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
Community Choices: Promoting Multicultural Awareness
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
Community Choices: Promoting Multicultural Awareness
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 . . .
Community Choices: Promoting Multicultural Awareness
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
Community Choices: Promoting Multicultural Awareness
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
Community Choices: Promoting Multicultural Awareness
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 . . .
Community Choices: Promoting Multicultural Awareness
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 . . .
Community Choices: Promoting Multicultural Awareness
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
Community Choices: Promoting Multicultural Awareness
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.)
Community Choices: Promoting Multicultural Awareness
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
Community Choices: Promoting Multicultural Awareness
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.)
Community Choices: Promoting Multicultural Awareness
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 . . .
Community Choices: Promoting Multicultural Awareness
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
Community Choices: Promoting Multicultural Awareness
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.)
Community Choices: Promoting Multicultural Awareness
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
Community Choices: Promoting Multicultural Awareness
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.)
Community Choices: Promoting Multicultural Awareness
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
Community Choices: Promoting Multicultural Awareness
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
Community Choices: Promoting Multicultural Awareness
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.)
Community Choices: Promoting Multicultural Awareness
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
Community Choices: Promoting Multicultural Awareness
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.)
Community Choices: Promoting Multicultural Awareness
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
Multicultural Education (cont.)Multicultural Education (cont.)
Community Choices: Promoting Multicultural Awareness
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
Multicultural Education (cont.)Multicultural Education (cont.)
Community Choices: Promoting Multicultural Awareness
3.24
Prepared byPrepared by
Lionel J. BeaulieuSoutheastern Louisiana University
John A. RutledgeUniversity of Florida
March 2000