- 1.Presented by Jean T. Berger Associate Professor Department of
Youth Development
2. Wisconsin demographics Comparing statistics from 2000 Census
results to US Census Bureau 2009 population estimates
quickfacts.census.gov for more information Most recently updated in
August, 2010 Provides information for each state, compared to total
United States Population, as well as demographics for each county
within a state 3. On July 1, 2009, there were estimated to be
5,654,774 people living in the state 5.4% Increase in total
population since 2000 census 6.4% - under 5 years old 23.2% - under
18 years old 13.5% - 65 years and older 50.3% - female 4. What does
Wisconsin look like? White persons (2009) 89.4% of total population
(Up from 88.9% of total in 2000) 84.6% were whites reporting as not
Hispanic 5. Wisconsins Racial minorities Black persons (2009) 6.2%
of total population (up from 5.7% in 2000) Asian persons (2009)
2.2% of total population (up from 1.7% in 2000) American Indian and
Alaskan native persons (2009) 1% of total population (no
significant change) 6. Percent of change (Wisconsin 2000 to 2009)
White persons +5.9% African American or Black persons +15.1%
American Indian and Alaskan native+19.1% Asian persons +40.1% 7.
Hispanic or Latino Ethnicity In 2000, there were 192,921 persons
reporting to be Hispanic or Latino (includes all races) 3.6% of
total Wisconsin population in 2000 census In 2009, the Hispanic or
Latino population was projected at 5.3%, or approximately 299, 703
Percent of change was an increase of 55.3% 8. Find your local data
Quickfacts.census.gov Provides a census summary for all states and
all counties within states (2009 data) Compares states data to the
total US population Compares countys data to that of their state
Offers information for cities with populations of greater than
25,000 (2006 data) compared to that of the state 9. Interpret your
data Wisconsin Applied Population Laboratory www.apl.wisc.edu
Contact Dan Verhoff, Director, for specific project needs Source
for estimates and projections of subset population data Valuable
information may have already been compiled Hispanic Chartbook (2000
census data) Hmong Chartbook (2000 census data) 10. Developing
Multicultural Understanding Work Team Mission Statement: To Develop
understanding, inclusion, and acceptance through education,
engagement, and celebration of all people. Goals To develop
resources that support UW-Extension work with multicultural
communities and issues To expand the cultural context in which
Youth Development work is accomplished (community club programs
& outreach efforts) 11. DMU research subcommittee Jean Berger,
Marathon County Lori Laberee, Sawyer County Monica Lobenstein,
Jackson County Lesly Scott, Dane County Tim Talen, State Specialist
12. What is the question? We want to know what works in developing
Extension programming that meets the needs of culturally diverse
populations Developing relationships Marketing Delivering programs
Evaluating Sustainability 13. Sources of Information OConnor, C.;
Small, S.A.; Cooney, S. M., (2007). Culturally Appropriate
Programming: What do we know about evidence-based programs for
culturally and ethnically diverse youth and their families? What
Wroks, Wisconsin Research to Practice Series, 1. Madison, WI:
University of Wisconsin- Madison/Extension. Concern about the
cultural appropriateness of programs for youth and families from
various cultural, racial, and ethnic backgrounds. 14. Sources of
Information Hobbs, B. (2008). Keys to Effective Extension Programs
with Latino Audiences, Oregon State University Extension Service.
Hobbs, B.; Sawer, B. (2009). Findings from the first ten years of
the Oregon 4-H Latino Outreach Project, Oregon State University,
Corvallis, OR. Review of Oregons 4-H Outreach experience reveals
some key elements of effective program design and implementation.
15. Sources of Information Perkins, D.F.; Borden, L.M.; Villarrel,
F.A.; Carlton- Hug, A.; Stone, M.R. and Keith, J.G. (2007).
Participation in Structured Youth Programs: Why Ethnic Minority
Urban Youth Choose to Participate-or Not to Participate. Youth
& Society 2007; 38; 420 (yas.sagepub.com) Article reports the
findings from a Michigan study that examines urban, ethnic minority
youth participation in youth programs (structured out-of-school
experiences within a youth-serving organization.) 16. Sources of
Information Guion, L.A.; Chattaraj, S.; Sullivan Lytle, S. (2004).
Strengthening Programs to Reach Diverse Audiences: A Curriculum to
Planning and Implementing Extension Programs for Ethnically Diverse
Audiences. University of Florida, Gainsville. Journal of Extension,
Volume 42, Number 1 - February 2004. Article describing theoretical
framework and usage of Strengthening Programs to Reach Diverse
Audiences curriculum. Curriculum is available online form
University of Florida and accepted into the National 4-H Collection
of Juried Experiential YD Curricula. 17. Setting the stage
Extensions Organizational Culture Extension across the country
recognizes the need for outreach The roots of Extension programs
are often grounded in a White/European American culture and belief
system Extension professionals often benefit from professional
development designed to increase their background in specific
cultures and multicultural sensitivity 18. Setting the stage
Extension Leadership must make a long term commitment to serve the
new audiencestarting with the non-discrimination statement and
continuing to result in valuable programming for real people!
Commitment at BOTH state and county level Sustainability beyond an
initial grant period Professional development for staff Specialist
support Translation of materials into multiple languages 19.
Setting the stage Educator/Agent Outreach is a personal and
professional commitment Long term commitment Respect new ways of
doing Programs cannot be wholly turned over to outreach staff
Cultural communities will associate the program with people, not an
organization May require giving something else up 20. Setting the
stage Existing Extension Audience must support the new efforts
(especially in youth development and similar programs where strong
partnerships already exist). Raise awareness before moving toward
outreach Work together to identify outreach strategies Encourage
and acknowledge partnership opportunities You may encounter
opposition 21. 1. Identify a program where you have attempted to
reach out to a new audience (preferably a new culture) 2. What were
two or three key factors to your success? 22. Strategies for
effective implementation gained from the Oregon Latino perspective
And echoed in the other literature overall 23. Key Findings
Programs respect and reinforce the cultural identity of
participants develop cultural pride Programs are contextual based
in the reality of the lives of participants Programs set high
expectations and help participants to achieve their goals Programs
reinforce existing social capitol of participants 24. Key Findings,
continued Participants are involved in active learning and are
making real contributions Programs provide opportunities to learn
in affinity groups and to expand to multicultural experiences In
the case of youth programs, parent involvement is encouraged 25.
Tools Developed Surveys for Educators and Community partners were
developed by the DMU research team Questions assess: Establishing
the need for the program Describing the targeted audience
Partnerships that supported success Relationships within the
cultural community Evolution of the program over time Key successes
& challenges 26. Preliminary findings from existing programs
Responses from Marathon, Racine & Waushara Counties all related
to youth development 3 Latino programs, 1 Hmong program Needs
assessment Census data Community surveys (United Way, regional
needs assessments, etc.) 4-H Expansion & Review discussions
Coalition identified needs Community scans, and personal
observations 27. Preliminary findings from educators What Key
actions helped to initiate the program? Commitment by state and
local educators Grant funding CYFAR initiatives VISTA support
United Way Support 28. Relationships and connections instrumental
to the program School District connections administration,
teachers, ESL programs, teachers aides, and custodians Religious
organizations Latino connections to Catholic churches, Hmong
connections to Hmong congregations Community coalitions migrant
groups, womens groups, etc. 4-H Leaders Federation CYFAR and VISTA
29. What prompted partners to choose to participate? Leaders in
Hispanic community believe that youth and families need more
opportunities to learn English, learn skills, be recognized
positively within larger community Schools have limited resources
to meet needs of youth in ESL programs Need to develop more
parental relationships Need to build trust with parents (a youth
program could do this) Librarian noted that the Hispanic population
is using the building and services a lot, but that language
barriers with adults has caused caution interacting with them
(Waushara) 30. How is this work different because of the new
audience focus? Trust Building comes first Uncommon skills are
needed (language, cultural understanding Needed to learn the
priorities of the cultural community (both parents and youth) How
was timeline affected? Time consuming building coalitions and
partnerships is a long term goal and isnt realized instantly or
easily This work takes YEARS to accomplish goals exponentially
longer than traditional efforts Changes in personnel greatly add to
the time needed for completion 31. How did the program evolve? The
initial efforts often grew to replication or expansion of program
ideas (Summer clubs grew to afterschool) New ideas were added at
the request of participants or partners (soccer as a new vehicle to
keep kids interested) New partnerships formed (Literacy Council)
New ways of identifying participants (Hmong youth eventually self
selected after initial identification by School Counselors) 32.
What resources did both sides bring to the table? Facilitation by
faculty member Financial support and training for hired staff Needs
assessment Food & supplies needed for programs Partners
organized and communicated with families Organized family nights
Called participants to remind them of programs Answered questions
in school settings, etc. 33. Challenges and Barriers identified by
educators Language skills Building Trust Changes in personnel,
first person hired wasnt always the best fit for the program
Scheduling with participants need for calls & reminders
Transportation issues Community distrust (police officer targeting
Hispanic drivers) Better planning and evaluation early on would
lead to stronger evaluation & results at later stages of the
project 34. Challenges and barriers identified by program partners
Building trust identified in all programs This process was
alleviated over time Partners identified the sincere work of
Extension personnel Programs were held in safe environments
(schools, libraries, churches) Childcare was provided in some cases
Adult programs were held in conjunction with youth programs
Transportation was offered 35. Greatest successes identified by
educators Connections and relationships built in the cultural
communities Building recognition of value of UW-Extension in this
work Positive mentoring opportunities Impacting peoples lives by
building skills and confidence Strengthening relationships with
partners (schools, coalitions, etc.) Raising the status of the
cultural community within the greater community (empty bowls,
county fair, etc.) 36. Greatest successes identified by partners An
opportunity to allow the Hispanic families to be seen in a positive
light in the community no longer invisible (Marathon Latino)
Increase in parental participation in these and other school
activities (Racine) Youth are eager to participate and enjoy the
programs (several programs) New skills learned by youth including
community service opportunities (several programs) Attachment to a
community organization (Marathon) 37. Promising practices
identified by educators #1 answer was incorporating
bi-lingual/bi-cultural person (volunteer or staff) into the process
Constant respectful conversation and problem solving to improve
program listening comes first! Identifying staff whose main focus
was this one project Patience and polite persistence 38. Promising
practices identified by partners Trust and relationship building
that the program fostered Inviting all kids to participate (not
just the cultural community kids in afterschool Waushara and
Marathon Hmong programs) Strong support for programs coming from
school personnel and afterschool coordinators Allowing persons
within the cultural community to assume leadership and
responsibility for leading the program. 39. In the future, what
would you do differently (educators) Include in the plan a person
whose main focus was this single program Take a longer view of the
time it will take to reach goals Relish smaller successesthey are
really BIG accomplishments! 40. What would you do differently
partners responses Expand the program to higher grade levels so
this safety net continues as youth move on to other buildings
(Racine) Continue the funding so that the program was sustainable
(Marathon Hmong) Include teens to participate as program planners
and partners in program delivery 41. What do these preliminary
findings mean for the expansion of this study? What can they mean
for the future of Extension work in Wisconsin? 42. We need your
input to have as complete of a document as possible Are you working
on an Extension program that reaches out to diverse audiences? Can
you take 30 to 40 minutes to talk to one of our research team
members or can you complete a survey form Do you have a partner or
several partners from the targeted community that could also
contribute? 43. Does this resonate with your work? What can you
take from today to improve your opportunities for successful
programming in the future? What are we missing? Should we be
looking for additional information? What is the best way to share
this information with you in the future? 44. To access this
information Web based access to power point slides, research
citations, and the tools currently being used by the DMU team are
available following the conference 45. Jean T. Berger Marathon
County 4-H Youth Development Agent 715-261-1243
[email protected]
