997 Annual ReportCITY OF MAPLEWOOD� HUMAN RELATIONS COMMISSION 1997 AN N UAL RE PO RT MEMORANDUM DATE: March 10, 1998 TO: Mayor George Rossbach City Council City Manager FROM: Katie Thein Kimlinger, Chairperson Human Relations Commission RE: 1997 ANNUAL REPORT In the past year, the Maplewood Human Relations Commission has worked consistenty to increase oommunity awareness of diversity and discrimination issues through education, sponsorship, and participation in community events. The activities and acxomplishments of the Commission are outlined in this report, as well as its goals and objections for 1998. The seven volunteers that compose the Commission are looking forward to 1998, and working within our community to improve the human relations climate of the community for those who are residents, work here, or just pass through. We hope our work will help to make Maplewood a better place for all. The Maplewood Human Relations Commission respectfully submits its 1997 Annual Report pursuant to Article IV, Sec. 2-75 of the City Ordinance. CITY OF 1830 E. COLJNTY ROAD B MAPLEWOOD, MINNE,SOTA 55109 March 10, 1998 To The Citizens of Maplewood: On behalf of the Maplewood Human Relations Commission, i present the enclosed 1997 Maplewood Human Relations Commission's Annual Report. It is my pleasure to be one of the volunteers on the Commission who has been working in Maplewood to increase awareness of diversity and discrimination in our community. Through education and dialog among ourselves and our community, the Commission strives to emphasize the strengths and richness which diversity brings, and to eliminate the discrimination and bias which unfortunately still exists in our community and in society as a whole. We also help citizens who feel they have experienced discrimination in Maplewood. A continuing goal of the Commission is to increase our visibility, so that people in Maplewood can tum to the Commission as a resource, or come to us with their ideas and concems. Toward this end, we have held a poster contest in Maplewood schools; offered a diversity award for community business, group or school; participated in Maplewood's National Neighborhood Night Out; and sponsored an event at the Community Center. We invite you to read this Annual Report so that you can leam what the Commission accomplished in 1997, and what our plans are for 1998. We welcome you to attend one of our monthly meetings, and see what we do in person. We look forward to meeting you, and hearing your ideas about how we can work to make our community a better place to be. Since ely, Katie Thein �mlinger, Chairperson Maplewood Human Relation Commission Equal OpporCunity Employer LISTING OF RESOURCES FOR VICTIMS OF ACTS OF BIAS OR HATE CRIMES ST PAUL RAMSEY MEDICAL CENTER Psychiatric Social Worker (Crisis Situations) 640 JacksoNEmergency Room NEIGHBORHOOD JUSTICE CENTER 500 Laurel Avenue St. Paul NEIGHBORHOOD JUSTICE CENTER (Spanish speaking) 227-8497 426 South Wabasha St. Paul RAMSEY COUNTY PUBLIC DEFENDER (Legal Assistance) � MAPLEWOOD HUMAN RELATIQNS COMMISSION MAPLEWOOD POLICE DEPARTMENT (Emergency) (Non-Emergency) (Supervisor of investigations) MAPLEWOOD CITY HALL MINNESOTA DEPARTMENT OF HUMAN RIGHTS (Interpreters available for languages other then Engiish) FIRST CALL FOR HELP (Information 8� RefeRal) MINNESOTA RELAY SERVICE" 221-8922 222-4703 215-Q600 770-4524 911 777-8191 770-4537 770-4500 (Voice) 779-4995 (TTY) 296-5663 (Voice) 296-1283 (lTY) 224-1133 297-5353 If you are hearing or speech impaired or need to conta�t someone who is: Dia1297- 5353 (Twin Cities}, or 1-800-627-3529 (greater Minnesota). Give the communications assistant (CA) your area code and number and the area code and telephone number of the person you are calling. The CA will stay on the line to typeNoice communication. ** procedural response to acts of bias and prejudice to follow. MAPLEWOOD HUMAN RELATIONS COMMISSION PROCEDURAL RESPONSE TO ACTS OF BIAS AND PREJUDICE /�ction Steps: A Coordinator, appointed from within the Commission on a yearly basis, will handle any contact of reported acts of bias and prejudice from the Commission membership or the general public. 2. The Chief of Police will mail a cover letter from the Police Department and also enclose a letter from the Commission with a brochure outlining the victim's rights and resources that they might want to contact for further assistance. � 3. If a victim of a bias crime calls us, the Coordinator can offer to make a visit with another Commission member to discuss, in detail, any further options they may want to pursue. This visit, if requested, should be arranged as soon as possible. 4. 5. Subsequent information regarding the incident will be shared with the Commission and the media if relevant and appropriate. Follow up to the victim(s) in writing or contact will be made if deemed necessary. 6. Relevant names, titles, and phone numbers of those persons who may have to be involved include: CHIEF OF POLICE HRC STAFF LIAISON Michael Ryan . Colleen Dirkswager 770-4532 770-4579 CITY MANAGER Michael McGuire 770-4524 1998 BIAS RESPONSE COORDINATOR Regina Laroche-Theune 773-0673 HRC CHAIR Katie Thein Kimlinger 483-2852 as� TABLE OF CONTENTS POLiCY AND ORGANIZATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 COMMISSION ROSTER/ATTENDANCE RECORD . . . . . . . . . . . . . . . . . . . . . . 2 1997 CALENDAR OF ACTIVITIES AND ACCOMPLISHMENTS . . . . . . . . . . . . . 3 1998 GOALS AND OBJECTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 APPENDICES CALENDAR OF MULTI-CULTURAL EVENTS AND CIVIC HOlIDAYS ........ A ALPHABET OF THINGS THAT THE AMERICAS GAVE TO THE WORLD .... B STRATEGIES FOR RESPONDING TO SLURS AND ETHNIC JOKES ........ C GUIDELINES FOR ACHIEVING COMMUNICATION FREE OF RACIAL AND ETHNIC B�AS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D VALUING DIVERSITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E A CLOSER LOOK AT CULTURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F CHARACTERISTICS O� A CULTURALLY SENSITIVE PERSON . . . . . . . . . . . G DEFINITIONS .................................................. H POLICY AND ORGANIZATION The MAPLEWOOD HUMAN RELATIONS COMMISSION was created by City Ordinance No. 239 on April 18, 1968. It is the policy of the Commission to fu�ll its charge as a partner with the State Department of Human Rights, in securing for all citizens equal opportunity in housing, employment, public accommodations, public services and education; and to work consistently to improve the human relations climate of the community. There are seven members on the Commission appointed for three-year terms by the City Council upon recommendation of the Commission. Meetings are held monthly (except July and August) at 7:00 p.m. normally on the first Tuesday of the month at Maplewood City Hall. All meetings are open to the public. It shall be the duty of the Commission to implement its policies. Such implementation may be accomplished by making reports and/or recommendations to the City Manager and/or the City Council, and by engaging in public relations and educational programs as it deems necessary to accomplish established policy. Additional copies of this report are available at the Maplewood City Hall upon request. Contact the Commission Chairperson through the City Manager's Office (770-4524) conceming any matters relating to the Commission. Jim Bartingale HUMAN RELATIONS COMMISSION ROSTER AND ATTENDANCE Original Appointment Date 3-97 Lynne Croes, Secretary 1-95 Carol Cude, Chair 11-93 Gordon Heininger 1-91 Cheryl Johnson 3-97 Katie Thein Kimlinger 1-97 Regina Laroche-Theune, Vice Chair 3-95 Colleen J. Dirkswager (ex officio) Community Oriented Services Coordinator Michael McGuire (ex officio) City Manager � End of No. Meetings Term Attended 12-99 7/10 12-97 9/10 12-00 12-98 12-00 12-99 12-98 7/10 10/10 6/10 9/10 9/10 1997 CALENDAR OF ACTIVITIES AND ACCOMPLISHMENTS JANUARY FEBRUARY MARCH * Discussed joint venture integration project - ISD 622. * Announce 1997 Diversity Award and Poster Contest * Report on complaint of discrimination * Prepared cover lette� and annual report for distribution. * Preserrtation from ISD 622 on Joint Integration Project. * Presentation by NE Residence on Proposaf for program. * PreseM Annual Report to City Council ' Joirrt meeting with Paric and Recreation to discuss diversity issues effecting c�ty parks APWL * Select winners for 1997 Diversity and Poster Contest * Presentation on Diversity and Poster CoMest to White Bear Avenue Association Members. * Commission Members recognition event. MAY * Presented Diversity and Poster Contest Awards * In-Service training "A Worid of Difference - Dynamics of Prejudice" * Reviewed issues in neighborhood assoaated with Meho Funeral Home * Report on complaint of discrimination - habitat for humanity JUNE * . JULY * AUGUST SEPTEMBER OCTOBER NOVEMBER in-Service on Hmong Culture and Mediation Development tour of Mapiewood No scheduled meeting * No scheduled meeting * Participated in Maplewood's Open House - table display, distributed information on HRC and discrimination, hosted Multi-cultural performing arts, sponsored raffle. * Member attended Minnesota League of Human Rights Commission Annual Conference. * Discussed internal business. t Pianning.1998 calendar of activities. * Preliminary announcement on Diversity Award and Poster Contest for 1998. " Reviewed diversily sensidve materials. t Reviewed 622 Multi-Cultural Committee meeting minutes. DECEMBER • Elected new officers for 1998 * Pressr�tation on display possibilities ' Discussion regarding region wide campaign addressing discrimination faced by low income and minority children 3 1998 GOALS AND OBJECTIVES Establish a partnership with local businesses, educational, religious and/or fratemal organizations regarding human rights. Sponsor and promote activities for the residents of Maplewood which will: increase sensitivity in, and awareness of, an area(s) of human rights; and/or provide an opportunity for interaction between diverse members of the community. " Offer no-fault grievance mediation services to residents of Maplewood. * Invite and encourage local schools to participate in the annual Diversity Awareness Award and the Diversity Awareness Poster Contest sponsored by the MHRC. * Develop a working relationship with one or more of the Human Relations Commissions in the Twin Cities area. * Attend various workshops and educational/informational activities related to diversity and human rights. � " Collaborate with the Department of Human Rights on projects of mutual concem. * Advise the Mayor, City Council and the City of Maplewood on human relation issues. * Collaborate with the Maplewood Police Department when acts of bias, discrimination, and prejudice are reported. * Promote and support awareness of the Americans with Disabilities Act throughout the Maplewood private and public sectors. 4 CALENDAR OF MULTI-CULTURAL EVENTS AND CIVIC HOLIDAYS JANUARY 1 New Ysar's Day 1 Emancipation Da�commemorates the signing of the Emancipation Proclamation in 1863 by President Lincoln. 15 Dr. Martin Luther King, Jr.'s Birthday�acknowledged nationa! leader of the civil rights movement in the 1960's. Dr. King was assassinated on April 4, 1968. (Celebrated on the third Monday.) FEBRUARY B/ack History Month 16 Presiderrts's Day-commemorates the birthdays of George Washington (Feb. 22) and Abraham Lincoln (Feb. 12). Celebrated on the third Monday. MARCH Women's History Month 8. lnternationa/ Worrcfng Women's Day-commemorates a demonstration by femate textile workers in New York in 1857. Established by the Intemational Conference of Women in 1910 as an opportunity to acknowledge the contributions made by women. APRIL 22 Earth Da�first observed in 1970 to call attention to the nesd to reclaim purity in our air, water, and living environment. MAY Amerfcan lndian Mo►rth AsfaNPacKic Heritage Month 5 Cinco de Mayo-Mexican national holiday that celebrates the victory over the French invaders in 1862. It is a time when Mexican-Americans celebrate their heritage. 25 Memoria/ Dey (traditional)-a time to remember our heroes and loved ones who have died. Observed on the fourth Monday. JUNE 14 Flag Day�the anniversary of the adoption of the U.S. flag in 1777. 19 Juneteenth-June 19th, 1865 is the day that the Union Army brought the news of the Emancipation to the slaves in Texas. The slave owners had refused to tell them two years earlier. 27 Stonewall Rebel/fon-commemorates the anniversary of the protest by gays and lesbians against police harassment in New York City in the 196Q's. JULY 4 Independence Day�The day that the original 13 colonies signed the Declaration of Independence from England and announced the fomnation of the United States of America. A (cont.) AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER 26 Women's Equalfiy Da�-set aside in 1974 to honor the rati�cation of the 19th Amendment to the Constitution in 1920, granting voting rights to women. 7 16 17 Labor Day�set aside to honor working people and the contribution of labor in America. Celebrated on the first Monday. Hispanic Heritage Mortth beings (celebrated from Sept. 15 to Oct. 15) Mexico's /ndependence Day-marics the beginning of the Mexican revolt in 1810 against 350 years of Spanish rule. Citizenship Day-honors the thousands of people who become U.S. citizens each year. tt is also the anniversary of the signing of the Constitution in 1787. Nationa/ Disability Employment Awareness Month 24 Uniteal Nations Da�commemorates the birth of the United Nations organization. 11 26 10 Veteran's Day-formerly called 'Armistice Day' as a remembrance of the armistice between the Allies and the Central Powers that ended W1Nt. Now it honors all those who have served in the armed forces in all the country's wars. Thanksgiving Day�honors the first harvest of the Plymouth Colony, and originated with three days of prayer and feasting in 1621. In 1863, President Lincoln declared the fourth Thursday in November as a national day of Thanksgiving. Hmong New Year-usually observed after the fall harvest; is commonly celebrated on the Friday and Saturday following Thanksgiving. Worlds A/DS Day�designated as a day to increase the awareness and education about AIDS. Rosa Parks Day�commemorates the anniversary of the arrest of Rosa Parks in 1955, for refusing to give up her seat on the bus for a white passenger. The incident led to a boycott of the city's buses and the end of segregation. Human Rights Day�-established in 1948 by the United Nations in commemoration of the adoption of the Intemational Declaration of Human Rights. � � � ALPHABET OF THINGS THAT THE AMERICAS GAVE TO THE WORLD A B C D E F G H I J K L M N O P Q R S T U V W X Y Z avocado, amaranth, asphalt buffalo, beaver pelts, Brazilian dye canoe, com, caucus, chocolate, cocoa, cassava, chicle, cotton, cashews, chayotes, catfish, chilis, cayenne democracy, dyes, dog sleds ecology fertilizer, food preservation gum, guano deposits, grits hammock, hominy, hickory nut � impeachment, ipecac jerky, Jerusalem a�tichoke kidney beans, kayaks libraries, long pants, Ilamas milpa, moccasins, manioc, medicines nuts, names (half the state names of USA) Oklahoma potatoes, parrots, pumpkins, peanuts, popcom, pineapple, passenger, pigeon, pear ca�tus, pa�lcas, peppers, pomegranate, passion fruit, papaya, pecan, paprika quinine, quinoa rubber squash, silver, sisal, sunflowers, sweet potatoes, succotash turkey, tapioca pudding, tomatoes, tortillas, tobacco, tar USA Constitution (influenced by Iroquois) vanilla wild rice, witch hazel, words (several thousand words in English and Spanish), white potatoes xylophone (the marimba of both African and American origin) yams zero, zucchini B Source: Jack W�tF�ertord, fn�an Givers, Crown, New York 1988 STRATEGIES FOR RESPONDING T4 SLURS AND ETHNIC JOKES Prejudiced remarks, offensive ethnic jokes and racial slurs can occur in any setting. Left u�checked, such comments can often get out of hand and poison a woric, school or social situation. Not responding to these remarks conditions us to accept them; and if we accept these it may be easier to be accepting of bigotry, discrimination, scape-goating or even violence. While there are no cookbook strategies for confronting such nemarks, the following are some effective strategies: In a private conversation— • Don't laugh at the joke or slur If you know the person, voice your anger to them calmly but pointedly. State how you feel rather than making an abstract statement. Paraphrase the remarks to make sure you perceived the comment as the person meant it. If the speaker dismisses the obje�tion, continue the dialogue, hear the other person's concems and point out your own. In a group setting or meeting— • If the remark or action is particularly outrageous, regardless of the speaker or the setting, it may be necessary to register your disagreement. Usually in a group setting it is preferable not to publicly embarrass the person making an offensive comment. An excellent altemative is to take the offender aside afterward - then use the strategies as in a private conversation discussed above. At a large meeting or public talk, passing the speaker a note may be an appropriate means of expressing your displeasure with an offensive comment. General Tips— • Ask colleagues or friends who heard the remaric if they share your views about it. Try to get at the resentments that lie behind a racial/ethnic slur or joke by asking open ended questions of the perpetrator. Beware of formal resources that address discrimination, e.g. grievance procedures, EEO office. Fram'A World of Difference" GUIDELINES FOR ACHIEVING COMMUNICATION FREE OF RACIAL AND ETHNIC BIAS introduction The reality of global communication. .. is here. More and more, countries are becoming multi-cultural and multilingual. Groups of various heritages are challenging the dominance of West European influence on daily life in the United States and Canada. Discrimination based on race, color and national origin has been with us for centuries. It remains with us now, despite these trends and a claim to being an enlightened society. Our language--with all its power to reinforce bias and shape though—is still stubbomly preserving that "Old World" culture as the standard against which all other groups are judged. Bias is subtle. The more deeply it has been assimilated, the more difficult it is to uncover. Teachers are, above atl else, communicators, and as such it is important for them to examine language, and select ways of communicating that recognize a broadening racial and ethnic culture. 1. Be aware of words, images, and situstions that suggest that all or most members of a racial and ethnic groups ar+e the same. Stereotypes may lead to assumptions that are unsupportable and offensive. They cloud the fact that all attributes may be found in all groups and individuals. Example: The writer who describes Mexican children as 'wvetl-dressed" may be unconsciously portraying an exception to a mental image of a"poor' or "unkempt" Mexican. 2. Avoid qualifiers that reinforce racial and ethnic stereotypes. A qualifier is added information that suggest an exception to the rule. Example: 'The intelligent Black students were guests as part of an orientation program." Under what circumstances would you write, 'The intelligent White students..."? 3. Ider�tify by race or ethnic origin only when relevarrt. Few situations require such identification. Example: tf this identification is inappropriate: "Michael Dukakis, noted White Massachusetts Govemor..." is this phrasing any different: "Jesse Jackson, celebrated Black Democratic leader..."? 4. Be aware of language that, to some people, has questionable racial or ethnic connotations. While a word or phrase may not be personally offensive to you, it may be to others. Example: "culturally deprived" or "culturally disadvantaged." These terms. may imply superiority of one culture over another. In fact, people so labeled are often bicultural and bilingual. ❑� (cont.) "Non-white" - this word implies that white is the standard. in North American language, similar words such as "non-black" or "non-yellow" do not exist. "Minority" - this word is accurate in North America. However, its use ignores the fact that people of color comprise the majority of the world's population (any may comprise the majority of your immediate locale). 5. Be aware of the possible negative implications of color symbolic words. Choose language and usage that do not offend people or reinforce bias. In some instances "black" and 'yellow" have become associated with the undesirable or negative. � Example: "black reputation," 'yellow coward." 6. Avoid patronizing and tokenism toward any racial or ethnic group. Example: Once a year articles or special editions about a particular group may be interpreted as cultural tokenism, especially when such a group constitutes a large part of your ... community. This approach may suggest that a racial or ethnic group is out of the mainstream. 7. Substitute substantive information for ethnic clich�s. Do more homework. Don't let ethnic clich�s substitute for in-depth material. Example: A person of Spanish heritage might prefer to be asked about family history or political experiences rather than about fiestas. 8. Review media to see if all groups are fairly represented. Examples: Are persons portrayed in positions of authority almost invariably white? Does your media provide racial and ethnic role models? From •n wor�a or oinerence• � VALUING DIVERSITY The Benefits of Diversity • A source of richness and strength • Promotes creativity and innovation • Better decisions based on different perspectives and viewpoints • Can result in greater productivity • Makes work more fun and interesting • Personal benefits to increasing your comfort level with people who are different Barriers to Being Effective in a Multi-cultural Work I�ace • Preconceptions and stereotypes about other cultures • Language/communication barriers • Anxiety and discomfort in dealing with differences and unfamiliar experiences • Organizational constraints and rules • Lack of knowledge �ultural Differences • Culture consisis of all those things that people have leamed to do, believe, value, and enjoy in their history. • Culture is not extemal but is "within the person" • Millions of people today live and work in a culture other than their own • People have a hard time identifying cultural differences between individuals without calling one or the other superior • Language is an expression of cutture and reflects the values of a culture • The valuing of cultural differences is criticaf to the development of a culturally competent woricfores • All cross-cultural interactions/encounters with co-workers and/or clients are potential leaming experiences E (cont.) Barriers to Communication in a Multi-cultural Setting • Differences in styles • Lack of awareness of our own and others' non-verbal communication • Difficulty talking about differences • Failure to a�tively listen • Unexamined assumptions and expectations Valuing Diversitv • Make every effort to increase awareness of your own preconceptions and stereotypes of cultures you encounter. • Try to interpret the behavior of people from another culture from their cultural perspective. • Be willing to test, adapt, and change your perceptions to fit new experiences. • Do not judge people from another culture by your own cultural values until you have come to know them and their cultural values. • Maintain objectivity. • Examine your own beliefs and values. • Establish relationships with people like yourself and others who are different. • Recognize the contribution of people different from yourself. • Leam to work constructively with those who have different perspectives and st�rles. • Look for �esults, not reasons. • Develop the habit of questioning your assumptions when yau are in contact with someone different from yourself. From Video Series, Va/uing Diversily—Communkadng Across CuRures. Griggs Production A CLOSER LOOK AT CULTURE by Mako Makagawa Culture is that part of human interactions and experience that determines how one feels, acts and thinks. it is through one's culture that one establishes standards to judge right from wrong, beauty and truth, and to make judgments on one's self as well as others. The things and ideas one values and cherishes, how one leams, believes, behaves, reacts, etc., are ail immersed in, and impacted by, one's culture. It is one's culture that prescribes the very sense of the individual's scope of reality. Everyone has culture. To deny anyone culture is to deny human experiences. A person's culture is not a rigid, static state, but a continuously developing part of his/her life as interactions with others continue. A person absorbs culture from all human resources in one's environment. It naturally follows that (unless one happens to be in the unusual circumstance of social isolation/insulation) most people are aligned with many cultures. Those fortunate people deeply steeped in fin►o ethnic cultures are designated as bicultural people. However, all people are culturally multi-faceted. Because culture is transmitted either directly or indirectly from others, it is, by definition, a shared experience. It is important to note that, to whatever extent _ commonalties exisi within a given culture group, each member has his/her own unique profile of that culture. Thus, members of a cultural group have much diversity within the group -- each drawing from his/her own unique experiences. This diversity within the groups makes it very di�cult to teach about a cultural group with accuracy and without succumbing to over-generalizations. The essence of one's culture does not lend itself to a display nor can it be shared on demand. Like a fine, elaborately spun spider web, one's culture is made of many interlocking, intricate strands. Like a snowflake, each pattem is unique. Like all delicate things, one's cutture must be approached with sensitive care. We are not privy to the culture of another without eaming the trust and willingness of the keeper of the particular web to freely share of his/herself. Culture cannot be seen, tasted, touched, smelled or heard. When an attempt is made to introduce someone to a culture through these senses, we are limiting leaming to the most supe�cial form. It may be analogous to a person claiming they know who you are because of having seen a photo image of you. The food tasting and dance exhibitions, popular multi-cultural educational activities, are only as sound as the educational objective being promoted. These activities are neither good nor bad. But, unless they are tied to a specific obje�tive of educational value to the student, and appropriate to the intellectual development of the leamer, we may be wasting vatuable educational time. Too often we are drawn to the colorFul or exotic aspects of cultural manifestations and inadvertently lead students to strengthening rather than neducing stereotyping. This mode of inappropriate multi-cultural exercises is often labeled as the "travel brochure" approach. There is usually no evidence of ill intent, but the results are often seen as harmful in that what is leamed is not necessarily what was meant to be taught. Much of what is currently presented as multi-cultural activities falls into the dichotomy of what is refeRed to as the "Dance or Blesd Syndrome." The cultures of minority people are viewed as entertainment or painful histories of victimized groups. While both strands of this dichotomy may be based on facts, the full vitality of real people does not emerge through this approach. F (cont.) Effective multi-cultural education must be integra(ly linked with higher thinking skills. Effective multi-cultural education must build on one's understanding of one's self and the interrelationships with others. We must shift from the leaming of "them" to the leaming of "us." We must expand our sense of "me" to a sense of "we." (In a future issue of Your Public schools, we will share the concept of "cooperative pluralism" which concems the leaming of "us" and "we.") We must further our horizons and find creative, fresh strategies to bring to the consciousness of our students the understanding that we each are only one person and we are all part of a total human race of people. In summary: • Culture is shared human experiences and yet each person has his/her own unique profile of culture. • We draw from. many cultures to form our own unique pattems. Like the spider, if undisturbed, we can continue to further develop our "web" from such influences as gender, ethnicity, religion, familial p�actices, hobbies, etc. • Culture is fluid and dynamic - not frozen and static. • There is much diversity within any group, including a cultural group. A homogeneous group has the communality of only that standard which originally identified the group. • Teaching a cultural specific activity must not inadvertenUy strengthen stereotyping. • The value of a multi-cultural activity must be evaluated on the precision of the activity meeting the educational objective, and the educational objective must be relevant to the future of the leamer. • Multi-cultural aetivities must be linked to higher thinking skills. • Multi-cultural education should build bridges of trust that close the distances befinreen people. Source: RepriMed from YOUR PUBUC SCHOOLS/November 1966 CHARACTERISTICS OF A CULTURALLY SENSITIVE PERSON The cutturally sensiWe person is one who has moved from being culturaily unaware to being aware and sensitive to his/her own cultural baggage. • ethnocentrism • other cultures seen as being equaily valuable as own 2. A cuRurally sensiUve person is aware of his/her own values and biases and how they may affect others. • avoids prejudice, unwarranted labeling, stereotyping • tries to avoid preconceived limitations/notions about people from other cuftures 3. The culturally sensitive person will have a good understanding of the sociopolfical system's operation in the U.S. with respect to ils treatment of people from other cultures. • understands impact and operation of oppression (racism, classism, sebsm, etc.) • understands racist concepts that have permeated social institutions • understands the role cuftural racism plays in development of identity and world views among people of color 4. A culturally sensitive person is one who is comfoitable with differences that exist between groups in terms of race and beliefs. • does not see differences as deviant • does not profess "color blindness," does not deny e�dstence of differences arising from membership in differeM racial groups 5. The culturally sensiGve person must possess speafic knowledge and information about the particular g�oup he/she is interacting with. • aware of history, experiences, cuftural values, and life-styles of various ethnic/racial groups • the more knowledge possessed, the more effective the communication 6. The culturally sensitive person must have a clear and explicit knowledge of the generic characteristics. • language, culhiral values, d�ss values • understands value assumptions inherent in his/her profession and how thase interad with the culturally different 7. At the skills level, the culturally sensitive person must be able to generate a wide variety of verbal and non-verbal responses. • expands repertoire of responses • understands appropriate time to use these responses It is importarrt that the culturally sensitive person respects the wo�ld view of others. This does NOT mean each has to hold these world views as his/her own. Rather, it means each is able to see and accept, in a nonjudgmental manner, the legitimacy of alternative ways to view the wo�ld. Excerpt fiar► Counselir� the CuRurallv Differerrt. Theorv and Practic� by Derald W. Sue. John Wiley and Son Publish�s, 1981. G DEFtNIT10NS Ableism: Attitudes, a�tions/inactions, policies, and physical environments, which subordinate a person or group because of his/her physical, sensory, psychological, or leaming disabilities. Ableism operates on a number of levels: individual, cultural, institutional, and any combination thereof. Beliefs: Cultural agreements about what is true or false; descriptions of assumptions about the world and or our place in it. Classism: Individual, cultural, institutional systems which oppress people who may not have had access to those economic, educational, social, experiential or intellectual resources, which are defined as important by the dominant culture. Culture: All of the leamed and shared products of a group or a society. Culture Encapsulation: Maintaining a cocoon by evading reality through ethnocenfism and/or through relativism ("to each their own") and depending � entirely on one's own intemalized value assumptions about what is good for society. Isolation is accentuated by culture-bound and time-honored values to prevail against the tentativeness of present knowledge. The same sociological data which can inform us can be misused to reinforce tendencies toward stereotyped images of cultural groups; separating and encapsulating the individual from social reality. (From A Handbook fior Deve/oping Mu/ti-cultura/ Awar�eness by Paul Pederson.) Cultural Groups in United States: African American, American Indian, Asian American, European American, Hispanic American. Cultural Pluralism/Cultural Diversity: The inGusion of all culturaUethnic/racial groups. Curriculum: Refers to that body of knowledge which is transmitted to leamers; is not limited to foRnal instruction; includes anything that happens to a student during a school day; is the responsibility of all school district employees, representatives. Discrimination: Behavioral - differential treatment of individuals because of their perceived membership in a minority group. Discrimination: Results from individuals or institutions having the power to act on prejudice. Ethnic/Cultural/Racial Groups: Refers to groups with which individuals identify; based on such commonly shared factors such as language, heritage, geographic origin, religion and/or race. Ethnocentrism: Belief in the inherent superiority of one's own group and culture; it may be acc:ompanied by feelings of contempt for those others who do not belong; it tends to look down upon those considered as foreign; it views and measures alien cultures and groups in terms on one's ovm cutture. Gender Fair: Refers to equity of females and males; does not employ sexist language or practices. H (cont.) Heterosexism: Individual, institutional and culturai systems that oppress people because of their affectionaUsexual preference. Homophobia: Fear, anger and hatred of lesbian and gay people. Institutional Racism: Institutional racism represents a social system in which race is the major criterion of role assignment, role rewards, and socialization. After colonial contact takes place, elite monopoly of political, economic, social, cultural, and psychological resources develops, resulting in a social system which is oppressive of all minorities. Minority: An individual who is not part of the power struature; in the United States, usually a female or person or color. Mu1ti-cultural: Refers to many cultures; goes beyond a white, westem perspective Multi�ultural/Gender�Fair Curriculum: A curriculum which weaves information by and about all persons into its leamer outcomes, activities and instructional strategies; a curriculum which comes from a sa/ad bowl rather than from a me/ting pot perspective; a curriculum in which differences are acknowledged, accepted, affirmed, celebrated! Norms: A culture's rules of right and wrong behavior. Oppression: An experience in that the living of one's life is confined and shaped by forces and barriers which are not accidental or occasional and hence avoidable, but are systematically related to each other in such a way as to catch one between and among them and restrict or penalize motion in any direction. It is the experience of being caged in: all avenues, in any direction, are blocked or booby trapped. (From: The Politics of Reality: Essays in Feminist Theory by Marilyn Frye.) Organizational Cutture: All of the leamed and shared values, beliefs and norms of an organization. Prejudice: An unfavorable opinion or feeling formed beforehand without adequate knowledge, thought or reason. Racism: Any attitude, action or inaction which subordinates a person or group because of his or her color. Racism is based on the ability to exercise power; power + prejudice = racism. Racism can be either individual, cultural or institutional. Sexism: Individual, cultural and institutional systems which oppress people because of their sex. Stereotype: A standardized picture that is held in common by members of a group and represents an oversimplified opinion, effective attitude (influenang feelings and emotions) or uncritical judgment. Values: Those things that a culture regards as moraly good or bad, desirable or undesirable. 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Pkase tear out and send to: Maplewood City Hall c% Human Relations Commission ] 830 East Coanty Road B Maplewood, Minnesota 55109 AN AFFIRMATIOIV OF HUMAN ONENESS I am a member of the human family. My home is earth. The achievements of inen and women throughout the ages are my heritage. My destiny is bound to that of all my fellow human beings. What we jointly create forms our bequest to future generations. May my life serve the good of my family. May our use of the earth preserve it for those yet to come.