Blog

…

One year and one thorough report later, several initiatives are being launched that officials hope move Harper to a place where it’s recognized as an institution that truly values diversity among employees.

“Our goal is to be sure our workforce and student body reflect the demographics of our district,” Harper spokesman Phil Burdick said.

Among the most notable is a new leadership position to help oversee the entire effort. Beginning in January, Michele Robinson, the current dean of business and social science, will serve as special assistant to the president for diversity and inclusion.

The position will be filled by a tenured faculty member on a rotating basis, so Robinson will be free to return to teaching or go for another administrative role after a certain period of time.

“Keeping some fresh energy in that role will be important,” Ender said.

Harper also is developing a teaching fellowship program to recruit Master’s degree recipients who are Hispanic, African American or from other underrepresented groups. Fellows will work with a senior faculty member, observe classes, teach and take part in professional development.

Fellows likely would be at Harper for two years. If a faculty position opens up, they’ll be encouraged to apply or given a recommendation as they seek a job elsewhere.

Ender is working specifically with a couple of universities to develop the program but declined to say which ones until the partnerships are finalized. He hopes the first fellows will start next fall.

Harper currently lacks an adequate pipeline of underrepresented candidates. Diversity in the classroom is vital, Ender said, because it adds to the strength of the institution and the student experience.

“We believe diversity among students in race, ethnicity, culture and preferences is important to help them think and debate and dream,” Ender said. “We need to have that among our faculty and staff too.”

Harper’s initiatives are largely the result of a 12-person task force made up of faculty and staff that Ender assembled to determine how to make matters of diversity and inclusion among employees an institutional priority.

In addition to surveys, a cultural values assessment and an examination of best practices and human resources data, the task force submitted a report to Ender with a set of recommendations over the next five years.

According to the report, the college did make some progress between 2002 and 2012. Diversity among employees rose from 14.4 percent of full-time workers to 20.1 percent, including a 3.5 percent hike in faculty. Within administrative ranks, however, the number fell from a total of eight to six employees.

The task force also described the situation as a “revolving door,” with resignation rates for diverse employees disproportionately higher than overall rates in all but two years. The report noted that the percentages of diverse employees in most employee groups lagged behind demographics of the district’s residents.

In 2010, for example, Hispanics/Latinos accounted for 15.2 percent of Harper’s district but 9.2 percent of Harper’s workforce. Asian/Pacific Islanders comprised 12.1 percent of the district but only 6.4 percent of Harper workers. Those disparities were even more marked at the executive level.

Ender said Harper will form employee support groups for various underrepresented groups similar to those for students. The board of trustees noted that 34 percent of credit students are diverse, compared to 30 percent of district residents.

Other initiatives include implementing an internal marketing and communications plan, issuing diversity “score cards” at the department level and hiring a firm to conduct exit interviews to determine whether feelings of exclusiveness played a role in an employee resigning.

Click here for full online article.

…

According to a new report produced by DDD and another group that studies Detroit area demographics, Global Detroit, much of Macomb’s foreign-born population has established residency along the Mound/Dequindre corridor in Warren and Sterling Heights. These ethnic clusters also spill over into Shelby Township, Troy and Madison Heights.

Macomb’s melting pot, its ethnic stew, features the largest Albanian population of any county in America. Yet the Albanians and other prominent ethnic groups are largely “invisible” because they are dispersed, according to the Global Detroit/DDD study.

Macomb County has no Chinatown or Mexicantown.

Susan Katulla of Sterling Heights, a Chaldean who came to the United States as an infant, said that the Mound/Dequindre corridor became a settlement location for immigrants and refugees almost by chance. The early Chaldeans — about 400 families in 1987 — were attracted by the jobs and low cost of living in Macomb County.

Many more followed, including refugees fleeing the Gulf War and Iraq War. The most recent estimates indicate 70,000 Chaldeans and other Iraqi Christians live in Macomb County, with 25,000 to 30,000 located in Sterling Heights alone.

“There are businesses in that area that cater to ethnic communities, selling favorite foods, vegetables, spices,” said Katulla, vice chair of the Sterling Heights Ethnic Community Committee. “The people like to have family close to them. They want a place to shop that’s close to them. They want a church that’s close to them.”

Churches are ‘magnets’
For most of the immigrant enclaves, the church is the anchor of the community, the main draw for those seeking a place to live.

The Macedonian and Serbian communities built towering, ornate churches in Sterling Heights. The Sikh community last year constructed a temple, a gurdwara, nearby. The Assyrians, another sect of Iraqi Christians, established a church on Ryan Road in Warren. Filipinos were attracted to that same corridor by the number of Catholic churches, including some with priests that are first-generation immigrants from the Philippines, according to Betsy Henry, president of the Filipino Chamber of Commerce, located in Rochester Hills.

Another big draw is a Filipino cultural and activities center in Southfield and the huge annual picnic at Warren’s Halmich Park in June to celebrate Kalyaan, Independence Day for the Philippines. The event attracts 3,000 to 5,000 Filipinos of all generations.

“Filipinos are very fun-loving, gregarious people. They love to dance and sing,” Henry said.

Many of the recent arrivals to the United States entered on work visas. They are college-educated immigrants who were sponsored under a 3- to 5-year agreement with an employer. A large number have gone into the health care field as nurses or physical therapists.

Steve Tobocman, director of Global Detroit, said that robust immigration strengthens the local economy and creates more jobs, as highly skilled professionals and entrepreneurs make the Detroit area home. The immigration reforms pending in Congress would add to that momentum, he believes.

“People may tend to think of Macomb County as not as diverse as Wayne County or Oakland County, but some of the most concentrated populations of foreign-born immigrants are in Macomb,” said Tobocman, a former state House member who represented southwest Detroit.

Immigrant profile
The Global Detroit/DDD report depicts a flattering picture of the Detroit-area immigrant populace:

* 40 percent of the immigrant population has a bachelor’s or graduate-level college degree, significantly above the educational attainment of local residents who were born in the U.S.

* Two-thirds of foreign-born immigrants own their homes, and 52 percent have become naturalized citizens.

* The average income for this first-generation immigrant group is $61,000 for males and $41,000 for females.

* Foreign-born residents have a higher rate of employment — 90 percent vs. 84 percent for American-born workers — and only 7 percent work in the public sector.

* Immigrants have a much higher percentage of workers in four categories — management, business, science and the arts — than naturalized citizens.

* The foreign-born are much more likely to be married than American-born residents, and half as likely to be divorced.

In Macomb County, six sections — U.S. Census tracts — within the Sterling Heights Mound/Dequindre corridor feature foreign-born populations of 35 percent to 42 percent.

In the surrounding neighborhoods of Sterling Heights, Warren and Shelby Township, several census tracts are highlighted by foreign-born populations above 20 percent.

The assimilation of these newcomers from a vast array of nations falls on the school districts, nonprofit groups associated with particular ethnicities, and organizations such as Global Detroit. Assistance with finding housing, a job and dealing with “culture shock” are offered by numerous groups.

The Mount Clemens-based Interfaith Center for Racial Justice in 2007 launched a rotating, 5-week program of workshops called “Listen, Learn and Live” that teach residents about other cultures and religions. That effort, according to ICRJ Director the Rev. Michail Curro, expanded into week-long summer day camps run by two churches in south Warren for a diverse group of immigrant kids.

At the public schools, the biggest challenge is integrating kids into the American system of education and getting them into an English as a Second Language class.

92 languages
Immigrants in Macomb County schools speak at least 92 languages at home, according to Judy Pritchett, chief academic officer for the Macomb Intermediate School District. Of the approximately 10,000 K-12 students attending sessions known as English Language Learners classes, the vast majority are enrolled in the Warren Consolidated and Utica school districts.

Katulla, the lone Chaldean member of the Warren Consolidated school board, said her district provides interpreters via a two-way phone system to help immigrant parents communicate with teachers.

But the chasm some kids face in becoming functional in American society goes beyond language skills.

“Many of these kids have gaps in their education due to the trauma of war or persecution or family separations,” Katulla said. “We can have an eighth-grader who last went to school in the second grade.”

Parents also receive assistance with English language classes but Katulla said that at the Chaldean Community Foundation, where she works, sad stories abound. She offered the example of an immigrant pharmacist who was working a menial, 12-hours-a-day job and has no time to attend English-learning sessions so he can secure a job in his field.

“Many of these people have so much talent, but they speak no English,” she said.

While Macomb County may not have a Chaldeantown or an Indiantown, it once came close to establishing a Ukrainiantown.

In the 1960s, at a time when just a few big ethnic contingents were concentrated within the county populace, immigrants from Ukraine began migrating north from Hamtramck and surrounding Detroit neighborhoods to Warren, specifically the area at 11 Mile and Ryan.

The construction of St. Josaphat Ukrainian Catholic Church was the “magnet” that sparked the exodus, according to Ukrainian community leaders. What followed was a Ukrainian housing complex, two Ukrainian credit unions where the tellers spoke the native language, and the Ukrainian Cultural Center, which features a large banquet room and has hosted former presidents George H.W. Bush and Bill Clinton.

About a mile away, near 12 Mile and Dequindre, the remnants of the Ukrainians who had worshipped at Immaculate Conception Catholic Church in Hamtramck established a K-12 Immaculate Conception school within a shuttered public school building. The high school eventually closed but the elementary school lives on. Over time, several Ukrainian sports clubs for kids have also been formed.

Andrey Duzyj, former president of the Ukrainian Cultural Center, said many of the older Macomb County Ukrainians have died off or moved on. But the downfall of the Soviet Union in 1991 sparked a second exodus of immigrants from Ukraine, the former “Captive Nation,” to America in search of economic opportunity.

“They call themselves the ‘new wave’ — and that’s fine,” Duzyj said. “We just want to keep our heritage alive.”

Click here for full article online.

…

As part of the Mela, the CILHE is calling all TISS students (Guwahati, Hyderabad, Mumbai and Tuljapur campuses) to send in entries for two competitions:

a. A two- or three-minute audio recording made on any digital device of your choice – the recording could be in a railway station, a bazaar, a street corner, a cafeteria or any other everyday location. Capture an interaction between two or more persons speaking in different languages about any topic. Prepare a poster interpreting what happens in your audio recording. Do remember to add an English translation of the interaction in your recording. Students are encouraged to use free editing software available for both Windows and Linux platforms. Posters can be in English or in any of the three theme languages. Group submissions are encouraged. Submissions over email are accepted.

b. Creation of a new article on any Indian language Wikipedia (preference will be given this time to Marathi, Hindi and Gujarati entries, but other languages will also be considered). Training workshops on editing Wikipedia will be held at each TISS campus during August 2013. Send us details of your Wikipedia entries and mention your Wikipedia UserName in your email.

Click here for online article.

…

The Kafleys are refugees being helped by the International Rescue Committee. Senior caseworker Daley Ryan says his organization has helped many citizens originally from Bhutan, but with ethnic Nepalese origins. For that reason, Bhutan kicked them out years ago.

“And most of them went to Nepal, and Nepal opened up camps,” Ryan says. “And these people have been living there. They’re without documentation, they’re without citizenship, they’re just living in the camps, some their whole lives. The child you talked to was born in a camp.”

That child, Ayush, is now getting ready for 4th grade. DISD intake specialist April May brings out a gift for the budding scientist, who also likes guitar. It’s a backpack stocked with supplies that the center hands out to its students.

Saroz Kafley came to Dallas because his brother was already here, living in a growing Bhutanese community. He works for Grapevine-based GameStop, and is happy to live life outside of a refugee camp. Today’s intake center visit was a top priority because of Kafley’s emphasis on education.

“It is very important,” he says. “It makes the future.”

DISD will keep the Intake Center open throughout the year to help parents navigate their way around the district and counsel them on other needs that inevitably arise for new students and new immigrants.

Click here for online article.

…

Librarian’s Choice

Clymer Library, 115 Firehouse Road, Pocono Pines

Choices this week: “Oh, the Places You’ll Go” by Dr. Seuss; “The Night Before Kindergarten” by Natasha Wing; “Goodnight Gorilla” by Peggy Rathmann

 

Books to Buy

“The Boy Who Swam with Piranhas” by David Almond, illustrated by Oliver Jeffers, Candlewick, 2013, 244 pages, $15.99 hardcover. Read aloud: age 9 and older. Read yourself: age 10-11 and older.

Young Stanley Potts had a bit of a rough start. His parents had passed away, but Stan had come to love his Auntie Annie and his Uncle Ernie, with whom he lived. One day, however, Uncle Ernie went totally bonkers, canning fish in their house. He set up a factory and had Stan helping him almost 24/7. The day Ernie went too far with it all, Stan knew what he had to do — he left.

Stan soon took a job with a traveling carnival, first as a helper to Dostoyevsky and his plastic floating “Hook-a-Duck” stall, then as the “next in line” to legendary Pancho Pirelli — the man who swam with piranhas. Stan trained hard, yet what he needed most was to believe in himself.

“Every Day After” by Laura Golden, Delacorte Press/Random House, 2013, 224 pages, $15.99 hardcover. Read aloud: age 8 and older. Read yourself: age 10-11 and older.

Eleven-year-old Lizzie has a great life — loving and supportive parents who believe in Lizzie’s worth and strength, a terrific best friend, and top grades in school. When the Great Depression strikes, Lizzie’s world quickly starts to unravel — her father loses his job and abandons the family, and her mama is so depressed about her husband leaving she can’t take care of herself, nor Lizzie, the house, and paying the mortgage.

Lizzie is determined to keep everything afloat, but she finds that more difficult to do than she bargained for. With the nasty new girl, Erin, determined to see Lizzie’s mom packed away in a mental institute and Lizzie in an orphanage, and the bank determined to foreclose, Lizzie realizes she must make her bravest move of all — ask for help.

Nationally syndicated, Kendal Rautzhan writes and lectures on children’s literature. She can be reached at greatestbooksforkids.com.

Click here for full article online.