presentation on diversity in southern minnesota

8/14/2019 Presentation on diversity in Southern Minnesota

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April 13, 2005 RCTC-Presentation

DIVERSITY WORSHOP

My name is Francisco Gonzalez, and I am an investigator and cultural diversity trainer with a

group of community colleges across southern Minnesota, including RCTC. I investigatecomplaints of harassment and discrimination, and also provide training and other resources on

areas of diversity. Prior to that I worked as an attorney, both in private practice and also with

Legal Aid and the Public Defender Office

Who are these immigrant and minority communities? What is the difference?

As you may have guessed, I too am an immigrant, but not from a foreign country. I was raised in

the US Territory of Puerto Rico, and came to Minnesota in 1988 to attend classes at Mankato

State University, without knowing a soul, without even having a clear idea where to find

Mankato on a map! I had the advantages of being a US citizen and was eligible for scholarships

and government assistance to be able to go to college. But I still had to struggle, since I barely

knew English, and had to adapt to a different culture in short notice. It also goes without saying

that I also missed the tropical Sun and the palm trees of Puerto Rico, especially on dreary winter

days like today!

HISPANICS/LATINOS: While there are immigrants from at least a dozen countries living in

our area, the largest group is the Hispanic/Latino. Estimated at 150,000 to 200,000 in number.Inaddition, every year approximately 15,000 Hispanic migrant workers travel to Minnesota to work

in various agricultural industries These are mostly people of Mexican descent, either Mexican-

Americans or recent immigrants from Mexico itself. In Minnesota there are also large numbers

of people from Central America (El Salvador, Guatemala, Honduras and Nicaragua) as well as

Cuba, Puerto Rico and the Dominican Republic.

Hispanics can be of any race. There are also large numbers of Indians from Mexico and Central

America, with their own languages and traditions (such as the Kanjobal Maya, Mixtecs,

Purupecha)

Accurate figures are hard to come by, since this population is fairly mobile, but they are

gradually changing the ethnic landscape of rural Minnesota. In towns like Saint James and

Madelia, Watonwan County, Latinos currently are between 20 to 30 percent of the total

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population. Le Sueur, Glencoe, Sleepy Eye also comparatively large and growing Hispanic

communities.

Accurate figures are hard to come by, since this population is fairly mobile, but they are

gradually changing the ethnic landscape of rural Minnesota. In towns like Saint James and

Madelia, in neighboring Watonwan County, Latinos currently are between 20 to 30 percent of thetotal population. Le Sueur, Glencoe, Sleepy Eye also comparatively large and growing Hispanic

communities.

SOMALI: Currently there are an estimated 50,000 Somalis living in Minnesota. The vast

majority arrived in the US as refugees after the start of the civil war in their country, Somalia,

located in East Africa. They are overwhelmingly Muslim and, despite strong tribal and clan

disputes, they are a single ethnic group. Somalis are concentrated in the Twin Cities, but there

are important communities in Rochester, Worthington and St. Cloud.

The Somali community is also rapidly growing.

WEST & CENTRAL AFRICANS:

There are growing numbers of immigrants from Western and Central Africa settling in

Minnesota. Numbers are hard to estimate, but they may be between 5,000 to 10,000.

Some of these immigrants came to Minnesota to escape the civil wars in their home countries.

They are a very diverse community. Each specific country has its own ethnic, cultural and

religious groups. It is important to keep in mind that the language and traditions from a particulargroup may be very different from those of their neighbors. For example, some languages are as

different from each other as English is to Chinese! There are also Muslims, Christians and

believers in traditional indigenous religions.

The Importance of Ethnic and Immigrant communities to rural Minnesota:

Demographics: the traditional German-Scandinavian population of our area is decreasing,as the younger generations move to urban centers, and those who remain continue to have

comparatively low birthrate.

Immigrants are attracted by the ready availability of jobs, albeit low-paying ones, that donot require special skills or English-language proficiency. Immigrants bring a much-

needed younger workforce into our area. Their labor allows for the continued operation

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of food processing plans in Waseca, St. James, Albert Lea and Fairmont, to name just a

few.

Also, most immigrants are attracted to the more sedate lifestyle of rural areas.

As long as these economic and social conditions continue, immigrants will continue to move to

rural Minnesota.

But whenever there is an opportunity, there is also a challenge, and members of these immigrant

and ethnic minority groups share many obstacles that prevent their full integration into

mainstream society:

Mistrust of government agencies in general and law enforcement in particular: ManyLatinos, mostly from Mexico, are undocumented workers. In the arcane language of the

US Citizenship and Immigration Service, these individuals entered the US without

inspection and are thus liable to be deported, or removed, at any moment. The events

of September 11 have rekindled hostility towards all immigrants, and increased

government actions against all undocumented aliens, not just Muslims or Middle

Easterners. As a result, many immigrants are extremely reluctant to be in contact with any

government agency.

Racial profiling: Practice in which law enforcement personnel intervene with a citizensolely or principally because the individual belongs to an identifiable ethnic or racial

group. Hispanics and other people of color are more likely to be stopped and interrogated

by law enforcement personal than people of Anglo/European descent.

Discrimination (employment, accommodation, public services, private businesses) Racial Discrimination is basically refusing to provide the same services, opportunities

and rights to an individual based solely on the fact that such an individual belongs to a

disfavored racial or ethnic group.

Immigrants are unfamiliar with the law, with their rights, many cannot read or understandEnglish, and this makes them very vulnerable to fraud and scams.

Education: Cuts in the already meager and inadequate English as a Second Languageprograms in area schools threaten to further hamper the education of immigrant children

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with limited-English skills.

Employment: Service and food-processing industries; low-skills required, barely aboveminimum wage salaries.

Social interaction: Generational conflicts, breakdown of traditional culture (language,norms, etc).

Problem solving:

These new immigrants are here to stay. They bring their culture, their labor, their skills, their

enthusiasm, their hopes and dreams. Their presence will literally change the face of Minnesota.

These immigrants are doing their best to improve their lives and create their own solutions to the

challenges they face. In Rochester and cities across southern Minnesota we are lucky to have

many active community leaders and the presence of several immigrant-created organizations

supporting these efforts. But these communities cannot do it alone. They need the support and

encouragement form the general community, from mainstream society, from each end every one

of you.

I would like to ask you to think about ways in which you could help build the new Minnesota,

the inclusive, diverse and Multi-cultural Minnesota of the 21st century. Simple things like:

- introducing yourself to your new immigrant classmates and neighbors, making them feel

welcomed- letting your local school board know that you value and support English as a Second language

and other programs that help immigrants

- speaking out against insensitive racial or ethnic remarks spoken in your presence.

All of these can help create a better environment for all of us who call Minnesota home.

I want to thank you again for your invitation and for your interest in this topic, and I would like

to invite you ask me any questions that you may have regarding my presentation.

Thank you!

APPENDIX

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Useful phases in Spanish

Hola! Hello

Buenos dias Good morning.

Buenas tardes. Good afternoon

Como te llamas? What is your name?

Como estas? How are you?

Somali Culture:

Things to know for successful cultural-interaction with Somali parents and students in an

education setting.

Ma nabad baa?Hello. [literally, "Is it peace?" standard

greeting]

Waa nabad. Hello. [literally, "It is peace." in response]

Subax wanaagsan. Good morning.

Maalin wanaagsan Good day.

Galab wanaagsan. Good afternoonHabeen wanaagsan Good evening

Magacaa? What is your name?

Iska warran? How are you?

Somali traditions may have an impact on the success of Somali students in a new school

environment. It is therefore important that teachers and administrators have an understanding of

the Somali culture and how it relates to the behavior of Somali students. Knowing this

information, will help these students reach their educational goals.

Traditional Somali Dress

In Islamic tradition, the form of dress is important for men and women, and children between the

ages of seven and nine are expected to dress according to tradition. For example women should

wear the hijab, which is a dress that covers the body except for the face and hands. Somali

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families have the following expectations they would like American schools to:

* separate the girls from boys when they have mixed or body touching activities like swimming.

* give students options, especially girls, about any activity related to dress. For example, playing

baseball or other sports with Somali dress.

* consult with students' parents regarding any clothing conflicts.

Traditional Somali Food

It is prohibited to eat any food related to pork. Whenever possible, schools should:

* send home the school's menu for the month.

* provide a translated menu, so parents understand the meaning of some American food (hot

dog).

Prayers

In the Muslim faith, Somalis pray five times everyday wherever they are. In Somali schools,

there is a special place for prayer. Somali families expect schools to:

* provide a room for prayer, along with a prayer schedule.

* allow their children to go to Friday prayer or have Friday prayers in the school.

Greetings

In the Somali culture, men don't shake women's hands for a greeting unless they are spouses.

The women don't shake hands either. It is important to keep this in mind when parents come to

school conferences and meetings.

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presentation on diversity in southern minnesota

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