Designing an Introduction to America

Becky Chen

Master of Arts in Social Design

Maryland Institute College of Art

Baltimore, Maryland

Spring 2013

Table of ContentsPreface

Introduction

Intervention

Research

Implementation

Evaluation

Preface

Preface

Growing up as a child of immigrant parents, the process of accultura-tion between my parent’s Taiwanese roots and my American environment shaped me to care about cultural identity struggles for immigrants and refugees.

My interests in cultural assimila-tion continued while attending the University of Illinois at Chicago where my involvement with several multi-ethnic student organizations gave me an appreciation for creativity that stems from cultural diversity. After receiving a Bachelor’s in English with a focus on media and culture studies, I received the opportunity to travel around the world and teach English abroad in Spain.

Following my journeys, I grew to appreciate the impact of visual

communication through design while traveling abroad. Many of my new experiences lead me to realize the power of visual communication and its ability to transcend cultural and socio-economical barriers.

After studying and working in the design field for three years, I now find myself in East Baltimore amongst a diverse and culturally rich city. This year I have been able to work with amazing organizations in Baltimore including Elev8, The Gallery Church, and International Rescue Committee. I believe design has potential to do good and make a social impact within cities like Baltimore, and I’m excited to be a part of the change.

About Me

Preface

Bulletin Board Activities with Elev8 at Dr. Raynar Browne Academy

Preface

Cultural Orientation Graduation at International Rescue Committee

Introduction

Introduction

Over the course of the 2013 Spring semester, I have been in partnership with International Rescue Commit-tee (IRC)*, a refugee resettlement center in Baltimore. Having acquired the position of a cultural orientation intern for the IRC, the organization has given me the opportunity to embed myself within their commu-nity to study, research, and learn from their staff and clients about the refugee resettlement process.

The complexities of resettling to a new country for many refugees are often daunting and overwhelming. The endless list of new things to learn can be challenging and may stunt the success of independence and self-re-liance for some refugees. My thesis topic examines a small portion of the assimilation process for refugees, specifically those that were resettled to Baltimore through IRC.

The IRC in Baltimore is one of many refugee resettlement agencies across the country. They provide access to the “tools of self-reliance: housing, job placement and employment skills, clothing, medical attention, educa-tion, English-language classes and community orientation.” Along with those services, the IRC Baltimore branch finds it important to focus on cultural orientation for refugees because they have found that a better introduction to American culture re-sults in smoother cultural transitions for refugees.

My thesis explores the question, how can design improve the process of acculturation for newly arrived ref-ugees in Baltimore? In the following publication, I will begin to unpack the problem definition, research, and intervention to this question.

Thesis Topic

*The International Rescue Committee (IRC) responds to the world’s worst hu-manitarian crises and helps people to survive and rebuild their lives. Founded in 1933 at the request of Albert Einstein, the IRC offers lifesaving care and life-changing assistance to refugees forced to flee from war, persecution or natural disaster. At work today in over 40 countries and 22 U.S. cities, we restore safety, dignity and hope to millions who are uprooted and struggling to endure. The IRC leads the way from harm to home.

Introduction

Refugees who resettle to Baltimore undergo specific briefings and orien-tations that help them adapt to their new surroundings. When refugees first arrive, they are greeted with a specific caseworker that has been assigned to them prior to arrival. Caseworkers are then responsible for educating, transporting, and man-aging basic needs for refugees until they are capable of taking over. Due to funding, caseworkers are unable to offer extended services to refugees after an 8-month period.

The problem definition lies in the transition process between receiving support from their caseworkers to being cut-off from their services. My thesis question evolves further by asking, what can be done currently to help aid refugees that are in the pro-cess of transition, and what measures can be taken to prepare refugees for a better transition.

Problem Definition

MONTH 1

MONTH 2

MONTH 3

MONTH 4

MONTH 5

MONTH 6

MONTH 7

MONTH 8

START END

IRC TIMELINE FOR REFUGEES {8-MONTH PROCESS}

TRA

NSI

TIO

N P

ERIO

D

The diagram above is visual depiction of a refugee’s eight-month time-line from arrival to the United States to the eight-month marker.

Intervention

Intervention

My thesis work and involvement with IRC includes designing the curricu-lum for an exit orientation program for refugees who are transitioning from an eight-month period of receiv-ing support from caseworkers to a more self-sufficient lifestyle. Part of the curriculum will include activities like visiting the Top of the World Observatory in Baltimore to discuss the topic of community engagement, familiarizing them with the depart-ment of social services where they will continue to receive aid in food stamps, money management and health insurance. The goal of my work is to provide refugees with the knowl-edge and resources they will need to not only be able to find answers on their own, but to make America a country where they can succeed in achieving their goals.

Explanation

MONTH 1

MONTH 2

MONTH 3

MONTH 4

MONTH 5

MONTH 6

MONTH 7

MONTH 8

START

IRC TIMELINE FOR REFUGEES {8-MONTH PROCESS}

EXIT

ORI

ENTA

TIO

N[P

oint

of I

nter

vent

ion]

Research

Research

Working with the IRC gave me the chance to work with excellent staff that were knowledgeable and experi-enced in the field. Not only was I able to interview several caseworkers, but I also spent an afternoon interviewing the Darfur refugees who were our pilot group for the program.

Interviews

Questions and notes taken from an interview session at IRC

Research

Questions and notes taken from an interview session at IRC

Research

- DSS- “I Speak” card

- Health Insurance (Public Health Program) - PAC - BMS

- Money Management - Career literacy

- Extended Case management services

- Homeownership

- Reminder of Resilience

- Ensure confidence - Emphasize closure- Empowerment

and responding

unavailable and available services at IRC

- Job permanence, long-term career

- Financial medical assistance and Insurance - Extended caseworker services

IRC/CASEWORKERS DARFUR REFUGEES

Overlap - DSS - Health Insurance - Career goals/ Career literacy

- Money Management - MVA - obtaining a license

Diagram of interview results from caseworkers and refugees.

Interview Responses

Research

First iteration of the curriculum in outline form.

Orientation Outline (work in progress)

I. Main Goal: To equip refugees with resources to be independent from their caseworkers

1. Purpose(s)a. Inform and provide resourcesb. Empower/motivate refugeesc. Reflect and cast future goalsd. Prepare for the future

2. Outcomesa. Build confidenceb. More aware and familiar with new resourcesc. Instill realityd. Gaining instead of losinge. *Part of a greater community

II. Orientation Topics

1. Welfare Systemb. Cash assistance

­ No more cash assistancec. Food assistance

­ DSS: food stampsd. Utility

­ MEAP

2. Healtha. Health Insurance

­ Insurance from Jobs­ PAC Program­ BMS (Baltimore Medical System) ­ PCPs (What is covered)

b. Mental Health Servicesc. *Medicare/Medicaid (Joyce and Kono)

3. Economic Literacya. Career literacy (goals & long­term job positions)b. Money Management

­ Paying bills on time­ Filing taxes­ Saving money­ Applying for loans­ Credit accumulation

c. Investments (Big purchases)­ Car purchase­ *Home ownership (buying, mortgage, down payments)­ * Business startup

4. Community Integrationa. Immigration Services

­ Green card (details & application)­ Claiming citizenship­ Family reunification

b. Community Ownership­ Volunteering­ Civic engagement­ Community events/Meetings­ Mentorship­ Join a club or team (sports/hobbies)

III. Next Steps

1. Reality check2. Empower3. Closure

* Items/topics that are questionable

Key Players

­ Jasmine Johnson­ Holly­ Karine­ Paul­ Ismail­ Samuel

Resources:http://www.immi.gov.au/media/publications/settle/_pdf/new_beginnings.pdfhttp://www.immi.gov.au/media/publications/settle/empowering_refugees/

Research

Continued iterations of the outlined curriculum.

Implementation

Implementation

SATURDAY | APRIL 20, 2013

Welcome 10am-10:15 Introduction10:15-11:15 Video/Discussion11:15-11:45 Timelineactivity

11:45-12pm Break Time

Economic Literacy 12-1:00pm Budgeting Saving/EmergencyPlanning Credit/Credit Card

IRC Services post 8-month1-1:20pm Can/CannotActivity (Cash assistance, Food stamps, LSS, BCCC)

Citizenship/FamilyReunification

1:20pm-2:00 Lunch/LeaveforInnerHarbor

2:00pm LeaveBRC

Top of the World Observatory2:30-3:30pm CommunityIntegration ExploreInnerHarbor,FederalHill,..etc.

Closing3:40-4:00 Letterstoself(Ifwehavetime)

MONDAY | APRIL 22, 2013

Welcome {meet at guys apartment}10am-10:30 Review&Can/CannotActivity (Cash assistance, Food stamps, LSS, BCCC)

10:30-12:00pm HealthInsurance

12 - 12:30pm Lunch

DSS Lesson and Trip12:30-1:30pm JasmineleadsDSSsection

1:30-3:30pm Trip to DSS

3:30-3:45pm Letterstofriend?/Closeout

Final iteration of curriculum schedule.

Implementation

Part of the curriculum included in-class exercises and activities that were found in the supplied packet made for the refugees. The packet included a budgeting sheet along with other resources the curriculum covered.

Intervention Materials

MONEY MANAGEMENT

Budgeting

Loans

Credit

«

«

«

BUDGETING BASICS

1. What is a budget?A budget is a plan for how you will spend your money.

2. Why do I need to budget?Creating a budget helps you make long-term goals, save money and start a plan to achieve your goals.

3. How to make a budget?In this section we will create a basic budgeting plan to help you save and to use your money better.

PNC SECURED CREDIT CARD

Basic Facts about the Secured Card:

• $36 dollar annual fee ($3/month)

• APR 18.9% (may be different)

• Minimum credit $250

• Maximum credit about $2000

• Must hold an account with PNC

WHO CAN HELP?

Yes // No

Yes // No

Yes // No

Yes // No

Yes // No

Yes // No

Yes // No

Yes // No

Yes // No

Implementation

“Time in America” activity where refugees were asked to plot out their first time experiences within the first eight-months in America.

Research

The Darfurees listen intently as a lesson on community

integration is given .

Implementation

Day trip to the Top of the World Observatory at the Baltimore World Trade Center

Implementation

Evaluation

Evaluation

“ We feel that we are part of this (Baltimore) community. The only thing is language, language is difficult.” A refugee sharing about their role in the Baltimore community, in response to the community integration segment of the curriculum.

Evaluation

“ We will encourage each other, but we also need somebody to push us.”A refugee expressing their concern about staying connected to IRC and needing accountability.

Evaluation

“ Thank you for coming to teach us. Everything we learn here is valuable. If you did not tell me, I would not know.” A refugee expressing their gratitude after finishing the program.

Evaluation

Overall, the program was a success on many levels. The amount of positive feedback from our pilot group was not only encouraging, but also helpful for future iterations. Although the program is still in its primary stages of development, the measurable outcomes of the pilot included:

• The increase of knowledge in economic and bank literacy do to a number of refugees interested in applying for a secured credit card.

• A desired interest to learn from the return of all students for the second day of the program.

• The support of surrounding staff members at the IRC, and their willingness help with parts of the curriculum.

Evaluation

First group of exit-orientation graduates.

Bibliography

Australia. Department of Immigration and Citizenship. Depart-ment of Immigration and Citizenship. N.p., 2008. Web. Mar. 2013. <http://www.immi.gov.au/media/publications/settle/_pdf/new_beginnings.pdf>.

Piper, Margaret. Working with Refugees. N.p., Mar. 2011. Web. Apr. 2013. <http://www.ames.net.au/files/file/Bookshop/Working%20with%20Refugees%20-%20Participant’s%20Handbook.pdf>.

“International Rescue Committee (IRC).” Rescue and Refugee Sup-port. N.p., n.d. Web. 13 May 2013. <http://www.rescue.org/>.

“Home | Office of Refugee Resettlement | Administration for Children and Families.” Home | Office of Refugee Resettlement | Administration for Children and Families. N.p., n.d. Web. 13 May 2013. <http://www.acf.hhs.gov/programs/orr/>.

“God Grew Tired of Us (2007).” Amazon.com: God Grew Tired of Us: John Bul Dau, Panther Bior, Daniel Abul Pach, Paul Daley, Mark McAdam, Jamie Staff, Mark Nelson, Christopher Quinn, Johanna Giebelhaus, Geoffrey Richman: Movies & TV. N.p., n.d. Web. 13 May 2013. <http://www.amazon.com/God-Grew-Tired-John-Bul/dp/B000R8YC22>.

“Media.” Settlement Publications. N.p., n.d. Web. 13 May 2013. <http://www.immi.gov.au/media/publications/settle/empower-ing_refugees/>.

Lee, Jie-Eun G. “Understanding The Process of Educational Assim-ilation for Refugee and Non-Refugee Immigrant Students: A Pilot Study of a Community College.” Thesis. Vanderbilt University, 2011. Print.

Eggars, Dave. What Is the What: A Novel. New York: Vintage, 2006. Print.

“Refugees from Darfur (Refugee Backgrounder).” / Publications / Resource Library / COR Center. Ed. Donald E. Ranard. Center for Applied Linguistics, n.d. Web. 13 May 2013. <http://culturalorien-tation.net/library/publications/refugees-from-darfur-refugee-back-grounder>.

Duncan G. “Working with Refugees--a Manual for Caseworkers and Volunteers.” National Center for Biotechnology Information. U.S. National Library of Medicine, n.d. Web. 13 May 2013. <http://www.ncbi.nlm.nih.gov/pubmed/21121699>.